Youth Connnections Magazine September 2012

September 2012

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Hunter safety

not just for hunters anymore

inside

BROUGHT TO YOU BY

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SEPTEMBER 2012

1

SEPTEMBER 2012

FEATURES

2 From the Director 9 Faces in the Crowd 10 The Importance

4 Hunter Safety

6 Political Season 14 Alternative 17 Education

of Eye Exams

Outfit For Success Understanding Learning Styles

11 40 Developmental Assets 12 Assets in Action 20 Q&A 20 By the Numbers 22 Media Literacy: Tall Cop

Hooray or Go Away?

In a Mainstream World

Youth Connections is a coalition of over 700 community members representing parents, educators, churches, youth-serving organizations, businesses, and more who want to make Helena a healthy and supportive place for kids and families. Youth Connections recognizes the need to reduce negative behaviors including substance use and violence while also working to increase positive opportunities and mental wellness for all our local kids.

So how do we do that? We know there is no one silver bullet to making communities great, and so we do LOTS of things that we know make communities better. For example, we helped place professionals in the schools to help students who may be suffering from substance abuse or mental health issues. We support agencies and businesses who offer youth activities by helping coordinate transportation and funds for kids to be involved in activities. We support student mentoring relationships. We also know that when kids know better, they do better, so we support classroom education in the areas of bullying prevention and substance use prevention. Youth Connections also understands we must support the adults in kids’ lives and therefore we provide training, education, networks, and collaborative opportunities for parents and professionals to connect with others who care about kids.

Youth Connections is well known for its quarterly publication, YC Magazine, a resource for parents and the entire community. These are just some of the projects we’re working on to serve our mission of engaging our community to create environments where youth thrive and succeed. For a comprehensive list of activities, services, and ways you can get involved, please visit our website at www.youthconnectionscoalition.org.

BROUGHT TO YOU BY

PROUD MEMBER OF

PRODUCED IN CONJUNCTION WITH

COVER PHOTO BY Wandering Albatross Photography

TO ADVERTISE (406) 996-1361 TO CONTRIBUTE (406) 324-1083

from the

director

As fall approaches, children in Helena will find a new school year with fresh opportunities including new teachers, new friends, and new experiences. We at Youth Connections challenge adults in Helena to help our youth explore those new experiences so all kids in Helena can find their spot. It doesn’t matter if their spot is music, sports, theater, church, clubs, volunteer organizations, as long as the activity is positive and healthy. We all thrive when we find a place to belong, and the Find Your Spot campaign is Youth Connections’ initiative to help that dream become reality for all Helena youth. ■

DRENDA NIEMANN, Director email: dniemann@helena.k12.mt.us phone: (406) 324-1032 Front Street Learning Center

ON THE COVER

ver the course of this past summer, you may have seen the local trolley out and about frequenting stops such as the library, swimming pool, and local parks. The Find Your Spot trolley was a partnership between Youth drenda Connections, Lewis and Clark niemann County, and the City of Helena to provide free transportation for Helena’s youth to enjoy all that summer has to offer.

More importantly, the trolley was an opportunity to help kids find their spot! Common wisdom, supported by research, proves when kids are connected in a meaningful way to an activity, club, or positive social network, they are less likely to engage in risky or problem behaviors. It is critical for every child in Helena to find their spot, and it is up to all adults in Helena to help kids do so.

This cover features David and Madison Burda of Helena. David is a local business owner and Madison is a second grader at Kessler Elementary. The father/daughter team love spending time with nature and hunt together often as a family adventure.

Embracing the Montana outdoors and learning the basics of hunting have always been a focus for the Burda family. By experiencing the joy of hunting with her family at a young age, Madison will learn how to stay safe while out hunting.

David is a true asset in our community because he makes it a priority to educate Madison on how to stay safe around firearms, the proper clothing to wear while hunting, as well as how and why to select the proper gear for the occasion.

With this foundation in place, someday Madison may go on to teaching others about the joys of hunting and how important it is to be safe.

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Caution

h u nti ng

s eas o n

ah e ad

H u nte r Safety: r o f t s u j t It’s no nymore! hunters a 4

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-by Ron Greenwood, Retired Hunter Safety Instructor

» Hunter Responsibility » Identification and

Operation of Firearms » Firearm Safety » Preparing for the Hunt and Outdoor Safety » Shooting Skills Parents can utilize the components of hunter safety education programs to promote safety for their children whether they choose to hunt or not. The following questions can help parents create a framework for safety and enjoyment time in nature. Outdoor safety must be reviewed and practiced consistently year round. Following these safety tips can help families maximize the enjoyment the outdoors has to offer.

Who can benefit from hunter safety education?

Parents are encouraged to contact their state department of Fish Wildlife and Parks for a detailed description of the current hunter safety curriculum. Here are some examples of information covered in the hunter education program that are pertinent if your child enjoys any activity in the outdoors:

» A day in the outdoors begins with a comprehensive plan, including necessary equipment and clothing.

One misconception many people have is all hunters must wear hunter orange during the big game season.

Not so! Upland bird hunters, water fowl hunters, or varmint hunters are not required by law to wear orange. Parents may consider having everyone in the family wear hunter orange when participating in outdoor activities in an area where big game hunting is in season to be more visible to area hunters. » Regardless of the time of year your child is outdoors, it is important to have a flashlight or headlamp with new batteries. A head lamp with multiple light settings and a flashing red light is helpful to warn others of their presence, whether they are riding a bike to the playground or walking to a hunting blind before shooting hours. Your child should always carry a fresh supply of batteries in a water proof container with their equipment. Also consider purchasing equipment that utilizes the same type of batteries. Nothing can be more frustrating than needing to change out batteries that are AAA and your zip lock bag only contains AAs! » Many people who enjoy an outdoor adventure utilize both public and private lands. Whether hunting, fishing or hiking, gaining access to private land may start with a visit or phone call prior to the planned activity. Examples of sources of information regarding land ownership include FWP offices, sporting goods stores, Bureau of Land Management and Forest Service. » Before you head out with your daughter or son to enjoy the outdoors, work together to develop a detailed plan including where you are going, what equipment and supplies you will need, and when you expect to be back. ■ ng, what equipment and supplies you

Where can I go to get more information?

In addition to the resources identified, there are many local community organizations and businesses that are happy to help your child have a positive experience in nature that will provide a foundation for a life in the great outdoors. http://fwp.mt.gov/education/ hunter/hunterEd.html

›

In many states, children who are first time hunters must complete a state approved hunter safety program. Check state requirements each year to determine if your child is old enough to hunt based on current age regulations. Hunting and other shooting sports are popular year-round activities for many families but those who are not interested can also benefit from hunter safety programs.

Teens may be exposed to firearms in the homes of friends or in homes where they provide child care. Understanding the proper handling of guns and other hunting equipment may be necessary to prevent a tragic accident. Learning how to safely manage a situation involving a firearm is an important skill for anyone.

Teens who enjoy the outdoors, but prefer activities other than hunting such as hiking, camping, fishing or rock climbing, may be sharing space where shooting sports are also occurring. Youth that have a comprehensive understanding of hunting regulations, outdoor safety and ethics are more likely to have positive experiences and less likely to be injured.

What are some of the components of hunter safety education that can benefit any child?

»

W

hen hunter education programs started over half a century ago, one of the major goals was to teach teenagers how not to shoot each other.

To this day that remains one of the goals.

However, the curriculum for the hunter safety education programs has evolved to include many other components useful for hunters and non-hunters alike. The current curriculum has expanded to include other topics including:

outfit

Your child

for

success Understanding learning styles to help children excel in education - by Charlene Kautzman, Center Director Helena Sylvan Learning

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ack-to-school is just around the corner, which means it’s time to pick out new clothes, shoes, backpacks and school supplies. As you outfit your child with the latest fashion styles, be sure you prepare for a successful school year by understanding your child’s personal “learning style.”

Just as there are many different fashions, there are also many different ways a child learns. Because each child is unique, with different learning styles and academic needs, it is important to personalize the learning process. Understanding a child’s learning style can help parents and teachers personalize instruction or homework to ensure peak performance in school and build a child’s self-confidence.

People learn in at least eight different ways, according to the Multiple Intelligences Theory: visually, verbally, physically, mathematically, musically, and naturalistically, through group activity or through quiet thinking time. When reading the following tips, keep in mind that a child may exhibit more than one of the following learning styles.

How does your child learn? ° Visual/Spatial learners enjoy photography, visual metaphors, puzzles, illustrations and story maps. Seeing a bar graph on the cost of school supplies, for instance, would be a better learning tool than hearing a list of prices read aloud.

Students can make notes more visual using graphic organizers, color and shape to highlight concepts. Turn outlines into webs or trees or Venn diagrams. ° Verbal/Linguistic learners shine in activities such as storytelling, public speaking, drama and journal writing. Give children journals to keep for one month. Encourage them to write detailed descriptions of what they see, taste, feel and hear.

Use vocabulary cards by reading words aloud and reciting the definitions. ° Bodily/Kinesthetic learners learn best by doing. These

learners thrive on hands-on experiments, field trips, body language, crafts and sports. Take a field trip to a local factory; then make a visual display of what was learned. For homework, tactile or kinesthetic learners can act out a history lesson to help remember important information.

° Logical/Mathematical learners tend to be better at problem-solving, coding, data collecting, money management and scientific models. Help your child create a budget sheet that itemizes every cent spent during a one-month period.

Determine what category for school preparation drew the biggest expenses. ° Musical/Rhythmic students may play an instrument, sing, hum or tap during work or require background music while they study. Turn memorization exercises into rhythmic word play and set it to any musical style. This is a great way to memorize basic math facts. How do you know if a word is spelled with ie or ei? “I before E, except after C, or when sounding like A as in neighbor and weigh.”

° Intrapersonal learners work better alone, doing individual study, personal goal-setting and self-esteem activities. This type of student can write down one objective and record the steps to achieving it. This is great for the elementary student who is beginning to set monthly academic goals and the short-term weekly goals for reaching the desired results. ° Interpersonal learners work better in group activities, such as clubs, peer teaching, conflict mediation and active discussions.

They would enjoy volunteering at a nursing home, women’s shelter or charity and documenting the experience in a journal.

These students also do well with group learning in the classroom and often take the lead in projects. ° Naturalist learners tend to better understand ideas when they are related to a natural occurrence. These learners prefer outdoor activities (e.g., camping, gardening, hiking, bird-watching, etc).

As parents prepare their child for the school year, it’s important to remember that he or she will be better prepared for classes if parents and the school teacher both understand personal learning styles and use this knowledge to help the child excel in school and on homework. Parents should share their observations about their child’s learning style with their child’s teachers. It is important for parents to request accommodations for a child’s learning style when appropriate.

Young hands-on learners may do better if they are allowed to stand by their desks when working. These Bodily/Kinesthetic or Tactile learners need to be directly involved in learning and will fidget and find reasons to move. They tend to express emotions physically and become easily distracted if they are not allowed to move. It is important to help these learners find some appropriate ways for satisfying the need for movement without being a distraction in the classroom. Squeezing an eraser between thumb and fingers or moving toes up and down in his shoes can help Tactile learners concentrate.

Remember these learning preferences should not be seen as limiting. No one learns through only one channel, but knowing your child’s strength can help you help him or her to study effectively, especially when learning difficult material. Studies have shown that awareness alone can improve a student’s ability to learn.

For you to be truly effective helping at home, you also need to be aware of your own learning style. We all tend to want to share information in the way we learn it best. If you and your child have conflicting preferences for example, you are visual and your child is kinesthetic—you may find yourself saying, “Let me show you” while your child is saying “Just let me do it.” In order to resolve this conflict, you must always try to remember the student’s preference and try to present the assignment in those terms. ■ For more educational resources for children in pre-K through grade eight, please visit www.SylvanLearning.com.

youthconnectionscoalition.org | YC MAGAZINE | SEPTEMBER 2012

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Check out who’s standing out in our community.

IS THERE SOMEONE YOU’D LIKE TO NOMINATE? Please email cmcneil@helena.k12.mt.us and tell us why this individual has stood out in your crowd.

FACES IN THE CROWD

Andee Oligmiller helena high school, 9th grade

Andee is an excellent student and is a quiet leader at school. She always gives 110% to her school work; she is attentive and engaged in all of her classes. Andee is very disciplined and works to be her best. Andee was a WEB leader at HMS and helped other students to become the best they can be! It is very apparent that she wants to be successful and her focus, tenacity, and enthusiasm ensure a bright future. The sky is the limit for Andee!

Rudy Whitney jefferson elementary school, 5th grade

Rudy has been with the Jefferson School Age Child Care for the past six years. He has always been an inquisitive child who opens his mind to new and exciting subjects and looks for answers that others might find unnecessary.

Rudy has brought a fun and creative style to Jefferson and Summer SACC. Rudy has always been very interested in dinosaurs and can tell you most anything you need to know on this subject and has presented curriculum to other SACC students as a ‘guest presenter.’ Rudy’s sense of humor, respectful and responsible manner toward others, and his ability to be a leader has not only benefited the SACC program, but the community, as well!

Jessica Sauer Helena middle school, special education teacher

Ms. Sauer has a great passion for teaching and goes the extra mile to ensure her students are prepared for continued educational success. In addition, Ms. Sauer uses her free time to attend students’ concerts, sporting events, and will do everything in her power to encourage well-rounded students. She encourages and supports each one of her students and works tirelessly with students who want and/or need extra assistance in all of their classes, often before and after school. Ms. Sauer is a true asset in our community!

Tyler Hoagland C.r. Anderson middle school, 6th grade

Tyler is an outstanding child who is very kind to other children, especially those with special needs. He is always willing to help them out with math, spelling, reading or getting ready to go outside. Tyler works very hard to do well at school. He loves the outdoors, riding his bike, camping and fishing. Tyler is a volunteer at school and works with the music teacher on stage crew. Tyler always has a smile and a kind word about school and his friends.

Tizer Meats

When a fire erupted in the Scratch Gravel Hills this summer, most of us knew someone affected or were ourselves directly impacted by the volatile and fast moving flames. As our community struggled with the uncertainty of how and when it would end, we showed our strength by coming together and once again demonstrating our true ability to thrive in the face of adversity. Two businesses were brought to our attention for being true assets to our community during this time. Helena Athletic Club opened their doors by hosting a community night where families affected could drop their children off for dinner and activities, giving parents an opportunity to attend to the situation at hand. Tizer Meats opened their doors to those affected by allowing families to use their freezers in order to save their food while they were without power. In using their own available resources, Helena Athletic Club and Tizer Meats showed us the true meaning of community and how small acts can have major impacts. youthconnectionscoalition.org

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the

importance of

eye exams for

children - by Dr. Craig Wilkerson, Opthomologist Helena Eye Center

A

s a parent, you may be wondering when the appropriate time is to schedule an eye exam for your child.

Scheduling your child’s eye exam is just as important as wellness exams. Ninety percent of all information received and processed by the brain is visual. By having your child’s vision examined at an early age, you can discover and treat any small issues before they become larger problems later in life.

According to the American Optometric Association (AOA), infants should have their first comprehensive eye exam at the age of six months. In the absence of any abnormalities at the initial visit, the next eye exam should happen around the age of three and additional exams before they enter first grade; about age five or six and every two years after that. If your child is in need of eyeglasses or contact lenses, it’s vital to have annual exams.

Early eye exams also are important because children need the following abilities related to good eyesight for learning: ♦ Near vision ♦ Distance vision ♦ Binocular (two eyes) coordination ♦ Eye movement skills ♦ Focusing skills ♦ Peripheral awareness ♦ Hand-eye coordination

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Scheduling Eye Exams for Your Child Choosing an eye doctor and eye care facility that has experience with children’s eye exams and has the proper equipment for a child’s exam will make the experience a positive one for both parent and child.

Make sure the time you set up for your appointment is when the child is happy and alert. Your child’s age will determine how the exam is conducted. Generally the exams will include a case history, vision testing, determination of whether eyeglasses are needed, testing of eye alignment, an eye health evaluation and, if needed, prescription of eyewear.

It is vital for you to tell your eye doctor if your child has experienced or displayed any of the following: ♦ Delayed motor development ♦ Frequent eye rubbing ♦ Excessive blinking ♦ Failure to maintain eye contact ♦ Inability to maintain a gaze while looking at objects ♦ Poor eye tracking skills Be sure to mention if your child has failed a vision screening at school or during a visit to his or her pediatrician.

Your eye doctor also will want to know about previous eye problems and treatments your child has had, such as surgeries and corrective lenses. Be sure

youthconnectionscoalition.org

you inform your eye doctor about any family history of eye problems requiring vision correction, such as nearsightedness or farsightedness, lazy eye or any eye diseases.

Undetected vision problems can put children at a significant disadvantage.

Make sure your child starts the new school year with great vision by scheduling a complete eye exam soon. ■

Have a passion for kids? Would you like to give your time and energy to improving the lives of our local youth? Join us in developing assets for youth to thrive and succeed.

Visit our website to complete the Volunteer Application. youthconnectionscoalition.org

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40 developmental assets

VOLUNTEER.

40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolis-based Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity.

In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity). It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.

Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful.

Through our combined efforts Helena will continue to be a place where Great Kids Make Great Communities.

turn the page to learn more!

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assets in action 3

40 DEVELOPMENTAL ASSETS

external assets Support

1. Family support: Family life provides high levels of love and support.

2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

3. Other adult relationships: Young person receives support from three or more nonparent adults.

4. Caring neighborhood: Young person experiences caring neighbors.

5. Caring school climate: School provides a caring, encouraging environment.

6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.

Dodgeball Tournament 2012 - Adults Supporting Youth

Empowerment

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7. Community values youth: Young person perceives that adults in the community value youth.

8. Youth as resources: Young people are given useful roles in the community.

9. Service to others: Young person serves in the community one hour or more per week.

10. Safety: Young person feels safe at home, at school, and in the neighborhood.

Boundaries & Expectations

Preparing Community Garden

11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School boundaries: School provides clear rules and consequences.

13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models: Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence: Young person’s best friends model responsible behavior.

16. High expectations: Both parent(s) and teachers encourage the young person to do well.

Gymnastics

Constructive Use of Time

Volunteers & Staff Helping Kids Learn About Wind Energy

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17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. Religious community: Young person spends one or more hours per week in activities in a religious institution.

20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.

If you or your child would like to submit a picture that represents one of the 40 Developmental Assets, please email cmcneil@helena.k12.mt.us with a picture and the number of the asset the picture represents.

internal assets

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Not all pictures are guaranteed publication.

Reading in the TeePee at Summer SACC

Commitment to Learning

21. Achievement motivation: Young person is motivated to do well in school.

22. School engagement: Young person is actively engaged in learning.

23. Homework: Young person reports doing at least one hour of homework every school day.

24. Bonding to school: Young person cares about her or his school.

25. Reading for pleasure: Young person reads for pleasure three or more hours per week.

Positive Values

26. Caring: Young person places high value on helping other people.

27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity: Young person acts on convictions and stands up for her or his beliefs.

29. Honesty: Young person “tells the truth even when it is not easy.”

30. Responsibility: Young person accepts and takes personal responsibility.

31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

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Social Competencies

32. Planning and decision making: Young person knows how to plan ahead and make choices.

33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills.

34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance skills: Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

Making Dream Catchers at Summer SACC

Vanity Plates

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Positive Identity

37. Personal power: Young person feels he or she has control over “things that happen to me.”

38. Self-esteem: Young person reports having a high self-esteem.

39. Sense of purpose: Young person reports that “my life has a purpose.”

40. Positive view of personal future: Young person is optimistic about her or his personal future.

Making Masks at Holter Museum to Take to Residents at Big Sky Care Center

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Political season: Hooray or Go Away?

- by Joe Furshong, Retired Educator

P

olitical campaigning seems to be everywhere. The television ads are frequent, repetitive and relentless. Our e-mail is flooded with political requests. The candidates often make exaggerated claims. The other candidate is usually made out to be a liar at best and incompetent at worst.

Political analysts claim negativity works, but is it only encouraging cynicism and disengagement?

What is the message for our young people? How do they make sense of political campaigns and how do we find our way through this newly polarized political landscape? It is critical to keep our young people (and ourselves) positively engaged in the political process. The question is how. Well, the answer of course is…YOU! As a parent, grandparent, educator or friend of youth we all have an opportunity to engage in dialogue with young people and stress their involvement is more important than ever.

The following talking points represent a common sense approach to having dialogue with a youth. Explore the list and consider this information as a way to strike up a rewarding conversation and perhaps ongoing conversations.

Government is needed. Whether you think there is too

Check the facts. It is widely agreed that political campaigns

have become more negative, claims are more exaggerated and the truth is sometimes a scarce commodity. Factcheck is a website used by many news organizations to check the validity of political claims (http://www.factcheck.org/) but there are many others. The following link offers several choices: http://www.vikitech.com/454/get-yourfacts-right-6-fact-checking-websites-that-help-you-know-the-truth

Share your own values. The family is where the most important learning takes place. It is important for parents to take the time to explain why a political position or candidate does or does not align with family values. It is important for us as adults to let young people know why we believe as we do.

Encourage questions. The true value of the conversation will emerge when young people start asking questions. Encourage their curiosity. Offer to help them find answers if you don’t know or encourage them to research on their own. Frequently young people develop ideas that are different from our own, so be prepared for an open and positive dialogue.

much government or not enough, the basic point is our lives would be vastly different without it. From mail delivery and air traffic controllers to our local fire and police departments and school boards, government performs vital and needed services that make our lives safe and productive.

Be a good role model. To encourage a young person to

Government is not perfect. There is a constant need for improvement, not just in government but in almost every human endeavor. Whether we are unhappy with the security system at our airports or how much we pay for our license plates, we have a voice.

Our government has to reflect our collective values as a society and, as voters and engaged citizens, we have the chance to express our personal views.

Register and vote in every election! Yes, voting for President is important, but so is voting for local offices. The opportunity to effect change is the strongest at the local level. Local candidates are more accessible, whether they show up at our front door with a brochure or we recognize them at the supermarket, so speak your mind!

Elections represent an opportunity. We can vote

meaningful dialogue with the young people you love. Conversations can occur while you are riding in the car, at meal times, while you are watching the news or political ads, when they have friends over.

Anytime. Have fun with it, and everyone involved will learn and grow.

to keep the office holder we like in place or we can vote for the candidate that represents the change we hope to see. But if we don’t vote, we are missing the chance to have our say.

Educate! Visit about the value of a particular office and the role the candidate plays in carrying out the responsibilities of that office.

If you don’t know, do a little research. Information is only a click away. The following is a link to federal, state and local government entities across the US: http://www.statelocalgov.net/

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stay engaged, the best approach may be to demonstrate engagement ourselves. Take the time to be aware of current political issues and concerns. Try to maintain a positive outlook despite the discouraging trends we see developing in campaigning and polarization.

Have fun! This is a great opportunity for you to engage in a truly

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Walk and Bike to School Month www.bikewalkhelena.org A message from the Lewis & Clark City-County Health Department

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PRE-QUALIFY FOR HOME FINANCING 12-AFS-026 Real Partner Mortgage HELENA Youth Connections 1/2 page horizontal (7.25x4.6) Winter 2012

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sign up now!

Two Can Tumble (ages 20-36 months) A parent or adult “sidekick” accompanies each child through class.

Gym Tykes (age 3-4 years)

Youngsters become familiar with basic skills and body positions.

Fall classes begin September 4.

Enrollment is limited.

Kinder Trix (age 5-6)

A class to perfect basic skills plus flexibility and strength exercises.

Basix (ages 6+)

Beginning gymnastics for boys and girls with little or no experience.

Rough & Tumble (ages 7+)

For boys only with some prior experience on gymnastics apparatus and basic body positions.

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Downtown on the Walking Mall 25 S Last Chance Gulch · 442-1594

Big Brothers Big Sisters of Helena.

Being Little Can Be a Big Job!

September

Library Card Sign-up month Make sure that your child is among the two-thirds of Americans who carry the smartest card of all – a library card.

Big Brothers Big Sisters is a friendship-based program designed to add healthy, positive role models to the life of a child. The children, aged 5-12, meet with a volunteer “Big” for one or two hours per week. These children benefit from the extra friendship and role modeling and studies show that these children show improvement in self-confidence, attitudes towards school, and their ability to form positive relationships with adults and peers.

Interested in Enrolling Your Child?

Please Contact: www.lewisandclarklibrary.org

bookmobiLe Coming FaLL 2012

Big Brothers Big Sisters of Helena (406)442-7479 bbbs@bbbs-helena.org www.bbbs-helena.org

Journey to Where the Sky Ends... and Space Begins

e plorationWorks!

O

Montana's Science Center In Helena

See an actual next generation BioSuit designed for exploring Mars by Capital High grad and MIT professor, Dr. Dava Newman.

Search for real black holes through space warps and time twists. Fun for the whole family exploring space, flight and more!

995 Carousel Way - 406-457-1800 www.explorationworks.org youthconnectionscoalition.org

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SEPTEMBER 2012

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Alternative

education

in a mainstream world

- by Craig Crawford, Principal

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of “getting it,” their motivation for coming to class will disappear.

Many colleges and universities are beginning to recognize that conformity to one style of learning is reducing the number of students they can serve. For example, some colleges and universities now offer students the opportunity to take one class at a time versus a course load of several. These classes are taught over a shorter period, but allow students to focus on that subject and then move on. One college explains students “get undivided attention from faculty while truly understanding what they learn through focused, intensive learning. Class sizes are kept small, which fosters a more meaningful academic experience. The results are better relationships between professors and students and greater retention of both academic and real-world lessons. Through focus and hands-on experience, students take an engaged, active role in their education.” You will note the terms “relationships, hands-on, and meaningful.” These are hallmarks of alternative learning.

Alternative learners are simply that, alternative. They do not fit into the industrial model of education that successfully serves most students. They require more individualized approaches, but are just as capable as any other students. ■

{

hat makes an alternative student? This is a great question with no common answers. Students choosing alternative pathways come from a variety of backgrounds and circumstances.

The one common theme is they have struggled in the traditional high schools for some reason. The National Alternative Education Association lists the following: “under-performing academically, possessing learning disabilities, displaying emotional or behavioral issues, being deliberate or inadvertent victims of the behavioral problems of others, displaying a high risk of potential expulsion, suspension, or dropping out of school, and/or displaying the need for individualized instruction.”

Alternative education often carries the stigma of being the “bad” or “troubled” kids. This is simply not true. Comprehensive high schools, or traditional high schools, are built to serve a great many students as efficiently as possible. Alternative students may not learn in this manner. They are often times some of the brightest students, but their style of thinking and learning does not match with that of a comprehensive high school. They require more handson, experiential learning than can be offered in a setting that needs teachers to maximize seating capacity.

Within an alternative setting you will find teachers who are better able to approach lessons from different angles which engage a variety of learning styles for students at varying ability levels. Alternative education is not a “one size fits all” approach. It becomes individualized as each student comes from their own special set of circumstances and carries their own specialized skill set. While a teacher in a traditional high school is preparing for over 100 students per day, an alternative setting allows a much smaller instructor to student ratio, thus increasing the ability for differentiated instruction to occur.

The National Dropout Prevention Center states, “One primary indicator of a student’s level of detachment and disengagement from school academically is absenteeism.” This seems to be a fairly obvious observation: students not in school are less likely to be learning than those in the school. There needs to be an examination of the cause of the absenteeism. Schools often look at how attendance impacts academics, but perhaps there should be an examination of how academics impacts attendance.

The modern day ‘three Rs’ of education are rigor, relevance and relationships.

Students need to feel someone cares about their situation. If a student is struggling and perceives there is no hope

What does Helena Public Schools Offer?

• No! Alternative learners are not just students at risk of dropping out of high school.

• Yes! Gifted students are also alternative learners. There are many alternative learning programs available at all grade levels in Helena Public Schools through programs such as STARBASE, Explore School, Montessori, PEAK and PAL, among others. If you feel you have an alternative learner, contact your student’s school counselor and schedule a meeting to determine what is available and the educational pathway that is best for your child.

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• It’s never too late! There are also options for students who have already left public school without finishing. The Access to Success and GED program are designed to re-engage students that have dropped out, but want to complete their high school education. For more information about these programs, call 324-1632 or 447-6380.

a Mother’s story

by Donna Wallace, Mother of Four I received phone calls from the principal’s office on a regular basis. As anyone knows, leaving work and driving across town to visit your son’s principal isn’t the highlight of your day. The litany was usually the same: he threw his pencil across the room; he leaned back in his desk and was disruptive in class; he came to school late, left early and sometimes skipped a class or two in between; his homework was left in his locker and his assignments were rarely turned in.

It’s no wonder after only one and half years of high school he was already in jeopardy of not having enough credits to graduate. On this particular day however we were asked to see his advisor who said “Do you know there is an alternative? You could apply to go to PAL, Project for Alternative Learning.”

I was not aware until that moment that there was another choice available.

My son enrolled in PAL his sophomore year. Instead of 1500 students there were 100. Instead of a traditional curriculum, it was a blended curriculum of math with art, history with science, etc. There were field trips and a lot of hands on experience. The principal told me their one goal was to see students graduate. Attendance was required with very few allowable absences. There was no homework. Students were required to sign a contract for each semester and commit to being responsible for completing what was on the contract. There were regular parent-teacher conferences with the student present so everyone could verbalize how the semester was going.

Work experience was allowed which helped my son catch up on his credits. All of this, and I’m sure my son could attest to even more, provided him with an environment for learning he needed. If life is an education, I’m glad my son had the opportunity to be educated in a different way.

When my son graduated from PAL, just three months shy of his eighteenth birthday, he received awards for Leadership, Academics and Attendance. Ten years later he is a valued employee at an international company ranked third in the world, he is an exemplary single father to his 10-year-old son, and most important of all he is a fine human being. Isn’t that what we all want from education? ■

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Q A

BY THE

NUMBERS

Q. My kids are in middle and high school

and don’t seem to have “traditional” learning styles. Do you have ideas on helping them learn study habits that will make homework time easier?

A. Getting the kids to understand the term “homework” needs to be addressed from the start. Students need to know that working “outside the classroom environment” will create responsibility and accountability skills they will need down the road if heading off to college and into professional jobs. This is quite the statement to make to a middle and early high school student, but it sets the course for developing independent study skills. Telling your student to set aside a time (not early after school...they need a break...and not late, as to afford a good night’s rest) and keeping to this schedule will eventually develop into “a constant time frame” and habit in itself. When it comes to homework, there is no “Traditional” style about it...it’s still homework and having your student understand “because” instead of “why” will set the tone.

-Marty, High School Art Teacher

A. All people learn differently, some by reading, some by watching, and some by doing, as well as several other styles. I think the key is not to focus on the learning style your child is best at, but to explore, work, and improve on the style they may not be as strong. Here are some ideas that can help: • Having a certain place to study is great, but research shows that if a child (or adult) is left to move around and study in different areas they can retain much more information (not in front of the television though).

• Try different ways to study. This is called mixed practice. For example, if you are learning new vocabulary terms, have your child read through both the term and its definition, then read the definition and then the term. After they have done that a few times, quiz your child by reading your child the definition and ask them to give you the correct term, then reverse that, state the term and have them respond with the correct definition.

• Create their own test covering the material they are studying, and then take their own test and correct their own mistakes.

Regardless of the child, studying is hard work for both child and parent. Many kids are not always ready to put the kind of work into as is needed, although if good habits are formed early, say 5th, 6th and 7th grade or earlier, they are going to set themselves up for great success not only in school but life.

-David, Middle School Science Teacher

???

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63%

Youth who drink alcohol and say that they initially got the alcohol from their own or their friend’s home. (teendrugabuse.us)

10,000

Number of gallons of saliva the average human produces in a lifetime. (funinlife.wordpress.com)

2500

Number of lefties who die each year using products designed for righties. (funinlife.wordpress.com)

160,000

Estimated number of children who miss school each day out of fear of attack or intimidation by other students. (bullyingstatistics.org)

42%

Teenagers whose parents talk to them on a regular basis about the dangers of drug use are 42% less likely to use drugs than those whose parents don’t. (teendrugabuse.us)

20%

In any given year, only 20% of children with mental disorders are identified and receive mental health services. (nami.org)

If you have a question that you would like our help with, please send it to ycmagazine@youthconnectionscoalition.org. We cannot guarantee all questions will be published; however we will do our best to respond to all submissions. |

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Across from Starbucks Downtown youthconnectionscoalition.org

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SEPTEMBER 2012

21

media literacy

Tall Cop Says

stop!

Things Aren’t Always As They Seem -by Jermaine Galloway, 2009 JJDP Law Enforcement Officer of the Year

Drug and alcohol abuse has been a problem for a very long time. Substance use takes many forms including youth experimenting, abuse and addiction. What we know is that drugs are being abused at an alarming rate. Underage drinking in some communities is a rite of passage and, in other cases, adults don’t realize their kids are consuming substances.

Today you can walk into your child’s room and see a container, a logo on a shirt, a can that looks like an energy drink, a bracelet with a certain color combination or even a simple pair of shoes and think nothing about it. That is the problem. In today’s society, many of these items might be associated with the drug world. Now the first thing that we all need to understand is that drugs, and their meaning, are all person-specific. Just because someone is displaying a logo or identifying with certain products doesn’t mean that they use or abuse drugs. However, the difficult part for adults is to identify what the meaning is and why the child is choosing to wear or display it.

It is common to walk into some local stores and see brands and logos that at a street level are commonly associated with drug and/or alcohol use. However, to the untrained eye, these items may be viewed by adults as “just a teen thing.” Some of these logos include marijuana leaves, drug terms, identifiers, and pictures. In other cases, the information and terms are hidden within seemingly harmless logos, pictures, acronyms, and color combinations. There are also locally based stores that seem to be popular with minors that sell alcohol and drinking game type items.

Many of these stores will display the logos right in front of you. Logos and clothing items will be in the store window, on a mannequin, or a phrase listed on a sign. I have always said, “you can’t stop what you don’t know.” If you are aware of these logos and indicators, they will stand out like a neon sign in a dark room. Another frequent trend that I see is one of these drug related logos highlighted in the entry way of the stores.

So why are clothing and stores so important? Identification is the key. We all identify ourselves (good or bad) in a certain way. Ask yourself this: why do people wear uniforms? Why are there patches, logos and terms associated with certain groups?

Identification! A logo is much more than a logo. It is the face of an organization, the colors, or design that EVERYONE identifies with. When talking alcohol and drug related clothing, it is the same thing. Youth are speaking to us in a non-verbal way. Can you figure out what they are saying?

DYK

The inventor of the flushing toilet was Thomas Crapper. (funinlife.wordpress.com)

DID YOU KNOW?

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As a parent it is imperative for you to figure out the “nonverbal” influences. Spend time talking to your kids and going to the places they go. Walk into those retail stores your kids frequent. See what they are looking at and wearing. If you don’t understand what something means, search for it on the internet.

(Type in the word followed by “Drugs, Tobacco or Alcohol.”)

You can’t always rely on the internet however. There are many things that could be school-based, area-based or region-based.

Pay attention, stay active and ask questions. ■

• Test Your Knowledge • Who is the Insane Clown Posse?

What do the colors red, green, and yellow together sometimes represent?

Shoes, belts, and hats often have concealment pouches for what purpose?

What does DGK stand for?

Why are ping pong balls sometimes sold in stores in the alcohol section?

What is Sizzurp?

Flip flops are sold with what type of paraphernalia imbedded in the soles of them?

For the answers to these and other important questions regarding drug and alcohol culture among teens, please join us at this important event.

A typical lightning bolt is 50,000 degrees fahrenheit, which is hotter than the surface of the sun. (funfunnyfacts.com)

Watermelon is actually a VEGETABLE, most closely related to cucumbers, pumpkins & squash. (womens-place.com)

• e v • sa

the • date

•

Open Parent Night at Red lion colonial

Wednesday • October 24 • 6:00PM Presented by: Jermaine Galloway 2009 JJDP Law Enforcement Officer of the Year

You Can’t Stop What You Don’t Know!

For more information call 324-1083

When it comes to alcohol and substance abuse, things are always changing. It can be hard to keep up with all the trends and practices of substance use and abuse. Most communities want to stop the underage drinking and drug use in their community. After attending this presentation, you will know what is out there, where to find it, how people are abusing it, and you will have the knowledge to stop it.

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Thanks to Youth Connections for all you do for our community!

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g n i n War s n g i s

o of someone whk may be at ris e of suicid

what you can do to save a life If you see the signs, ask the person, “Are you suicidal?�

Offer hope, don’t leave them alone, and tell others Take the person to the nearest ER, call the police, take them to a health care professional or Call the Montana Suicide Prevention Lifeline at

> Increase in hostility > Difficulty concentrating > Decline in personal hygiene > Abrupt change in personality > Giving away prized possessions > Previous suicide attempts > Increase in drug or alcohol use > Flat affect or depressed mood > Inability to tolerate frustration > Withdrawal and rebelliousness > Sleep disturbance, either too much or too little > Overall sense of sadness and hopelessness > Eating disturbance, either weight gain or loss > Unusually long grief reaction (varies with different youth) > Overall sense of sadness and hopelessness > Decrease in academic performance > Isolating and choosing to spend time alone > Recent family or relational disruption

1-800-273-TalK (8255) www.prc.mt.gov/suicideprevention

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