Where a child learns is often just as important as what a child learns. With millions of students now learning at home, parents are challenged with crafting the ideal workspace that will facilitate education, discovery, play and achievement. Fortunately, it is simple to build an effective workplace that your child will enjoy. Here’s what you need to know about creating learning spaces at home.

 

Kids need to have a designated space for learning — a place that their minds and bodies will associate with work, creativity and discoveries. This workplace can be at the dining room table, a beanbag on the floor, at a desk or a cozy corner complete with pillows. It should be comfortable, reasonably spacious, relatively free of distractions and tucked away from household foot traffic. It should also be an arm’s reach away from supplies your child will need for that day’s learning, such as:

Ideally, the space should be reserved for times of active work and learning. Children should be encouraged to take breaks, eat meals and have free time elsewhere away from their workspace. But the important thing is that your child identifies their space as a place to learn, and they are comfortable returning to it each day.

 

The most effective learning spaces are those that are well-lit. Natural light and other sources of blue light are shown to increase productivity, alertness and focus in children. In fact, a study of 21,000 U.S. elementary students found that kids who were exposed to more sunlight during the school day saw 26% higher reading outcomes and 20% higher math outcomes than children in less sunny rooms.

If you can, position your child’s workplace near a sunny window or in a room that gets plenty of natural light. If your home or space lacks natural light, blue-enriched LED lightbulbs are also effective.

Children are much more vulnerable to the impact of noise. Studies have demonstrated that noisy classrooms can be detrimental to student focus, engagement, memory and overall learning. The same applies to noisy learning spaces at home. The quieter the space, the better optimized it is for learning.

 

However, certain kinds of music, like classical and ambient, can help boost productivity by strengthening the auditory, visual/spatial and motor cortices of the brain. If your child enjoys listening to music while working, encourage quiet classical music or instrumental sounds that don’t contain lyrics. Your child should avoid high-tempo music like jazz, pop and hip-hop, and they should not work with the television, radio or videos playing.

 

Allow your child to make their learning space their own. Encourage them to choose where they would like to set it up (using the above guidelines). Have them personalize their space with colorful artwork, signs and decorations. They can add pillows, blankets and even stuffed animals (as long as they aren’t distracting) to help to make the space feel more comfortable, familiar and inviting. If a child feels they have ownership over their space, they will be more motivated to use it and care for it.

 

Learning spaces don’t have to be fancy or equipped with the highest-end supplies. You don’t need to spend a fortune on organizers, bookshelves, buckets, and bins. At a time when social distancing is of utmost importance, there is no need to take unnecessary trips to the store, when you can fashion an effective student workplace with ordinary materials you likely already have.

SOURCE:  Kariippanon, Katharina & Cliff, Dylan & Lancaster, Sarah & Parrish, Anne-Maree. (2017). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research. 10.1007/s10984–017–9254–9.

Early Childhood Educators hold the key to unlocking the potential of every child they encounter. Through their dedication, passion and love, they inspire and empower the next generation.  As we embark upon this new school year, the Early Childhood Education team has shared information pertaining to forthcoming events a few resources that parents and caregivers may find useful.

 

Families of children who are 4 years old by Sept. 31, 2024 are welcome to apply online at https://sites.google.com/ebrschools.org/ebr-eccn/application or apply in person at EBR Ready Start Network, located at Crestworth Early Learning Center, 11200 Avenue F, Baton Rouge.

 

 

 

The Child Nutrition Program of the East Baton Rouge Parish School System provides affordable and nutritious meals to students and staff, believing that good nutrition is crucial for learning. It is our duty to provide healthy meals in a safe and clean environment.

CNP employees serve 50,000 daily meals in 81 sites across the district within a two-hour window. Public school and charter students receive one free breakfast and lunch. The Supper Program is available to students in after-school programs.  Twenty-five schools participate in the Fresh Fruit and Vegetable Program, where students receive a fresh snack after recess around two to three times a day. Additional food and extra meals are available to purchase at a minimal cost.

 

Students who eat school meals are exposed to healthy eating habits through daily servings of milk, ample fruits and vegetables, whole-grain products and portion control for maintaining a healthy body weight. Let’s establish a new tradition with good nutrition.

 

Food is essential for children as it aids in their cognitive function.

 

Student Breakfast: one free meal each school day
Student Lunch: one free meal each school day
Extra Milk: $1
Adult Prices: $3.50 for breakfast and $5.60 for lunch

Baton Rouge native and U.S. Department of Agriculture Administrator Daniel Whitley was impressed after recently touring Westdale Middle School’s amazing aquaponics lab.

 

“I’m not the jealous type, but I’m jealous that we didn’t have this while I was in middle school,” said Whitley, who attended McKinley Middle and graduated from Tara High, Southern University and LSU. “I’m so excited to be here because it’s programs like these that I know are preparing the next students who will be able to compete against talent all around the world.”

 

Whitley joined Westdale Principal Ramona Remble, instructors Lauraleigh Eddleman and Laura N. Fitzgerald, EBR Schools Superintendent LaMont Cole, agriculture representatives from Southern and LSU, and other officials for a press conference and to explore the school’s lab.

 

Aquaponics is the science of growing plants with the support of fish. The nutrient-rich water from raising fish provides a natural fertilizer for the plants and the plants help to purify the water for the fish.

 

EBR Schools recently announced the creation of an agriculture curriculum to guide students toward career opportunities with the USDA.

 

“Baton Rouge is poised to develop some of the greatest students and ag minds in the country, and I really do mean that,” Whitley said. “We have two fantastic land-grant universities who are making positive investments and positive strides in agriculture into the communities.”

 

Westdale has nearly 200 students in the aquaponics program.

 

“You all are here gathered today to see one of the pride and joys of our campus: our aquaponics program in conjunction with our aquascience program,” Remble said. “Here, we have a huge emphasis on sustainable and renewable energy as well as ways to provide food for food deficients. We’re hoping that what we have here can grow into something that’s even bigger for the state of Louisiana, around the country and around the world.”

 

Cole applauded the program and the students.

 

“It’s an honor and a pleasure to see our wonderful students today as we explore the things they are doing in agriculture,” he said. “This is the type of programming we’d like to expand all across the city of Baton Rouge and the state of Louisiana.”

 

 

 

 

 

 

 

 

 

1.  Make an appointment.                                                                                            Teachers' workdays are jam-packed.  Rather than catching your child's teacher in the hallway before or after school, schedule a 15-to-20 minute appointment.  That's typically enough time to have a productive talk.  It's also short enough that the teacher won't be worried that it's taking up too much of her day.

 

2. Share your knowledge about dyslexia.                                                                              Try not to assume how much the teacher does or doesn't know about dyslexia.  No matter how much knowledge they have, you both have valuable information that can help your child. Ask if they have encountered any material on dyslexia that they have found helpful.  Share articles or other information that has helped you.  By sharing information, you can create common ground for conversation.

3.  Share what has and hasn't worked.  Your child's teacher may have experience working with kids who have dyslexia.  But they might not know which strategies work best for your child.  Talk to her about what's helped in the past.  For example, maybe getting a set of teacher notes helped your child review for tests.  Be sure to mention what hasn't worked, too.  For instance, perhaps peer editing made your child feel embarrassed or anxious.

 

4.  Be clear but not critical.   

It's important to be direct about what you believe your child needs.  Be specific rather than hinting at what might be helpful to your child or speaking in generalities.  You don't want the teacher to have a guess at what you actually want. At the same time, try not to be pushy or overly critical.  This could hurt more than it helps.  It probably won't motivate the teacher to put more time and effort into better understanding dyslexia.

 

5.  Show examples.                                                                                                            

You can tell the teacher about how dyslexia impacts your child's work.  But the teacher will have a much clearer idea if you show examples. Bring in samples of last year's writing, for instance, or the first draft of the book report your child just turned in.  Show the teacher the notes your child took in class that week.  Work samples can help the teacher see exactly where your child is struggling.

 

6.  Talk about your child's strengths, too.  

It takes time for teachers to get to know their students.  And when your child has dyslexia, the teacher may spend her time focusing on understanding your child's challenges.  But it is important to talk to the teacher about what your child also does well.  Talk to the teacher about your child's strengths and interests.  Remind her that dyslexia is only one part of who your child is.  You could even encourage the teacher to plan opportunities for your child to shine.

 

7.  Share information about current accommodations.                                               

Don't assume your child's teacher is familiar with your child's IEP or 504 plan if your child has one.  Give the teacher a copy and ask them to look over the accommodations.  Let them know you're available to talk about how accommodations for dyslexia make a difference for your child.  At the same time, make it clear that you expect your child to do what they can to meet school expectations, with the support they need to do it.  

 

8.  Ask how you can help.                                                                                      

Remember that teachers work best with parents who want to be part of a solution.  Ask what you can do at home to support what the teacher is doing in school.  If you have ideas for what you can do, share them with the teacher.  Being in sync with the teacher lets you reinforce reading strategies your child is learning in school.  It also lets your child know that you and the teacher are working as a team to provide the most support possible.

 

SOURCE:  Bob Cunningham serves as executive director of learning development at Understood.org

The fourth season of esports in our district is upon us. Your unwavering support has made us the envy of the state. We're a beacon of inspiration for others, proving that esports can be a powerful force for education and community.

 

In the past three years, we've achieved incredible milestones, attracting a surge of interest from schools across the region. Our district now boasts over 40 esports teams, representing a remarkable 57% of our schools. This unprecedented growth is a testament to our collective vision and hard work.

 

This year, we're taking our esports program to new heights. High schools will compete in the Capital Area Esports League (CAEL), joining forces with schools from seven neighboring parishes. The East Baton Rouge Parish Esports League (EBREL) will continue to thrive, featuring middle and elementary schools. Our dedicated student ambassadors will play a pivotal role in both leagues, contributing to their success.

We've got an exciting lineup of seven events planned, starting with the “Stomp in the Swamp” jamboree on Sept. 21. The CAEL/EBREL Kickoff, Fall Brawl, Holiday Bash and the Gerald Lawson Tournament will keep the competition fierce. Teams will be ranked throughout the season, culminating in the Esports Madness playoffs and the CAEL/EBREL Championship.

 

As the new executive director of the Louisiana Scholastic Esports Federation (LASEF), I'm focused on replicating our success statewide. High schools will now have the opportunity to compete in the LASEF PlayVS league for state titles, right here in our arena.

Last year was unforgettable, but this year promises to be even more extraordinary. We're committed to elevating esports in Baton Rouge and setting a new standard for the entire state. Together, we're creating a program that not only fosters gaming skills but also promotes inclusivity, academic growth and a sense of belonging.

I'm excited about what the future holds. With your continued support, we'll make our esports program a national sensation. 

 

Who's ready to level up?

 

Jeffery Harrison,

 Director of Network Operations and Esports

 Executive Director of LASEF

The East Baton Rouge Parish School System is hiring substitute teachers for the 2024-25 school year.  We are encouraging parents and other members of the community to consider joining our team by applying for one of the available substitute teacher openings.

 

Discover how being a part of the EBRPSS family as a substitute teacher will provide a rewarding experience and is an excellent way to impact your community positively!

 

As a substitute, you will have flexible schedules, training, support and the ability to work with teachers and students at locations throughout the system.  With our user-friendly, web-based system, you get to decide when, where and how often you work.

 

Whether you are new to subbing or a seasoned teacher, EBRPSS will help you get started by supplying you with the tools you need to enter the classroom confident and prepared.

 

If you’re interested in applying, please complete an online application or call (225) 922-5400 for more information.

Some things may come easily to your teen in this new school year, and others may not. Research shows that the way your teen views his achievements and challenges can affect his success both in high school and beyond.

 

Help your teen trade fixed ideas about how smart he is, and how good a student he is (or is not), for a "growth mindset."  This is the belief that he can always learn more, get smarter and do better.

 

To encourage a growth mindset, keep these do's and don'ts in mind:

 

Whatever level of success your teen is experiencing, encourage them to raise the bar by setting new learning goals and planning ways to meet them.  Tell them that learning is a process, and they're on the way to achieving their goals.

 

SOURCE:  C.S. Dweck, “The Secret to Raising Smart Kids,” Scientific American.

The East Baton Rouge Parish School System and all of its entities (including career and technical education programs) do not discriminate on the basis of age, race, religion, national origin, disability or gender in its educational programs and activities (including employment and application for employment); and it is prohibited from discriminating on the basis of gender by Title IX (20 USC 168) and on the basis of disability by Section 504 (42 USC 794). The Title IX coordinator is Andrew Davis, director of Risk Management (ADavis6@ebrschools.org, 225-929-8705). The Section 504 coordinator is Danielle Staten-Ojo, (dstaten@ebrschools.org., 225-326-5668). The Title II coordinator is Dr. Sandra Bethley, administrative director of Federal Programs (SBHorton@ebrschools.org, 225-922-5538).

 

All students have an opportunity to participate in career and technical programs of study, including but not limited to areas of health care; construction crafts and trades; automotive technology; IT computer technology; culinary programs; criminal justice; and agriculture. Admission requirements for each course can be found in the student course guide/schedule packet of the individual campus where the course is being offered. Please contact the guidance counselor at the specific school for additional information, program requirements and/or any questions you may have.