Chief of Allergy for Kaiser Permanente South Sacramento

They are the telltale signs of allergy season - the itchy, watery eyes, the sniffling, the sneezing, and the scratchy throat. For some, allergy season is the most dreaded time of the year.

During the spring, trees and grasses stir to life in the Sacramento region, releasing their pollen that can trigger allergies. Watery eyes, runny noses, sneezing and coughing are just some of the common symptoms of seasonal allergies. Children, in particular, often have a difficult time dealing with the effects of allergies and expressing how their allergies make them feel.

It is difficult to predict how a particular person will do with each allergy season. What may be a bad season for one person, can be a tolerable season for another person, depending on their different sensitivities and exposures. 

Allergies stem from the body's immune system.  During an allergic reaction, the immune system mistakes a harmless substance, like pollen, as a harmful invader, and produces antibodies against that substance.  These antibodies lead to the release of chemicals like histamine, which produce the allergy symptoms. 

It is not clear why some children develop allergies, while others do not.  However it is clear that more and more people are suffering from allergies.  Genetics play a role in the development of allergies, in addition to the different exposures that the immune system experiences during its development. 

It can be tough to distinguish between allergies and a common cold, as they both lead to similar symptoms.  Typically, colds develop over several days, then gradually improve over a week to 10 days.  Allergies begin shortly after an exposure, such as to pollens, and will last as long as that exposure is around.  Also, allergies usually happen around the same time every year, with spring being most common because trees and grasses are pollinating, sending billions of tiny pollen particles into the air.

Avoiding triggers, using medications to control symptoms, and allergy shots (immunotherapy) are the three main ways that seasonal allergies are treated. 

Avoiding those allergy triggers, like pollen, is more easily said than done because children enjoy being outdoors.  But limiting outdoor play on windy days can help them avoid the effects of pollen circulation.  Keeping windows closed, changing clothes and showering after spending time outdoors can also help by reducing the amount of pollen that makes it indoors. 

Different over-the-counter and prescription medications are available to treat bothersome allergy symptoms.  They come in the form of pills or liquids taken orally, nasal sprays, and eye drops.  Even over-the-counter medications can cause possible side effects, so talk with your doctor or pharmacist if there are any questions regarding a particular medication. 

Allergy shots, or immunotherapy, can also help with seasonal allergies.  With immunotherapy, the body is exposed to things that it is allergic to, such as pollen, regularly and over the course of several years.  After months of repeated exposure, the body develops a tolerance, and no longer overreacts to these allergens, reducing allergy symptoms. 

Having healthy, active children is a top priority and we don't want to let allergies slow them down.  Watch for symptoms in your children and track when they occur.  If allergies might be a problem, talk with your doctor to create a personalized treatment plan to reduce symptoms and help you lead a healthy, active life. 

For more information, please visit kp.org/allergies

Every year California leaders face the challenge of developing a budget to meet the educational needs of its 6.2 million students. In 2014, lawmakers mandated stricter guidelines on the stewardship of those educational dollars by asking local educational agencies for greater accountability, transparency and community engagement through a local control accountability plan also known as the LCAP. This change in funding allocation required school districts to create an LCAP as the vehicle for accountability, transparency and engagement. This new method streamlines the sharing of performance data, needs, actions and anticipated outcomes that guide the use of available Local Control Funding Formula (LCFF) funds. Elk Grove Unified School District's (EGUSD) LCAP clarifies how programs and services will measurably improve in proportion to increased funding.

This year, as District leaders revisit its three-year LCAP, they encourage stakeholders to comment on the District's LCAP when the first draft is posted on the District's website at http://blogs.egusd.net/lcff-lcap/ on May 6, 2015. A public hearing has also been scheduled on June 9, 2015 for final public comment before adoption and approval by the Board of Trustees. In keeping with the spirit of transparency, Associate Superintendent, Mark Cerutti, noted, "We encourage our parents, community partners and leaders to provide input in how and where we allocate resources to improve on our mission of making sure that every student is learning in every classroom every day. We want to engage our community and listen to what our educational partners believe is important for educating our youth." The LCAP must be submitted to the County Office of Education by July 1, 2015.

The EGUSD's three-year accountability plan will be used to report on annual progress of the goals set for all students and as the district works to bring the LCAP center stage again this year, district leaders expect to continue with their cutting edge implementation of a plan by having its 62 schools also develop a three-year Site LCAP that mirrors the district plan and processes.

Purposefully, all plans align to the District's four strategic goals derived from its learning vision or E-4 approach. The Site LCAP is a school plan that meets both federal and state requirements and avoids duplication of effort. The Site LCAP also assists schools with developing a budget that supports the school plan goals and actions. Together, the District and site LCAPs include strategies that align to the Eight State Priorities for all students. They contain an analysis of pupil achievement and of progress made in implementing the goals identified in the prior year's plan along with the projected costs of implementing the prescribed actions and strategies.

To ensure community engagement, the District and site LCAPs detail a process of development that includes the consultation of all stakeholders and established an LCAP Consultation Committee focused on the process of LCAP development and updates. At the heart of this process is the LCAP team, comprised of the superintendent, cabinet members and District elementary and secondary education directors. The members of the LCAP team consult with stakeholder advisory and committee groups in the required eight priority areas. School site leaders and District personnel also hold meetings to consult with groups encompassing representation of stakeholders of students, parents, teachers, administrators, and representatives of District employee associations and other community groups. All of these groups provide feedback in the development of the LCAP through a comprehensive data-gathering collection input form.

There is a growing trend to increase parent involvement beyond Parent Teacher Organization, booster clubs, and School Site Councils at all schools. With parent involvement as a part of LCAP (Local Control and Accountability Plan), more schools are looking to develop programs similar to Parent University. Parent University is researched based and uses concepts from Joyce Epstein's Framework of Parent Involvement, UCLA's School of Education Urban Parent Curriculum Project and Parent Institute for Quality Education (PIQE).

Parents are beginning to attend more parent workshops, similar to our Parent University, to learn about new school curriculum, instructional practices, Common Core Standards, and high school graduation requirements. This year, Edward Harris Middle School held their eleventh annual parent graduation. In 2005, the first graduating class had 20 graduates and over the years, parent enrollment has increased with an annual average of 57 graduates. The combined , Parent University graduation, PIQE (Parent Institute for Quality Education) and FIP (Family Initiative Project) were combined with approximately 100 graduates.  

Parent University improved the school-home partnership at Edward Harris. Seventy-two percent of students who attend Parent University with their parents increased their grade point averages by a minimum average of .55 over a school year.  Ninety-two percent of the students decreased or did not have behavior infractions. In 2013-2014, participating students had a 98% daily school attendance record and achieved an average GPA of 2.90 compared to a whole school GPA of 2.54. As a result, students whose parents completed Parent University have better attendance, fewer behavior referrals, and stronger academic achievement than their non-attending Edward Harris Middle School peers.

A total of 562 graduates have walked proudly during their commencement ceremonies with their children since the first graduating class in 2005. This year, 59 graduates shook hands with school and District leaders including the esteemed Mr. Edward Harris himself. About one fourth of the parents who start at the beginning of the year face constraints from finishing due to work schedules and taking college course, and some are unable to attend the minimum required sessions to earn graduation status.

Parent University is about learning and understanding the tools and skills students will be expected to achieve so parents can support their children as they matriculate to high school. The table below illustrates a typical course list and description.