THE PAW PRINT
VOL. 9 - Week of October 12, 2020
NEWS AND ANNOUNCEMENTS!
Monday, October 12th is Indigenous Peoples Day!
Last year, Governor Newsom proclaimed that the second Monday in October would now be commemorated as Indigenous Peoples Day.
"Instead of commemorating conquest today, we recognize resilience. For the first time in California state history, we proclaim today as Indigenous Peoples’ Day. Home to one of the largest and most diverse populations of indigenous peoples anywhere in the United States, California is a better, stronger and more vibrant place because of them."
"Since time immemorial, peoples indigenous to the lands we now call California have built communities, fostered cultures and stewarded the land sustainably. As federal policies forced the mass relocation of Native Americans westward from their ancestral homelands, Native American peoples found community in places like Oakland and Los Angeles, where they came together to support each other and share across cultures. And, while some California Native American communities were divided by borders, many indigenous peoples in California today crossed borders and oceans, bringing the strengths of indigenous peoples from all over the world to California."
"In making this proclamation, we pay respect to the cultures and populations that existed long before European contact. We celebrate the contributions of all indigenous peoples to the culture of diversity, innovation and resilience that has marked California as a leader on the global stage."
Quarter 1 Ends Friday, October 16!
Quarter 2 Wheel Elective Supplies Pick Ups
- Time Trackers
- Art bags for Intro to Art (Quarter 2)
- JLA packets for JLA classes
- Computer mice for Intro to Computers
- Headphones for music classes
PERIOD is Back and Still Distributing!
OCTOBER IS DISABILITIES AWARENESS MONTH!
CCMS is excited to host several activities planned for students during October for Disabilities Awareness Month! We have planned Panther Pod lessons on student athletes with disabilities and a student interview with Ms. Julie Garcia, CCUSD Director of Food Service, who will share her experiences as a person with disabilities.
Many thanks go out to CCUSD parent Kelly Hatfield for creating the following information for Disabilities Awareness Month for October.
What is inclusion?
Did you know that CCUSD is one of the first school districts in the country to make inclusion and inclusive teaching practices part of its school board policy? In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of all students. This gives special education students the support they need while they stay in a general education classroom with their peers. ALL students benefit from inclusive classrooms (there is a lot of research to back this up and no research that shows inclusion is harmful when done appropriately and with necessary supports).
What are the benefits of inclusion?
Inclusion provides a better quality education for all students. It is instrumental in changing discriminatory attitudes. Typical students become more comfortable with and more tolerant of differences. They also have increased positive self-esteem and are able to create diverse, caring, meaningful friendships. Typical students also benefit from having special education teachers in the classroom. Not all students that need extra help have IEPs. All students’ needs are better met and there are greater resources for everyone. Students are given the opportunity to master activities by practicing and teaching others in inclusive classrooms. Being in a classroom with diverse learners teaches students about different disabilities. They learn that disability is not a bad thing; it’s not something to be hidden. Students learn that differences are a part of life. Differences are often celebrated in inclusive classrooms. Greater empathy skills and a respect and acceptance for all people are other important gains with inclusion.
There are a lot of benefits to students with disabilities as well. They gain stronger skills in academic areas. They are more likely to have jobs and pursue education after high school. Being in a classroom with age level peers enables students with disabilities to have increased social interactions and greater friendships. Peer role modeling for academic, social, and behavior skills is important in inclusive classrooms. Students with disabilities demonstrate increased achievement of IEP goals in inclusive classrooms. They get exposed to more curriculum and teachers have higher expectations of them. Their families are more integrated into the community as well. There is increased school staff collaboration. Inclusive schools prepare all students for adult life in an inclusive society.
If you would like to get connected to CCUSD families that have children with disabilities or if you would like more information, please contact Kelly Hatfield: firstname.lastname@example.org.
Identity-first vs. Person-first Language is an Important Distinction
By Tara Haelle
July 31, 2019
Tara Haelle (@TaraHaelle) is AHCJ's (Association of Health Care Journalism) medical studies core topic leader, guiding journalists through the jargon-filled shorthand of science and research and enabling them to translate the evidence into accurate information.
Freelance journalist Cassandra Willyard recently asked me on Twitter about resources on the use of appropriate, respectful language when it comes to how we identify the people who are living with various conditions or disabilities.
It was in response to an excellent question by biomedical research writer Kim Krieger about the acceptability of referring to someone with a condition as a descriptor, such as “epileptic child” or “diabetic adults.” Those constructions are called “identity-first” language, as opposed to “person-first” language where the person literally comes first: “children with epilepsy” and “adults with diabetes.”
The use or not of person-first language is a sensitive, important discussion, not unlike discussion of appropriate and respectful gender terminology in stories involving individuals who self-identify with a non-binary gender (something other than “male” or “female”). I was glad to see someone on Twitter asking about it, revealing the thoughtfulness of thinking responsibly about how powerful language is and the ethical importance of getting it right. It’s a discussion among researchers as well.
This is a particularly relevant concern in the disability community, where a long history of erasure, exploitation, stigma and misunderstanding has led to strong emotions about how people with disabilities — or disabled people, depending on what someone prefers — are identified and discussed. The Disability Language Style Guide is helpful for writing about disability in general.
I’ve written before about some do’s and don’ts when interviewing people with disabilities, and someone asked me then about my use of “autistic adult,” a non-person-first construction. It was a valid question, especially since I’d written only a few months earlier about the importance of person-first language when discussing addiction.
I’ll recap here what I tweeted with three caveats:
First, there aren’t hard, fast rules with this issue except to always ask your sources about their preferences, even if you don’t know if you can accommodate them. (If you don’t think you can, or find out later you can’t, let them know.)
Second, there’s often tension between a person’s or community’s preferences and a publication’s style guide; it’s worth having discussions about this with your editor when it comes up.
Third, I have certain disabilities, but I cannot and do not speak for any disability or patient communities at large, even when mentioning what I’ve learned from specific communities to date. I’m sharing what I’ve gleaned from talking with advocates in these communities, but I remain open to learning and adapting as things change.
As is already clear, person-first language is a complex issue depending on the condition and the person. Usually, with clear diseases like epilepsy and diabetes, it’s always best to use person-first language: men with diabetes, children with epilepsy. Although some controversy exists about obesity as a disease state, person-first language is also recommended: “man with obesity” is preferred to “obese man.”
With mental health disorders, it’s usually best to use person-first: a man with schizophrenia (not schizophrenic) or woman with bipolar disorder (not a bipolar woman). However, when you get to conditions that relate to different ways of perceiving or interacting with the world, person-first is often discouraged by those in that community, the source I prioritize highest. Two examples are autism and deafness.
Most deaf people prefer identity-first language, not person-first, and they reject “hearing impaired” because many do not perceive an inability to hear as a deficit. (Deaf also should sometimes be capitalized.) It’s always best to confirm with the person if there’s one person involved. If there isn’t, then I default to what the community at large generally uses. For me, a community’s preference trumps even “official” sources, since agencies such as the CDC do not always recommend what the community itself prefers (e.g., deafness here.)
Autism is trickier, and I’ve relied heavily on the Autistic Self Advocacy Network, whose website features a thoughtful essay by Lydia Brown (original here) on the thorniness of this question in autism communities. In my experience, most autistic people see autism as an intrinsic part of their identity — a disability, yes, but one that also confers benefits and is simply a different way of perceiving and interacting with the world. This is where I most frequently run into challenges with editorial style guides and have discussions with my editor about using what the person prefers, as I did with this story.
But this preference isn’t across the board, as the ASAN essay notes. Some may prefer “person with autism,” and sometimes parents prefer “child with autism” while their child prefers “autistic child.” Yet the former can (but not always) connote a perception of autism as an unfortunate disorder or disease that someone wants to be cured while the latter connotes “aspect of my identity that is important to my sense of self.”
Hence the importance of asking.
When writing about autism in general, I default to “autistic people.” If I’m featuring a specific person, I ask their preference. It’s important to ask them (not their parent or guardian if your subject is a minor) unless they are non-verbal and you have no other way of asking them.
When publications insist on “people with autism,” I show them ASAN materials and push to use what the community (or person) generally prefers. Though not related to disabilities, I similarly ask about the use of “black” vs. “African-American” and “Latino/a/x vs. Hispanic” when writing about people of color.
Additional reading and viewpoints:
CCMS Tech Help
Name: Josue Sainz
Office Phone: (310) 842-4200 ext. 5114
Google Cell: (424) 326-3106
The Reflections Arts Appreciation Contest Is Underway!
The 2020-2021 Reflections Arts Contest has begun! This year’s theme is "I Matter Because…” We want to hear from artists, dancers, writers, photographers, filmmakers and musicians!
To participate, CCMS students may submit an original piece of their own independent work inspired by the annual theme, in any of the following six areas: Dance, Film, Literature, Photography, Music Composition and Visual Arts. Students are welcome to submit to more than one category if they’d like.
Unlike previous years, all Reflections entries will be submitted digitally. Click on the link for the Student Entry Form to complete and upload all documents. For example, if you’ve painted a picture you will need to take photographs of that picture and upload to the Student Entry Form. For general rules, please read the Student Rules document. For all uploading rules, please read the online Student Entry Form.
Submissions are due October 15th via the online link.
We want to highlight that there is a Special Artists division for Reflections and we encourage all eligible students to submit their art into the Special Artists category. Last year a CCMS Special Artist advanced all the way to State!
Please note, that for the Film category, the students must do all of the actual camera filming themselves. So if they want to be in their own film, they must use a tripod or station the camera in one spot while they are on camera.
See below for the student rules!
Click here for the Student Entry Form: https://forms.gle/uyKRbiggUj5tQi8k7
Please contact Luci Jenkins for questions: Luci.Jenkins@mac.com
October Events From Walk 'n Rollers
OPPORTUNITIES AND EVENTS FOR PARENTS
100 Day Campaign update - We need your help!
Panther Parents, we need your help - we’re just about half way through the annual giving 100 campaign but only about 25% of the way to our goal of raising $100k in the first 100 days of school. And so far only about 10% of our more than 1,500 families have given. Success for all takes us all. We know these times are challenging so please give as you’re able. It’s a way to make a difference when it feels like there are so many challenges in our world and so much out of our control. Know that every dollar makes a difference and helps give our teachers the resources to navigate distance learning.
As a reminder everyone who donates $250+ will receive a beautiful plush navy blanket embroidered with the #CULVERPRIDE logo.
We also accept COMPANY MATCHING donations! Check to see if your company has a matching gift policy by visiting the panther partners website (see link at bottom of this message). Scroll to the bottom of the page to find a search engine and a matching gift form that you can download and print.
Thank you to all who've already given and for stretching to invest meaningfully in our kids.
Your Fellow Panther Parents
P.S. Wondering how much to give? Consider donating $25-$100/month to support our amazing school! Thank you!
Please click to Donate 20-21 donate now to ensure we continue supporting important programs like WEB, student support, teacher supplies, technology and much more.
PREVIOUSLY POSTED ANNOUNCEMENTS
CCMS CELEBREATES DIVERSITY AND INCLUSION WITH THEMED MONTHS!
Hispanic-Latinx Heritage Month is Sep. 15 - Oct. 15!
Hispanic Heritage Month recognizes and celebrates the contributions Americans tracing their roots to Spain, Mexico, Central America, South American and the Spanish-speaking nations of the Caribbean have made to American society and culture. The observance was born in 1968 when Congress authorized the president to issue an annual proclamation designating National Hispanic Heritage Week. Just two decades later, lawmakers expanded it to a month-long celebration, stretching from September 15 to October 15.
The timing is key. Hispanic Heritage Month — like its shorter precursor — always starts on September 15, a historically significant day that marks the anniversary of independence of five Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. The designated period is also a nod to those from Mexico and Chile, which celebrate their independence on Sept. 16 and Sept. 18, respectively.
WHY HISPANIC HERITAGE MONTH IS IMPORTANT
Strong impact on America: Hispanic influences are tightly knitted in the fabric of American life. Think music, food, art, cinema, politics, literature, and so much more.
Around one-fifth of the U.S. population is Hispanic: The state with the largest Hispanic and Latino population overall is California with over 14 million.
Our kids benefit: While Hispanic children learn about their roots this month, all kids can benefit from learning about Spanish history and culture.
Check out the two resources below:
- Oprah Mag: On OprahMag.com, we celebrate Latinidad and all identities every day. But for Hispanic Heritage Month September 15 through October 15, we're highlighting stories from Latinx perspectives, which you can read here. Disfruten! (Highly recommend)
- National Park Service: Telling All Americans' Stories, American Latino Heritage
Looking for a way to celebrate Hispanic Heritage Month with your kids? Check out these family-friendly resources!
Great Resource for Students and Families!
RESOURCES FOR PARENTS
New Grab-and-Go Weekend Lunches
Suicide Support & Resources
September is National Suicide Prevention Awareness Month. Our Counselors are always available to provide support, and have offered the following useful resources:
How to Help Someone that May Be Thinking of Suicide: BeThe1To.com
Resources from the National Suicide Prevention Lifeline: https://suicidepreventionlifeline.org/
Getting Involved to Support Suicide Prevention: NAMI Suicide Prevention Awareness Month
In Case of Emergency:
- If you or someone you know is in an emergency, call 911 immediately.
- If you are in crisis or are experiencing difficult or suicidal thoughts, call the National Suicide Hotline at 1-800-273-TALK (8255)
- If you’re uncomfortable talking on the phone, you can also text NAMI to 741-741 to be connected to a free, trained crisis counselor on the Crisis Text Line.
Sandy Segal Youth Health Center Services
2020-2021 Backpack Program Sign-Up
Culver City Unified School District (CCUSD) believes that no child in our district should go hungry or have food insecurities, especially on weekends when students don’t have access to school-sponsored breakfast and lunch. The Culver City Council PTA, in conjunction with CCUSD, provides students in need with a backpack filled with non-perishable food and snacks each week to ensure that every child can eat on the weekends.
Please click on the link below to sign up for this program.
On Twitter, Instagram and Facebook @CulverCityMS