Back to School 2013 by AddisonPress

The Addison Independent presents

o t k c a B

l o o ch

August 2013

Early to bed

Art class SIXTH-GRADER NICO Gori-Montanelli in May paints a panel that was to be installed on the piano that Mary Hogan Elementary School students decorated for the Town Hall Theater’s birthday bash this summer.

Independent file photo/Trent Campbell

New administrators arrive in area schools … can take effort at summer’s end By MELISSA RAYWORTH spontaneity of summer and the long, light eve(AP) — Parents, you can already picture those nings, ditching routines and enjoying late nights first mornings of the school with the kids. Or maybe we reyear: the challenge of dragging ally do try to get them to bed cranky kids out of their beds at early, but Little League basedawn after two months of melball games run late and vacaFor young kids, the low summer mornings. tions to other time zones make Each year, many of us swear it impossible. most effective routine we’ll do it differently. We will Then we try to get our kids includes a warm listen to the experts. We will up early for the first day of bath and reading a adjust our children’s bedtimes school and their bodies natufavorite book. Skip back to a school-year schedrally rebel. It’s never easy television, which has ule as soon as August arrives. to be “waking up at the time a stimulating effect. We will work with biology, you’re biologically ready to be not against it, by dimming the asleep,” says Dr. Peter Franlights and drawing the curtains zen, child sleep expert and in the evenings. We will reassistant professor of psychiamember the power of a good try at the University of Pittsbedtime routine. burgh’s Sleep Medicine Institute. It does sound wonderful. Lack of sleep can affect kids’ ability to learn, to But each year, many families embrace the (See Bedtime, Page 9)

By JOHN FLOWERS AND ANDY KIRKALDY ADDISON COUNTY — Each new school year brings a crop of new faces — some are the youngest children who are just starting out in school, some are children who have moved into a school district over the summer, and some are new teachers and administrators who staff the schools. While it is a bit early to identify all of the new children and teachers, by early August area schools have lined up several new administrators for the 2013-2014 school year. Among those who parents and community members will see leading their schools this fall are a new superintendent of the Addison Central Supervisory Union; a new co-principal at Vergennes Union High School; and new principals or assistant principals at elementary schools in Shoreham, Cornwall, Middlebury and New Haven. In addition, a familiar face will be changing roles at Addison Central School. The most senior of the newcomers is the Addison Central Supervisory Union’s new superintendent, Peter Burrows. He was a 42-year-old principal (See New faces, Page 2)

Inside The grit to succeed is not inherited, but learned..........................4 Mount Abe recognized for innovation in education .....................7 Teachers can use clothes to communicate with kids .................8 Beeman students make choices about their food ..................... 10 Tips for packing safe lunches.......................................................... 11

PAGE 2 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

New faces (Continued from Page 1) of Willamette High School in Eugene, Ore., when he was hired this past March to replace retiring Superintendent Gail Conley. Burrow, who officially started his job July 1, overseas nine ACSU schools: Middlebury Union high and middle schools, along with elementary schools in Bridport, Cornwall, Shoreham, Salisbury, Ripton, Middlebury and Weybridge. This is his first job as a superintendent. His résumé includes a combination of teaching and administrative duties in schools in the United States and abroad. He has took over as principal of Willamette High School, with a student

SUSAN HACKETT

TOM BUZZELL enrollment of 1,550, in September of 2010. He had served as assistant principal of Willamette for two years prior to that, and as a teacher there since 2004, specializing in language arts and English. Burrows also worked as a language arts teacher at Sisters (Ore.) High School and Middle School (20032004), and as a teacher and designer of English and other courses at universities in South Korea, Mexico, Japan and India. The Connecticut native also has previous work experience in Vermont, having served as an English teacher at the Intensive English

Institute in Brattleboro from January through August of 1999. Meanwhile, in the Addison Northwest Supervisory Union, 65-year-old Tom O’Brien is starting his final year as superintendent; he will retire following the 2013-2014 school year after 13 years in Vergennes. This year he will work on a 60-percent-of-full-time basis. The other 40 percent of the superintendent’s duties will be carried out by longtime Addison Central School (ACS) Principal Wayne Howe, who will be a part-time ANwSU assistant superintendent this year. An ACS lead teacher would assume some of Howe’s duties in Addison, and administrative assistant Susie Hodsden will also take on greater responsibilities. Also in the ANwSU, Stephanie Taylor last month took the reins as the new VUHS co-principal. An Essex Junction native and Burlington resident, Taylor spent time in the business world (including managing a food service firm) before raising a family (when she was active in her children’s schools and school boards). She has been employed as a substitute teacher, as a Westford Elementary School para-educator, and as a school library media specialist in Grand Isle and at Mount Mansfield Union High School. Most recently, she served as assistant

principal at U-32 High School in East Montpelier for six years. At VUHS she will have primary responsibility for middle school grades. At the elementary school level, Mary Hogan Elementary School 4thgrade teacher and Challenge Program leader Steve Lindemann last month took on the role as the Middlebury school’s new assistant principal. Lindemann, a 47-year-old Middlebury resident, is in his second teaching stint at Mary Hogan Elementary during a career as an educator that has spanned almost 25 years. He began teaching English as a Second Language in 1989 in the Dominican Republic, on behalf of the Boston Institute and the Los Angeles Dodgers baseball organization. He arrived in Vermont in 1995, beginning as a 5th-grade teacher at the Main Street Middle School in Montpelier. In 1996, he began a series of teaching stints in Addison County schools in Weybridge (19962000), Mary Hogan (2000-2003), and Ripton (2003-2010) before taking a job as a district data coach in Fair Haven (2010-2011). He returned to Mary Hogan School in 2011 as a Challenge Program teacher, assuming the additional responsibilities of 4th-grade teacher in 2012. The assistant principal position opened up as long-time Co-Principal Bonnie Bourne retired at the end of

STEVE LINDEMANN

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PETER BURROWS the last school year, and Mary Hogan School Co-principal Tom Buzzell dropped the “co” from his job title. Shoreham Elementary School will see a new principal, after Principal Heather Best resigned in June after six years in order to accept a teaching position at the Neshobe Elementary School in Brandon. James Ross, a longtime physical education teacher in Ridgewood Public Schools in Ridgewood, N.J., will lead the Shoreham elementary for at least the next year. Shoreham school directors offered the job to Ross as an interim administrator to serve the coming academic year, during which officials plan to mount a search for a permanent hire. School leaders said Ross will be able to a reapply for the job, which he confirmed he has every intention of doing. Ross, 52, earned a bachelor of science degree in physical education from Springfield College in Massachusetts in 1983. He earned a master’s degree in that same discipline from Springfield College in 1992. Ross earned a certificate in educational leadership from Long Island University in Orangeburg, N.Y., this past January. He has taught physical education to grades kindergarten through 5 at the Ridgewood schools for the past 25 years. He taught the same subject at the Cobleskill Public Schools in

Cobleskill, N.Y., from 1983 to 1988. In Cornwall, Susan M. Hackett, a Rutland County educator and past principal of the Plymouth and Sunderland elementary schools, is the new top administrator of Bingham Memorial School. She replaced Principal Denise Goodnow, who will become coprincipal of the Thatcher Brook Primary School in Waterbury. A Proctor resident, Hackett, 53, worked as a reading intervention teacher at the Rutland Town School and as afterschool site coordinator at the Clarendon Elementary School. She is no stranger to this area, having served as director of the Addison County branch of the Building Bright Futures early childhood program from August 2007 until March of 2009. While she will serve primarily as an administrator at Bingham

STEPHANIE TAYLOR Memorial, Hackett is prepared to do some substitute teaching and fulfill other roles when called upon. New Haven’s Beeman Elementary also will have new leadership come September. Steve Flint, who had been principal since 2005, left over the summer to take on a teaching job at Mary Hogan Elementary. As of early August, Addison Northeast Supervisory Union officials were still looking at candidates to fill the job at Beeman.

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Back to School — a special section of the Addison Independent, Thursday, August 15, 2013 — PAGE 3

Group setting ST. MARY’S SCHOOL students in grades PreK-6 gather this past January for their Community Appreciation Day Assembly. They presented baskets full of goodies to show their gratitude to representatives from eight local organizations.

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PAGE 4 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

The grit to succeed is not inherited, but learned By ARIELE FABER on cognitive skills. To combat such stress, Growing up, my dad began every school Tough references various studies including day with the cheer “Attitude, Effort and one by neuroscientist Michael Meaney at Motivation!” With that, three kids would McGill Universty, who showed that rat pups roll out of the car, giving dad a laugh and who were licked and groomed after a stressan embarrassed eye-roll before scampering inducing situation had lower levels of stress to class. It was cheesy, but to this day my hormones and better stress regulation mechbrothers and I still repeat those words and anisms in their brains and behavior than rat live by them. pups who did not receive such post-stress I never gave this childhood cheer much attention. This study illustrates the role of thought until I read Paul Tough’s book “How affectionate and supportive caregivers in Children Succeed: Grit, Curiosity, and the the life of a developing child under constant Hidden Power of Character” for my Porter stress. It also leads to the hypothesis that parHospital Internship with Dr. Jack Mayer ents, teachers, and health providers may put in pediatrics. In this book, Tough takes an children on the road to success by first giving evidence-based approach to explain the re- them the tools to manage and prevent stress. lationship between success and “character” A LOCAL MODEL development in the child and adolescent. He The Addison County Parent-Child Center describes how these core attributes or quali- (PCC) is a local model for how communities ties that make up a person are not just in- may provide an opportunity to tackle stress herited in our genes; they are skills that can through early-intervention and prevention be learned, practiced, and strategies. The PCC works at taught. the intersection of child and Through a series of stu- It is not sociofamily health, vocational traindent anecdotes, Tough illusing, and character developtrates the grim realities of economic disadment. The Center initially fohow childhood trauma and vantage alone cused on adolescent pregnancy continuous stress affects a that determines as a high stress life event, child’s ability to learn and which puts newborns at risk. apply cognitive skills. He whether a child Today, the PCC emphasizes defines measures of success will fall behind in both therapeutic childcare and to include IQ tests, and per- school, but rather community outreach. The PCC haps more importantly, tests model has been so successof non-cognitive skills that the stress that ful that there are now fifteen include self-control, curios- comes with childParent-Child Centers across ity, conscientiousness, grit, the state. hood trauma and and self-confidence. He Anne Wallace, MSW, first defines “grit” as self-disci- an unstable home got involved with the Addison pline and dedicated pursuit environment. County Parent-Child Center in of a goal. 1981, when the PCC was foTough cites the 1994 cusing on children from birth publishing of “Starting Points: Meeting the to three years old and their young parents. Needs of Our Youngest Children” as a piv- In the past 15 years, the PCC has expandotal moment in our understanding of child ed to serve children birth to six throughout development, positing that a child’s suc- the county. Wallace explained that the PCC cess was achieved through honing cognitive teaches children and their parents behavioral skills. Disadvantaged children were thought regulation and a sense of agency through to fall behind in school because of a lack of modeling appropriate behavior, observing early cognitive training. Now, however, the children’s interactions, also teaching copdebate of cognitive vs. non-cognitive skills ing skills, and setting firm limits with conis gaining attention once again — this time sequences. Children at the PCC are taught to in favor of a non-cognitive approach. use three phrases in social settings: “Stop,” Tough synthesizes research in neurosci- “I need space,” and “Can I have a turn when ence, education, and psychology to affirm you’re done?” Such scripts for social enthat the development of non-cognitive skills gagement help a child to develop confidence, leads to success in school and workplace, exercise self-control, and be more conscienand contributes to cognitive skill develop- tious of others. In turn, says Wallace, “(we ment and overall quality of life. are) helping kids grow up with a sense of Furthermore, it is not socioeconomic dis- who they can be.” advantage alone that determines whether a BALANCING PROTECTION AND child will fall behind in school, but rather the PREPARATION stress that comes with childhood trauma and This approach is similar to that of Tough, an unstable home environment. particularly in the areas of developing nonStress has been a long-time culprit of cognitive skills and building character. physical ailments. One of the oldest sys- Tough speaks as both a researcher and partems in the human body is the HPA axis, or ent when he cites all of these traits as vital to hypothalamic-pituitary-adrenal axis. Tough the development of character and the frontal cites neuroscientist Robert Sapolsky in de- cortex of the brain that regulates impulses, scribing this stress-response system as one focus, organization and persistence. In a that evolved to respond to short, acute stress, passage about his three-year-old son, Tough rather than the continuous stress people of- says “he needed something more than love ten endure today. Think of the difference and hugs. He also needed discipline, rules, between being chased by a sabre-tooth ti- limits; someone to say no. ger, and worrying about how to pay excesAnd what he needed more than anything sive rent every month for what seems like was some child-size adversity, a chance to an eternity. In short, today’s stress is chronic fall down and get back up on his own, withand destructive over time, and cannot simply out help.” It is this careful balance between be outrun. protecting a child from harm and preparWith this knowledge in mind, Tough walks ing them to fall that Tough describes as the us through a study by Evans and Schamberg greatest challenge for a parent, and other that indicates a person’s “allostatic load” — caregivers in a child’s life. i.e. markers of childhood stress such as blood Wallace also pushes Tough’s ideas furpressure and stress hormone levels, not pov- ther by calling attention to how the design erty per se — has the most negative impact of the PCC’s physical environment plays a

role in this process of childhood growth. She themselves back up. Children learn to walk highlighted the importance of establishing a by falling and getting up. Integral to learnpeaceful and consistent environment early ing how to ski is learning how to fall. The on for children, where they irony to Tough’s book title may find stability and calm is that the story of how chilamidst a potentially chaotic Such scripts for dren succeed is in fact one social engagefamily life and upbringing. about failure and how to “You have to have a house ment help a child overcome the challenges of … you create community growing up. for people,” she says. In this to develop confiSo I guess my dad was sense, when laying the foun- dence, exercise right. Success is not just dation for a developing child, self-control, and be achieved by learning the init may help to think like an formation often associated architect. When a building more conscientious cognitive abilities; it is also is designed, one of the most of others. “We are about “Attitude, Effort, and important decisions made is Motivation” with a healthy helping kids grow where it will sit. “Site” childose of kindness and affecdren in healthy spaces that up with a sense of tion so kids can develop true will bring fresh air, intellec- who they can be.” grit. tual curiosity, affection and Editor’s note: Ariele — Anne Wallace Faber graduated from support so they will be successful. Middlebury College this I believe Wallace and past winter. She researched Tough would both agree that you cannot pre- and wrote this article as a J-term project dict or prevent every knee scrape, but you with preceptor Dr. Jack Mayer of Rainbow can prepare children to be resilient — to get Pediatrics.

‘Much Ado’ WILLIAM SHAKESPEARE’S PLAY took on a new look on the Addison Repertory Theater stage at the Hannaford Career Center last May. Director Steve Small set the play in a 1980s club and the student actors handled both the cheesy clothes and difficult language with great skill.

Independent file photo/Trent Campbell

Back to School — a special section of the Addison Independent, Thursday, August 15, 2013 — PAGE 5

PAGE 6 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

Voices up MIDDLEBURY UNION MIDDLE School choir director Elizabeth LeBeau conducts students during the school’s spring concert this past May. Independent file photo/Trent Campbel

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Back to School — a special section of the Addison Independent, Thursday, August 15, 2013 — PAGE 7

Mount Abe recognized for its innovation in education

• Multiple timeframes and pathways to graduation. The school has created student portfolio development websites for each student that MONTPELIER — State officials last spring includes guidelines for the competencies and announced that Mount Abraham Union Middle/ examples of each student’s self-selected “best High School has been inducted into the League work.” These electronic portfolios are also of Innovative Schools. used as the basis for semester exhibitions of “Mount Abe … (is a) great addition to the competency for parents, teachers and peers. league. I am proud of Vermont’s involvement All students begin personalized planning in in this consortium of New England schools the 7th grade, where they create a personalized who are working together to make our schools learning plan (PLP) that evolves as they more relevant and engaging learn. In the 8th grade, they for students,” said Vermont can expand their PLP into Secretary of Education a personalized pathway to Armando Vilaseca. “The “These schools graduation by demonstrating league is a platform for exemplify how competency gained through discussion, idea sharing, and other experiences. Students best practices — focusing on innovative use high school courses, making our schools reflective programs can vocational and technical of the needs of our state programs, college courses, and our country in the 21st improve educavirtual learning, independent century.” tion for Vermont studies, training programs such The League of Innovative as firefighting or emergency Schools is comprised of students.” medicine, service learning and 13 secondary schools from — Gov. Peter Shumlin work to generate evidence of across the state (including their proficiency. Vergennes Union High “We have realized that the School), and is affiliated with the New England traditional education model does not work for Secondary School Consortium. The consortium all of our students and we are working to design includes Maine, New Hampshire, Connecticut, a system that is flexible, engaging, and focused Rhode Island and Vermont. on the skills necessary to be successful after The goal of the league is to encourage leaving high school,” said Mount Abe Principal innovative strategies, establish a network Andy Kepes. “Membership in the League will of best practices that is directly linked to provide us with opportunities to network with 21st century learning, and promote greater other schools who share our goals.” educational equity and opportunities for all “Congratulations to … Mount Abe for students. League schools will serve as models this well-deserved recognition,” Gov. Peter for local education agencies around the state, Shumlin said in the press release. “These helping to shape the future of Vermont public schools exemplify how innovative programs education. can improve education for Vermont students. Mount Abe has been engaged in a school- I believe that we can make our education wide transformation initiative based on a vision system the best in the nation by following with three components: these strategies statewide, using personalized • Assessment of proficiency based on learning that includes internships, career standards. training opportunities, and college-level • Relevant, engaging and student-centered coursework to create flexible pathways to design. graduation for all our students.”

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PAGE 8 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

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By SAMANTHA CRITCHELL ers, so they can make the transition between AP Fashion Writer seasons and between school years. They can NEW YORK (AP) — Back-to-school shop- all be dressed up or down, and adapted to look ping doesn’t have to be all kids’ stuff. The ward- “new” with the right belt, shoe or jewelry. robe to complement that first opening bell can “With little time during the school year to help set the tone for a teacher’s year, too. shop, teachers can maximize style all year long There’s nothing in the contract that requires by buying key items that will update pieces dangling cat-character earrings or kooky bow they already own,” says Sofia Wacksman, ties. The right look can command respect while vice president of trend for Kohl’s Department earning a little street cred. Stores. Celebrity stylist Cristina Ehrlich, a style adEhrlich suggests layers, as long as the overall viser to Coldwater Creek, remembers her first look is relaxed without being sloppy. On the flip “cool teacher” in elementary school — and side, tailored is good, but too buttoned-up is not. Ehrlich says she never worked harder than she If you’re thinking of a bow-neck blouse, for exdid for that Lauren Hutton lookalike, who wore ample, make sure it has a soft touch. pleated slacks, V-neck silk blouses, a thin little For a more bohemian style, a dolman sleeve belt and gold hoop earrings. “Maybe it’s that I top in a watercolor print will give the effect wanted to impress her, or maybe she just knows of a fluttery, full, feminine look without a bell how to grab your attention, but she left a lasting sleeve, which seems an invitation for snags or impression,” she says. stains. These days, that teacher might be wearing Funkier accessories can be for anyone. Teachbrightly colored skinny jeans ers need a stylish case for and a boyfriend sweater, or gadgets, and that’s a neutral trouser jeans and a crisp but- “You are on a zone for experimentation. ton-down in a cheerful color, stage in front So are ballet-flat shoes, Ehrlich muses. which have more options “Young kids like a little of the kids all than the periodic table. eye candy. It draws their at- day. You want to Picking popular colors, intention,” Ehrlich says. “You cluding flashes of the almost be comfortable, want authority but not stuffy.” neon brights, also is an easy Maybe that same second- you want to feel “in,” says Fabricant, and the grade teacher would even try confident. Too broad choices in denim and a pair of tuxedo-inspired jeans knits should make it easier to with a black stripe down the much risk puts find trend-right items. leg and a more fitted, cropped you out there for Teachers could be facing a blazer, she adds. tough crowd, after all. That might be an outfit ridicule behind “For a middle school similar to what high school- your back. You teacher, you want some safe ers are wearing — and that’s bets. You are on a stage in OK, says Emilia Fabricant, know those front of the kids all day. executive vice president of middle schoolers.” You want to be comfortable, the Aeropostale brand. you want to feel confident. — Sara Dooley Too much risk puts you out Teachers can use their clothes to help bridge comthere for ridicule behind your munication gaps with their students, she says. back. You know those middle schoolers,” Dool“The cool factor gives power.” ey says with a laugh. Fabricant gives the caveat, though, that teachTeachers can be hard on their clothes: They ers might wear individual pieces differently so have long days, sometimes in rooms without they’re “appropriately styled”: short skirts worn air-conditioning, and come in contact with a lot over leggings, tunics over tanks, and skinny of people. They might be on the floor cutting jeans paired with the high front-low back cardi- construction paper one minute and get called gans that give an update to the classic silhouette. into a meeting with administrators and parents Maybe there’s a life lesson here for teens: A the next. modern look can co-exist with a respectful one. Wacksman would also like to think that Amazon.com fashion editor Sara Dooley teachers have somewhere fun to go in their eximagines teachers of younger grades experi- tracurricular life, and want their daytime outfits menting with prints. Florals are enjoying a to take them there. fashion moment, she says, and animal prints Her pick? A printed shift dress with a color— leopard spots and the like — have a little bit ful belt and cardigan for the classroom. Switch of edge but have been tapped for classic silhou- from flats to heels at the end of the day, and if ettes. There are even some literal animal prints, social plans call for it, swap out the sweater for such as birds, butterflies, turtles and armadillos, a motocross jacket. that have been elevated from kitsch to cool. Another option is a printed maxi dress, which Prints are good conversation starters, and often is made of a wrinkle-free jersey. That with they can camouflage a multitude of sins, espe- a short beaded necklace and flats can stand up cially of the paint-glue-leftover-snack variety. to a lot, she says. Many closet-to-classroom items are basic “When the bell rings, many teachers need an pieces, including a pencil skirt, fit-and-flare outfit that can transition from their classroom to dress, collared shirts, blazers, jeans and sweat- a night out,” says Wacksman.

Back to School — a special section of the Addison Independent, Thursday, August 15, 2013 — PAGE 9

Thai celebration BRIDGE SCHOOL STUDENTS, from left, Eryn Diehl, Lois Alberts, Eme Zelis and Henry Weston, sing a traditional Thai song honoring mothers during a May 3 school farewell show for exchange teacher Chavanan Jang Sriyan of Thailand.

Bedtime (Continued from Page 1) only delays that response further. remember and to handle emotions, he says. A regular bedtime routine triggers a child’s So here are some tips for getting them natural urge to sleep, and also creates treaback to a sensible bedtime: sured memories of quiet moments with mom Begin adjusting bedtime at least two weeks and dad, notes Lorraine Breffni, director of before classes begin, says family sleep coun- early childhood at Nova Southeastern Uniselor Dana Obleman, founder of the Sleep versity’s Mailman Segal Center for Human Sense system for getting babies and toddlers Development, in Fort Lauderdale, Fla. to sleep well. “Those routines can be very personal fam“You don’t have to jump into going to bed ily rituals — a certain snack that you eat, a at 7:30 and being really strict,” she says. certain book you read, a certain song that you “But do an evaluation of where the bedtime sing,” she says. has been falling and move back toward that For adolescents and teens, Breffni, says, by about 15 minutes every third night.” (Of keep in mind that the time they “go to bed” course, if you’ve altered your kids’ bed- may not be close to the time they actually fall time by more than an hour, asleep. So make sure older you’ll need to make those students understand what changes in larger incre- “We’re seeing time they should actually be ments.) asleep. For young kids, the most an epidemic of “One of my cornerstones effective routine includes sleep deprivation is that if children are going a warm bath and reading a to bed early enough, there favorite book. Skip televi- (among adults) … shouldn’t be a need to wake sion, which has a stimulat- We’re certainly them in the morning,” Obleing effect. man says. “If you’re dragnot modeling With older children, ging them by the ankle evObleman suggests hav- appropriate ery morning, they’re going ing a sit-down meeting behavior for our to bed too late.” two weeks before school On the last mornings bebegins. Discuss the im- kids.” fore school starts, you might portance of being rested — Dr. Peter Franzen even induce the kids to get during the first weeks of up early by taking them out school. to breakfast at their favorite Plan a solid bedtime routine together, restaurants. making sure they understand how much One final step, which can be especially sleep is necessary. Children, from toddlers tough on parents: Ideally, the whole family to adolescents, need 10 to 12 hours of solid should go to bed early on those final nights. nighttime sleep, Obleman says. Teens are It may be hard to give up the late night hours likely to need at least 9 hours. you’re accustomed to, but going to sleep ear“People say, ‘If my child got eight hours, lier will benefit you as well as your kids. that’s adequate.’ And it might be adequate,” “We’re seeing an epidemic of sleep depriObleman says. “But you want to be giving vation” among adults, Franzen says. “We’re them great, awesome restful sleep at night.” certainly not modeling appropriate behavior Once you’ve chosen a bedtime, agree to for our kids.” turn off electronic screens one hour earlier, These experts say adults really do need because the light from these devices signals eight hours of sleep per night, though many our bodies to stay awake, Franzen says. Kids of us get as little as five or six. already have a harder time getting sleepy at So even if you won’t kick back into an early night as they reach their teen years due to bedtime routine until the night before school changes in their body chemistry, he says. begins this year, says Breffni, make this the Looking at the light of electronic devices year you prioritize sleep for the whole family.

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PAGE 10 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

Beeman gets students making choices about their foods By XIAN CHIANG-WAREN community service requirement that students NEW HAVEN — Once upon a time, in the older grades at Beeman have to fulfill. breakfast was the most important meal of the “I’ve been seeing people who I wouldn’t day. For many, that is not so true anymore. think would want to sign up,” said volunteer But the Beeman Elementary School is Grace Hobbs, who was in the fifth grade last doing its best to bring breakfast back — and year. “They see how much fun people have. is getting its students excited about hands-on “Though it may look like a gross job, work in the kitchen to boot. people are signing up.” Under the guidance of Beeman’s food Julie Olson, who was Beeman student service program director Christa Gowen, the services coordinator this past year, said the New Haven school last school year launched job got a lot less “gross” after students and an impressive array of programs that teachers began learning the proper way to stress the importance of eating healthy and sort garbage. delicious foods — many “(The student volunteers) of which can be grown originally did a lot of and harvested right here in dumpster diving because “I’m introducing Addison County. they were trying to save “I’m introducing the kids the kids to things things that should be to things that they really recycled or put into the haven’t heard of before,” that they really compost,” Olson said. “Not said Gowen in an interview haven’t heard of so much anymore.” this past winter. Olson credited Gowen, “We’ve had quinoa and before.” who began working at — Christa Gowen, Beeman at the start of the red cabbage. They eat Beeman food service 2011-2012 academic year, Brussels sprouts. We’ve had program director with amping up the school’s kale chips that they beg me for.” focus on making healthy, Gowen’s efforts to get deliberate food choices. students involved in food choices play out “Her charge, and she’ll tell you this, is in more ways than menu options. The launch making sure that kids can eat … We don’t of the Green Kitchen Project at Beeman, call her a lunch lady — she is clearly a chef,” wherein students help serve food and sort out Olson said. trash, recycling and compost, has been a great Gowen’s meals are made from whole, success. Students choose to sign up for a week unprocessed ingredients. She tends to of volunteering in the Beeman lunchroom; serve one main dish, two vegetable (a “kidit has proven to be a popular option for the friendly” one like potato wedges or corn on

CHRISTA GOWEN, DIRECTOR of food services at Beeman Elementary School in New Haven, works in the school kitchen one morning last January. Gowen started a community breakfast program and a composting and waste management project.

Independent file photo/Trent Campbell

BEEMAN ELEMENTARY SCHOOL students Grace Hobbs, left, Karissa Livingston and Matthew DeMers volunteered this past year with the school’s Green Kitchen Project, which helps eliminate waste generated during school lunches.

Independent file photo/Trent Campbell

the cob, paired with a more unusual option like pureed squash or Brussels sprouts), fresh fruit and a dessert. Though standard lunchtime fare like chicken tenders are still on the menu, Gowen makes those options from scratch. “I don’t serve anything I wouldn’t eat, and I don’t serve anything that I wouldn’t be proud that I made,” Gowen said. “And I have very high food standards so I hope that translates (into the meals).” The food scraps from the Beeman lunchroom are given to local chickens, whose owners come by the school to pick up the discarded leftovers. Local growers also donate excess crops, and some have even offered to start planting for the school. The county’s agricultural heritage is not lost on the students. Another component of Beeman students’ food education is wrestling with the seemingly contradictory facts that there is still hunger in Addison County, though area farmers produce an abundance of healthy produce and dairy products. “It’s so great because (kids) don’t get it. They’re like, ‘well, there’s the food and there’s the hungry people…duh, we have to feed the hungry people,’” Gowen laughed. That line of thought, combined with the knowledge that kids generally do not grow up around a strong breakfast culture, inspired Gowen to launch another new food program. Breakfast at Best is a once-a-month community breakfast that will, she hopes, begin to foster a culture of sitting down and

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eating a healthy meal instead of eating on the go in the morning. “She knows (some) kids aren’t eating breakfast,” Olson explained. Of Beeman’s student population of just over 100, Gowen estimates that only 20 currently come to free breakfast at school. She hopes that Breakfast at Best will encourage others to come. She believes that first meal of the day can make or break a student’s morning learning experience. “I’ve been listening to Shumlin keep saying how his new priority is education,” Gowen said. “My priority is also education, and they can’t learn if they don’t eat. If you want them to learn well, they have to eat well.” Gowen stressed that a big part of the food culture she is trying to foster at Beeman is an understanding that good, healthy food is always available. If kids are hungry in the middle of lessons, Gowen has a healthy snack always on hand in the cafeteria. “They know that it’s here, and it’s something they can rely on.” She hopes community breakfasts will one day be a daily event (the school currently forgoes a mid-morning snack for a first-thing-in-the-morning snack). In the meantime, everyone at Beeman continues to enjoy Gowen’s healthy lunches. “She has made all of us aware, not just the children but also the staff, how powerful and vibrant and tasty healthy food can be,” Olson said.

Back to School — a special section of the Addison Independent, Thursday, August 15, 2013 — PAGE 11

Tips for packing safe lunches VERMONT — As summer winds down and families begin making back-to-school preparations, it is time to start thinking about school lunches — and how to prevent foodborne illness from accompanying your kids back to school. Londa Nwadike, the University of Vermont Extension food safety specialist, offers these easy lessons for packing school lunches safely. CLEAN Before handling any food, always wash your hands, counters and other food preparation areas thoroughly. Use clean utensils and containers for packing the food. If preparing several different foods for lunch, be sure to wash cutting boards, dishes and utensils with hot, soapy water after each use to avoid cross-contamination. Rinse fresh fruits and vegetables, even foods such as bananas that will be peeled, before packing. A dirty peel could contaminate other foods in the lunch container or your child’s hands. CHILL Ensure that perishable foods will be in the temperature danger zone of 40 to 140 degrees F for less than two hours as any bacteria present can double every 20 minutes in that temperature zone. This can be a challenge if a lunch is kept in a backpack or school locker for several hours prior to eating. One safe solution is to freeze an insulated lunch box with an ice pack in it overnight. Wait until morning to pack foods in it. This will help keep the foods cold longer. You also might consider freezing foods,

juice boxes or water bottles overnight then adding them to the lunch bag frozen. Sandwiches made with cheese or deli meats freeze well although if adding lettuce, tomatoes or mayonnaise, refrigerate those items separately for assembly later. They don’t freeze well. Or consider making peanut butter and jelly sandwiches, which are not perishable and don’t require freezing or special storage conditions to prevent foodborne illness. Skip pasta salads and other perishable salads unless there’s a refrigerator at school where students can store their lunches. PACK Shelf-stable foods such as crackers, packaged pudding, trail mix, granola bars, dried fruits, single-serve canned applesauce or other fruit are great items to pack in lunch bags. If possible, pack in a separate compartment from the perishable items. “Be sure to remind your child to throw away any perishable leftovers from lunch,” Nwadike says. “Any non-perishable foods are safe to save for an afternoon snack. Also remind your child to always wash his or her hands before eating.” Finally, discard waxed paper, plastic sandwich bags or other packaging as reusing these can contaminate other foods. A safe and environmentally friendly option is to invest in small, lidded containers for sandwiches and other items as these can be cleaned and sanitized after each use. More information on packing school lunches safely is available at www. foodsafety.gov/keep/events/backtoschool/ index.html.

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PAGE 12 — Back to School — a special section of the Addison Independent, Thursday, August 15, 2013

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