 |
|
 |
 |
|
Volume VIII Number 25
December 14, 2005 |
|
Guest Essay: Barbar Elison and Chris Baer GUEST ESSAY Ways to Prepare Young Children to Be Ready to Learn in Kindergarten How do we know if children are ready to enter school? Can they get along with others? Handle their feelings in appropriate ways? Advocate for their needs? Solve problems? These questions deal with a child's social and emotional learning (SEL); the better they learn these skills, the more able they will be to learn the academics. Social and emotional development begin at a very young age and can be nurtured by everyone in our community – parents, teachers and friends – throughout a child's early years. The Collaborative for Academic, Social, and Emotional Learning (CASEL) of the University of Illinois at Chicago states, "Research has shown that SEL can help children and youth develop a greater sense of self-worth and greater concern for others, feel more competent in handling daily responsibilities and challenges, and establish more positive and meaningful relationships….Social and emotional learning – especially the ability to set goals, solve problems, and communicate effectively – provide a foundation for academic achievement. "Educators, researchers and policymakers are increasingly aware that social and emotional learning needs to be a part of education in order to maximize academic outcomes, and research has demonstrated a strong relationship between social and emotional learning and academic success. Specifically, social and emotional learning has been demonstrated to increase mastery of subject material and motivation to learn; to reduce anxiety, enhance attention, and improve study skills; and to increase commitment to school and the time devoted to school work....[It] has also been shown to improve attendance and graduation rates, as well as constructive employment, while it reduces suspensions, expulsions, and grade retention." As representatives of Childcare Network of Evanston (CNE) and Metropolitan Family Services – Evanston/Skokie Valley (MFS) we helped to plan the recent second annual "Maximizing Children's Potential: The Power of the Brain" conference. Here are some concrete examples of positive interactions that can support social and emotional learning in children up to age 5:
Dr. Linda Gilkerson, keynote speaker at the recent "Power of the
Brain" conference noted, "The [young] brain is designed to generally
take care of the basics of typical development – if we [adults] provide
the necessary interactive and reflective experience. It is the magic
of everyday moments... The conference came about through a grant to the City of Evanston to improve the social and emotional development of children ages 3-5 through MFS's Reach, Grow and Learn program in Evanston preschool classrooms. The conference and the work of Reach, Grow and Learn, together with CNE's Learning Together and Caregiver Connections programs, emphasize the importance of positive interactions and relationships on children's early brain development. But not every child is able to participate in an early learning environment that focuses on the development of these crucial skills. The next step for Evanston is to develop ways for children, teachers and parents to work together to increase the social and emotional competence of young children in every early learning program and to make sure these opportunities are available for all. Investing in the healthy nurture and development of young children has a lasting impact on all of us. School success translates into a desirable community. By helping children learn the skills that are needed to navigate life in healthy ways at a young age, all of us benefit, especially Evanston's children. GUEST
ESSAY We have heard so much from the Bush administration about democracy that it is hard to recall a time when it did not appear in almost every other sentence of a newspaper story. We hear about bringing democracy to countries in the Middle East, the glories of democracy, democracy equals freedom – let's face it: The word du jour is democracy. All of this talk has given me reason over the last five years to reflect upon our own nation's political system – our democracy. One day the following question occurred to me: If one lives in a democratic country today, does it guarantee one will live in a democratic country tomorrow? My conclusion: No. Having been born into this American life, I had never before questioned our country's ability to maintain its current way of life and values. It was an eye-opening moment. I have recently learned one very valuable lesson, which I hope those younger than I will learn more quickly than I did: Democracies cannot be guaranteed permanence. They must be constantly nurtured and tended. Like a growing child, at times it needs guidance, and as its parents, we need to make sure the basic house rules (our Bill of Rights) are followed. How does a country go about guaranteeing its democratic way of life for future generations? I would suggest that our government begin by ensuring that society's basic needs be met. All citizens need to feel they are valued members of society, no matter what their income level, race or religion. All people have a fundamental need for a sense of security – belonging – knowing someone cares about them. Everyone in a democratic society must have access to proper medical care, whether they can afford it or not. I believe access to healthcare for all citizens would lead to more people's feeling like members of our "democratic" society rather than feeling excluded by it. I wager we would see more people voting in our elections. The next requirement for a democratic country is that it offer all people an opportunity for an education. An educated and informed populace is critical to holding the government responsible for its actions, a necessary safeguard for all democratic governments. If people do not ask questions, a country can become a pawn to an administration primarily concerned with its own self-interest. The third ingredient to maintaining a strong democracy is a healthy economy and jobs. When people have a quality of life that affords them the time to think
about democracy, they ask more questions and develop more ideas. For example,
a family of four struggling to put food on the table and clothes on their
kids may not concern themselves with the environment and other issues important
for our nation. Recently, elected officials in "our" country have argued that
torturing prisoners is allowable in wartime. For more than 100 years, the
United States has had a reputation of being honorable and humane in its
treatment of prisoners. If we lose that, what does it say about our democracy? Here are several ways to do that: We all have to stay involved and recognize that the precious gift of democracy
is not something that survives by talk alone. It is a way of life we all
must This holiday season I plan to take a moment to remember all those before us who gave this gift of democracy and to recommit myself to ensuring that America once again can hold its head high – not based on excessive use of the word "democracy," but on the way it treats global neighbors like Iraq. Franklin Delano Roosevelt said, "Democracies cannot be bestowed,
they must be earned."
|
In the D65 Stats article, regarding the 60 percent guideline, the article does not show separate numbers for TWI and GenEd. Are the numbers for each school's TWI and Gen Ed in compliance? If yes or no, the public should be told. In the Racial Balance article, you say that there is an issue regarding racial balance in the classroom at TWI/GenEd schools, but there are no numbers, just general statements from Board members saying they realize the balance is skewed. Why aren't the real numbers being reported? The Board must have them. These numbers should be included in the main statistical report. The reason why these numbers need to be included is Dewey, Dawes, Washington and Oakton, which are known as four schools, are really eight schools housed in four buildings. I am not sure that most people really understand that the children in these two programs are almost completely segregated from each other. They only interact at recess and lunch, and usually this interaction is minimal. In addition, there is the occasional assembly where TWI and GenEd are in the auditorium together. It really is misrepresentation to say that one of these schools is only "one school," as the two groups of children do not and will not ever interact with each other in a meaningful way in the classroom. The Racial Balance article states that "Mary Erickson wants to conduct a cooperating program so students could be exposed to diverse groups of students at some periods during the day." Translation: The district realizes they messed up (which, by the way, anyone could have predicted using common sense. I certainly figured this out and wrote my concerns to the Board way before TWI was spread out to the four South Evanston schools). Now the Board wants to introduce some superficial program to prove that the kids really are interacting, so they can pat South Evanston parents on the head and claim they really are following the 60 percent guideline. They've got to be kidding. Some parents will say it should not be pointed out that there are two schools operating under one roof, since TWI and GenEd children can get together after school and there are opportunities for both groups to interact after school. However, that is all voluntary. I also realize that the school administration (at least at Oakton) does all it can to be accepting of the two groups of students, but the truth is, the kids do not interact daily in the classroom. I have a fourth grader and a first grader at Oakton. I have noticed that for any given year relationships are formed or strengthened based primarily on who is in the classroom, not on who they run into at lunch and recess or even after school. It is in the classroom that the children work in teams and learn from each other. Classroom interaction is key, not recess and lunch. To say that the TWI/GenEd schools' populations should be lumped into one group when following compliance guidelines is completely inaccurate, and it amazes me that the District passes these schools off to the public as having only one population. TWI was designed to be in one school, but when District 65 attempted to put the TWI program in one school, Washington, this was not accepted by Washington's local attendance area. The District's concession was to run this program in a variety of schools, which like mini-magnet schools, are associated with the host school but have separate populations. What really bothers me about this situation is that originally all of
these schools were GenEd, and the school population interacted because
each year the classrooms were reconfigured. Now the Board is scrambling
to figure out ways to get the population interacting again, and it never
really will be the same.
There is a correction I'd like to make. I was quoted as saying that "Public art is a relatively new phenomenon. It's only 30 or 40 years old...." This is not a direct quote from me, and it is incorrect. Public art as a phenomenon has been around since at least Roman times – even earlier, depending on your definition of public art. And, of course, the federal government funded public art in the 1930s through the Works Progress Administration; as you indicated in the article, Evanston has been the fortunate recipient of some of these WPA-funded works of art. What I said to your reporter was that many communities have collected more public art since the 1960s and 1970s, encouraged by the rise of the community mural movement and newer government programs that have provided funding for endeavors such as large-scale, outdoor sculpture. Many city budgets didn't anticipate or plan for the long-term care of the growing number of objects that have sprouted in their public spaces since about 1970, and, like Evanston, are facing the problem of repairing and maintaining numerous murals and sculptures that are 30 or 40 years old. There is much greater awareness today that the choice of materials and design of new public art can be more durable from the start. It is important that we preserve our legacy of public art, as well as
consider carefully the significance and quality of objects that we commission
for our surroundings. We can and should commit to making Evanston a welcoming
home for new public art because it can be highly effective in stimulating
a healthy dialogue among different constituencies and can even assist in
creating community cohesion. But we must also care for what we already
own – especially when the objects in our midst, such as the Soldiers'
Monument, can tell us something about our history as a community.
This is a recipe for disaster, and if I were a candidate for superintendent I would run as far away from Evanston as fast as I could if my hiring were contingent upon such a scenario. First, this would delay the process for months, if not longer. Second, the District 202 School Board cannot possibly include all the interested constituencies in Evanston. How does a school board decide who is to be included in the process? Inevitably, some would be left out and claim their concerns were not being met or heard. A school board's foremost responsibility is to hire a superintendent.
It is their decision and theirs alone. They were elected to make such decisions.
Avenues for input to District 202 Board members are available via e-mail,
phone calls and Board meetings. If community members and constituencies
have concerns, they can and should contact elected members of the Board
directly and express their views. I encourage representatives of all interested
constituencies to do so.
Recently, we held a meeting on the challenge to get community input. The excellent turnout spoke volumes about the caring spirit of a community that wants to help those in need. In attendance were Cook County Commissioner Larry Suffredin, representatives from the offices of State Senator Jeff Schoenberg and State Representative Julie Hamos, as well as representatives from the City of Evanston Health Department, Township of Evanston, McGaw YMCA, YWCA Evanston/Northshore, Connections for the Homeless, Evanston Coalition for Latino Resources, Leadership Evanston, and Family Focus. Their collective ideas on how the hospital can effectively reach out to the community were valuable and greatly appreciated. Evanston Hospital's Outpatient Clinic provides medical care to adults
unable to afford private medical care. Our goal is to maintain health through
regular check-ups and prompt attention to acute illnesses, including hospitalization
when necessary. Currently, the Outpatient Clinic has more than 9,500 visits
per year.
The tiny staff of our shelter spent the better part of my first year getting our books and facility and plan in shape to apply for member status in the United Way, because we knew that little symbol on our materials would mean something to potential donors. And we were right. The Evanston United Way has a similar brave and pioneering history. This past year saw the retirement of our long-time executive director, Tom Jager. At our annual meeting, as we recalled his 25 years of leadership, we were surrounded by members and partner agencies, as well as by City officials professionals who expend energy and intellect to improve the lives of Evanstonians. We recalled the role Tom and our United Way leaders played in the development of the Evanston Community Foundation, which continues ground-breaking work. We honored the award-winning work of the Childcare Network and many other initiatives that have come from our disciplined approach to needs assessment. As I write this, we've taken an important
step in assuring our continuing focus on serving the needs of our
local community. Of course, the United Way is an important funding agency, and provides financial stability to many worthy organizations. Our agencies include Better Existence with HIV, the Child Care Center, the Childcare Network of Evanston, Connections for the Homeless, the Evanston Community Defender, Evanston Day Nursery, Family Focus, Girl Scouts Illinois Crossroads Council, The Harbour, Housing Options, the Infant Welfare Society/Baby Toddler Nursery, the Legal Assistance Foundation, the Mental Health Association of the North Shore, Metropolitan Family Services, the North Shore Senior Center, Orchard Village, Peer Services, Reba Early Learning Center, Seniors Action Service, Shore Community Services, McGaw YMCA, the Youth Job Center, Youth Organizations Umbrella, and the YWCA Evanston/North Shore. Recently I helped out at the United Way office, answering phones. In the course of 30 minutes, I fielded calls from folks looking for disaster-related help, in-home care, and grant documentation. Evanston United Way plays a crucial role in our community by funding health and human services providers; advising and assisting struggling agencies; helping to coordinate special efforts like post-disaster activities; encouraging leadership development; and focusing attention on Evanston's greatest needs. Please join us in this very important work, and respond as generously
as you can to our 2005 appeal. Together, we can make Evanston an even better
community for all of us.
Previously, the City Council took the advice of outside consultants, who indicated that the cost of making necessary repairs and upgrades were prohibitive and recommended moving from the current building at 2100 Ridge Avenue. The projected $20 million cost of constructing a new facility would be financed by selling the current property to developers, who would build 250 or more new housing units on the current Civic Center site. If the City's estimates for the cost of the new building and the sale of the current property are accurate, there would be little new cost to taxpayers and the City would get a new city hall. At the Oct. 19 meeting, the Friends of the Civic Center presented alternative plans that outlined how the current building could be brought up to code and modernized for a cost of less than $3 million, enabling the City to remain at the current site and have a fully-functioning home for City government at a fraction of the cost of a new building. Creative financing alternatives could cover much of the repairs and renovation and minimize costs to the taxpayers. Two plans, both resulting in functioning City Halls, and both minimizing costs to taxpayers. Yet one will perhaps cost more than $20 million and one will perhaps cost less than $3 million. The $17 million difference between the two plans is the cost accrued by ravaging the quiet neighborhood that lies west of the current Civic Center. Adding more than 250 housing units to a block that is surrounded largely by single-family homes radically alters the character of that neighborhood forever. Evanston would get a new Civic Center but only by selling out the Civic Center's neighbors and recreating the neighborhood to match the desires of private developers. At what point does the City Council decide that maintaining the quality of our residential areas is a top priority, regardless of the profit that can be obtained by converting public and private spaces to high-density developments? At what point does the City Council acknowledge the hidden costs of adding 300-400 cars and perhaps 500 new residents to a single block, or the impact on the neighborhood of the resulting congestion? And when does the City Council seriously factor in the diminished quality of life in whatever remains of the restructured neighborhood that will be left behind? We are not architects, city planners or engineers, and we don't know whether the alternatives presented by the Friends of the Civic Center are viable. However, the wide differences in the proposals of two sets of experts make us believe that the City Council may not have considered the possibility of renovating the current building sufficiently. We urge the City Council to delay any further decision on the future of
the Civic Center until the alternatives presented by the Friends of the
Civic Center are fully studied and considered. And we urge the City Council
to recommit to the principle that the quality of life of the City's residents
should drive future plans for the City, not the visions and profit motives
of private developers.
One of the opposing neighbors indicated that the Commission and City Council should never change zoning under any circumstance, an unrealistic stance that would not improve the community over time. In Evanston there are many buildings that are not within current zoning either because they have been grandfathered in or because they were granted relief. Each planned development or property needs to be examined on its own, including the plans, purpose and caliber of the architectural firm. The proposed redevelopment would make no major changes in land usage. A few opposing neighbors also claim that they don't care if Mather leaves the neighborhood and even suggest that new condos could fit better and contribute more real estate taxes. "Fit better" is at odds with the displacement of older Evanstonians
and with the added cars from a new condo population. Long-time Evanston
residents should not have to leave the City to find appropriate housing
but should stay and be an important part of a diversified community. Evanston
can sustain, and needs at least three, attractive and vibrant retirement
and health facilities for its older citizens, and I hope that the proposed
project is approved.
I learned about this new addition to the Levy Center's offerings from
a University publication mailed to my home, not from my Levy Center news
letter. That was odd, I thought, but having dealt with University officials
in the past, a number of questions immediately came to mind: 1) Would Levy
Center members have to pay the same $500 a year membership fee to the University
to take part in these Levy Center study groups or would they be given a
special reduced rate? 2) If not, would the University pay the City for
its 15-week programs in return for the opportunity to make $4,750 to $6,000
in fees from each study group? To my amazement Levy members were not notified about this first new study group, nor were they allowed to join it even if they had wanted to. This first study group came to the Levy Center already filled with 24 participants from the campus program. In addition, they would have to pay the very same membership fee as campus members. I knew from my previous participation in the program that the study groups were run entirely by the participants, with no help whatsoever from NU faculty members. All participants get for their money is the use of a campus classroom, access to university libraries, free use of the campus shuttle buses and the privilege to attend ILR social events. In addition, they have to pay $103 a semester to park their cars on NU's campus. With 24 members in this first "trial" study group, 10 of which are first-time participants at $125 each (the other members pay $250 each) the University stands to make $4,750 from this first Levy Center group. And what is the quid pro quo for the Levy Center? According to Kristina Ferraro and Doug Geynor, it stands to gain 24 new Levy members at some time in the indefinite future, since none of the participants in this first group were required to become Levy members. So is this really a "win-win partnership" for the Levy Center and Northwestern? It definitely is for the latter but not for the former. It seems that my alma mater (B.A. 1949) is behaving more like a for-profit corporate business than a not-for-profit educational institution, just as it did back in 1985 when the City and NU formed the Research Park partnership. In conclusion, it would seem that the Levy Center operation requires much
closer supervision by the Recreation Board than it has been given in the
past. Or perhaps we need a separate department for senior citizen programs
and make the Levy Center directly accountable to the City Manager with
its own board, separate and distinct from the Recreation Board.
I do support Mather's proposed new community and feel it will be a pleasing
addition to Evanston. They've hired some of the finest architects in the
country to ensure a design and scale that enhances the neighborhood, including
classic design, attention to detail on all sides of each building, and
use of stone and brick to complement the character of the streetscape.
I find it very difficult to understand why there are some neighbors opposing the development of the Mather LifeWays structure, for it will undoubtedly enhance the beauty of the area in which it will be built. Mather LifeWays has contributed widely to the communities and programs
in which they have been developed, not only here, but throughout the country.
Last winter, people suffered in the cold because the depot was being renovated. Is that going to happen this winter whenever the coffee shop is closed? The coffee shop has a security gate that is pulled down when it is closed. Why is it necessary for the entire waiting area to be closed? It should be open at all times except perhaps overnight (between 10 p.m. and 6 a.m.?), when there are not many people around. Second, the outside benches were removed when the renovation was taking
place. Why cannot the benches be replaced now that the work on the building
is done? There are people who would appreciate having a place to sit outside
while waiting for the train. |
|
EDITORIAL Just days before New Year's in 2005, S.C.A.T.*!
S.H.O.O.**! It was 9 degrees and the wild wind was howling. The car's fuel gauge hovered near empty, so the driver (my date) pulled into the first gas station he saw. As soon as he stopped at the pump, a man appeared from somewhere and started washing the windshield on the driver's side. "Hey! Get away from here! I'm not going to pay you for that. I didn't ask you to do that," the driver shouted as he bolted out of the car. SCAT! SHOO! ("Are there no prisons? Are there no workhouses?"***) The man, with squeegee in hand, stopped and started around the front of the car away from the driver. I rolled down my window and told the man to "come here." I gave him a couple of dollars and best wishes. When my date got back in the car, he asked, "Why did you do that? You're just encouraging him to get handouts instead of a job." "Give me a break," I snapped. "You saw him. What job do you think he can get? And furthermore, neither you nor I would be out here, as cold as it is, trying to wash somebody's car windows!" After a brief silence, my date said, "You've got a point!" As I came out of the store, I heard a jingle-jingle-jingle-jingle. A man stood a short distance from the entrance to the store, shifting back and forth from one foot to another in the cold while shaking a paper cup that held some coins. What's a person to do? Was this a beggar, a panhandler or a con artist? SCAT! SHOO! The man with the cup said nothing. On a busy street at the pier in San Fransisco, a man sat down on a plastic crate he carried and placed two large tree branches in front of him that hid him from sight. When people walked in front of him, he would lunge out at them, scaring them senseless. I say senseless, because the startled people, after clutching their chests, would laugh and laugh and drop green money into the man's container. Hmm! I guess this was an entertainment fee. My mother always advised that if we gave something to someone, we should not agonize over what we thought someone would do with it. "Bah! Humbug!" to the immortalization of selfishness. Peace and Good Will to and for All of Us. *S.C.A.T. – Stop Catering to Altruistic Tendencies Religion
and War The war in Iraq is giving religion a bad name. I realize this is not a new phenomenon. History tells us that there is no more powerful sword than that wielded in the name of God. Yet a sword held by a fanatical true believer or caught at the neck by a martyr or other fanatic does not belong to God. I define "sword" differently here from how the romantics of literature define it. Explosives strapped around one's body or packed in a vehicle, or land mines planted in roadways are swords, weapons with two edges. They kill and they cry out insanely and often in the name of God. Perhaps we can blame the ancient Greeks and Romans for the legacy of using gods to justify wars, or even the biblical interpretations of a Creator continually at odds with creation gone amok. Would the seductions of power and the hatreds of history teach us that war is never – never! – God's doing; it is ours. And it is always about humanness and its darker side. I cannot bring myself to believe in a deity sadistic enough to lend its name to madness. If God is love, war in God's name must demand that we trash our definitions of both God and love. Where there is love there is always new life. Can there be any truer love than God's for us? If ours were a godless world, war might be a logical way to take care of the differences among us. Today's atmosphere of terror would be nothing compared to that in such a world. But fortunately our world is far from godless. Love for one another is at the core of Judeo-Christian belief and, I want to believe, at the heart of any belief system that claims to know God and God's wishes for us. Those wishes have to be for wholeness and holiness. God knows our fall into humanness makes both more than a lifetime's labor. The gift of free will means we need to make better choices for ourselves and about others - choices that give life, not destroy it. There has to be a better way than war. We must learn to use words, not weapons, reason, not madness, to respect, negotiate and peacefully live with our differences? Ours is not an ancient world. Today religion of every variety should teach and model lessons of love, not hate, helping us all to shun the swords of any war, present or future. |
© 2005 Copyright Evanston RoundTable |