Fall 2004, Volume 9 Number 3

Table of Contents

Webster Stanley Elementary School: Making a Difference for Children and Families

Ava L. McCall, University of Wisconsin Oshkosh

For Webster Stanley Elementary School in Oshkosh, Wisconsin, the school’s philosophy is, “Instead of expecting a child to be ready for school, we make sure our school is ready for the child.” Most schools in the United States are successful in educating and meeting the academic needs of European American middle-class students. Yet how does a school nurture children’s intellectual, social, emotional, and physical development when they arrive with many talents and strengths, but may not have adequate nutrition, clothing, and health care? Over half of the children who attend Webster Stanley Elementary School come from poverty. During the 2002-2003 school year, 62 percent of the students qualified for free or reduced lunch. The school staff focuses on meeting all children’s needs, including those whose families struggle to provide their children with basic necessities.

One way the school strives to meet their children’s basic needs is through the breakfast and lunch programs, which are available year round. For low-income children, they have breakfast and lunch at school at a minimal or no charge during the school year. Because Webster Stanley is a school with a significant poverty level, they qualify for the National School Lunch Program in summer operated by the U.S. Department of Agriculture. The school staff recognizes that low-income children need access to nutritious meals in summer as well as during the school year. Webster Stanley is one of only two schools in Oshkosh, Wisconsin which provides free breakfast and lunch for children during the summer. Their efforts are congruent with recommendations by the Food Research and Action Center’s Campaign to End Childhood Hunger. For more information about this endeavor, see www.frac.org/html/ctech/ctech_index.html.

Another avenue the school uses to provide for their students’ basic needs is through the “Kids Closet,” which contains winter clothing, such as mittens, hats, boots, snow suits, and coats. The clothes are provided through donations by members of the school staff and the community. When the school staff notices that students need clothing, they respect family rights and dignity by soliciting permission before giving children the necessary clothing. Upon receiving an item, children are assisted in writing a personalized thank you to the donor.

Yet another way in which the school meets family needs is through the school’s special health care services. For families who have no or inadequate health insurance, their children may receive free health care through Webster Stanley School’s KidsKare Health Care Services. The school nurse provides health exams, treatment for illness and/or injury, medications, and recommendations for other places in the community where families can receive free health care.

For families who struggle to provide their children with school supplies or fees for field trips, Webster Stanley Elementary School’s staff ensures all children participate in all educational opportunities and have the necessary learning tools. When students do not have needed school supplies, the staff provides a tote bag filled with such materials. For any children whose family cannot afford the fees for field trips or other special activities, the students are awarded “scholarships” to cover the costs. Partnerships with agencies and service clubs, such as the Oshkosh Noon Kiwanis, provide the essential funding and supplies for these projects.

When adult family members work long hours or more than one job to provide basic necessities for their children, they may not be able to pick up their children at the end of the school day or assist them with homework. Fortunately, for students at Webster Stanley Elementary School, children may stay at the school, where their families know they are safe, and engage in productive activities through the YMCA’s After-School Program. Families pay a small cost for this after-school care. For those students who need additional help with homework or tutoring in different academic areas, family members may elect to have their children participate in the school’s before- and after-school tutoring or homework programs at no cost.

Finally, individual conferences with the principal Patti Vickman is a method the school uses to help identify family’s needs. After viewing an introductory video about the school, each new family meets with Patti when they arrive at the school. Within the privacy of her office, Patti inquires about the child’s strengths, challenges, and learning style. With this information, she is able to make a more informed decision not only about the best classroom placement for the child, but can also inform the family about all the services Webster Stanley offers. Patti’s intent is to make the families feel welcome, at ease, and to demystify her role as principal. She endeavors for families to understand that the principal is there to work with them to meet the needs of the child and family. After some trust has been established during the conference, parents are more apt to either confide some of their family struggles or be open to explore programs of assistance that the school provides. Patti then clarifies the school programs designed to help families meet their children’s needs as well as offers printed information about community food pantries, social services, and special programs by the YMCA and the Boys and Girls Club. Within a couple of weeks of the family’s initial conference with her, Patti initiates a follow-up call to families to ensure their comfort with the transition and confirm they have the necessary resources to support their child’s success at school.

Webster Stanley Elementary School offers many avenues for assisting low-income families in meeting the needs of their children. However, they are not content with their current practices and embrace a philosophy of “doing whatever it takes” to meet the needs of their students. More professional development is scheduled for the new school year in which teachers and other staff members increase their understanding of how to deal with the challenges and opportunities of working with children from poverty (see Ruby K. Payne, 1998, A Framework for Understanding Poverty, available from www.ahaprocess.com).

Ava McCall, Ph.D is professor and Department Chair of Curriculum and Instruction department, College of Education and Human Services at University of Wisconsin Oshkosh, Oshkosh, WI. She may be reached at mccall@uuwosh.edu. Her web site is www.socialstudies.esmartweb.com. She is a member of the KIDS Advisory Board.

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