at Kellogg. I have shared what I’ve learned from the past twenty years of considering educational models and experiences as a parent.

Since the discussion, the death of a local student has likely given many pause for further reflection about the gift of a child and of the opportunities available to those in our area through school and other venues. Nurturing a child’s hopes and dreams is the fun part of parenting. School is one piece of that. Family and friends are a big part too, as well as assisting in discovering talents and interests. Parents who learn to network positively create playgroups, private schools, wonderful “extra” public school programs through PTOs and after-school programs, as well as avenues to travel, pursue sports and hobbies with passion and even purpose.

I think this is the most “vocal” parental blog offering I have ever seen and participated in locally. I shared some of these “bigger picture” thoughts on a wtnh blog once, and again got mixed responses. It’s likely not me as much as the ideas that people are responding to (not liking the idea of homeschooling or alternative methods since they seem like a luxury or too impractical for most). The book Children First speaks to a community benefitting when the real needs of children are moved to the forefront in a society.

Each parent faces many issues in this realm, and hopefully can do so with more societal support than in the past. Most recognize the courage and hard work it takes to have and raise a child even in America today, even in the northwest corner.

Parents in the village need to make decisions for their own children. Likely, the power of the school officials do not need to consider much more parental input (or even teacher input) if what Paul said is true about the latest rulings. Still, all the players are human beings and deserve as much respect and consideration on this and any other issue arising. The blog is the least time-consuming and least “troubling” way to talk at this point, particularly if there are DIFFERENCES OF OPINIONS and STYLES for discussion.

Considering “ground rules” to guide discussions (keeping things respectful, yes and brief (I’m learning and trying here but like the falls in spring, the ideas flow for me this time of year especially when I care deeply about an issue), and
giving people the right to their opinion, owning one’s feelings and being aware of one’s reactions as possibly linked to personal past events and so not blame others (endlessly) for “making one feel or say” something in a rude fashion. I’m summarizing guidlelines from other programs and typical “conflict interaction” dynamics that catch many if not most “off guard”. When the conflict becomes unsavory, personal, or destructive, generally people withdraw and communication dwindles if not halts completely. Being able to say “I disagree” or “I don’t want to talk about that anymore” (and yes, “I don’t want to hear you talk about that anymore, so I will leave or please share elsewhere” are all fair, empowering lines).

Again, these ideas are born out of a 20 year old program to address (not necessarily resolve) conflict–more at http://www.transformativemediation.com (or org)

I apologize if this is all “too much” and “off topic” to the folks braving reading the blog. I do hope it is somewhat educational, and feel if the LHK and other students and community members browsed it , they might feel empowered as though with a magic wand to sort out their own feelings and address conflicts with more awareness. All that could go a long way toward making progress in our small towns and being a little more friendly and tolerant of “others” with whom we may disagree…

Thanks for letting me share, Catherine

What Steiner philosophy says is that continuity of adult (teacher/parent) care and relationship with a child is important for the child’s spiritual development and gives a solid foundation for taking in more knowledge. That’s in a nutshell, and my instincts and experience say that the less stress adjusting to new teachers in the early years, the better (if they are nice and competent).

I used to work at a small K-5 school locally, as a gym teacher and sub. Only 8 in second grade and other small classes, which may have been a little too small socially.
But the whole school would ski and have a morning meeting, and basically, everyone knew everyone else (all of 60 kids there).Some of those kids did very well (many from wealthy families but with their share of troubles nonetheless).

In one school locally the ideal class size is considered to be about 15, and overall, that has worked nicely for the teachers and students as far as I can tell. Parents are not encouraged to get involved in the classroom, with few other opportunities to network in the early grades other than sports, which is a loss for all involved I feel.

A good learning environment in terms of being able to concentrate, get adequate individual attention and not get lost in the crowd are all important factors. I think the K-1 would give students a nicer time to transition than including them with the 2nd graders.

Steiner teaching is pretty strong about not making kids too smart too soon, lest they go about with a ‘too big of a brain for their small bodies to carry without enough maturity to synthesize all the ideas and all the big thoughts coming their way’, While that may sound a little out there, I tend to err on the side of caution and let childhood be mainly play-based and care-free (even though global warming is akin to the nuclear bomb scare I learned of as a teen), so kids will likely have to cope sooner rather than later.My suggestion is to put kids in at age 6 (or at least 5 and a half) if possible. The investment would come back many times over I feel particularly for any kids who need a little more time to mature physically, socially or academically. Overall, letting kids mature at the grade school level will allow them to withstand peer pressure and excel in high school. The double grades should be more efficient as well with “more mature” students. That is mainly for new parents enrolling, (who likely made their choice two years ago, so it could be another five years before parents actually consider what I am saying, and schools likely even longer, because most do not want to consider the topic even though ethically I feel they should).

I have shared quite a bit, touching on the idea one raised about “the big picture”. Each child is a gift (many say straight from God, others say more of spirit choosing to come to school here on earth, picking parents and maybe even school to attend before “agreeing” to be born into this life, and there’s lots in between, with plenty believing it’s all chance–although science is proving that if it were, that’d be the biggest miracle of all statistically).

So, perhaps, I could offer on this public blog, to consider praying for the best outcome to arise, that hearts turned in sincere consideration of the options for the wonderful souls entrusted to the community would be sought and understood, with the “right decision” coming through consensus rather than any forced program, so that all could truly be happy coming aboard while the school train still chugs merrily through the village…

Thanks for letting me share, and all the best in thinking this through…may the good angels be with you…Catherine

While I am sure we all appreciate your comments about the kids in our region,(they are very helpful) they absolutely have nothing to do with the article and responses from this blog. We are talking about muti-age classes for K-1,2-3 and 4-5 (6-7) is already combined, and the concerns we as parents have for this major change, that is supposed to take place this fall. Not about stay at home moms, or the Steiner school, or home schooling, or repeating Kindergarten or Drugs and Alcohol. If you have any research or helpful info about this matter - please do share.

Just came from a talk at the Sharon Hospital where police officers and others from here and surrounding areas said drug use is high (Pawling area) and not uncommon locally. Heroin which is 90% pure (compared to the pre 9-11 days when it was 10% pure) is readily available, unfortunately.

Kids may mix vodka with their OJ before school. We don’t have drug testing, but some schools do. Perhaps parents could look into such tests on their own. The average age nowadays for starting to drink alcohol is just under 12. A lot of info was shared in two hours, and hopefully will be reported. Some was surprising, such as athletes may use steroids (often found at adult gyms) to boost performance. Once at college, many athletes can get hooked on drugs to keep a high feeling on their off seasons.

Also, most ER visits, and motor vehicle collisions (not considered “accidents” but more DUI) were due to alcohol or drug use. Almost half of those likely were taken as a pattern of self-medicating for undiagnosed bipolar or as part of an addictive behavior.

The effects of substances on a developing brain were much worse than if on a more mature brain (at 14 yrs vs 21yrs of age, with an 8-fold chance of developing a drug problem if taken in the early teens).

I gleaned from all of this, that the longer children are in grade school, through ages 14 and even 15, the better chances they have of developing positive behaviors and activities to stave off negative peer pressure in “high” school.

Hopefully, more parents and educators can consider the seriousness of timing a student’s education for optimal success.

The current students are likely set, although a year off is an option for instance before going into high school or even to break up the experience, say sophomore year. Sometimes there are relatives to visit, camps to join, apprenticeships or homeschool programs to help a student lagging behind make new strides.

I think the alternative school programs are no longer viable options (that funding was cut), The more knowledgeable and empowered families feel, the better. Thanks for letting me share. I know we all care about the kids in this area. Peace, Catherine

Third grade is a big step-up year, with more demanded across the board. The standards go up from there to algebra (and even geometry) for some eighth graders.

While parents have their plans set, future kindergartners may well benefit from the older entrance age if families could swing it.

My “variety pack” of educational choices are suggested for those wanting to buy their children a year if they are younger or otherwise needing help transitioning. Kids can “fail” or squeak by better outside of school where more options abound
to spark their interests, get some internship learning experiences, and review studies as needed with tutors, parents, or homeschooling groups.

I hope parents feel more empowered and open-minded about educational opportunities for their children. More parent meetings of a positive nature can help keep families networked through developmental stages, ideally without bullying or negative peer pressure.

The April 13 Education Forum at the Salisbury School Chapel will likely light a fire under this topic. The Litchfield County Times had a summary saying China is making it possible for 30 million in their country to have college degrees in the next 10 years, so the “competition” is going up exponentially.

In light of all the global pressures, we can appreciate the sheer miracle of having Falls Village exist as it has (thanks to major corporate taxpayers so far and some steadfast natives and newcomers adding enthusiasm along the way). I think of FV as the heart of the NW corner with the high school located there. Canaan really keeps the population afloat in the corner. Each town is a gem, and which hopefully will continue to shine in the hearts of all of the citizens in these parts.

The “opposition” wants to take next year and phase this in slowly, work with the teachers, work with the parents, work with the special ed teachers - see if it will work. The opposition IS based on research which states this is not something that can be thrown together in a few months, this is NOT something that can be accomplished without the staff and parent support and this is NOT something that should be based on one person’s theory. Take a minute and read up on this subject. You’ll find the request for time to do this properly is not only reasonable - its required for this theory to work.

In Berkshire MA all 4-year-olds going into kindergarten are given two years of kindergarten (for the benefit of the children). Some parents of fives would like that option because they see advantages to the smoother transition into first grade when that happens.

Overall, I do not think CT has adequate numbers of parents and psychologists on the planning committees in the early childhood and education field. Particularly, bridging those systems needs a lot of work. CT is trying to secure more funding for 3s and 4s to go to pre-K or nursery school (mainly in urban areas) which might lessen the need for some families to send their 4-year-olds to kindergarten.

Wouldn’t it be worth considering the option to allow fives to stay in Pre=K or have the 4-year-olds (and ideally even the fives) do two years of kindergarten if that were shown to enhance a child’s schooling and development?

Too often, if children are not performing well in fourth grade (and some veteran teachers say in first grade), the students fall behind and end up as delinquents, dropping out after a year of high school or in the legal system many times as teens. We likely “pay” one way or the other.

The option to homeschool cooperatively as much as possible should be readily available and seen as supplemental to the public schools, not antagonistic. Ideally, space and some support could be given by a town if not through the school.

Doing what is best for a child (and most desirable by parents, particularly early on) is the goal to negotiate. A school largely exists to maintain its business and system of accountability and pay scales as determined by unions and other demands. The teachers are not the cause of this, and deserve compensation. Again, however, it is the needs of the child I am considering here. More input (and friendly discussion) is needed to solve the puzzle.

Some people are recognizing the value of timing an education so students thrive and are less apt to fall behind or struggle socially or otherwise. A fair percentage of students can do well even without the extra time to mature.

Intelligence may be about 60% (or more) determined by genes, but can be expanded by good programs at appropriate times, such as introducing music (singing on key, and folk songs such as in the Music Together program) before age 6 (and some would say from infancy on). Music may help children do math. Another goal could be to encourage nutrition and fitness habits so children are able to focus and maintain good energy and health during their school years.

Parental input and better understanding of programs and philosophies( Steiner, Montessori, Mixed-age Group learning, etc) would be worthwhile discussion topics.

Some schools allow parents to come in and help out, and even present a topic, and others simply do not. Curriculum demands and teaching to the test are common refrains. Perhaps supplementing what is going on in the classroom, grade by grade and otherwise could be pursued.

Often liability concerns can squelch a lot of enthusiasm (as can accusations of ill intent or of using a system for free childcare or putting kids in later to give them an edge). I was assured that “money was not the issue”, more that it was never entertained before. Now there are two full-day kindergarten programs, and I think those were designed in part to assist parents with childcare but also to meet the rising demands on teachers to meet curriculum standards that are rising steadily.

Whatever the factors, money, schedules and so on, could be better researched and communicated to parents to let them to know of their options, if any.

That Kellogg still has time to talk, argue and dream, is great. I realize “time may be running out” to keep Kellogg in business-as-usual if people keep leaving “by choice or otherwise”.

The more successful children are in the early years, the better they will do in school and likely in life. Not everyone agrees with that premise (although there are studies indicating such), and “success” means different things to different people. There’s plenty more to discuss. So long for now.

There will be a forum soon in Salisbury on education, so I hope that will spur further interest in this important issue.

Why wait? so that the staff can be cut in 2 years? What do the teachers think of your idea to change their idea? How would you break up the school?

BTW, these questions are directed at any one opposed to the proposed change based.

I am not hot under the collar. I don’t understand the opposition. You say there is no plan for this change, yet your opposition is based on ????

So, the parents were not “consulted.” That seems to be the sole reason for the opposition to this proposal.

Guess what, legally, you do not have to be consulted about anything taught inside the school house. 9th Circuit Court of Appeals, June, 2006, I believe. Your opposition is way too little, way too late; unless you plan to mount a challenge to the decision. Such challenge would be hear by SCOTUS, probably in 2008/2009, if they decide that your challenge merited their time.

Time is of the essence for the parents considering the issue before them, with many feeling the process needs review for how serious issues are discussed and implemented.

In general, the roles of parents needs to be better understood in a child’s education. Support for each topic may be one answer, with a few parents giving time weekly or more to enhancing the learning and even social experiences for children, particularly for those “not keeping up”.

I would urge parents to take a breather before making major changes in their children’s education. I felt forced to withdraw my child after a year of kindergarten because my school would not allow her to attend a second year of kindergarten. I had informed the school initially when I enrolled her as a 4-year-old that was my intent.

The principal at the time wrote saying that was not school policy, although really there was no formal policy regarding that. Only in the spring did I realize a meeting with the Board of Ed was needed. CT State law said parents had decision-making power about enrollment until a child was seven.

My child was 5 by spring and I wanted her to do another year in kindergarten. Enrollment did not mean advancement or retention however, we all came to learn. The superintendent had to research the question. Even though one board member said my initial understanding should be honored, others were concerned a ‘precedent” would be set.

When I asked for a “one time exemption” since we had all been in the dark about the wording (which the superintendent had suggested would be reasonable), I still got a resounding, “No!”. That was hurtful on many levels, with members I had known for years standing up for what they felt was best for the school, not my child.

Thankfully, I had homeschooled my other children up through ags 5-8, which made it easy enough for us to transition back to that mode. In general, any shifts can be challenging yet eye-opening. My child is well-adjusted now a few years later, and is happy with her learning level and social group.

Within the next two years, changes to a full-day program were made and the school agreed to inform parent’s of their limited options, namely that all children would get one year of kindergarten unless the teacher and principal felt more time was needed.

I don’t know that is being done, and few schools feel they can even suggest that parents wait to enroll their younger students. Our communities could work to offer Pre-K type programs for all 3s and 4s through recreation committees and civic organizations. While this may seem “off topic” for the current issues at LHK, future generations would likely benefit from such opportunities whether funding was made available to support existing programs or create new ones.

Consider consulting http://www.steiner.com (or org) for info on the importance of teacher-student and even classmate relationships. If there are positives there, that may well merit hanging in through the tough times. Many children, if younger or if having difficulty keeping up academically, could need a year to grow and learn in new ways, find their confidence and otherwise “get on top of their game” with enriching extracurriculars, apprenticeships, online or other learning venues. Particularly going into high school, students need to be motivated and ready to work hard.