7 Ways to Keep Your Family Fit Indoors

Quick Click: 7 Ways to Keep Your Family Fit Indoors

Due to cutbacks in physical education, increased academic pressures, busy family lives, and ever-growing portion sizes in restaurants and at home, kids are increasingly overweight. Add to that a bone-chilling winter that just makes everyone want to cozy up in front of the TV, and you have a recipe for serious health concerns. Try these strategies to get your family moving — this winter and all year-round.

1. Start young. The National Association for Sport and Physical Education (NASPE) advises parents to get kids moving early in life, to foster healthy development and keep sedentary habits from taking hold. Even your toddler needs at least 30 minutes of structured physical activity every day, and should not sit still (for example, watching television) for more than an hour at a time.
2. Provide safe indoor gear. Encourage active play with balls for throwing and rolling (soft, lightweight ones are safe for indoors — try beanbags, foam balls, or beach balls) and scarves for dancing. Playing with these supports hand-eye coordination, too.
3. Pump up dramatic play with themed props. Inspire energetic play and imaginations with extras like medals and trophies for sports games or music and costumes for dancing. Encourage your child to act out his storybooks or give a concert of her favorite songs.
4. Designate an indoor action spot. If you have room, set aside a portion of your basement or family room for active play. Put up an indoor basketball hoop, tape a hopscotch outline to the floor, or make a track for ride-on toys. No space? Consider pooling resources with a friend or neighbor. She provides the room, you contribute toys and help supervise the kids.
5. Move every day. Dancing, housework, and climbing stairs all help you stay fit and don't require extra room or gear. Have your child dance along to a workout tape or just some rockin' tunes, or blast some music and parade through the house playing follow the leader. Try marching, hopping, pumping your arms, playing kazoos — whatever you can dream up!
6. Find community resources. Try bowling, ice skating, swimming, or other indoor options. Check out whether your child's school, or a local university or community center, offers an "open gym" time, where you can go and shoot hoops or use other equipment.
7. Be a cheerleader. In one study of 200 students in grades 2 through 11, kids of all ages said they wanted their parents to help them stay active. So whether you join in the games or shout words of support from the sidelines, show your child that activity is a priority every day.

When it's cold, kids need creative ways to burn calories. Try these ideas.

Let's Get Moving!

When it's cold, kids need creative ways to burn calories. Try these ideas.

by Suzanne Koup-Larsen

The importance of kids staying physically active does not diminish in the winter, but it gets difficult with cold weather, fewer sunlight hours for outdoor play and the demands of homework.
According to Aimee Smith, Director of Activate America at the YMCA of Philadelphia & Vicinity, kids typically eat more in the winter, yet burn half as many calories compared to summer months.
Experts agree that all kids older than age 2 should be active for at least an hour a day. But it doesn’t have to be all at once, says Mary L. Gavin, MD, a pediatrician and medical editor for Wilmington, DE-based KidsHealth.org. “It can accumulate throughout the day.”

What Kids Need

Winter Play Tips

• Make it fun. “If they enjoy it, they’re more likely to stick with it,” says Kidzercise’s Sybil Pratt.
• Let kids take the lead. “Getting them involved helps keep them vested,” says yoga teacher Denise Orsulak, of All Kids Yoga in Phoenixville, PA. Kids won’t get bored if they’re making the decisions about what to do next.
• Do it together as a family activity. Set a good example and get some exercise yourself by being active together. “Interaction with the family is better than exercise done in isolation,” says Orsulak.
• Clear some space. Make a space where kids can move around without knocking over lamps or running into furniture.

Whatever you choose to do, safety comes first. “Make sure you are closely supervising your children,” advises John Geraci, owner of Fun Bus in Gloucester County, NJ. From jump rope to free weights, make sure all exercise equipment is age-appropriate.

In addition to one hour of structured exercise, kids should have at least one more hour of unstructured playtime. Ideally, kids should get the following three kinds of exercise during the course of a week:

• Aerobic activity, such as a brisk walk or bike riding
• Muscle-strengthening exercise, like gymnastics or push-ups
• Bone-strengthening exercise, such as jumping rope or running.

“Make sure they’re doing something, and not just sitting there,” says Sybil Pratt, owner of Kidzercise, a fitness enter in Sicklerville, NJ. “Kids need to move their bodies.”

Ideas To Get Started

Even if the weather outside is frightful, avoid cabin fever by getting the kids outside for some fresh air. Dress them warmly in layers, then encourage them to play outside or go for a walk.
If road conditions aren’t bad, you often can find nearby indoor sports (basketball, volleyball), skills classes (soccer, tumbling) or individual activities such as swimming.
If you would rather have the kids stay close to home, here are some ideas for indoor exercise that won’t wreck the house or break the bank.

Toddlers & Preschoolers

• Play games with movements, such as Head, Shoulders, Knees & Toes; Ring Around the Rosie; or I’m a Little Teapot.
• Listen to music and dance. Try a freeze-dance.
• Play with toys like hula-hoops, soft balls and scarves.

 School Age & Tweens

• Find a soft place for tumbling.
• Set up an obstacle course.
• Create a scavenger hunt.

Teens

• Strength training with weights.
• Home gym equipment like treadmills or elliptical machines.
• Find a good yoga or aerobics video.

Props to Inspire
Healthy Movement

• Jump rope
• Soft ball
• Hula hoop
• Bean bags
• Maracas

Make sure weight and gym equipment is size-appropriate, and that teens are properly trained and supervised.
Anything that encourages physical activity will work, just be creative! “The key is to keep it fun,” says KidsHealth’s Mary Gavin. “Let them choose what they want to do, but send a clear message that they need to do something.” Winter weather is no excuse!
Suzanne Koup-Larsen is a contributing writer to MetroKids.

December 16, 2011

Mayor Emanuel Announces Pennant Drive to Promote College As a Goal for Every Student in the Chicago Public Schools

Best practice from Noble Network of Charter Schools will be replicated throughout CPS system

Mayor's Press Office    312.744.3334

• Download this Press Release

Today, Mayor Rahm Emanuel and Chicago Public Schools CEO JC Brizard held a roundtable event with current and former students of Pritzker College Prep, part of the Noble Network of Charter Schools. The roundtable discussion involved discussions with the students about their aspirations for college. After the discussion, the Mayor announced a college pennant drive that will be showcased throughout the Chicago Public Schools.

“An integral part of the school culture at Noble schools is to set high expectations – they expect that all of their students will go to college,” said Mayor Emanuel. “We are going to replicate this best practice in every elementary and high school in the city by hanging school pennants. In every hallway of every CPS school, our students will be thinking about college and the prospect of continuing their education in the future.”

The Mayor’s office contacted more than 250 colleges to participate in the college pennant drive, in which colleges from throughout the United States donate pennants that will then be hung in CPS schools. To date 61 schools are participating or have committed to participate in the pennant project, for a total of 5,187 pennants donated or committed by schools. Teachers and staff members are able to hang the pennants of their alma maters directly next to the door, outside of their room, providing consistent inspiration and reminders for the students about the prospect and value of a college education.

“It is essential that we search everywhere for best practices and great ideas that can inspire our students,” said JC Brizard. “The Noble Schools celebrate the achievements of their alumni and promote the idea of college, and this is something that we want to replicate throughout our system. All CPS schools should be setting high standards for themselves and their students.”

Every Noble campus that has alumni, five to date, has created an 'alumni hall,’ a portion of the campus that is centrally located so that every student will see it every single day.  Pennants are hung from the colleges that alumni of the Noble School attend, along with plaques to commemorate the graduated students who attend those schools. The purpose is to celebrate those students who have gone on and graduated from college and to motivate current students to achieve the successes as their peers. 

“We think it's important for students to see that each of the adults in the building has achieved the goal we're expecting for them - college graduation,” said Michael Milkie, CEO and superintendent of Noble Network of Charter Schools. “This also gives students an opportunity to reach out to someone who has attended a college they are considering.  And finally, it opens the doors for communication about a wide range of school locations, conferences, sizes and programs.”

Outside of the pennants, the Noble Schools have achieved tremendous success in a short period of time and have become the inspiration for many approaches and best practices being used throughout CPS. The schools are known for strong leadership, data-driven analysis and decision-making, and a high degree of accountability.

The results are striking. Seven of the top 10 non-selective high schools in the city are Noble Schools. The schools serve 6,500 students and have a waitlist of more than 3,000, and the average ACT score is nearly 3 points higher at Noble Schools than in the rest of the CPS system. Last year, 1,976 people applied for the 126 open teaching positions at Noble.

Youth Overnight Seasonal Shelter Request for Proposal (RFP)

December 15, 2011

The Department of Family and Support Services (DFSS) of the City of Chicago is issuing this RFP to provide Youth Overnight Seasonal Shelter Services to homeless single young adults ages 18 - 24 in Chicago. Services (as defined in this RFP) should be located on the city’s south side as defined as Madison to the southern city boundary, east to Lake Michigan and west to the city limits. Respondents must apply to provide homeless services with a minimum of 20 overnight shelter beds.
Interested applicants are asked to download the complete Request for Proposal (RFP) which includes application, instructions and a program description at the following website: www.cityofchicago.org/fss.
Paper copies of the application will also be made available at the Department of Family and Support Services, 1615 W. Chicago Ave. 3rd Fl. Chicago, IL 60622.
RFP DUE DATE/SUBMISSION LOCATION: Friday, December 30, 2011, 4:30 P.M.
Proposals must be submitted to:

Tami Cole

Director of Homelessness Services

Department of Family and Support Services

1615 W. Chicago Ave. 3rd Fl.

Chicago, IL 60622

E-mailed or faxed proposals will not be accepted. DFSS reserves the right to reject any proposals received at this location after the proposal due date and time indicated above.
PRE-SUBMITTAL CONFERENCE:
Tuesday, December 20, 2011, 10:00 A.M. - 11:00 A.M.

Department of Family and Support Services

1615 W. Chicago Ave.,

1st Floor Conference Room

Chicago, IL 60622

Attendance is not mandatory, but strongly encouraged.  The purpose of the pre-submittal conference is to clarify the RFP process and the scope of the required services.  We welcome your interest in this opportunity.

LISTED BELOW ARE THE ATTACHMENTS THAT ARE NEEDED FOR THE RFP:

Overnight Seasonal Youth Shelter 2011 Request for Proposal (RFP)

Youth Seasonal Overnight Shelter Program Application

RFP Budget Forms

Insurance Certificate of Coverage

Caution--Expanded Learning Time Does Not Equal Expanded Learning

Guest Blogger Karen Pittman: Caution--Expanded Learning Time Does Not Equal Expanded Learning

by Sarah Simpson

The concept of expanded learning is gaining new traction all over the country - and that, ironically, should worry many of us who have been promoting it for years.
That's because many recent proposals would expand learning time, not necessarily expand learning opportunities. Expanding when and even where learning occurs is unlikely to produce more actual learning until we expand how we define and measure what and how students learn.
The push to expand learning time is occurring in cities both big and small: Chicago begins rolling out a 90-minute expansion of the public school day in January, while the Battle Creek (Mich.) Public Schools just adopted a high school improvement plan that adds 50 minutes to the instructional day. Nationwide, thousands of public schools have expanded their schedules or plan to do so, according to a report by Education Sector.
Why is this happening? With recent efforts to improve academic achievement producing underwhelming results in many school districts, adding more academic instruction seems like a logical next step. Done incorrectly, however, these efforts will be disappointing and dangerous.
The danger is that we will undermine more than a decade of work and investments to strengthen out-of-school time learning opportunities and to develop infrastructure to support the alignment and integration of in- and out-of-school learning.
The disappointment will come because we have no definitive data showing that more school time alone produces more learning. The key factor in learning is the quality of instruction, not the quantity. More of the same won't net significant achievement gains unless the "same" is rich enough, varied enough or relevant enough to engage students.
While the current push to expand learning time offers great opportunities, it also presents great risks.

• The pressure to increase learning time in schools could lead to a decrease in overall learning time in communities. Public funding available to community-based organizations (CBOs) through programs like the 21st Century Community Learning Centers (CLCs) could be redirected toward schools - where the costs per hour are two-to-three times higher than at CBOs and where there is less of a commitment to fully cover the non-school hours during which parents work. Those CBOs will have to reduce programming or even shut down. (The U.S. Department of Education has established a waiver process to give states more flexibility to meet performance standards, including the use of CLC funds to expand the school day. Read more about that here.)
   
• The pressure to hold schools, rather than community-school partnerships, accountable for expanded learning could destabilize collaborations that are working. Effective community-school partnerships - like those supported by the Providence After School Alliance (PASA) and The After School Corp. (TASC) in New York City - acknowledge that young people need a broader menu of learning experiences and social supports than schools alone can provide. Shared responsibility for a broad set of learning goals allows these partnerships to make expanded learning a community responsibility that requires contributions from many partners.

The only way to head off the dangers is to refocus the debate. The debate should not just be about time, place or funding control; it should be about content, method and purpose. Once we agree on an important fundamental question - what do students need to learn? - reasonable options for expanding the how, where and when of learning will follow.
Generating the expanded "what" list is easy. Ask educators, families, youth and community leaders to list the skills and competencies young people need to have to be ready for college, work and life. The answers will likely span the academic, vocational, social, civic and physical domains. We use the Ready by 21 Readiness Target to illustrate this range of goals for learning and development. While schools aim for the bull's-eye of the target, community partners generally focus on the outer rings: building skills and competencies that contribute to academic achievement and to overall readiness for successful adulthood.
Thankfully, many educators have noted that extra school time will be wasted if schools just do more of the same. Jean-Claude Brizard, chief of Chicago's Public Schools, emphasizes the importance of putting balance back into the curriculum by reviving many of the "extras" that have been stripped away over the years - such as recess, art and music - because of the focus on improving math and reading scores.
These educators don't really want to expand school; they want to expand learning. That requires an all-hands-on-deck approach to define what should be learned, then to expand opportunities for learning.

Karen Pittman is one of the country’s top leaders on youth development and youth policy,and founder and CEO of the Forum for Youth Investment. The Forum is a nonprofit, nonpartisan "action tank" dedicated to helping communities and the nation make sure all young people are Ready by 21®: ready for college, work and life. Informed by rigorous research and practical experience, the Forum forges innovative ideas, strategies and partners to strengthen solutions for young people and those who care about them.

Why strong afterschool programs matter

By Valerie Strauss

This was written by Jodi Grant, executive director of the nonprofit Afterschool Alliance, a nonprofit organization that works to ensure that all children have access to affordable, quality afterschool programs.

By Jodi Grant
The National School Boards Association recently released a report comparing the time U.S. students spend in school to the time spent in school in other countries — questioning the trendy notion that our schools would improve if we merely added time to the school day.  As executive director of the Afterschool Alliance, I’ve spent the past two years fighting efforts to divert federal support for already underfunded afterschool programs to instead provide a small number of failing schools with money to add an hour or two to their school day. This would not only add to the 15 million children currently unsupervised each afternoon, but could deny more than a million children the engaged learning and building blocks of healthy development provided by afterschool programs.  Like many experts, I’m fearful that simply adding more time to our least successful schools is not the right answer.
Students need more than a strong curriculum, good teachers, and time in the classroom to succeed. Afterschool programs have long known that they can embrace the hours between the time school closes and parents return from work to provide children, especially those who don’t have access to other activities, with exciting, engaging experiences that will help them learn academic, social and professional skills. The research is clear: children in quality afterschool programs are more likely to come to school and stay in school, more likely to hand in their work and get better grades. 
Yet afterschool falls off the radar in discussions of how to improve education. Why?
Is it because afterschool programs go beyond the school — tapping community resources as partners to engage kids in learning?  Perhaps involving outsiders is intimidating because the things they do — providing meals, mentors, improving behavior, increasing self confidence, teaching leadership, team workforce skills, and making sure kids have access to daily physical activity — don’t fit neatly in school measures and systems.
  Or perhaps it is because afterschool educators, many of whom are certified teachers, provide learning in an environment that is free from the pressure of high-stakes testing and where students are pushed to explore and experiment outside their comfort zones.  It’s where they are taught that sometimes failure provides the best learning opportunity of all. 
Students in afterschool programs are less likely to join gangs, be victims or perpetrators of violence, become teen parents or engage in a host of inappropriate behaviors. Studies has shown that parents are less worried and more productive when students are in afterschool programs, saving companies hundreds of billions of dollars.
But today’s afterschool programs do so much more than keep kids safe.  Afterschool programs are at the cutting edge of combining education and youth development, creating programs that children want to attend — where hands-on, fun creative learning is the norm.  Parents choose to send their children to these programs.  Afterschool educators plan carefully to ensure the curriculum is exciting so that the students will come back.
The best afterschool programs understand that schools alone can’t prepare our children for success and work closely with schools and teachers to produce activities that enhance and complement, but do not replicate, the school day. 
And afterschool programs engage a host of community-based organizations and volunteers from places like the Y, the United States Tennis Association, colleges and universities, museums, local businesses libraries, faith based groups and others.  These organizations leverage the best of communities to help students succeed.
Instead of adding more time to a traditional class, afterschool programs have the ability and flexibility to be creative and provide individualized learning.  A student might learn engineering principles by building a rollercoaster; pick up chemistry lessons by working in a forensic lab, or master fractions and decimals in a baseball game. Afterschool programs offer students access to tutors and mentors who can work with them individually or in small groups to focus on challenges and do better with school work and homework. Afterschool programs offer a variety of physical activities and nutritious meals that help stem the tide of obesity facing our children.
The research on afterschool supports the finding in the National School Board Association Report.  Time alone isn’t what matters; it is how that time is used that is essential.  For many middle and upper class children, the afterschool hours are filled with sports, creative play, dance, theater, tutors and other extracurricular activities.  Parents pay for these programs because they know they will help their children succeed in school and develop professional skills that will help them in the workforce.  Low-income children deserve access to the same types of programs and the mentors they provide. 
All that we have learned through successful afterschool programs is under threat by those who want to take away the programs that millions of children and families depend on.
Merely adding more time to existing tasks or classes won’t make schools or students more successful in school or more productive in life.  In fact, there is a real danger it could make them less productive because those who don’t respond well to the intense focus on teaching to the test will become more disengaged.
  Yet, some in powerful positions want to ignore these dangers and redirect afterschool funds to efforts to add time to the school day, even if doing so devastates the only federally funded education program that thoughtfully provides additional learning time to at-risk students during the hours before school, after school and over the summer.  
If this happens it will be a terrible loss for students, working families, communities and, in the long term, our country.
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Proposed Rule Changes to Licensing Standards and Child Care

DCFS has proposed rule changes to the licensing standards for homes, centers, and group homes and DHS has proposed rule changes to the child care program. The proposed amendments make changes to the state's Quality Rating and Improvement System (Quality Counts) and Gateways to Opportunity Program. Please take a moment to read about these proposed changes and offer comments to each Department.  In the links below, we have provided talking points to help you craft a comment letter. Comments are due by Monday, December 19th and can be emailed, faxed or mailed (postmarked by Monday, December 19th). DCFS Proposed Rule Changes: The proposed amendments make two primary changes: 1.     It implements PA 96-864, which created the Gateways to Opportunity Program (the Illinois professional development system).  Along with the implementation of the public act, the rule change requires new and existing home child care providers and assistants, child care center providers and staff, and group child care providers and assistants to register and establish profiles in the Gateway to Opportunity Registry, effective 7/1/12; 2.     It mandates that DCFS enroll child care providers in the Tiered Quality Rating and Improvements System at the time of initial licensure or renewal. Submit comments to: Jeff Osowski Office of Child and Family Policy Department of Children and Family Services 406 E. Monroe, Station #65 Springfield, Illinois 62701-1498 Fax: 217/557-0692 E-Mail: CFPolicy@idcfs.state.il.us DHS Proposed Rule Changes: The proposed amendment implements the Gateways to Opportunity Program, the Illinois Professional Development System. This rulemaking outlines the framework for awarding the Gateways to Opportunity Credentials. DHS will award Gateways to Opportunity credentials to early care and education, school-age, youth development, and family support practitioners. The Gateways to Opportunity program will also identify professional knowledge guidelines to indicate what all adults who work with children, youth and families need to know, understand and be able to demonstrate to support children's and youth's development, school readiness, school success, families' development, self-sufficiency and well-being. The Gateways to Opportunity Credentials will be available through the Direct Route Application Process or the Entitled Route Program. Submit comments to: Tracie Drew, Chief Bureau of Administrative Rules and Procedures Department of Human Services 100 South Grand Avenue East Harris Building, 3rd Floor Springfield, Illinois 62762 FAX: (217) 557-1649 For talking points and assistance creating your comment letter, please click on the links below. Link to talking points on DCFS rule changes Link to talking points on DHS rule changes

Funding Opportunities and Grants

Funding Opportunities and Grants

December 31st, 2011

Whole Kids Foundation School Garden Grants

Purpose: The Whole Kids Foundation, through the support of Whole Foods Market and Foodcorps, is providing School Garden Grants to teach kids to garden and learn about sustainability, conservation, food systems, and their community.

Requirements: Garden projects may be at any stage of development: planning, construction or operation.
Eligibility: Eligible entities must be a 501(c)(3) nonprofit organization or nonprofit K-12 school that is developing or currently maintaining a school garden project.
If Accepted: Awards of $2,000 will be made available.

Deadline: December 31, 2011                                                                                                                              

For Applications and more information, visit: Whole Kids Grant Info/App

January 18th, 2012 New!

Corporation for National and Community Service:

AmeriCorps State and National Grant Competitions

Purpose: AmeriCorps awards grants to organizations to implement programs that utilize AmeriCorps members to engage in evidence-based interventions to strengthen communities.

Requirements: The CNCS breaks up their focus areas into seven focuses:

· Disaster Services, For more info, click Here

· Education, For more info, click Here

· Capacity Building, For more info, click Here

· Economic Opportunity, For more info, click Here

· Environmental Stewardship, For more info, click Here

· Healthy Futures, For more info, click Here

· Veterans and Military Families, For more info, click Here

Eligibility:

· State governments

· County governments

· City or township governments

· Special district governments

· Independent school districts

· Public and State controlled institutions of higher education

· Native American tribal governments (Federally recognized)

· Public housing authorities/Indian housing authorities

· Native American tribal organizations (other than Federally recognized tribal governments)

· Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education

· Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education

· Private institutions of higher education

If Accepted: Exact amount will be determined according to needs

Deadline: January 18th, 2012

For Applications and more information, visit AmeriCorps Grant Info/App

February 15th, 2012

Luther I. Replogle Foundation Grants for Youth Services

Purpose: The Luther I. Replogle Foundation focuses its giving on programs addressing the needs of youth and women with children living in (or at risk of) long-term poverty, especially children of inner-city residents.

Requirements: The Foundation gives strong preference to innovative programs and organizations with small or modest operating budgets located in Chicago, IL, Minneapolis, MN, and Washington, DC.

Eligibility: Nonprofit organizations are eligible to apply.
If Accepted: Award amounts vary.

Deadline: February 15th, 2012

For Applications and more information, visit: Luther I. Replogle Foundation Grant Info/App

Two January events of interest

Two Conferences for January 2012

Sent by: Jessica Bouboulis, CHA Grant Developer

2012 Health Disparities & Social Justice Conference with a Focus on Adolescent Health

January 27, 2012

8:00 a.m. – 4:00 p.m.

DePaul Center-downtown

http://las.depaul.edu/mph/About/Events/2012HDSJConference.asp

Gangs: What we know, what's being done and what's left to learn Panel Event hosted by Chicago Crime Commission

January 27, 2012

8:30 a.m. – ?

Loyola Beane Hall—Water Tower Campus

https://www.chicagocrimecommission.org/ItemParent.aspx?id=100#item_312

FYI-- Sudhir Venkatesh is tentatively attending as a panelist

And suddenly, joy filled the air. Happy Holiday! 

John Paul Jones
Community Organizer

Developing Communities Project (DCP)

Red Line Oversight Committee (ROC)
212 East 95th Street

Chicago, Illinois 60619

(773) 928-2500 ext. 15

jpjones@dcpchicago.org

www.dcpchicago.org

Sir, do you surrender?

Sir, No! I've just begun to fight!