Tuesday, December 23, 2014
Happy Holidays to You and Your Family
No matter what you may celebrate during this holiday, the most important thing to me about this season is family. I hope that everyone has an opportunity to be with those they care about over the coming days. While many of us have family members who live far away, are in the military, or can't be with us, this season helps us to focus on what is truly important and to make connections. Have a wonderful holiday season and a healthy, happy new year in 2015.
Thursday, December 18, 2014
Our School Nurses
I just received the 2014 School Nurse Survey done each year by the Department of Health and Human Services. The information that I am sharing with you comes from this department's "Special Medical Services School Nurse Survey 2014". Their response rate for this survey was 97.2% and provides us with accurate information. I want to share with you some of the facts from this report so that you can see what school nursing has become over the years. Just as we know academic skills help our students attain success, we also know that a student's mental and physical health are factors. As stated in this report, "school nurses become an essential component of a comprehensive health system".
I'll start with the overwhelming number of medical procedures provided by the school nurses- it appears they often do more business than a health clinic. 90.8% of the school nurses in New Hampshire provide oral medications; 61.2% provide blood glucose testing; 56% give nebulizer treatments; and 48.9% handle personal toileting/diapers. This is not like when many of us were in school. The report goes on to say that nurses in our region are also dealing with medications that are considered "rescue medications"- these include students who need asthma medications or use epi-pens. Along with all of these services, comes the paperwork and charting, not to mention, getting the timing correct for all the students who are taking medications.
In our area of the state (southeastern), the ratio of nurses to students is 1:414. Our nurses, Joanne Morrison, Monique Gauthier, and Victoria Doremus, have somewhat higher ratios than this: At Raymond High School the ratio is 1:453; at the Iber Holmes Gove Middle School, 1:424; and at the Lamprey River Elementary School, 1:557. This is a lot of patients (patience). The report included some open-ended responses and states that "three main themes ...emerged from the open-ended responses". These three are: "School nurses have a large array of responsibilities and and duties they must conduct each day; school nurses work extensively with Children with Special Health Care Needs (CYSHCN); and there are growing mental health concerns in the student population."
I want to call attention to the many other "large array of responsibilities and duties" our nurses have. You've noticed by now that no where does this report mention administering band-aids; fixing playground injuries; calling parents; finding food for a hungry student; eye exams; checking for lice; running a staff flu shot clinic; conducting hearing exams; monitoring immunizations; 504 meetings; school safety; finding clean clothes for a student; medicaid reporting; drug assessments; changing bandages; keeping up with the latest medical care; writing information sheets for parents; ministering to sick children; finding sneakers, warm coats, and hats for students in need; budget issues; serving on committees; staff education; height and weight monitoring; preparing medications for field trips; and arranging for dental screenings. Even all of these things make up a partial list of the many varied issues our school nurses handle!
Just so you can get a better perspective on the services and duties for which our nurses are responsible, I have the number of office visits from the 2013-2014 school year. At the high school, there were 7,626 visits; at the middle school, 9,969 visits; and at the elementary school, 10,080 visits! You can see why our nurses are an essential part of our entire health system. It is these unsung champions who support our students' (and staff) health and safety needs. If you happen to see one of our school nurses, give them a big "thank you" and "job well done" from all of us!
I'll start with the overwhelming number of medical procedures provided by the school nurses- it appears they often do more business than a health clinic. 90.8% of the school nurses in New Hampshire provide oral medications; 61.2% provide blood glucose testing; 56% give nebulizer treatments; and 48.9% handle personal toileting/diapers. This is not like when many of us were in school. The report goes on to say that nurses in our region are also dealing with medications that are considered "rescue medications"- these include students who need asthma medications or use epi-pens. Along with all of these services, comes the paperwork and charting, not to mention, getting the timing correct for all the students who are taking medications.
In our area of the state (southeastern), the ratio of nurses to students is 1:414. Our nurses, Joanne Morrison, Monique Gauthier, and Victoria Doremus, have somewhat higher ratios than this: At Raymond High School the ratio is 1:453; at the Iber Holmes Gove Middle School, 1:424; and at the Lamprey River Elementary School, 1:557. This is a lot of patients (patience). The report included some open-ended responses and states that "three main themes ...emerged from the open-ended responses". These three are: "School nurses have a large array of responsibilities and and duties they must conduct each day; school nurses work extensively with Children with Special Health Care Needs (CYSHCN); and there are growing mental health concerns in the student population."
I want to call attention to the many other "large array of responsibilities and duties" our nurses have. You've noticed by now that no where does this report mention administering band-aids; fixing playground injuries; calling parents; finding food for a hungry student; eye exams; checking for lice; running a staff flu shot clinic; conducting hearing exams; monitoring immunizations; 504 meetings; school safety; finding clean clothes for a student; medicaid reporting; drug assessments; changing bandages; keeping up with the latest medical care; writing information sheets for parents; ministering to sick children; finding sneakers, warm coats, and hats for students in need; budget issues; serving on committees; staff education; height and weight monitoring; preparing medications for field trips; and arranging for dental screenings. Even all of these things make up a partial list of the many varied issues our school nurses handle!
Just so you can get a better perspective on the services and duties for which our nurses are responsible, I have the number of office visits from the 2013-2014 school year. At the high school, there were 7,626 visits; at the middle school, 9,969 visits; and at the elementary school, 10,080 visits! You can see why our nurses are an essential part of our entire health system. It is these unsung champions who support our students' (and staff) health and safety needs. If you happen to see one of our school nurses, give them a big "thank you" and "job well done" from all of us!
Thursday, December 11, 2014
Beauty in a Wintry Mess!
The week ahead looked like it would be a weather mess as I listened to the forecasts over the weekend. So, on Monday, I began checking all the usual weather sites to see what was ahead for Tuesday. I found out that this crazy, messy system could be here on Wednesday and Thursday, too! While watching the weather channel forecast, I saw a link for some beautiful images of snowflakes. (Go to the bottom of the page of this link: http://www.weather.com/storms/winter/news/northeast-storm-snow-rain-forecast-dec-2014 .) I felt compelled to click through the pictures and see all the many shapes that a snowflake can take.
These pictures brought me back to third grade-probably the reason I just had to click on each one to see the next! Third grade was the first time I remember being interested in science. It made me start to wonder about how things are made and I truly looked at things around me in a different way. Here's what happened. My class was studying multiplication- or the "times table" as we students called it. I was so bored- I already knew all the tables and had passed every test the teacher had given. What a remarkable teacher I must have had, as she did something not heard of in those days- I was given something different to do!
She must have seen how restless I was and she asked me if I would like to go outside with a small magnifier to look at snowflakes. I wasn't excited about leaving, but I did want to get away from those times tables- and at least I could go outside. So, I semi-reluctantly took the magnifier and went into the school yard. It had been spitting snow and the flakes were swirling around in slow, lazy circles. It was easy to get a snowflake to land on my sleeve and then use the magnifier to observe it up close. I couldn't get enough! I continued to "catch" snowflake after snowflake and look at them in amazement! How could something so white and plain look so beautiful? And how were they formed? And where did they come from? And was each one really different? (Remember, this was third grade.) The teacher finally had to send someone outside to get me. It is an experience I will remember forever.
My hope is that all of our children have a moment like this- have many moments like this. Something or someone who will catch their attention, instill curiosity, spark an interest, and create awareness of the world around them. I also hope that for every child that proclaims boredom, someone will say, "Let's go out and catch snowflakes!"
These pictures brought me back to third grade-probably the reason I just had to click on each one to see the next! Third grade was the first time I remember being interested in science. It made me start to wonder about how things are made and I truly looked at things around me in a different way. Here's what happened. My class was studying multiplication- or the "times table" as we students called it. I was so bored- I already knew all the tables and had passed every test the teacher had given. What a remarkable teacher I must have had, as she did something not heard of in those days- I was given something different to do!
She must have seen how restless I was and she asked me if I would like to go outside with a small magnifier to look at snowflakes. I wasn't excited about leaving, but I did want to get away from those times tables- and at least I could go outside. So, I semi-reluctantly took the magnifier and went into the school yard. It had been spitting snow and the flakes were swirling around in slow, lazy circles. It was easy to get a snowflake to land on my sleeve and then use the magnifier to observe it up close. I couldn't get enough! I continued to "catch" snowflake after snowflake and look at them in amazement! How could something so white and plain look so beautiful? And how were they formed? And where did they come from? And was each one really different? (Remember, this was third grade.) The teacher finally had to send someone outside to get me. It is an experience I will remember forever.
My hope is that all of our children have a moment like this- have many moments like this. Something or someone who will catch their attention, instill curiosity, spark an interest, and create awareness of the world around them. I also hope that for every child that proclaims boredom, someone will say, "Let's go out and catch snowflakes!"
Medium-size snowflake, around 4 mm, taken in January 2013, Moscow. (Alexey Kljatov)
Friday, December 5, 2014
New Math Requirement
This week's blog is to inform everyone about a change to the minimum standards for high schools in New Hampshire. Minimum standards are those standards that a school district must adhere to in order to have approval from the Department of Education (these include everything from class size to course offerings). Beginning in the 2015-2016 school year, Ed 306.27 states that all students will be required to "engage with and apply English and mathematics graduation competencies every year they are enrolled in high school even if graduation competencies for English and mathematics have been demonstrated". Our high school students are currently required to have four years of English and three years of math. For our students, this new requirement means they must take an actual math class or must take a class in which knowledge of math is a requirement (more on this later) for each year they are enrolled in high school.
The Department of Education has told districts that we need to have a plan in place for 2015-2016 and then begin requiring this math standard of all students as we go forward. Our plan will be to apply this requirement to our current Junior Class as a pilot program to see what our needs will be for new course offerings and to make sure math competencies are clearly part of classes that might fit the criteria. This is important for students and their families to understand as they begin the process of choosing classes each year.
Many students might think they are "all done" with math by their junior year. If you read this standard carefully, the intention is that students must take a course in which math is a necessary component; it is not stating that they need four credits in math. Rather, students must be enrolled in a course that applies math competencies. For example, a Personal Finance class would count to satisfy this requirement, as would a class in Woodworking: both of these heavily rely on mathematical applications for success. A Physics course would also satisfy the requirement, as would Economics. Of course, any of our math offerings would also count! As we put together the Program of Studies for next year, we will indicate those classes that satisfy the requirement in hopes this will make it easier for families.
We are also working closely with the Seacoast School of Technology to determine which of the classes at the SST cover this requirement. Other students might choose to take an on-line course to meet the requirement or take advantage of an Extended Learning Opportunity.
At first, I was very upset with yet another "unfunded mandate" and thought we might need to hire extra staff without the funds to make this possible. It is not, however, a requirement for another credit in math, but rather, another year of using and applying math, either through a specific math class or a class that applies math. I realized how valuable this could be- not just the extra math that I think all students should have, but as a way to increase student awareness of the ways in which math is used everyday. I see this as an opportunity for our students to keep their math skills sharp as they go on to the workplace or college. (I still think the state should supply some funds for this!)
Right now we are working with our juniors to help them sign up for a math class or a class in which math is applied. As a pilot, we need to assess our needs and this next school year will help us sort this out. As always, if you have any questions, please call the SAU at 895-4299 ext. 1103 or the high school at 895-6616.
The Department of Education has told districts that we need to have a plan in place for 2015-2016 and then begin requiring this math standard of all students as we go forward. Our plan will be to apply this requirement to our current Junior Class as a pilot program to see what our needs will be for new course offerings and to make sure math competencies are clearly part of classes that might fit the criteria. This is important for students and their families to understand as they begin the process of choosing classes each year.
Many students might think they are "all done" with math by their junior year. If you read this standard carefully, the intention is that students must take a course in which math is a necessary component; it is not stating that they need four credits in math. Rather, students must be enrolled in a course that applies math competencies. For example, a Personal Finance class would count to satisfy this requirement, as would a class in Woodworking: both of these heavily rely on mathematical applications for success. A Physics course would also satisfy the requirement, as would Economics. Of course, any of our math offerings would also count! As we put together the Program of Studies for next year, we will indicate those classes that satisfy the requirement in hopes this will make it easier for families.
We are also working closely with the Seacoast School of Technology to determine which of the classes at the SST cover this requirement. Other students might choose to take an on-line course to meet the requirement or take advantage of an Extended Learning Opportunity.
At first, I was very upset with yet another "unfunded mandate" and thought we might need to hire extra staff without the funds to make this possible. It is not, however, a requirement for another credit in math, but rather, another year of using and applying math, either through a specific math class or a class that applies math. I realized how valuable this could be- not just the extra math that I think all students should have, but as a way to increase student awareness of the ways in which math is used everyday. I see this as an opportunity for our students to keep their math skills sharp as they go on to the workplace or college. (I still think the state should supply some funds for this!)
Right now we are working with our juniors to help them sign up for a math class or a class in which math is applied. As a pilot, we need to assess our needs and this next school year will help us sort this out. As always, if you have any questions, please call the SAU at 895-4299 ext. 1103 or the high school at 895-6616.