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Vancouver, WA – The Building Futures Foundation (the 501c3 charitable arm of the Building Industry Association of Clark County) is seeking applicants for scholarships and tool grants. The deadline to apply is July 1.

Scholarship applicants should be Clark County residents pursuing education for a career within or directly related to the building industry. Scholarships are awarded to support those attending a college, university, and/or a trade/technical school. Tool grants are awarded to first-year and second-year electrical apprentices.

Both applications should include two letters of recommendation and information regarding career pathway, financial need, academic performance, and extracurricular activities. Full details on how to apply for the scholarship and tool grant can be found online at http://biaofclarkcounty.org/get-involved/building-futures-foundation/.

Additionally, the Building Industry Association of Washington is offering scholarships and grants. The deadline to apply is May 14. For complete information, visit https://www.biaw.com/program/education/.

 The Building Futures Foundation is a 501(c)3 nonprofit educational foundation, which raises money via donations and event contributions, to award scholarships and tool grants to local students pursuing a career in the building industry.

The Building Industry Association (BIA) of Clark County is a nonprofit trade association representing the interests of all businesses involved with real estate, land development, homebuilding, and construction.

Washougal WA  — Washougal School District’s mission to know, nurture and challenge all students to rise was given a boost last spring when it was awarded a Pre-K Inclusion Champions grant worth $20,000.  The Office of Superintendent of Public Instruction (OSPI) grant aligns with the state’s goals of prioritizing inclusive practices in early childhood learning as well as the K-12 system.

“This is the perfect grant for us as our district focuses on equity, diversity and inclusion,” said Penny Andrews, WSD Special Education Director. “By creating supportive and inclusive classrooms and learning experiences for our preschool students, we are laying the groundwork for improving our inclusion practices into K-12 classrooms. Part of the grant money is designated for creating inclusive classrooms for our earliest learners by having activities designed for learners with specific needs.”  

The inclusive practices grant is helping school districts shift to a model where students with special needs are able to access general education classroom settings as much as possible.

Other funds are being used for professional development including an inclusionary practices book study, Universal Design for Learning in the Early Childhood Classroom,  for all preschool staff as well as a series of seminars through ESD called The Inclusionary Practices Project that staff are participating in.

“This year, as we focus a lot of energy into equity, the Pre-K Inclusion Grant from OSPI has been of great support,” said Leslie DeShazer, Birth-5 Teacher on Special Assignment. “A portion of the grant money was used to purchase material to support inclusion in our six preschool classrooms.”

Washougal
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They include equity driven books to support social/emotional differences, tools to accommodate fine/gross motor differences, tools to accommodate sensory processing differences, and tools to accommodate communication differences. 

“The materials purchased with the grant will provide the opportunity for students with special needs or learning differences to participate and attend preschool with their general education peers,” said Maggie Jennings, preschool speech language teacher.  “Inclusion is a wonderful opportunity for students with special needs as well as their general education peers.”  

“I’m confident that these materials will help each and every one of our students feel more supported and empowered in our preschool classrooms,” DeShazer added.  “In combination with the professional development our teachers have been hard at work with, these materials will make the huge task of embracing equity much more attainable.” 

“I can’t tell you how impressed I have been with the preschool classrooms during ‘regular times,’ but especially this year with the COVID challenges,” said Mary Templeton, WSD Superintendent. “They have all created inviting, vibrant, exciting environments for our youngest learners! I appreciate their commitment and passion to see our littlest ones known, nurtured, and challenged to Rise!  The investment of this grant into equity makes my heart happy!” 

The grant ends in spring of 2021.

Washougal

Camas, WA — This is a question and answer session longtime educator, Jamie Holmes, owner of the new learning studio, A Creative Twist, which is located in downtown Camas.

What is A Creative Twist all about?

A Creative Twist is all about Common Sense in education.  It is a creative twist in today’s education style.  Students need hands-on experiences that focus on the building blocks of mathematics and BASIC FACTS so they can apply them in their lives and make meaning out of today’s jargon.  Common Core is full of analytical language that is hard for the common person to understand.  

At A Creative Twist we use many techniques, and we focus on basic foundational building blocks in mathematics, i.e., basic facts (add, subtract,multiply, divide)

What we do differently is:

  • We listen with our hearts to hear the struggles, we heal with caring opportunities.
  • We create success before going on.
  • We laugh, we enjoy, we relax into math and learn how to have fun with math. 
  • We look and listen for ideas that draw you in (perhaps MineCraft, rectangular arrays galore). 
  • We believe in you and create successful interactions.
  • We collaborate and create projects, games, and inquiry that engage BASIC FACTS.
  • We have similar style problems with a project or a set of manipulatives so the student can master BASIC FACTS. 
  • Interactive and engaging projects and games that build BASIC FACTS, so they can feel SUCCESS and apply it on a regular basis.
  • Explain with words and pictures, and manipulatives what the problem is asking.
  • How to decode the language to set up and understand the problem.
  • Draw conclusions, look for patterns, and convey knowledge in a safe collaborative environment.
  • We create, design, and have fun utilizing basic facts.
  • We use art, design, science, social studies, and writing — all that encompass BASIC FACTS.
  • We observe and listen and work with you to assess your learning style and your confidence (no fancy testing, no computerized results).

What age group is your primary focus?

Our target age range is 2nd through middle school.  The pandemic has set students up for teaching themselves through the virtual classroom. That is a tall order to ask anyone of any school age. They don’t know to teach themselves, they don’t understand how their brain accesses information with ease. Kids usually label themselves “dumb” when they don’t understand. Once a child has declared they are “dumb” or “can’t learn” because the system failed them, we all sufer and it takes YEARS to recover from that self doubting thought. Your brain starts to look for evidence to validate your self destructive belief. Self doubt is dangerous, especially at a young age.

What is your background as an educator?

I think out of the box, I understand the wounded math warrior, I have taught math for 30 years in Portland, I am “Highly Qualified in Math”, I have a sense of humor and laugh and have fun, I have high expectations that are attainable, I believe in the student’s ability to “Get it”, I get results, I have taught BRIDGES math curriculum and know what they are expecting of students and where the program is weak.  

I now work in downtown Camas, an I am open during COVID just like Kumon or Sylvan Learning Centers. Kids like me, but most of all I MAKE A DIFFERENCE in how your child will perceive themselves and learning.

To you, what is Common Core, and why do people react negatively when Common Core is mentioned?

Kids often don’t understand the language of the problem nor do they understand the format of math problems. It just dives deep and dives in too quickly, and continues whether the children understand the concept or not.  The kids who “don’t get it”  need someone (ME) or some place (HERE) to explain what the system is asking the student to do. 

Then the student needs to be exposed to that same style of experiences to grasp the concept so they can master it and apply in different situations.  The hardest part of the Common Core Problem Solving is it doesn’t focus on building a strong foundation of successful experiences before going further into the next set of ideas and concepts..  It skims the surface and then plunges deep, and continues whether the children understand the concept or not.   That said, students do not have the basic foundation to build their house of mathematics on, a strong foundation is a solid place to grow in any direction.

What is Project Based Learning?

Project Based Learning (PBL)uses a concept/idea that you can apply to a project.  This project can take various shapes and forms. Traditional school has replaced this style for standardized instruction.  

PBL is an inquiry lead approach wherein students ask questions about ideas or concepts and inquiry leads them to a project. At A Creative Twist we introduce the projects so that students can catch onto the idea of PBL. Sometimes the projects are 3D and sometimes they are field research. The projects that are done here are 3D.  

Students may create a replica of the subject they are studying, for instance, they are studying erosion. They can make miniature streams, deltas, rivers, gorges to demonstrate how the erosion takes place. They may make a salt dough map of Washington and have elevation of the Cascade range. This is where science comes alive and students are eager to read, write and learn.  The text leads them to their next creative thought and through collaboration ideas of projects are explored. This is the excitement that fuels education. 

For the reluctant reader, we read together for information, for the reluctant writer we write for an authentic reason or for a specific audience.  It is my dream to have this learning center as a showpiece for the downtown with demonstrations on First Friday or Parent night so the kids can present their ideas to a genuine audience that wants to see them excel in confidence, public speaking, and creativity.  We, as a society have to take education in a different direction and apply it in part of our social structure in order to give it contextual meaning.  It is up to the leaders, the adults of the communities to encourage these activities through social engagement. Often parents and the community are so busy they invest more face time in the screen of their phone rather than the faces of the children. We need to lead in a different way, they are following our examples.  So let the screen be a video of the children showcasing their work outside the traditional confluence of school.

Contact Information

Phone: 503.319.6498

Email: [email protected]

Website: www.acreativetwistcorp.com

A Washougal School District teacher and a long-time school volunteer were recognized as Real Heroes of Clark County through the Learn Here project honoring individuals for outstanding service to students and education in Clark County. Dani Allen, art teacher at Jemtegaard Middle School and Rona Ager, parent, Booster Club member and STEAM advocate, were recognized at an award program on October 17 with 21 other honorees. 

The countywide program, created by Identity Clark County, recognizes educational staff and volunteers in partnership with educational institutions for their efforts to serve the Clark County school communities.  Sponsors of the award program were RealLiving Real Estate Group, Port of Vancouver USA and NW Capital Mortgage. 

Dani Allen

Dani Allen is an outstanding art teacher at Jemtegaard Middle School, a position she has held for the past five years.  She has worked for the Washougal School District for 12 years in a combination of Special Education and Art positions.  Allen is a passionate advocate for public art, partnering with the City of Washougal and the Washougal Art and Culture Alliance to showcase student art through projects like murals in parks, art displays at City hall, and art galleries as part of Washougal Youth Art Month.   She and her Club 8 students recently completed a mural on a retaining wall in downtown Washougal at D and Durgan Streets. 

Allen cultivates an appreciation for different artistic styles and media, with a program that engages youth in art that is relevant and meaningful to them.  Students share that Allen helped them understand art as an idea, and grow an awareness of the importance and beauty of their ideas, and that she helps build their confidence, supports them when they are not having a good day, and teaches them that they can do amazing things with their lives.  Allen continues her work with students through projects in the school’s Club 8program, which offers after-school enrichment activities and interest exploration.  Allen leverages student interest in technology to expand their artistic skills, with creative lessons involving stop motion animation and film making. 

Washougal
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Allen is a champion for students with special needs and differences, too.  She started a Unified sports program in 2014, first with soccer, then later with multiple teams, and eventually multiple sports.  The Unified sports teams include students with special needs and abilities, helping them grow their skills so they can practice and compete with other teams around the region.  Her soccer team won the silver medal at the state tournament last season.  Allen was also a Gay Straight Alliance advisor for students in several schools, recognizing the impact these clubs have on promoting student inclusion and well-being, as well as fostering a safe school climate for all learners.

Rona Ager

Rona Ager has been volunteering in classrooms and supporting the Gause Elementary Boosters for nearly 10 years.  She is known for spearheading and taking the lead on numerous Booster projects and is always available to help where needed around school.

Ager created and oversees the grade level enrichment program and Booster supported assemblies, bringing in at least two or more fun and unique experiences for students each year.  A personal goal was to help organize with other elementary schools to negotiate discounts when contracting for presentations.  This idea paid off with a guest storyteller assembly last year and this year with the STEAM (Science, Technology, Engineering, Art, and Math) Museum.

Her special interest in the support of STEAM projects lead her to organize a Science Night five years ago which has become a family STEAM Night.  The past two years, the event included a Science Fair with a student science project competition during the school day for ages kindergarten to fifth grade.

She organized volunteers to help support Booster and classroom activities, took care of the bulletin boards and display case/communications, led the BoxTops and Labels collection fundraisers (one year bringing in more than $2,000 in box tops), enhanced and organized the Mustang Market, managed and started the monthly birthday display case, and has stepped up to hold various Booster Club officer roles through the years.

When beloved Gause teacher, Alisa Vail, passed after a battle with cancer, Ager organized the purchase, installation and unveiling ceremony of a Buddy Bench to honor Vail.

Ager stepped up to lead the Mustang Hall of Fame Celebrations which rewards positive student behavior, she broadened it from an extra recess to now include shows, games and special activities three times a year.  She has also arranged events honoring veterans at the Veterans Day assemblies for Gause Elementary School and Jemtegaard Middle School (JMS) as well as the “Honor roll/On a roll” at JMS. She has assisted with Sport-a-Thon, Family Fitness Night, Artists in Residency and Teacher Wish List programs.

“None of what I have done over the years has been without collaborating with so many other fantastic and committed volunteers and staff doing all kinds of other things as well as backing up and supporting the areas I have led,” she explained. “It truly is a team activity to support our schools and students.  It’s been an honor being a part of making great things happen in the Washougal School District!”

By Jodi Thomas, ESD 112

Shelley Houle, President of the Camas Education Association (CEA) answered several questions about the upcoming Camas School District (CSD) layoffs.

22 FTE positions are being eliminated. Have all 22 teachers been notified?

As Superintendent Jeff Snell said it looks like most of those layoffs will be taken care of through attrition. Nobody has been contacted about being laid off, which happens on May 15. Human Resources has those details.

How will these layoffs affect the classroom?

It’s still a loss of FTE so I do fear it will impact students when we have less teachers overall. Classroom size could be impacted, but it will still be below what our cap is. It’ll depend on enrollment.

Did the budget committee make enough non-teacher cuts?

I was only there for half of the budget committee meetings. What we discussed is there shouldn’t be cuts in just one place. There was a shared vision that this would be done equally. I had two other members from CEA that were there, Jenelee Hurz (Math TOSA) and Miranda Jarrell (teacher at Dorothy Fox). We weren’t there to represent any special school or class type, we were there to be part of it, to listen and learn and to advocate for our members, and to advocate against impacts that affect children. We weren’t there to save particular jobs, and we had a student-focused approach to it. We spent many hours in with the committee, and I feel like we were well represented.

I’m disappointed that we don’t know the impact to SB5313 (bill that increases school levy lid) yet. I would loved to have pushed the pause button and see the impact of that levy lid. The May 15 date affected our decisions. Maybe some cuts will be reversed when we get more money from the levy lid.

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What happens with the levy lid in 2020? Will that help CSD?

That’s where the SB5313 could increase the capacity to collect what is already approved. I think we’re all waiting to see what that means. I predict there’s the potential to collect $6 million more dollars, but we have to be careful about what we ask our constituents to do. CSD has some hard decisions to make. We hope we can the reverse the cuts to be able to increase FTE in areas where we feel some negative impact from loss of teachers.

CSD is waiting for direction from OSPI.

Is Camas above the prototypical model?

Yes, because we use levy money because we do more than the state funds.

Did CEA ask for too much in raises last year?

No, it’s what our teachers deserved — a professional wage. If we go all the way back to August, we assumed layoffs would happen. This is because we go above and beyond the prototypical model. We want all of our members to stay and earn the wage for the work that they do.

Editor’s Note: This is what CEA Lead Negotiator, Mark Gardner said on September 3, 2018 regarding layoffs: https://youtu.be/Lu4DGMN5rl He didn’t think there would be layoffs but was concerned CSD was above a sustainable teaching staffing level.

Houle continues: The state really pulled a big one by changing the funding model. It really created a challenge for everyone to figure out how to best make it work. We would have loved an increase in special ed funding. You’re not fully funding education if you don’t fully fund special education. Jeff and I had shared Legislative priorities — funding for safety positions like counselors and nurses.

It was interesting going up there. I think progress was made in several of the bills. Delinking 10th graders passing the state tests was a good thing. They didn’t make complete fixes, though. Some needed changes were made like SB5313 with the levy flexibility will help many districts.

The number of 22 layoffs was not surprising to me because we did need to stay close to prototypical.

We’re all in this together. I feel that PSE (classified staff), CAEOP, and CAP (Gary Moller) are all part of this. We have a shared vision in that we wanted our students to be minimally impacted by those decisions.

Legislation that would improve how the state identifies highly capable students unanimously passed the House Education Committee last week.

House Bill 1641, sponsored by Rep. Brandon Vick, would require school districts to develop an assessment, referral, and placement process for highly capable students.  Each student would be screened at least once prior to 6th grade. The legislation would also ensure students are able to receive transportation services to and from school.

“School districts are currently doing their best to identify and educate highly capable students, but the simple fact is, there are a large number of students who remain unidentified and are falling through the cracks. By standardizing the process across rich and poor districts, we should be able to identify the students who need and deserve the service,” said VickR-Vancouver. “Not only does House Bill 1641 benefit our highly capable students and their futures, but it will have a positive impact on our state’s economy and workforce.”

The legislation would:

  • Modify school district procedures related to identification, selection, and placement of highly capable students.
  • Direct the Office of the Superintendent of Public Instruction to designate staff to provide technical assistance and guidance to school districts regarding the Highly Capable Program.
  • Require that the state fund, and school districts provide transportation to and from programs for highly capable students.
  • Specify staff training requirements related to identifying and serving highly capable students.
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“Education is not one size fits all. What I am trying to accomplish with this legislation is ensure each student is getting the education they deserve regardless of their socio-economic status,” said Vick. “This legislation will assist in unlocking lifelong potential for our highly capable students. There should be no barriers or limits to what these students can accomplish in or outside the classroom.”

The bill now goes to the House Appropriations Committee.

The Legislature is scheduled to adjourn the 105-day legislative session on April 28.

Washougal, WA — Washougal High School is celebrating Career and Technical Education (CTE) student successes and exploring training opportunities as a part of national CTE Month during February. 

“CTE Month gives us a platform to celebrate the value of CTE and the achievements and accomplishments of our CTE programs and students,” said Margaret Rice, WSD CTE Director.  “We want all students to be ready for their next steps after high school by facilitating the teaching of relevant skills and knowledge for learning, career and life.”

A goal of CTE education is to increase graduation rates and prepare students for employment by engaging them in learning related to career interests and workplace readiness with 21st Century skills.  According to the U.S. Department of Education, the average high school graduation rate for students concentrating in CTE programs is 93 percent, compared to an average national freshman graduation rate of 80 percent and 91 percent of high school graduates who earned 2-3 CTE credits enrolled in further education or training.

“There are many paths to a desired career and our job is to assist students in understanding those various paths, so they choose the best one to fit their needs,” Rice said.  “We believe all students, when provided the opportunity, will flourish in an environment that engages them in learning.  We strive to keep programs current by staying connected to what is happening in business and industry. Through this collaboration we can positively impact our students learning and their preparation for the world of work.”  

In order to align with State graduation requirements and to meet district goals of preparing students for their future, students are being asked to begin to build their High School & Beyond Plan in middle school. Student use program tools to learn more about their interests and learning styles which connect them to potential careers and determine a pathway.  This work begins at the middle school level in WSD.

Washougal School District CTE courses fit into a variety of the 16 National Career Cluster Pathways. Their courses include:

  • Intro to Culinary, Baking & Pastry, Advanced Culinary
  • American Sign Language
  • Family Health and Medical Detectives offered at the middle school with new classes at the high school in the Health Sciences pathway, which include Intro Med Careers & Term and Biomedical Body Systems, Applied Math, Basic Construction, FA Woodworking, Metals Crafts & Production, Metals Tech & Manufacturing, Small Engines as well as Design & Modeling, Automation & Robotics and Flight & Space offered at the middle school
  • Computer Applications, Yearbook, Leadership in Project Management, Financial Fitness, Digital Photography and a new class called Visual Design & Marketing

WHS senior, Dylan Van Horn, has a goal is to work as an American Sign Language Interpreter and is following the Education & Training pathway.  “The classes at WHS that helped me are ASL classes, Yearbook classes because of the interpersonal skills needed to interview people, and Leadership in Project Management (ASB),” he said.  VanHorne is also WHS Student Body President.  

“ASL Club has also helped along with Mrs. Ritchie and Mrs. Grant,” he said.  “The knowledge and support of these teachers has assisted me a lot in determining my path and helping me plan for my future.” In the fall, VanHorne will be attending Western Oregon University to major in American Sign Language/English Interpreting.

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Dylan Corbitt, a WHS senior, plans to work as a chef and is following the Hospitality & Tourism pathway

He has taken WHS Culinary Arts classes and the Cascadia Technical Academy Culinary, Baking & Pastry Program. “I am in an internship now at Nuestra Mesa in Camas,” he said.  “I work at Dish and Line Prep.”  Corbitt’s internship is a part of the Washougal Adult Transition Program.

WHS sophomore, Kirstyn Bisig, has selected her pathway as Architecture & Construction.  Her career goal is to be a Heavy Machine Operator.  “I am a member of SkillsUSA which has given me the opportunity to work with people I wouldn’t normally get to work with and learn more about the business-side of things,” she explained. “The WHS Metals and Wood classes helped as much as they could because there are age restrictions to operate heavy equipment.”

Wyatt Grindy, WHS sophomore, has chosen Transportation Distribution & Logistics as his pathway with a career goal to work as a Diesel Mechanic.  He has taken both WHS Metals and Small Engines classes. “Next year, I plan to attend the Diesel Technology Program at Cascadia Technical Academy to gain more skills and better prepare myself to be a Diesel Mechanic,” he said.  “Before I finish high school, I plan on getting an internship and use my skills and that connection to get a job after graduation.”

Additional CTE Month activities at WHS include opportunities for students to explore CTE programs available to them.  These included:

  • A field trip to the Cascadia Technical Academy
  • Clark College Professional Technology Day field trip
  • Construction Pre-apprenticeship Presentation by Clark College 
  • Professional Dress Day during the week of Feb. 11-15.
  • Lunch time activities such as “how to tie a tie”, Learn how to weld, CTE trivia, information about Leadership clubs
  • “Did you know” fact of the day posted on Facebook and in the morning announcements.

“We have packed a lot into the month for these students. We are so proud of the accomplishments of the students in our high school programs currently and can’t think of a better way to celebrate them than National CTE Month” said Rice.  “Our goal is to get the word out about the great work we do for and with kids, the amazing accomplishments of our current students as well as demonstrate what these classes can provide for our future students,” Rice said.

Washougal, WA – Pre-kindergarten children and their families in Washougal are being challenged by the General Federation of Women’s Clubs of Camas-Washougal to “Reach for the Stars with Books.”

“The goal of our program is to enrich the lives of young children through growth and learning skills prior to entering kindergarten and pursuing their academic journey,” said GFWC incumbent Vice President, Susan Bennett. “We received a grant from the Camas-Washougal Community Chest to purchase age-appropriate books, backpacks and other educational tools for children ages birth to five years old.”

GFWC members have now begun distribution of the educational materials. The group was on hand April 11th at Hathaway Elementary School to reward students and parents who have attended six visits to “1-2-3 Grow & Learn Program,” a free, drop-in, interactive and educational program for families with pre-kindergarten children. In addition to the educational materials, students receive a light blue T-shirt after attending their sixth session.

1-2-3 Grow and Learn is offered through ESD 112 for parents and children from birth to 5 years and teaches school readiness activities and gives parents a fun way to play and learn with their child. The program is located at several Clark County schools. GFWC Camas-Washougal is assisting with the program at Hathaway Elementary, 630 24 St., Washougal. The Hathaway program, under the leadership of Julie Jacobson, EDS 112, meets each Wednesday morning from 9:00-10:30 a.m. through June 6. The 1-2-3 Grow & Learn Program will resume at the start of the 2018-2019 school year.

The Community Chest grant received by the women’s club compliments the ESD 112 program well. “Reach for the Stars with Books” focuses on parent-child time,” Bennett explained. “These gifts for learning are a reward to help reinforce to both the parent and child the importance of attendance and structure at an early age.

“By putting books into the hands of children they will grow their school readiness skills and strengthen their social skills through interaction with other parents and children,” she said. “We believe these gifts will spark the children and parents’ imagination and take them on a journey of a lifetime!”

 

Books

Left to right – GFWC President Carol Styles, Bonnie Walden, Susan Bennett, GFWC Vice President Pat Suggs, Washington State GFWC President Tina Bair and Michelle Aguilar (Child Care Aware Manager Early Care & Education, ESD 112) with active 1-2-3 Grow and Learn participants in their new t-shirts.

By Dr. Marc Davis, DC

Anatomy, physiology, nutrition, biomechanics, orthopedics, spinal analysis, microbiology, geriatrics, cardiovascular disorders and toxicology.

Dr. Marc Davis

Dr. Marc Davis

These are just a few of the graduate level courses doctors of chiropractic-like Dr Davis – are required to successfully complete before entering into practice.

Requirements for Admission

Along with completing many other requirements before admission to chiropractic school, students must complete several pre-requisite college courses. These courses are the same as those required by medical schools.

This “pre-med” curriculum included courses in general chemistry, organic chemistry, physics, biology and psychology.

Chiropractic School Curriculum

In chiropractic school, Dr Davis received extensive and rigorous training. “Chiropractor colleges require a minimum of four academic years of professional resident study (not less than 4,200 clock hours), including clinical experience under strict supervision, preceded by a minimum of two years of college work with a curriculum concentrated in the biological and basic sciences, and clinical disciplines. The remaining two years emphasize practical or clinical studies dealing with the diagnosis and treatment of disease with approximately half the time spent in college clinics.”

The program of study at all chiropractic schools is divided into Basic and Clinical Sciences. The average total number of basic science contact hours is 1,420, which accounts for 30 percent of the entire chiropractic program. Basic sciences education includes an average of 570 hours of anatomy (40percent of all basic science hours), 305 hours of physiology (21 percent), 205 of pathology (14 percent), 150 hours of biochemistry (11 percent), 120 hours of microbiology (eight percent), and 70 hours of public health (five percent).

On average, 70 percent of the program is composed of clinical education. These schools devote an average of 3,380 contact hours to clinical education: 1,975 hours (58 percent) are spent in chiropractic clinical sciences and the remaining 1,405 hours (42 percent) are spend in clinical clerkships. These contact hours are in lectures, laboratories and clinics.

Evidence-based Practice

Chiropractic schools focus on teaching students to follow evidenced-based practice. This means adopting principles and clinical practices supported by research studies.

According to research, these students have a positive attitude toward evidence-based practice. One recent study pooled survey data from 674 students at 26 chiropractic schools in Australia, Canada, the US, Denmark and New Zealand participated. According to the report, “respondents generally agreed that the use of research evidence in chiropractic was important.” In total, 76% of respondents found it easy to understand research evidence and 81% had some level of confidence assessing the general worth of research articles (Chiropractic Manual Therapy 2011;3:6).

Don’t Let Imitators Fool You

The educational requirements for doctors of chiropractic, like Dr Davis, are specific to the practice. In contrast, the curriculum followed by other healthcare providers who practice spinal manipulation may consist of attending only one weekend-long seminar. This cursory training may fail to provide the essential skills necessary to safely and effectively perform spinal manipulations.

Chiropractors would not attempt to perform heart surgery or remove an appendix. They don’t have the training for such procedures. Medical doctors who offer spinal manipulations as “add on” service to their patients, similarly, may not have the necessary qualifications (unless they also have attended chiropractic school and have a chiropractic license).

Medical doctors aren’t the only ones who offer “chiropractic-like” services without the extensive educational background in chiropractic arts. Physical therapists have gotten on the copycat bandwagon, too. Again, without the proper educational background – including hands-on training – it’s a risky business. That’s why it is vitally important that you, as a patient, understand the educational differences between doctors of chiropractic, medical doctors and physical therapists when it comes to spinal manipulation.

History of Chiropractic Education

The word “chiropractic” is derived from the Greek words “cheir” and “praktkos,” meaning “done by hand.”

“From these simple beginnings, chiropractic became more sophisticated as a formal education program evolved, requirements by the schools were developed, and state and governing laws were established.” (American Chiropractic Association, 1999.)

The field of chiropractic has a long and rich history. “One of the earliest indications of soft tissue manipulation is demonstrated by the ancient Chinese Kong Fou Document written about 2700 B.C., which was brought to the Western World by missionaries.” (American Chiropractic Association, 1999.)

Chiropractic became more recognized in 1895 when Daniel David Palmer gave an ‘adjustment’ to what was felt to be a misplaced vertebra in the upper spine of a deaf janitor. Following the adjustment the janitor’s hearing was restored.

Holistic and Healthy

Chiropractors focus on the body’s muscular, nervous and skeletal systems – particularly the spine.

“Chiropractors believe interference with these systems impairs normal functions and lowers resistance to disease. They also hold that spinal or vertebral dysfunction alters many important body functions by affecting the nervous system, and that skeletal imbalance through joint or articular dysfunction, especially in the spine, can cause pain.” (Occupational Outlook Handbook.)

The inherent ability of the body to heal without the use of drugs or surgery is a foundational element of chiropractic. Drugs, whether over-the-counter or prescription, are the last line of defense – not the first. Doctors of chiropractic prefer holistic healing methods and gentle adjustments of the spine to relieve pain and stimulate health.

Continuing Education

US States, Canadian Provinces, Australian territories and regional governments in other countries have mandatory continuing education requirements to maintain or renew a license to practice chiropractic (Official Directory of the Federation of Chiropractic Licensing Boards).

Continuing education keeps chiropractors up-to-date on a wide range of chiropractic issues and principles. It also keeps them on the forefront of the latest research.

Gatekeepers

The Council on Chiropractic Education (CCE), based in Scottsdale, Ariz., is the agency recognized by the US Secretary of Education for accreditation of programs and institutions offering the doctor of chiropractic a degree.

Countries outside of the U.S. also have regulatory boards which exact high standards from practicing chiropractors.

The CCE and equivalent international institutions seek to insure the quality of chiropractic education by means of accreditation, educational improvement and public information.

The CCE’s rigid standards, adopted by the Federation of Chiropractic Licensing Boards, continue to insure the quality of its accredited programs and institutions.

Government organizations in countries throughout the world regulate the practice of chiropractic and grant licenses to chiropractors that meet their respective educational and examination requirements.

“Chiropractors can only practice in the States where they are licensed. Some States have agreements permitting chiropractors licensed in one State to obtain a license in another without further examination, provided that educational, examination , and practice credentials meet State specifications.”

You’re in Good Hands!

Doctors of chiropractic have the educational background and training necessary to assist you in obtaining a healthy and happy life.

By talking with patients and making research and information on a wide variety of topics available, this office is empowering you to learn all you can about your body, how it works, and how to heal it when it doesn’t.

Now that you have this knowledge, put it to good use and schedule an appointment for yourself. And, while you’re at it, schedule an appointment for a loved one as well. Information is power. Use it!

Optimal Health University™ is a professional service of PreventiCare Publishing®. The information and recommendations are appropriate in most instances. They are not, however, a substitute for consultation with a health-care provider such as Dr. Davis. Copyright, 2011.

Dr. Marc Davis adjusts patients at Davis Family Chiropractic, a thriving wellness-oriented office located next to Fred Meyer in Fisher’s Landing. For FREE monthly tips and community events subscribe to Dr. Davis’ blog “Health Naturally” by going to www.davisfamilychiro.com and clicking on “Blog”. To schedule a time to meet with Dr. Davis call (360) 823-2225. Mention “Lacamas Magazine” and “Free Scan” to get a free computerized Back and Neck Scan (regularly $210).

 

2415 SE 165TH Avenue, Suite 103

Vancouver, WA 98683

(360) 823-2225