Brandt 's Quarterly Newsletter
2023-2024 Marking Period 2
See what our amazing scholars were up to during the second marking period!
INSIDE THIS EDITION
- Principal's Message
The awesome happenings in:
- Kindergarten
- First Grade
- Second Grade
- Third Grade
- Fourth Grade
- Fifth Grade
- Science
- World Language (Mandarin)
- Physical Education
- Art
- Music
Don't forget to check out the:
- Counselor's Corner
- Nurse's Nook
Principal's Message
Hello Brandt School Family -
I hope this message finds you all well and thriving as we reach the midpoint of the school year. It's been an eventful journey so far, filled with growth, achievements, and memorable moments. As we pause to reflect on our progress, I am thrilled to share some highlights of our vibrant and thriving school community from the second marking period.
Our commitment to high academic standards remains unwavering, and I'm proud to report that our students continue to excel in their studies. From mastering mathematical concepts to exploring the wonders of literature, our classrooms are buzzing with intellectual curiosity and engagement. Our dedicated teachers have been instrumental in fostering a love for learning and providing tailored support to every student. I am especially pleased to note that in the past few months, we've been designated a Best Elementary School for the second time by US News and World Report. We were identified as a "positive outlier" for our achievement data in mathematics by the NJ Department of Education & the Rutgers University Joseph C. Cornwall Center for Metropolitan Studies. In the coming months, we will be fully immersed in the process of hopefully being designated as a Blue Ribbon School of Excellence. This is indicative of a thriving school culture in which we all play a vital role. Let's keep pushing forward for the benefit of our students.
In addition to academic success, our focus on social-emotional learning has been paramount in shaping well-rounded individuals. Through various initiatives and programs, we have nurtured empathy, resilience, and self-awareness among our students. From mindfulness practices to collaborative projects promoting empathy and kindness, our school culture thrives on compassion and mutual respect. This was indeed fully on display recently as we took part in the Great Kindness Challenge and were awarded the status of Kindness Certified School for the third consecutive year.
Our school community continues to be a source of support and inspiration. Through collaborative efforts between parents, teachers, and students, we have fostered an environment where everyone feels valued and empowered. The sense of belonging and unity within our school family is truly heartwarming, and was on display at our recent K - 2 New Year's Dance and our Bingo Night for Grades 3 - 5. Let's continue to be a beacon in our community of togetherness. We can show this through our 100 Days of School Community Service Project to benefit the Hoboken Community Center with our cereal box collection.
Diversity is not just celebrated but embraced within our school walls. We believe that our differences enrich our learning experiences and broaden our perspectives. During the winter months, we've learned about the traditions and celebrations of many cultures comprising our school family. Through our inclusive curriculum, and open dialogue, we celebrate the unique backgrounds and identities that make our school community so vibrant and special. We will continue to celebrate this wonderful diversity during Black History Month and Women's History Month during February and March, respectively.
As we embark on the second half of the school year, let us continue to build upon our successes and tackle new challenges with optimism and resilience. Together, we will strive to create an environment where every student feels supported, challenged, and empowered to thrive.
I extend my heartfelt gratitude to our dedicated teachers, supportive parents, and resilient students for their unwavering commitment to our school's mission. Together, we will continue to inspire excellence and make a positive difference in the lives of our students.
Regards,
Mr. Bartlett
K-5 Homerooms
Kindergarten
We are halfway through Kindergarten and looking forward to celebrating the 100th Day of School! We have been very busy this marking period. In ELA, we dove deeper into our letter sounds and writing. We are segmenting and blending words and identifying various letter sounds. We are adding more details to our writings. We have learned about nouns, verbs, and adjectives and we are able to identify them in sentences. We are also having so much fun reading to our friends and family!
In Math, we are learning how to count and write the numbers to 100 by ones, fives, and tens. We learned how to measure objects using nonstandard units of measurement, how to identify long and short objects and different shapes. We are beginning to learn how to add and subtract single digit numbers up to ten.
Social Studies has been filled with many topics this quarter. We have been learning about the Winter and the different holidays that occur in winter. We continue to explore what it means to live in a neighborhood and be part of a communtiy. We participated in the Great Kindness Challenge, learned about Dr. Martin Luther King Jr., and are looking forward to our 100th day celebration. We can’t wait to see what the rest of the second half of the school year has in store for us.
First Grade
ELA:
Students continue to build on their phonics skills as they work on reading, writing, and spelling long vowel words with the magic of the “silent e.” Our First Graders continue to work on possessive nouns, alphabetical order, contractions, and plural nouns by adding -s and -es. During the writer's workshop, the students have moved from narrative writing to opinion writing for our winter months.
Math:
Students began the quarter exploring various strategies to solve addition and subtraction problems. Students have found their favorite strategy and are continuing to practice addition and subtraction fluency. Students worked on measuring and comparing lengths of objects using non standard units of measurement. They were also introduced to time to the hour on an analog and digital clock and will begin working on time to the half hour.
Social Studies:
Students celebrated the Week of Kindness this marking period. They attended a LEAD U assembly, created friendship paper chains, created positive message labels for The Hive, and identified ways we can be kind at school, home, and within our community.
Second Grade
ELA:
In reading, 2nd grade students have added many skills to their toolbox this marking period. Students worked on being able to identify the main idea of a text while supporting their responses with evidence and supporting details. Second graders also worked on being able to make, revise and confirm predictions about the grade level texts they are reading. Later in the marking period we moved on to reading poetry and taking a deeper look at figurative language. Students identified various examples of how authors use this in our Reading Wonders curriculum as well as texts at their level.
In Writing students have engaged with many tasks so far this year, and we are just wrapping up our expository writing! In writing we have talked about nonfiction kinds of writing and students have taken a look at how to teach all about a particular topic. We were able to come up with facts about community helpers with the help of the internet, magazines, and of course the Hoboken Public Library sending some books over to help us get as many facts as we can. We are learning how to write full paragraphs and create chapters based on these community helpers. Students have worked very hard in making sure they are using indentation to create full paragraphs as well as teaching readers about these topics. We're looking forward to seeing what our final products will look like!
Math:
We can’t believe we are already wrapping up the second marking period, which marks halfway through the year! Time flies when you’re having fun.
We started off this marking period by focusing heavily on two-digit addition and subtraction. While this is a topic that they learned last year, in second grade we dive a little deeper and learn how to regroup. With a ton of practice, the students have mastered these skills and really love solving them as they are more challenging.
Halfway through the marking period we started on Unit 3 of Investigations, which focuses on place value and word problems. We took a deep dive into analyzing how to solve a word problem when we only have some information. We also use different strategies to check our work. This entails using multiple strategies such as working backwards, or counting up to solve the problem, as the total is already given to us.
Additionally, students are practicing writing 2, 3, and even 4 digit numbers in place value form, standard form, word form, expanded form, and unit form. We are learning how numbers can be represented in so many different ways. Next up, we’ll start Unit 4 which will be all about graphing and analyzing data.
Social Studies:
We started the marking period off by talking about different cultures and our family heritages. Students also spoke about family traditions and we discussed how traditions have changed from the past to the present. Students spent time discussing their own traditions, especially around the holidays. This led us into one of our favorite units - Holidays Around the World. The month of December was spent learning about different countries, cultures, and traditions. Students read articles and books about how other countries and religions celebrate the holidays. It was so fun to compare and contrast these traditions to our own. We learned so much and saw so many similarities!
After the holidays, we jumped right into January by talking about the new year and our goals for 2024. We also turned our attention back to school rules and what it means to be a good school citizen. Students took the time to discuss what makes a good citizen and how we can be good citizens in our community.
As the marking period came to an end, students began to talk about how we can use our voices to change the world in a positive way. We talked about the positive ways we can change our attitudes, growth mindset, thinking, and interactions. This led us right into Black History Month where students have begun taking the time to highlight the achievements of influential African Americans who used their voices to help make a positive impact or change on the world.
Third Grade
ELA:
This quarter students in Third Grade took a deep dive into their third grade Reading Wonders curriculum. Through a variety of books and articles, students explored several different themes including: Why is working together a good way to solve a problem? Why do people immigrate to new places? How do people make government work?
Students also learned how to construct Research Simulation Task (R.S.T.) and Literary Analysis Task (L.A.T.) An L.A.T. is a task that requires students to read two literary texts that are purposely paired. Students read the texts, answer questions for each text and for the texts as a pair, and then write an analytic essay. These tasks are aligned with the standards and expectations for third grade. A Research Simulation Task requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay.
Math:
This quarter students in Third Grade focused on the meaning and structure of multiplication and division and the relationship between them: solving multiplication and division problems, multiplying by a multiple of 10, and learning the remaining multiplication facts to 10 × 10.
As well as understanding the meaning of fractions as numbers and as equal parts of a whole, reasoning about equivalent fractions, comparing fractions, and using notation to model fractions and fraction relationships.
Students also focused on developing ideas about distributive property of multiplication and how to apply this method of multiplying within larger numbers. Students use number lines to compare fractions and find equivalent fractions.
Social Studies: This quarter students used the provided resources to explore the workings of state government. Students learned that citizenship is both a privilege and a duty in a democratic society. As citizens of their state, students analyzed the importance of becoming well-informed and responsible individuals. Students learned the powers of state government through the three branches: Executive Branch Legislative Branch Judicial branch The concepts of this unit helped to promote civic responsibility and help to establish a life-long process of a citizen’s role in their state. Students finished the unit understanding the importance of the government’s role within their lives and how they can affect change in their own state.
Fourth Grade
ELA:
Over the course of marking period 2, our fourth grade readers were digging deep when it came to their in-depth novel study of What Would She Do? Throughout this novel study, they learned about biographies as a genre and studied the life of many influential women in history.. Students were responsible for analyzing this informational text to determine character traits for these women based on action, dialogue, and internal thoughts. In order to support these character trait decisions, students had to identify specific text evidence to support their ideas. In addition, students worked on drawing inferences about characters based on their actions throughout the novel. Students engaged in cross-curricular exploration by completing a research project on an influential woman of their choice. Students learned how to research, take notes, and apply their learning into multimedia presentations. Stay tuned for some out-of-this-world reading during marking period 3!
During the course of marking period 2, our fourth grade writers were busy embracing all the elements of literary analysis and narrative writing tasks! Students were responsible for engaging in close readings of both literary and informational texts. Depending on the genre they were working with, students then had to craft 4-paragraph essays that answered specific prompts. These prompts included comparing and contrasting characters in a text, identifying central themes found between two passages, or even describing the characteristics of Great White Sharks! Writers developed a thesis that was the catalyst for their essays–finding direct and critical text evidence to support their claims.
Math:
Our fourth grade mathematicians wrapped up Units 5 of Investigations. Unit 5 focused on developing strategies for addition, subtraction, rounding, place value and multi step word problems. Students mastered the ability to solve multi-digit addition and subtraction problems using the standard algorithm. In addition, this unit focused on strategies to solve muti-step word problems problems. Students learned how to identify and solve these word problems using strategies and key words.
Towards the end of the marking period, our fourth grade mathematicians launched Unit 6 of Investigations, which focused on fractions and decimals–learning that they are so much more than just a “model.” Students have realized fractions can be groups of students in the class (boys vs girls, teachers vs students), measurements in the kitchen (½ of a cup vs ⅓ of a cup), and of course–sharing food (YUM)! Students have realized decimals can be applied to money. Students worked on shading in a decimal grid (tenths and hundredths) that correspond to a given decimal. These decimals are also transformed into fractions. Afterwards, these decimals and fractions are then compared to each other. Lastly, mathematicians learned what to do when fractions with unlike denominators are given and how to represent them in models, using a number line, as well as mathematical equations. This unit wrapped up just in time for students to complete LinkIt! Form C.
Social Studies:
Throughout marking period 2, our fourth grade agents of change have been studying the many causes of the American Revolution. Students have been diving into critical historical events, such as the French and Indian War, the Proclamation of 1763, and all the various forms of taxation King George III imposed upon the colonists to pay off his debt. Students have learned that when small groups of colonists in the different colonies join together with one common cause in mind–their unity can spark a revolution of change!
Fifth Grade
ELA:
During the second marking period, students engaged in various reading and writing assignments stemming from our core novels. First on the list was Coraline by Neil Gaiman. Students engaged in this fictional story about a girl who learns valuable lessons about family and relationships through an amazing experience at her new home. Students have learned about mood, tone, and symbolism during this study. They finished up the unit by writing their own fantasy narrative essay and creating art projects related to the theme and motif of Coraline.
The second novel study was Hoot by Carl Hiassen. In this realistic fictional text, students analyzed characters through their actions and studied relevant themes that occurred. In this story, the main character had to make tough decisions in order to do what he thought was right. Readers analyzed these tough decisions as well as other text features such as contrast and contradictions, memory moments, "a-ha" moments, words from the wise, and again and again. These features alerted the readers to stop and jot notes to stay organized and keep track of major events. Students wrote an argumentative essay, taking a stance like the main character of Hoot, deciding whether we should expand and build communities or protect the environment and animal habitats. These persuasive writing essays were intended to convince the reader that their point of view was valid. Students thoughtfully constructed a thesis statement with a concession, opinion, and three reasons, which they proved with evidence in the body of their essay.
Math:
Fifth grade mathematicians started this marking period off by completing Unit 3: Rectangles, Clocks, and Towers, where they focused on deepening and extending their understanding of fractions using area models, rotation models, and linear models. They then used these understandings to add and subtract fractions and mixed numbers with unlike denominators.
The students moved on to the fourth unit: How Many People and Teams? During this unit, fifth graders focused on the operations of multiplication and division. Students refined their strategies for solving multiplication problems fluently, including using the U.S. standard algorithm. They continued using the relationship between multiplication and division to efficiently solve division problems with 4-digit dividends and 2- digit divisors.
Currently, students are excited to be in the midst of Unit 6: Between 0 and 1. During this unit, students are working with decimals. They are participating in math centers to review place value and represent decimals on a grid and number line in order to round, order, and compare numbers. The children are using dice, cards, and other manipulatives to reinforce these concepts. Session two will focus on adding and subtracting decimals. The mathematicians will complete a real world activity where they have to go shopping! The students will be given a budget and they have to find the total amount of their items and the change they will receive, if any, after they have completed their shopping spree.
Social Studies:
After completing Unit 1, Industrial Revolution and Societal Impacts, students began studying the different perspectives of people living in our country. Divisions in National Perspectives focused on the differences between the growth of the north with the Antebellum south. Students analyzed and interpreted the differences between the North and the South in economics, transportation, and population. Also, they looked at social justice issues such as economic injustice, inequitable access, classism, gender stereotyping, racial discrimination, equity and fairness, rights, and activism. Students then had to make inferences about the issues that led to the Civil War and the divide of our country.
Science and Related Arts
Science
Kindergarten
First Grade
Our First graders have been busy in science during the second quarter of school!
We learned about different types of weather, sunny days, rainy days, snowy days and
extreme weather patterns. We learned how to prepare for those days, by coming up
with designs that would protect us from sun, rain, and snow. We learned how important
engineers are to help us prepare and deal with changes that happen during a strong
weather event. We even reminded each other on what types of clothing to wear on
those days. These lessons were taught to us by using our Science Dimensions books.
There are many connections too. There were storms with snow and rain, across the
state, however, we mostly discussed how this type of weather effects Hoboken. What a
winter it has been!
We have also studied the basics of coding and computer programming. We learned
how to create programs that incorporated parts of the engineering process, asking a
question, imagining, planning, experimenting, and improving their coding programs. We
learned the word, sprite (not the soda pop). A sprite is a collection of values in coding
that represents a character in a story, animation, or game. We did independent projects
in class and worked in small groups to help each other problem solve and “pair and
share” our findings. We began our unit by using an online teaching site, Scratch Jr. for
Beginners. We followed up with a daily project from the lesson. We had so much fun
exploring the site, taking pictures of ourselves to incorporate in a project, learning more
about technology, how to create sound, create movement of a character, as well as how
Math is involved in coding.
Second Grade
It has been an exciting past few months in science! We started out by finishing up our computer science unit and the students had so much fun designing their own computer games on the coding applications Scratch Jr. and Scratch. They then got to do a gallery walk, try out each other’s games and gave each other feedback on what their favorite parts of each game was. We then dove into a number of units that were all about the earth’s surface. We began by learning about the different bodies of water that existed around the world, learned how maps could display those bodies of water, and how fast and slow changes could change the surface of the earth. The students loved pointing out examples they saw of those changes around the world and even right here in Hoboken! Some favorite activities from those units involved the students making their own maps of both real and imaginary places, various map reading challenges, and most recently there was a series of competitions where students worked together to figure out and sort whether different changes occurred quickly and slowly.
Third Grade
This marking period was a blast for 3rd grade scientists! Students began their marking period by learning all about coding. Students practiced their coding skills by programming their friends to do different tasks around the room. Then, students put their knowledge to the test by working on an online coding program called Scratch. Students worked hard to develop interactive stories by coding different characters to move around the screen. After, students jumped into their life cycles unit where they explored the different stages that both plants and animals go through as they grow & develop. Students have been comparing and contrasting different types of animals, and considered how they are both similar and different at each stage of their life.
Fourth Grade
In 4th grade science, we began with our unit on waves and information transfer. Students explored how light and sound waves travel, connecting it to real world experiences. We also discussed many different science careers that can connect to this topic. Our information transfer lessons focused on morse versus binary code, and the students also practiced creating and writing their own coded messages! This brought us right into the computer science unit, where students coded their own video games using the scratch program. They were amazing! Most recently we have begun exploring the human brain, our 5 senses and our memory. We will be concluding our current unit with a project on brain injury awareness, where students will be teaching others how to prevent brain injuries.
Fifth Grade
This quarter, fifth grade students were hard at work in science class. Areas of learning include Systems in Space and Earth's systems. During the unit on Systems in Space, gravity, daily patterns, and yearly patterns were focus topics. Students also learned about the sun as well as constellations. During the unit on Earth's systems, students learned all about the biosphere, geosphere, and hydrosphere. This also included learning about earth layers, the water cycle, and the effect of the ocean on Earth as it interacts with each system. Fifth grade classes will focus on earth and human activities, as well as robotics, in their upcoming units.
World Language
Physical Education
Phys Ed began the second marking period with our throwing and catching unit. Students in grades 3-5 reviewed the basic skills in throwing and catching a football. Students learned proper hand and finger placement on the ball when throwing and proper hand positioning when attempting to catch a ball. Students would then apply the learned skills towards QB/WR drills, where they learned the line of scrimmage, cadence in starting an offensive sequence as a QB, and route running as a WR. We ended the unit with small sided modified football games.
Students in K-2 learned the mechanics to execute overhand and underhand throws. We started off with an Ants in your Pants and Feed the Reindeer activities. In Ant in your Pants students transformed themselves into clowns. The clowns had to put on their large clown pants (hula hoops). Students then took turns putting ants into the clowns pants by using an underhand toss. Students tossed a bean bag into the hula hoop. With each success the clown would change their pants (hula hoops) and advance further away from the beginning giving the thrower a harder challenge.
As the Holiday season began, we introduced a Holiday game called Feed the Reindeer, where students worked cooperatively and assumed roles of a delivery person, feeder, or a reindeer. Within this game students had to demonstrate proper form in an underhand toss, catch using an implement, and use core strength to move while on a scooter. Other Holiday activities introduced were Snowball Fight and Snowman Relay. In Snowball Fight, students engaged in an indoor snowball fight, emphasizing overhand throwing. Students were able to cooperate with each other to build forts and place them strategically how they wanted them. In the Snowman Relay, students relayed back and forth to grab one item to construct their own unique snowman.
At the start of the new year, we moved into our second fitness unit where the students began with fitness stations that worked their muscular strength and endurance capabilities. This set the students collaborated in partner exercises, relying on one another to complete 10-20 reps total. The fitness unit concluded with the 2nd fitness test session consisting of the 15m Pacer Test, Push-Up test, and Sit-Up test.
Next unit to begin the 3rd Quarter: Basketball
Art
Throughout our second marking period together, we have experienced so many amazing opportunities, completed multiple projects and learned about the history of artists and their styles of work. We began by learning about Keith Haring, Kandinsky & Van Gogh while emulating their work adding a seasonal theme into their work. We did a Haring New Year's Party, a Van Gogh inspired Winter Night, a Kandinsky style of ornaments & a Van Gogh Starry Night reindeer. We then learned about Van Gogh’s sunflowers and created our own Poinsettias to flow along with Winter.
Students in 5th grade experienced an amazing opportunity by designing a Kindness Mural where they sketched out and colored their drawings which was brought to life and even helped paint it on the wall in the cafeteria. They all got a little messy but had so much fun working together and seeing their project in full effect.
We also worked in collaboration with Ms. Lin and learning about Chinese Pottery and blue and white porcelain. We created our own plates using designs and techniques that are part of the Chinese culture and they came out beautiful.
The students are now currently learning about artist Lorna Simpson in honor of Black History Month. They are combining photographs of themselves with paint to create a self portrait that was inspired by her work. They are enjoying this a lot and laughing at how crazy the pictures have tuned out! I looked forward to a fabulous marking period 3 filled with many more projects and events that we can all enjoy together.
Music
1st Grade - Throughout the 2nd Marking Period, our 1st graders were able to focus on the concept of rhythm. Students were able to dance to different styles of music from different countries that incorporated different rhythms and steps. The aspect of rhythm is significant to the development of our students because it helps them understand the music better and culture as well. There is no question that “we’ve got rhythm” at Brandt School!
2nd Grade - Over the course of this marking period, our 2nd Graders focused on two main aspects of music: Melody & Musical Theatre. Students were able to compose simple melodies through Quaver and be an active participant in the music experience. In addition, they also showed off their musical skills and talents in our 2nd Grade Theatre Showcase. Utilizing the triple threat of theatre, which is acting, dancing, and singing, our students made a huge impact on us and we can definitely learn to appreciate the arts in every way possible. As the song from Grease says, “We’ll always be together!”
3rd Grade - Students have delved into the world of expression and music! One important topic we’ve learned about is dynamics, which is how loud or soft we play music. Changing the dynamics of a song can make the music more exciting and interesting to listen to. We applied these dynamics for the 3rd grader’s Marking Period 2 Theatre Showcase.
In addition to dynamics, 3rd grade students continued to learn more about reading sheet music. This is an important skill that helps students participate in activities such as chorus, band, and strings later on.
4th grade -Students have spent time reviewing articulations and tempos. These expressive elements can really impact how a song or piece of music makes you feel. We learned that by choosing to slow down during a song, it can build tension and anticipation. While speeding up during a song can lead it to being more exciting! Featured below are band and strings students, as well as students performing for their homeroom. This can be a challenging task, but performing together can build collaboration skills, confidence, and public speaking.
5th grade - The annual elementary school winter concert was a great way to start off the marking period for the students participating in band, strings or chorus! Fifth grade music students spent time reviewing dynamics this marking period. During this time, they applied the dynamics to their creativity and performance skills by creating a story that included the use of dynamics. After creating the story, they practiced and performed the song with dynamics for their homeroom class. It was a great experience to see the students foster their creativity and work together.
Counselor's Corner
As your school counselor, I am here to help with any needs you may have throughout the school day.
What does a School Counselor Do?
Provide support for students to ensure they maintain academic standards and set goals for academic success
Develop programs to provide students the skills to improve organization, study habits, and time management
Assist students in working through personal problems that may affect academics or relationships
Help students improve social skills
This marking period, our 5th grade peer mentors have continued to visit our younger learners in the building. They lent their time to the classrooms to work with students on lessons, read a story, and encourage them to always do their best. Our peer mentors will continue to volunteer around the building to promote kindness, inclusivity and serve as mentors to our community.
Lots of kindness was spread around Brandt School and our Hoboken community in celebration of The Great Kindness Challenge! Staff were treated to snacks on our kindness cart courtesy of our amazing PTO. Speaking of the PTO, they also sponsored uplifting assemblies for all our students from the team at LEAD U. The students and staff were engaged in activities that uplifted each other and helped to spread kindness around the school building.
Once again we partnered with our local and loved coffee shop, The Hive, to provide Brandt stickers decorated with kind words that were placed on their cups all week long!
Nurse's Nook
All schools, at any level, at some point in the year, experience instances where community members may get cases of head lice.
Transmissions of head lice typically occur when individuals share hair care items, hats, brushes, or hair ties. The most common outbreaks are seen at the start of the school year, after holiday breaks, and after spring break. At the time live lice are found, those individuals may have had head lice for 1-2 weeks.
While having an active case of head lice is frustrating, the Center For Disease Control (CDC) does not consider it a health emergency. As a school community, we need to work together to mitigate and prevent the spread of head lice, as well as minimize any stress or shame associated with it for those who may have to treat it.
Parents and caregivers should be familiar with how to detect head lice and how to treat it. For information about this, please read the document attached below - "Managing Head Lice: A Parent’s Guide."
A good practice, no matter what time of the year, is to routinely check your children for head lice. In the event you do find head lice, inform the school nurse. You must ensure that proper treatment has been completed and no live lice are present before your child returns to school. The National Association of School Nurses, American Academy of Pediatrics and the CDC all agree that school-wide head lice screening programs have not had a significant effect on limiting cases of head lice in the school setting. Doing these screenings also makes it impossible to protect the privacy and confidentiality of the students.