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THE LAST WORDSONIA TODD

A Kids-Eye View of the Palouse

magazine

Back to School:Back then, there was no time toget the blues | 18

Does your child dress

like this?

Advertising Supplement | July 27, 2011 | Moscow-Pullman Daily News

Don’t worry. Theoutfits might offend your sense of style, but they’ll help develop your child’s sense of self | 4

Is there a dark side to perfect attendance? | 9

Kids at the chiropractor | 16

A Kid’s-Eye View of the Palouse | Tag2 | Wednesday, July 27, 2011 | MOSCOWPULLMAN DAILY NEWS

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Tag | A Kid’s-Eye View of the Palouse

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If theshoe fits

Eventually, children will start to notice trends,

rules and peer pres-sure, but until then, experts say, let them wear their plaid on plaid, shocking

pink with neon orange, and

argyle with polka-dots.And differ-ent colored socks, of course.

They’ll look great

doing it, if you don’t hold them

back or challenge their confidence. (This is not giving

license to youngsters for an inappropriate wardrobe, just a more creative one.)

“Kids are interested in high fashion, and we have to fit that with our motto, which is ‘Long Live Fun,’” says Sarah Hough, vice president of design for 77 Kids, a label under the American Eagle umbrella. “Our assortment plays into that. We design not an eclectic mess, but we suggest ways kids can be more individual.”

Be the sporty girl who’ll wear a glittery top, floral denim jeans and canvas high-top sneak-ers, Hough says. “Our girl can pull off mixing so many patterns and stripes and pieces in a way that we might not be able to do as adults, and the main reason is, she doesn’t care what we think.”

“Everything looks good on children,” agrees Cathy Carrington-Birch, Mini Boden’s buying and merchandising director, who picks corduroy shorts paired with tights as a trend for girls this back-to-school season, and brushed tartan cargo pants for boys.

“As a result, they’re confident enough to try combinations that adults would deem too daring. Once they reach a certain age, they have a very clear idea of what they like,” Carrington-Birch says.

For now-9-year-old Ryland Doll, that day came early ? back in preschool ? and he’s carved out his own signature look ever since. His moth-er, Mollie, describes a toddler who always seemed interested in his clothes, favoring “preppy” when he was very young. That soon changed to a look that beats its own drum.

“In elementary school, he never wanted socks to match ? that would drive me to distraction ? but they can’t ever be the same color, and now it’s shoelaces,” says Doll, of Raleigh, N.C.

It’s not that Ryland doesn’t care ? that bet-ter describes his 6-year-old brother, Beckton, another one who wears those mismatched socks and shoes. Beckton’s real specialty is plaid-on-plaid.

Ryland, says his mom, is “deliberate about be-ing mishmosh, but the little one does it because he just doesn’t care.”

Doll has grown to love the surf-meet-punk-sort-of-clean-cut look that comes out the door each morning on the boys.

“My mom would march me back to my room to change, but I think there are bigger fights to be had, and I’m proud of them that they are do-ing their own thing,” she says.

She laughs: It also has made doing the laun-dry easier. “I used to match all socks so they were paired. Now I just throw them in the drawer.”

Moms often warm up to the crazy combi-nations once their eyes adjust, observes Lori Twomey, chief merchant of the membership flash-sale website Zulily. How can they resist their little prince or princess who is loving styles that are bright, fun and whimsical?

“They’ll mix fabrics together and colors that Kids can pull off a good kooky clothing combo

COVER STORY

Some children might look like they are getting dressed in the dark: crazy pattern combinations, clashing colors, and mismatched socks and shoes.

Perhaps, though, they are making enlightened fash-ion choices — choices that represent their personali-

ties and budding senses of style, and encourage fun and even a wink to convention.


See Fashion Page 6

Associated PressCrocs come

in all sizes and colors, befitting the

recent craze in which kids wear two different

color shoes at once.


you say, ‘They don’t go,’ but then you see it and all of a sudden it works re-ally well,” she says.

More good news for parents paying for all this, according to Twomey, is that children have sharp opinions and deep loyalties.

While an adult might buy some-thing and then leave it in the closet for months (or years) never sure if it was worth purchasing, kids often want to wear their new items day after day and, when they’ve worn it out, they want a very similar thing in the size up.

On the flip side, if they don’t like it on Day 1, you’re probably never get-ting them in it.

Little Miss Matched, the 7-year-old brand that was among the first to package and market such fashion independence, encourages kids to find their voice in an arena that’s safe and still respectful. “It’s about allowing kids to break the rules ? saying you can wear argyle and polka-dot socks ? but it’s all still mother-approved,” says spokeswoman Kerry Brown.

And, she adds, her brand does put a lot of thought into the seemingly crazy combinations.

It’s the same story at Mini Boden, which offers some “ready-mixed” combos, such as a flowered jersey dress with striped arms, and tops that mix dots and stripes, which are popular for boys as well as older girls “who develop an allergy to floral prints,” says Carrington-Birch.

Meanwhile, Crocs, after seeing so many children purposely wearing two shoes of different colors, launched its Electro collection, which features three colors on each shoe. That’s six different colors for those who keep up their mixed-pair ways, notes Christy Saito, the company’s senior director of product.

Hough, the 77 Kids designer, gets a vicarious thrill from the greater freedom that children have to dress creatively. But she’s OK with not be-ing able to pull off the multi-pattern look herself; you grow into an adult wardrobe, she says.

“I’m hearing adults are liking our back-to-school line, but I don’t know if I’d like to see all the adults wearing it,” Hough says.

Fashion from Page 5

Associated PressThese images courtesy of Mini Boden show examples of fun combinations that work for kids, but may not be Mom’s

first choice.

It’s time to sign-up for the


Metro Editorial

Every year parents spend signifi-cant amounts of money on school expenses. While there’s not much

parents can do about tuition, there are ways to save on additional expenses, including clothing. Restocking a student’s wardrobe can be costly, but savvy Moms and Dads can lessen the blow in a variety of ways.

Although students may not yet be ready to head back to class, both parents and children may not be looking forward to school shopping for a number of reasons.

— Expenses: Statistics posted on Chiff.com indicate that $7.2 billion were spent on school clothing in 2009 for American students. In Canada, statistics show that nearly $450 million were spent on boy’s and girl’s clothing and accessories in 2008. Shopping for school items can be a big expense, one that’s especially tough to handle after paying for a summer vacation or financing kids’ stays at camp.

— Time: Crowded stores can make

shopping stressful, especially when kids (and adults) would rather be spending time elsewhere.

— Intimidation: Facing a store full of stocked racks and shelves can make even the most avid shopper feel a little anxious. Parents face decisions about choosing clothing that is both acceptable to the school and trendy enough for their kids. This can put added pressure on shoppers.

— Cranky kids: While some children may relish the idea of picking out a new wardrobe, others may become disgruntled by heading to the store having to try on different things and spend time away from friends.

Whether school shopping is fun or feared, it’s a necessity for parents and kids alike. Here are eight tips to make the process a bit easier and help parents save money as well.

Assess what is already on hand. Shopping doesn’t have to mean creating an entirely new wardrobe from scratch. It of-ten means supplementing existing clothing with new pieces that can make things look

fresh. Unless a child has entirely outgrown pants and shirts from last year, chances are there will be a number of pieces that are still usable and appropriate. Take a day or two to go through kids’ wardrobes and set aside items that can be used for school.

Make a list of new items to purchase. Establish a budget. Set a limit as to

how much will be spent on each child and don’t stray over that limit. Around $150 to $200 may be adequate to pick up a few basics. Taking out cash from the bank and spending only what is in hand may make shoppers less likely to overspend or turn to credit cards for purchases.

Stock up on the basics. New under-garments and socks will be needed. Aim for about 10 to 12 pairs of each. This also may be a good time to purchase pre-adolescent girls a training bra or sports bra to provide some support.

Buy new shoes. Shoes are one ele-ment of a wardrobe that may need to be entirely new. Active children tend to wear out shoes quickly. One pair of sneakers and one pair of dressier shoes, like oxfords, or

ballet flats for girls, may be adequate. Shop sales. If the weather is warm,

it’s possible to save money on clearance T-shirts and shorts that stores are putting on

sale to make room for next season’s items.

Don’t fill a student’s wardrobe with heavy

sweatshirts or sweaters at this juncture.

Layering options are good because students

can adjust accordingly to feel comfortable. Intermingle designer with discount.

Not every item in a child’s wardrobe has to be trendy. Layering items, such as T-shirts, can often be picked up for a discount in stores like Target or Walmart or Old Navy.

Go early in the day. Although it may be a challenge get the kids up and dressed to visit stores when they’re in vacation mode, arriving early means thinner crowds and refreshed children.

Do some online shopping, too. Once the children have gone to bed for the evening, do some uninterrupted online shopping. Comparison shop and figure out if buying online is a good deal after factor-ing in shipping costs.


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Metro Editorial

School supplies have evolved sig-nificantly over the years. Items that appear on today’s school-supply lists

may be quite different from yesteryear.It used to be that teachers required

a relatively standard set of supplies for classroom and homework use. Folders, pencils, and spiral-bound notebooks were often the items of choice. As more schools embrace the digital age, school supplies tend to evolve to meet the demands of new technology.

— Dry erase markers: Schools are increasingly moving away from traditional chalk boards, which tend to be messy. In rooms where computer equipment is located, dry erase boards are often the pre-ferred choice for teachers. As such, teachers tend to ask students for a steady supply of dry erase markers to use on the large whiteboards. Some classrooms also employ individual dry erase boards.

— Laptop computers or tablets: A personal computer can store a wealth of information and connect students with tons of information through the Internet. Instead of spreading school budgets thin equipping classrooms with computers, some schools encourage students to pur-chase their own devices for use at school and at home.

— Flash/thumb drives: Students who want to transfer files from school to home can use convenient thumb drives. These small storage devices can hold a significant amount of information.

— Copy paper: Tightened school budgets may force teachers to ask for dona-tions of supplies, like reams of paper. These will be used to print out the different worksheets and notes sent home to parents and students.

— Cable television: In many classes, particularly those that deal with history or current events, teachers assign homework that require watching certain programs and then reporting back what they learned. Al-though cable or satellite television is largely universal in today’s homes, it may require a few people who don’t have the service to sign up.

— Newspaper subscription:The same way assignments are given to watch shows

on TV, some teachers prefer to utilize newspapers when teaching current events. Having a weekly subscription or at least purchasing the paper a few days of the week enables students to keep abreast of what’s going on in the world.

— Graphing calculator: Althoughcomputers can perform many of the tasks of handheld calculators, it’s easier to carry graphing calculators around school than it is to cart around a laptop. Graphing calculators perform many different types of math. They may be required for algebra, calculus and geometry. They are also use-ful for plotting lines. Once purchased, a graphing calculator can be used for years.

— Planner: Students once wrote down assignments in a paper planner or on a cal-endar. Although many choose to do it the same way today, some opt to go the digital route, entering reminders and tasks into a PDAor a phone with these capabilities.

— E-reader: Students taking a foreign language or avid readers may opt to invest in an e-reader. This way they can store a dictionary, thesaurus, or even some of their favorite books in one place.

— Scanner: A scanner can be an invaluable tool for copying material from books or scanning in photos and other items for use in projects. Many scanners come in all-in-one printer/fax/scanner ma-chines, which can be a good investment.

— Printer: A desktop printer will enable students to print out homework assignments or reports.

— Internet access: The Internet has proven an invaluable resource for today’s students. Students frequently have to go online to do assignments. Many teachers also have Web sites where they post a syl-labus or assignments. Some teachers prefer students contact them through e-mail.

— Standard supplies: Pens, pencils, staplers, folders, binders, notebooks, rulers, protractors, compasses, and the other tradi-tional school supplies are still in demand.

School supplies have evolved over the years. Parents and students may have to adjust accordingly to get the items they need to do wll in the classroom.

Considering some of these supplies can be costly, parents may want to investigate refurbished devices that are often backed by warranties.

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Associated Press

At his daughter’s high school graduation cer-emony last year, Dr. Anthony Billittier was struck by the number of students receiving

awards for perfect attendance. As commissioner of health for Erie County, N.Y., he couldn’t help but wonder if any of the students had gone to school sick in order to preserve their attendance record.

Billittier was so concerned about the potential health risks that posed that he immediately sent a text message to one of the school board members who were sitting on the stage observing the gradu-ation. Based on his concerns, the Lancaster Central School District stopped giving awards for perfect attendance.

“The spread of disease in schools will in many ways impact the entire community,” said Billittier. “The diseases we’re concerned about spread from person to person, and person to object to person.”

School districts around the country have been

re-examining their attendance policies because of growing concerns about public health.

“This is a big issue,” said Dr. Georges Benjamin, director of the American Public Health Association in Washington, D.C. “We ought to do a better of job of teaching people when it’s appropriate to stay home.”

Students who go to class sick probably won’t learn much, and may delay their recovery, Benjamin said. “If you’re obviously ill, you’re not going to feel well enough to pay attention,” he said.

The threat of an H1N1 flu outbreak in fall 2009 prompted the discussion in many districts. That’s when the Texas Education Agency encouraged districts to review their policies. A number of schools suspended their awards for perfect attendance, but the state did not track how many.

Officials in the Peru Central School District in New York also stopped giving perfect attendance

Less than perfectSpotless attendance: Is it all it’s cracked up to be?

See Perfect Page 18


Associated PressIn this photo taken June 25, 2011, Katie Janiga, a recent graduate of Freedom High School reacts after her key opened a new car at Toyota of Tampa Bay in Tampa, Fla. The dealership teamed with

the Hillsborough County Public School system to give students with perfect attendance a chance to win a 2011 Toyota Scion.

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Metro Editorial

Parents and students who want to improve grades and classroom performance may want to look to ex-tracurricular activities. There is evidence that some

after-school activities can actually help promote better results inside of the classroom — even helping to mediate symptoms of Attention Deficit Hyperactivity Disorder.

Activities like sports, band, cheerleading, martial arts, among other extracurricular events, can promote good feelings about school and offer lessons that carry over into the classroom environment, helping students become more successful.

A study by the U.S. Department of Education revealed that students who participate in cocurricular activities are three times more likely to have a grade point aver-age of 3.0 or better than students who do not participate in cocurricular activities. In a 2003 study published in Sociology of Education, researchers found that there are positive associations between extracurricular participa-tion and academic achievement. Many adolescents who participate in extracurricular activities report higher grades, more positive attitudes toward school and higher academic aspirations.

Extracurricular activities also may be able to correct behaviors associated with boisterous children or those who have been diagnosed with a clinical medical condition, such as ADHD. In a study titled, “The Effects of Mixed Martial Arts on Behavior of Male Children with Attention Deficit Hyperactivity Disorder,” researchers found that a martial arts program two times per week helped increase the percentage of completed homework, frequency of

following specific classroom rules, improved academic performance and improved classroom preparation of male children ages 8 to 11 with ADHD.

There is also evidence that simple physical activity can promote better opportunities for learning. Studies largely

conducted by the California Department of Education have found a correlation between physical activity and increased performance. Physically active youths tend to

Extracurriculars and school performance

See Extras Page 11

Metro Editorial

Students who love to sing and perform are discovering the benefits of choir and chorus programs at school after

a popular television show has proven inspirational.

Viewers really haven’t been treated to a show about performing students since “Fame” aired for five seasons, beginning in 1982. Since “Glee” debuted in September of 2009, it has revitalized interest in show choirs and become an influential part of pop culture.

For those unfamiliar with “Glee,” the show follows the story of high schoolers who team up and perform in a successful show choir group called “New Directions.” Revisiting the stereotypes that made “Brat Pack” movies like “The Breakfast Club”

popular in the 1980s, the television show pits the personalities of jocks, drama queens, eccentrics, cheerleaders, and other high school staples against one another. Although an integral part of the show is the musical numbers the students perform, the songs are interwoven into the core theme of each epi-sode, and help tell the stories of the students and teachers facing difficult issues — from bullying to intolerance to teenage pregnancy.

“Glee” has quickly become the “90210” for the current generation of high school viewers, but its appeal goes beyond hot-but-ton issues and risque subject matter. Many of the show’s avid fans tune in each week for the music and to see the talented cast put its spin on songs of today and yesteryear. “Glee”has even helped spark renewed inter-est in performance arts programs in schools across the country.

High school vocal directors across the country have reported increased interest and participation in show choirs. In a report in The Daily Iowan, West High music director Ryan Person noted an upsurge in choir par-ticipation, particularly among male students -- a group of participants that was often difficult to attract.

According to Joel Biggs, president of FAME Events, a private company that puts on show choir events and competitions, roughly 20 new high school choir programs emerged within the last year.

He credits “Glee” for the rise in interest, and says there are more than 300 show choir groups now in schools around the country.

“The Glee Effect,” as it has been dubbed, could give renewed hope to arts educators in schools that have seen budget cuts slash music programs across the board. Students

rallying for show choirs say that they provide something for everyone, especially the stu-dent who doesn’t know how to apply his or her talent. Show choirs and theater groups need performers, directors, set designers, costume designers, choreographers, advertis-ers, and a host of other roles in order to be successful. Students are no longer being swayed by the negative stereotypes sur-rounding show choir participation of the past.

“Glee” is just one of many shows focus-ing on performance arts that could be responsible for the upswing in auditions and interest in performing in high school. “Camp Rock 2,” “American Idol,” “Dancing With the Stars,” and “America’s Got Talent,” are part of the collective group of television focusing in on the arts and inspiring new generations of students.

Television show sparks renewed interest in show choir


Metro Editorial

Today’s kids are busier than ever before. Be it the increasingly competitive nature of scholastic life or the increase of two-income

households where kids need something to do other than come directly home after school, children today are much busier than their school-aged counterparts of yesteryear.

While it can be fun and beneficial for kids to participate in extracurricular activities, finding the right fit isn’t as easy as it sounds. When helping kids find an extracurricular activity, it’s best to consider a host of factors. Especially keep in mind that not all kids are the same with respect to interests. And what was enjoyed by their parents won’t necessarily be enjoyed by them.

Getting Started

The best place to start is to speak to kids about their interests. Just because Dad loved playing foot-ball doesn’t mean Junior is destined to be a gridiron

great. Kids have their own interests, and those inter-ests can be cultivated with the right extracurricular activity. For example, a creative child might enjoy an after-school art class a couple of times per week. Parents should also consider extracurriculars that can help kids grow as people.

For instance, a child who’s shy in public but loves hamming it up at home might embrace an after-school theater program.

Once options have been discussed with kids, take in a session or two before committing to anything. The shy youngster might visit the local theater program and enjoy it thoroughly, or he or she might decide against it.

Either way, a visit will give kids and parents a sense of what the program is like and whether or not it’s the right fit. When visiting, observe the nature of the program. Is it an encouraging, vibrant environ-ment? Do the adults and kids involved appear to be having fun?

show improved attributes such as increased brain function and nourishment, higher energy/concentration levels, increased self-esteem, and better behavior, each of which can help a student perform better in the classroom.

Beyond this, there are many ways that extracurricular activi-ties can support improvements in the classroom.

— Most activities promote physical stamina and patience.

— Students develop self-es-teem and good relationships.

— Students are able to apply theories learned in the classroom in a real-world context.

— A healthy measure of competition is developed.

— Students learn to value teamwork and achieve a goal through common values.

— Children are able to exert energy in a constructive way.

— Extracurriculars promote good attendance and participa-

tion in order to excel.— Students learn self-moti-

vation.— Students can realize suc-

cess that is not measured by test scores.

— Many extracurricular ac-tivities have a basis in rules that can keep students in check.

— Students participate in a social setting, learning through activities that they truly enjoy.

Extracurricular activities can lead to improved test scores and better behavior in the class-room. This makes the activities attractive to parents of students hoping to mold well-rounded children.

It’s important to note that, in some instances, too much of a good thing may be detrimental. If a student is so busy with a packed schedule of extracur-ricular activities, he or she may actually fall behind in school work. Therefore, it’s vital to keep a balance so that students can successfully manage what goes on inside of school and outside of school.


Extras from Page 10 Helping your child find the right extracurricular activity

See Activity Page 12

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By Rio Harris | for Tag

It’s almost fall and we all know what that means; back to school. The first day of any school year is a huge deal to

most kids and you know that. So you’ve been shopping like crazy try-

ing to find your child the things on their back-to-school list and all of the things that they are convinced they just “have to have!”

There is one thing that won’t be on any of your back-to-school lists though. That thing is talking to your child about your expectations for their behavior, choices, and attitude. Talking to your kids and spending quality time with them is all it takes to convey those things.

The full impact that you have on your children is hard to predict, but it will show itself to you in small ways. A great example of this is Rodney Atkins song “Watching You.” The song talks about his son who uses a four-letter word after spilling his

soda. After asking his son where he learned to speak that way his son says, “I’ve been watching you, dad ain’t that cool? I’m your buckaroo, I wanna be like you. And eat all my food and grow as tall as you are. We got cowboy boots and camo pants. Yeah, we’re just alike, hey, ain’t we dad? I want to do everything you do. So I’ve been watch-ing you.” Later on in the song the father catches his son praying and realizes that he has been a good example as well.

Your kids watch everything you do, and they will repeat it. So try and make sure they are mirroring the right things, the good things.

Teaching your kids well and letting them know your expectations can help put your mind at ease; and who knows? Maybe they’ll take those good things out into the world and make a difference in other kids’ lives.

Tag advertisers were invited to submit copy forthe publication. This is one of those submissions.

Get the 411

Parents want their kids to be as safe after school as they are during it. When looking for an extracurricular activity, inquire about the staff-to-child ratio and about the staff ’s professional background. Any staff-to-child ratio that is greater than 12:1 likely indicates a program that is understaffed, which could mean kids won’t get the attention they need. Also, ask for the staff ’s references and work history in the field of child care. If certification is necessary or recommended, make sure the staff meets all requirements.

Parents should also inquire about program costs. Though many programs are upfront about fees, some have hidden fees that can add up. Such fees can be for uniforms, equipment, class trips, etc. Extra fees don’t have to exclude a program from consideration, but it’s better to know about them in advance than have them come as a surprise.

Consider a Child’s Grade Level

A child’s age and grade level should also be considered when choosing an extracur-ricular activity. Consult teachers about finding an age-appropriate extracurricular activity. For example, less competitive activities that emphasize fun might be more appropriate for kids in kindergarten and the first grade. For second grad-ers, activities not offered at school, like learning to play an instrument, can help cultivate a child’s interest in a noncompeti-tive environment. As kids reach third grade and beyond, consider more rules-based activities, including team sports, as kids at that age are more capable of understanding rules and handling losing than younger kids. As children get older and move on to middle school, look for activities that re-inforce learning and help develop a young person’s character, including their ability to interact with others.

When looking for an extracurricular activity for kids, parents should consider a host of factors, including the child’s interests and age.

Activity from Page 11

Monkey see, monkey do: Setting an example for your children

E-mail Mark Goddard at [email protected]

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Tag | A Kid’s-Eye View of the Palouse MOSCOWPULLMAN DAILY NEWS | Wednesday, July 27, 2011 | 13

Associated Press

WASHINGTON — With her move from Miami

already planned, Denia Lopez talked to her young daughters about the good things they were going to find in Wash-ington, and took them to see the school they would attend.

Lafayette Elementary School was shuttered for spring break, but the children stretched up on their toes and peeked in the windows. “The little one fell in love with the kindergarten and pre-K area,” Lopez said. “She couldn’t wait to get here.”

Moving to a new school can be traumatic for children of any age, but there are things parents can do to help.

“Talk about it,” said Donna Henderson, a profes-sor of counseling at Wake

Forest University. “Talk about both sides of it.”

A move means trading the known for the unknown, and with that can come grieving for the friends, school and neighborhood left behind, she said. “There are going to be some parts of it that are really scary and that you can’t figure out immediately, and that’s OK. You’re going to figure it out eventually,” said Henderson, a self-described “Army brat” who moved frequently growing up.

But moving to a new school also is an opportunity for students to “rewrite that story about themselves” if they didn’t like the way things were going, she said. “It’s a chance to not make the same mistakes again.”

About 37.5 million

Moving to new school tough for kids of any age

Associated PressRafael Acosta, center, walks with his daughters Anaily Acosta, 9, left, and Ayleen Acosta, 6, right, outside Highpoint Academy, their former school, in Miami. Anaily and Ayleen now live in Washington with their

mother and attend a new school. See Moving Page 14

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people moved between 2009 and 2010, according to the Census Bureau. Of those, about 6.5 million were school-age children, between 5 and 17. With 12.5 percent of the population on the move, schools are likely to have programs to welcome newcomers, and counselors recommend that parents take advantage of them.

Seeing the school before classes begin can help ease anxieties. Sometimes it’s the school’s counselor or principal who gives new families a tour of the building. Other times, it’s the students, as at Sheboygan South High School in Wisconsin.

Counselor Steve Schneider said that if the school has advance notice, a new student can shadow a current one for half a day, learning how to navigate things like schedules and lunch time.

Orientation programs inform parents about what’s available, from extracur-ricular activities to tutoring and other support services.

Once school begins, there may be special activities for new students. Lopez said her children ? third-grader Anaily and kindergartner Ayleen ? met other new students while taking part in those programs at Lafayette. “They felt better that they were not alone,” she said.

Joining a club or team also can help the transition for children.

“They may not have a place socially at the outset, but you’ll have a place if you’re doing music or you’re doing sports or if you’re in a debate club or on a math team,” said Betsy Cavendish, whose daughters, Lucy and Margaret Kellogg, transferred last fall from private school to public schools in Washington, D.C.

Margaret, now 14, started Alice Deal Middle School as an eighth-grader; Lucy, now 11, entered Lafayette as a fifth-grader.

“In both schools, the extracurricular programs were incredibly welcoming, and both got started off on the cross-country teams in the fall,” Cavendish said. Marga-ret also got involved in musical programs at Deal.

The sisters will be making another transition this fall, Margaret to high school and Lucy to middle school.

“It’s nice for my middle-schooler to go to high school with a base of friends that she made this year,” Cavendish said.

Although transfers at any time can be

difficult, counselors say the beginning of the school year usually is easier. “There are always going to be new kids coming in, so you’re not alone,” Micucci said.

Entering midyear can be tougher be-cause friendship groups have already been established. And academically, it may be more difficult in the middle of the year to match the new school’s curriculum with that of the old, Schneider said.

Still, some parents choose that route and delay moving until the fall because they don’t want their child to have a summer in a new neighborhood without friends, Henderson said.

Regardless of when the move is made, parents and counselors say it helps if chil-dren keep in touch with old friends.

“I think if there’s any way to maintain some continuity with their old life as they knew it rather than going totally cold tur-key, then that’s helpful,” Cavendish said.

Lopez’s daughters are spending the summer in Miami, with their father and old friends.

“My older daughter also told me that for her the best thing was to have an e-mail address, and being able to chat and e-mail with her friends and old teachers,” Lopez said.

Moving from Page 13 Moving to a new school also is an opportunity for

students to“rewrite that story about themselves”

if they didn’t like the way things

were going. “It’s a chance to not make the same mistakes

again.”Donna Henderson

professor of counseling atWake Forest University

Developmental Curriculum

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Outreach to Space has landed at the Palouse Discovery Science Center in Pullman, which means children

can build a space colony, land a spacecraft on Mars, launch a rocket — and more — this month.

On loan from ScienceWorks in Ash-land, Ore., and built by the world-famous Exploratorium in San Francisco, the instal-lation features 11 hands-on exhibits.

Junior scientists will learn why astro-nauts need spacesuits by pumping air out of a chamber and seeing what happens to the non-pressurized “astronaut,” how to steer a spacecraft using thrusters, experi-ment with how spacecrafts enter into orbit without crashing using the gravity well, and much more. Outreach to Space fea-tures activities for all ages.

Can you bend light? Come find out with Light in Action, the new permanent exhibit at the PDSC. Explore the use of lenses and mirrors, the components of white light, polarization, refraction, real images, and more.

And if you can’t make it to Pullman, we can bring Light in Action to you. The exhibits take up about 400 square feet of space and are ideal to set up in a school library or multipurpose room, making them available for multiple classes to use throughout the school day or for Fam-ily Science Nights and other community events. PDSC outreach staff are also of-fering nine Light in Action programs that introduce participants to optics tricks and

optical illusions, laser challenges, mir-rors and reflections, polarization of light, and the use of lenses and telescopes. Call(208)310-2922 or email [email protected].

Nez Perce National Historical Park Rangers will be at the PDSC with exciting activities about native science and lifeways for a Family Science Saturday event on Aug. 6 from noon to 3. Learn about lampreys, set up a tipi, learn the science of probability through traditional Nez Perce games, and learn to fish for (pre-tend) salmon. Find out about the original Palouse crop-Camas, and learn all about beavers and other native animals.

For more information about Nez Perce National Historical Park visit www.nps.gov/nepe. Contact the PDSC if you or your organization are interested in partner-ing on a future Family Science Saturday event.

The school year is almost here, and that means field trips. With 16 lessons currently offered, and new activities being planned right now for the 2011-2012 school year, the PDSC creates an unforget-table experience for your class. Planetarium field trips are back and were the most popular lesson for 2010-2011. Call today to reserve a spot for your students (509) 332-6869.


‘Outreach to Space’ has landed at science center

Subscribe online or in print: (208) 882-5561

Do you knowwhat your kidsare up to?We do! School events, kids’ calendars, arts, sports, clubs.It’s all here.Every day.


Pullman Civic Theatre

JOIN THE JUNIOR COUGAR KIDS CLUB!

1205 NORTH GRAND, PULLMAN - (509) 332-2918

Membership Includes:• Package including t-shirt, membership card

and gift item.• Free admission to Cougar home games, some

exclusions apply. See membership form for details.

• Invitations to exclusive events with Butch and WSU athletes.

• Free item at Dissmores when you bring in your Membership Card

$5 Discount for signing up at Dissmores!

Help our Future Children Grow

Kids Fest 2011Friday and Saturday

July 29th & 30th 3pm-7pm

Fund Raiser for the Junior High Builder Club of Pullman.

$1.00 Root Beer Floats Donation.


By Dr. Jonathan C. Via | for Tag

You understand the importance to your child’s health of eating well, exercising and getting plenty of

sleep. What you may not be aware of is the importance of a fully functioning nervous system.

The central nervous system is com-posed of the brain and spinal cord, and controls and coordinates all the functions and systems of the body.

The brain and spinal cord are so important and delicate that they are enclosed in the protective bones of the skull and spine.

Unfortunately, the many stresses of life (physical, chemical, mental, emo-tional) can cause the bones of the spine to become mis-aligned, placing pressure on the spinal cord, nerve roots and even the brain stem,

compromising the function of the body. Chiropractors are specially trained to

detect and correct these misalignments (called subluxations) so that the body may function at its maximum potential. Sub-luxations may be present without causing immediate or acute pain, so it is important to have your spine and your children’s spines checked regularly to prevent today’s small problem from becoming tomorrow’s

chronic pain or disease. Here are 10 reasons that it

is good idea to bring your child with you to the chiropractor:

To strengthen the im-mune system and reduce the frequency and severity of colds, ear infections and general illness. Multiple studies show improve-ment in children with chronic ear infections.

To enhance your child’s overall health and wellbeing. When the spine is in line, the intelligence that runs the body is able to do so clearly and ef-

ficiently. Health is much more than not being sick.

For a better baby experience. Babies frequently experience upper neck inju-ries during birth that, if left untreated, contribute to colic, excessive fussiness, and digestive issues. Birth trauma can cause a baby to favor turning their head one way or to have a weak latch, complicating breastfeeding.

Because children are prone to injury, from the stumbling toddler to the serious high school athlete.

To help increase your child’s ability to concentrate, focus and learn.

To enhance emotional wellbeing and decrease depres-sion and anxiety.

To minimize asthma and allergy symptoms.

To alleviate digestive problems such as reflux and constipation.

To help with poor sleep and insomnia, as well as bed-wetting.

To reduce the need for medications and antibiotics that may have detrimental side effects.

It is important to understand that chiropractors don’t treat conditions; instead they restore the full function of the nervous system so that your child’s body is better able to heal itself, safely and naturally.

The chiropractic adjustment unleashes the natural healing power of the body and helps each individual to reach their full potential.

At Via Family Chiropractic we use gentle and safe techniques that are suitable

for all ages, from newborns to the elderly. Call us today to begin your family’s jour-ney towards better health.

Discover your child’s potential at Via Family Chiropractic.

Tag advertisers were invited to submit copy for the publication.This is one of those submissions.

10 reasons to bring your child to the chiropractor

(509) 397-5300www.whitmancountycasa.org

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Footsteps Preschool | for Tag

Preschool is an exciting time for young learners and their families. At Footprints Preschool, we believe

offering children an early education creates a firm foundation for life, promotes respect for self and others, and encourages personal responsibility. Fostering a love for learning at an early age sets the stage for continued academic success as children learn to be positive and productive students.

Footprints Preschool is a Christian alternative for preschoolers’ first steps into early education. Our program incorporates teaching Biblical truths while developing the whole child through multi-sensory play, hands-on learning experiences, and structured learning times.

While engaging in classroom activi-ties, children develop relationships with others as they define and explore the world around them.

Each day at Footprints, children have the opportunity to explore and discover the amazing world God has created as they

grow and develop in a safe, nurturing, and developmentally rich environment. Our developmentally appropriate learning op-portunities support each child’s spiritual, socio-emotional, intellectual, and physical needs by integrating music, science, math, social studies, literacy, art, and movement into daily lessons and learning centers.

Throughout the day, children are engaged in both large and small group settings, coached on appropriate classroom behaviors and enjoy time for free-choice exploration.

Because every child’s development hap-pens at his/her own pace, Footprints teach-ers carefully plan dynamic, multi-dimen-sional curriculum that enriches the learning and success of each individual child.

Footprints is a place where children can be enthusiastic, respected, safe, and encour-aged to achieve their very best through the motivation and influence of our dedicated and nurturing staff.

Most of all, children are encouraged to be their own unique and special selves while developing positive feelings about

school and learning.Footprints offers classes for children

ages 3 – 5 years of age. Classes meet Tuesday, Wednesday, Thursday, from 9:00 – 11:30 a.m. Our typical day includes:

— Opening craft or activity: Chil-dren have an opportunity to socialize in a relaxed activity-based setting as they transi-tion from home time to school time.

— Circle Time: Greeting, calendar, weather, daily topic and lessons, and books.

— Centers Time: Children choose from a variety of thematic learning centers which may include science, manipulatives, puzzles and games, sensory table, blocks, easel/art, dramatic play, literacy, and library. Children may also participate in one-on-one or small group activities focus-ing on literacy, mathematics, and writing development.

— Special Activities: Children’s Cha-pel, Music and Movement Time, outdoor exploration and/or large motor activities.

— Closing Circle: Learning theme is reviewed and further explored, books, supporting mini lessons, transition from

school time to home time.In addition to our in-classroom learn-

ing,Footprints extends learning outside the

walls of the preschool with Field Trips that enhance and reinforce classroom concepts. We also host a variety of special guests who share books and diverse educational op-portunities with students.

For more information about Foot-prints Preschool, please the website www.footprintspreschool.org, or contact the center at [email protected], or (509) 432-4109.



Your child’s first steps into early learning

Bet your bottom dollar you'll love it!

Playing At the RTOP Th eatre

August 25, 26, 27 & September 8, 9, 10

Call for tickets at 509 334-0750 or visit www.rtoptheatre.org

Regional Theatre Of the PalouseTickets now on SALE for the HIT MUSICAL


My sister recently posted a childhood picture of herself on Facebook. Under the comments I said, “That is the dress I

wore in second grade when I wet my pants in class. Hallelujah for hand-me-downs!” She spent a week trying to figure out how to take down the picture, and get even with me.

See, that is the difference with kids today. Modern kids complain, “I don’t want to wear a pee-pee dress, why do I have to wear a pee-pee dress, how come brother doesn’t have to wear the pee-pee dress?” When I was a kid, you wore what you were told and you liked it. Now kids gripe about everything; famine, the environment, high oil prices, the end of summer vacation.

When I was a kid, I loved going back to school. I always spent the day before school started, planning my outfit, my hair, and sniffing my pink pearl eraser—aaahh the

smell of crimson rubber in the morning. My goals for the first day were simple:

1.) Wow my peers with my terrific fashion sense, 2.) Stake out the boy I was going to marry (preferably someone with a BMX bike and a Casio digital watch—a girl has gotta have standards) and 3.) Write the poor victim, I mean boy’s, name in curly-q’s

THE LAST WORDBY SONIA TODD

Heading back to school ain’t whatit used to be

all over my new Pee-Chee folders using my newly sharpened Hello Kitty pencils and hide the whole mess in a Trapper Keeper before my “fiancé” found out.

It was a simple agenda, but it worked for me. Now there is all this political mumbo-jumbo surrounding education.

School crowding, funding, test scores, and safety issues. I don’t even know how kids today can concentrate. To top it off, kids don’t even get to shop for school sup-plies. Most schools have a fee system for supplies, instead of letting kids pick their own colored pencils and crayons; everyone gets the same stuff, and no one suffers from low self-esteem.

I don’t know what low self-esteem is. I may have had it, but I think it was buried under a devil-may-care attitude and the constant sport of trying to outwit my parents.

“No, I am not wearing mascara. Yes, I did my homework, mostly. No, I didn’t eat a cookie. Now can I go use the phone? I think it has finally cooled off from my last call.”

One of the things I hated about school was the rash of diseases that seemed to pro-liferate in the hallways; lice, chicken pox, ringworm, pink eye, warts, kool-aid mus-taches, and of course, the deadly cliques. Which group would I get stuck with? The kids who were trying to be the next Miss Universe, the punks and/or future felons of America, the smart kids — also known as potential employers, or the dirty kids?

The dirty kids were the ones that mi-grated in a perpetual cloud of debris. They liked to eat paste, boogers, and bugs, and would torment the faint of heart by touch-

ing them and giving them cooties. And if someone was touched it was, “Like, totally gag me with a spoon!” Then me and my posse would have an emergency meeting, throw together some cootie catchers, and hopefully ward off evil spirits.

I am not really sure what school is like for kids today. Back when dinosaurs roamed the Earth, I lived for recess and days that the cafeteria lady made brownies, because kids were allowed both play time and sugar back then. During class time I covered everything in cryptic anagrams (S.W.A.K. and B.T. + S.E. 4 Ever) and stickers, lots and lots of stickers.

When I needed a change of pace I combed the hair on my troll doll pencil toppers and tried to sneak pieces off of my bologna sandwich stored in my Mork and Mindy lunchbox. The worst things I dealt with were trying to get my mom to buy RC cola, and telling my sister, “If you love it so much then why don’t you marry it?!”

Other than having to walk 20 miles to school uphill through torrential snow-storms with partially severed limbs and nothing but jelly shoes and a side ponytail to protect me from the elements, I had it made. I mean, sure, I had to battle wild animals and cross rugged terrain, huddling together with other children (safety in numbers--after-school specials, puh-leeese) all just so I could get a valuable education. Ok, so that one part was a fib, but the rest, is totally true.

Sonia Todd is a freelance writer who lives with her family in Moscow. She has been previously published in Adventures in Mothering, and the book, A Shaker of Margaritas: Hot Flash Mommas. She blogs at http://myfirstlaunch.blogspot.com.

awards that year because of concern that kids would come to school with flu symp-toms.

“We had heard from time to time of children attending school when they were best home in bed,” said Superintendent A. Paul Scott. “This allows families to make decisions about what is best for their children.”

The change in policy does not mean that the district has lowered its expectations for students, Scott said.

“We expect perfection,” he said. “We’ll settle for excellent — and now that is true for our attendance policy.”

The Peru district has added new honors instead, focusing on academics, citizenship

and good character. Concern over H1N1 also prompted the

Hillsborough County Public Schools in Tampa, Fla., to end their practice of allow-ing students with perfect attendance to skip final exams. Rewarding students for perfect attendance while telling them to stay home if they had flu symptoms seemed like a “mixed message,” said district spokesman Stephen Hegarty.

The district has not reinstated the practice, but did offer the 2011 graduating class another incentive for scoring perfect attendance.

The district teamed up with a car dealer to give away a 2011 Toyota Scion to a se-nior with perfect attendance for the second semester. School officials felt the contest would help combat “senioritis,” Hegarty said.

With the H1N1 scare abated, the give-away didn’t raise any health concerns, he said. And school officials felt that a chance at winning a car wouldn’t encourage sick kids to come to school, said Mark Ackett, supervisor of attendance for the district. Going to school sick paid off for Sara Berger of Richmond, Ind.

The recent graduate of Northeastern High School won the choice between a Ford Fiesta or a scholarship of equal value in a Wayne County Area Chamber of Commerce contest after she had perfect attendance her senior year. Berger, who confessed to going to school after vomiting one morning, chose the scholarship.

“I really liked school,” said Berger, who

plans to attend Purdue University. “I always

took it very seriously. If you’re not there,

you’re not going to learn.”

Administrators in Circleville, Ohio,

started rewarding excellent - not perfect

— attendance by changing its policy in fall

2008 at the urging of local health officials,

said superintendent Kirk McMahon. The

compromise hasn’t diminished the district’s

message about how important attendance is

to learning, he said.

To encourage good attendance, school

officials worked with a used car dealer to

give away a 2002 Pontiac Grand Am on the

last day of school.High school students who missed no

more than four days were entered in the drawing.

“There’s no shame in missing a day,” McMahon said. “We want what’s best for these kids - and what’s best for the entire population.”

Perfect from Page 9

Tag | A Kid’s-Eye View of the Palouse MOSCOWPULLMAN DAILY NEWS | Wednesday, July 27, 2011 | 19

Give your child a positive dental

experience.

Palouse Pediatric Dentistry is specifi cally designed to engage and relax children. Our friendly

and expert staff treats all children with compassion and respect. For the anxious child, we off er a variety of treatment options, including conscious sedation and general anesthesia.

1246 W. A Street Moscow (P) 208.882.9999 • (F) 208.882.9998

[email protected]


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