Message
OP here - thanks for the quick replies.
She has other WVU clothing but that shirt is long sleeve and particularly comfortable.
I thought it was sort of a silly concern on her part but based on the early replies it looks like some people might consider it inappropriate and that it is safer to just not go there - so she will wear something else.
(p.s. just fyi - I was very careful to not suggest to DD that I thought it was a silly concern - but I had hoped I could allay her concerns by pointing to a written policy.)
She has other WVU clothing but that shirt is long sleeve and particularly comfortable.
I thought it was sort of a silly concern on her part but based on the early replies it looks like some people might consider it inappropriate and that it is safer to just not go there - so she will wear something else.
(p.s. just fyi - I was very careful to not suggest to DD that I thought it was a silly concern - but I had hoped I could allay her concerns by pointing to a written policy.)
I am specifically looking for the wording re wearing shirts with graphics depicting weapons.
Background: Red Ribbon week is coming up an our child's elementary school. One of the days is "College Day" where the children are asked to wear college logo type clothes. DD says she can't wear her favorite West Virginia University shirt to school because it has a gun on it. (The WVU mascot is the Mountaineer who is often depicted holding a musket.)
Given that the gun in question is part of the logo of a local university, I can't see how the shirt would be included in prohibited attire - but I can't find the specific policy.
TIA
Background: Red Ribbon week is coming up an our child's elementary school. One of the days is "College Day" where the children are asked to wear college logo type clothes. DD says she can't wear her favorite West Virginia University shirt to school because it has a gun on it. (The WVU mascot is the Mountaineer who is often depicted holding a musket.)
Given that the gun in question is part of the logo of a local university, I can't see how the shirt would be included in prohibited attire - but I can't find the specific policy.
TIA
OP here: thank you for the quick responses
Cutting the hair would be an obvious solution but DH really likes his girl having longer hair and it's really the only area he's expressed a preference. DD would prefer a crew cut but knows that Daddy likes the longer hair. I've also pointed out to her that if she didn't have long hair, she would be totally responsible for it on her own and that there would be no tv time on school mornings. (She gets to watch tv while I do her hair before school.)
I didn't realize shampoo/conditioner combos didn't work as well. I think I still want that though for her use. My thought is to try to get her to wash her hair after swimming (like other girls at the pool do) and that I will still do the once a week wash (when I can use a separate conditioner.) I will still be braiding her hair so maybe I just set the goal at washing it and I will continue the comb out. Tangles are not as much of a priority for us because her hair is always braided except when it is being washed.
She recently turned 8 but has some developmental challenges including motor planning that are likely to make this more difficult than it might be for some other children. (I thought about posting this in the special needs forum but then decided that long fine hair was a more universal challenge.)
Cutting the hair would be an obvious solution but DH really likes his girl having longer hair and it's really the only area he's expressed a preference. DD would prefer a crew cut but knows that Daddy likes the longer hair. I've also pointed out to her that if she didn't have long hair, she would be totally responsible for it on her own and that there would be no tv time on school mornings. (She gets to watch tv while I do her hair before school.)
I didn't realize shampoo/conditioner combos didn't work as well. I think I still want that though for her use. My thought is to try to get her to wash her hair after swimming (like other girls at the pool do) and that I will still do the once a week wash (when I can use a separate conditioner.) I will still be braiding her hair so maybe I just set the goal at washing it and I will continue the comb out. Tangles are not as much of a priority for us because her hair is always braided except when it is being washed.
She recently turned 8 but has some developmental challenges including motor planning that are likely to make this more difficult than it might be for some other children. (I thought about posting this in the special needs forum but then decided that long fine hair was a more universal challenge.)
One of my goals this summer is to start working with DD on washing/combing her own hair so I need to find a combined shampoo/conditioner product that will most increase the chance of success.
To date I've used Dolphin Organics or California Baby super sensitive but those have conditioner as a separate step from shampoo and don't have the ingredients that make it easier comb out afterwards. I will continue to braid her hair but would like her to be able to towel dry her hair and run a comb through it on her own.
At this point, I am open to all ingredients (i.e. not trying to avoid ones that some might view as potentially harmful) but it does need to be "tear free" as I expect it will occasionally get in her eyes as she is learning.
Thank you.
To date I've used Dolphin Organics or California Baby super sensitive but those have conditioner as a separate step from shampoo and don't have the ingredients that make it easier comb out afterwards. I will continue to braid her hair but would like her to be able to towel dry her hair and run a comb through it on her own.
At this point, I am open to all ingredients (i.e. not trying to avoid ones that some might view as potentially harmful) but it does need to be "tear free" as I expect it will occasionally get in her eyes as she is learning.
Thank you.
My elderly mother has a small property in West Virginia that has a flood insurance policy. We believe the loss history they are using for the property is incorrect. My mother has sent multiple letters (to an address in Hyattsville MD) and tried calling. The insurance agent has no records from that period as he was not the agent when the flooding occurred. (We think the original agent went out of business). The insurance agent has tried contacting FEMA as well but without success.
It seems like this should be a pretty simple matter to clear up but we need to figure out how - letters and phone calls aren't working. I'm willing to go to Hyattsville or Landover (NFIP office locations?) if that would help but I don't think they see customers there.
Thank you for your help.
It seems like this should be a pretty simple matter to clear up but we need to figure out how - letters and phone calls aren't working. I'm willing to go to Hyattsville or Landover (NFIP office locations?) if that would help but I don't think they see customers there.
Thank you for your help.
OP here - sorry the link didn't come through my formatting attempts correctly.
The link is http://www.montgomeryschoolsmd.org/schools/travilahes/newsletter/parentnewsletter.aspx which is for all grades of the C2.0 newsletters.
The link is http://www.montgomeryschoolsmd.org/schools/travilahes/newsletter/parentnewsletter.aspx which is for all grades of the C2.0 newsletters.
I'm fairly certain it is a valid accommodation request to get instructional materials in written (i.e. not verbal) format for kids with learning challenges in areas such as receptive language processing and auditory processing. My question is whether anyone actually has this now in a MCPS elementary school and what it looks like. I'm most interested in 2nd grade math but would welcome any input.
Some background: Last year (when DD was in 1st grade) I looked at getting a copy of the curriculum to help better understand what child would be needing to know in the near future. (Pre-teaching and introducing "new" language - e.g. "personal narrative" - at home before she sees it at school helps her anxiety and reduces the impact of her processing problems.) What I learned was that basically no parent was getting it, even if they had attorneys involved, because it didn't exist in any format that could be shared. The curriculum material that did exist was hard for the teachers to use and they were figuring it out as they went.
We are now having a problem in 2nd grade math. The home work comes home with instructions along the line of "solve these problems using the techniques shown in class" which is not sufficient when the child (due to various processing challenges) can't reliably explain to the parents what the teacher did in class and the parents are supposed to help make sure homework is done correctly. I would *love* to have a text book where I could read ahead and see where they were going with a lesson but that isn't going to happen. I've tried googling around and I see the MCPS (http://www.montgomeryschoolsmd.org/schools/travilahes/newsletter/parentnewsletter.aspx] "parent newsletters" ) describing the curriculum but I need more detail than that.
For example, if they were still doing stacked addition, as a parent I would know to emphasis that it is important to keep your numbers neatly aligned vertically because as you start using bigger numbers it makes a difference in being able to regroup effectively. In the case of the base 10 models they use now, if I'd known they would still be using them months later and for even bigger numbers, I would have been fussier about needing to group the little dots used to represent 1s so you can easily see which ones are crossed out and how many remain. We try to review with her the thinking process used but when what we say doesn't match what the teacher actually demonstrated then that makes for even more confusion (i.e. less learning) for DD. If we had the material for what was done in class in written format, then my child could read that on her own and possibly wouldn't even need parent help. (She understands and remembers things she has read way better than things she hears verbally. She also understands and remembers things she has seen in a peaceful setting way better than those things she only sees in the classroom setting.)
At this point, I don't want to go to the effort to get an accommodation if the result is going to be that I stir things up in our relationship with the school and still end up without anything useful. On the other hand, if someone said they had requested something similar and was then able to get some really helpful material, I would make the request.
Thanks in advance.
Some background: Last year (when DD was in 1st grade) I looked at getting a copy of the curriculum to help better understand what child would be needing to know in the near future. (Pre-teaching and introducing "new" language - e.g. "personal narrative" - at home before she sees it at school helps her anxiety and reduces the impact of her processing problems.) What I learned was that basically no parent was getting it, even if they had attorneys involved, because it didn't exist in any format that could be shared. The curriculum material that did exist was hard for the teachers to use and they were figuring it out as they went.
We are now having a problem in 2nd grade math. The home work comes home with instructions along the line of "solve these problems using the techniques shown in class" which is not sufficient when the child (due to various processing challenges) can't reliably explain to the parents what the teacher did in class and the parents are supposed to help make sure homework is done correctly. I would *love* to have a text book where I could read ahead and see where they were going with a lesson but that isn't going to happen. I've tried googling around and I see the MCPS (http://www.montgomeryschoolsmd.org/schools/travilahes/newsletter/parentnewsletter.aspx] "parent newsletters" ) describing the curriculum but I need more detail than that.
For example, if they were still doing stacked addition, as a parent I would know to emphasis that it is important to keep your numbers neatly aligned vertically because as you start using bigger numbers it makes a difference in being able to regroup effectively. In the case of the base 10 models they use now, if I'd known they would still be using them months later and for even bigger numbers, I would have been fussier about needing to group the little dots used to represent 1s so you can easily see which ones are crossed out and how many remain. We try to review with her the thinking process used but when what we say doesn't match what the teacher actually demonstrated then that makes for even more confusion (i.e. less learning) for DD. If we had the material for what was done in class in written format, then my child could read that on her own and possibly wouldn't even need parent help. (She understands and remembers things she has read way better than things she hears verbally. She also understands and remembers things she has seen in a peaceful setting way better than those things she only sees in the classroom setting.)
At this point, I don't want to go to the effort to get an accommodation if the result is going to be that I stir things up in our relationship with the school and still end up without anything useful. On the other hand, if someone said they had requested something similar and was then able to get some really helpful material, I would make the request.
Thanks in advance.
..
Are you looking for private pre-school or for programs provided in the local public schools? If you are looking for private pre-schools that will welcome child find therapists into your school then there are a number of those but I think the school would need to be located in the county where you live. I think your greater challenge would be getting the child find therapists to go to what ever school you choose. We had child find therapists come to our house, meet us at the local park etc when DD was a toddler but I think the policies are different at the pre-school age.
My daughter is now 7 so she aged out of child find at 3 (rules have changed since then for preschool age eligibility). In general we haven't had much luck getting anxiety specific help from the county. However, anxiety is one form of processing problem and so (at least in our case) is tied in to sensory and language processing - both of which are areas the county has more experience with. Her anxiety challenges are less evident when the other processing demands (transition/language/sensory/social/etc) are lower. So - IMHO you should look to the county for help but it might not be labeled as anxiety specific therapy. I think you might be able to circumvent some of the child find qualification challenges by having your doctor talk to them to say what your child needs.
I'm trying to make reservations for a few days at the beach in June, preferably some place with a 2 room suite or at least a kitchenette. I found a place with a decent price and nice reviews - www.atlanticcoastinn.com on Fenwick Island. However, whenever I try to call them to check availability, no one answers.
Am I missing something? Does anyone have suggestions for a better way of contacting this place?
Thank you.
Am I missing something? Does anyone have suggestions for a better way of contacting this place?
Thank you.
I can't recommend Children of the Cross in Rockville enough. They are small, attractively priced and *very* special needs friendly. Please message me if you would like to talk about it more.
http://www.lccrockville.org/preschool.htm
The only caveat is they are sponsored by a Lutheran church and so might not be a good option for a family actively practicing a non-Christian faith. They were very accepting that we are not Lutheran and have no intention of becoming Lutheran but the children do learn "Sunday school" type songs and some of the story books in the classroom are bible based.
http://www.lccrockville.org/preschool.htm
The only caveat is they are sponsored by a Lutheran church and so might not be a good option for a family actively practicing a non-Christian faith. They were very accepting that we are not Lutheran and have no intention of becoming Lutheran but the children do learn "Sunday school" type songs and some of the story books in the classroom are bible based.
Children of the Cross was a wonderful place for DD and I am fairly certain they welcome shadows. We didn't have a shadow but they were incredibly accommodating for DD"s neuro-developmental challenges. They are in Rockville, right at the Falls Rd exit on 270. As a bonus, the cost is subsidized by the sponsoring church so tuition is low. (Last year we paid $395./month for 20 hours a week class, 8 kids with 2 teachers.) I think they still have a sign up saying spaces are available for September. http://www.lccrockville.org/preschool.htm
We found that more often than not there were already some books off the shelves. We made a "game" of putting those away (she lined up the spines, I alphabetized, etc) and then got to select a book. So we "went to the library to sort books" and then if there weren't any out to look at we'd choose a few from the shelves. I never restricted DD to one book at a time but did have a firm rule that books needed to be handled gently (and letting them just drop on the floor was *not* treating them gently).
I am not a good housekeeper myself but am very strict that if we go to someone else's "place" we have to clean up after ourselves and leave it at least as tidy as we found it.
If you aren't familiar with the book shelving system then I think it is reasonable to ask the librarian for help.
I am not a good housekeeper myself but am very strict that if we go to someone else's "place" we have to clean up after ourselves and leave it at least as tidy as we found it.
If you aren't familiar with the book shelving system then I think it is reasonable to ask the librarian for help.
Children of the Cross preschool in Rockville has been a great fit for our daughter. We looked at other "mainstream" schools last year but none were up for accomodating DD. Children of the Cross said "no problem" and they have been wonderful.