Governor Perdue Talks About EDUCATION & TECHNOLOGY the MOST POWERFUL ACCESS CONTROL on the PLANET!

Technology Issue

SouthEast Education Network

Governor Perdue talks about EDUCATION & TECHNOLOGY THE MOST POWERFUL ACCESS CONTROL ON THE PLANET!

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November 18 - 22, 2009 at the Indiana Convention Center in Indianapolis, IN

“Education is a Civil Right: Today’s Needs, Today’s Solutions, Tomorrow’s Promise” Join us for the 37th Annual Conference of the National Alliance of Black School Educators (NABSE) and be one of nearly 3,500 attendees from across the country participating in workshops and plenary sessions, visiting over 300 exhibits, engaging in interactive school tours, and networking with other members and supporters of the nation's premier association of African American educators.

WHO SHOULD ATTEND: NABSE members, teachers, superintendents, principals, school board members, education human resource professionals, higher education professionals, education department heads, administrative/educational support staff, parents, curriculum specialists, students, employers, job seekers, clergy and any individual or organization concerned about the education of our nation's children.

See You in Indianapolis!

The National Alliance of Black School Educators www.nabse.org 202-608-6310

www.seenmagazine.us SouthEast Education Network FALL 2009 3 Columnists 10 Math Moments with Maggie By Maggie Martin Connell 12 Helping Students Graduate By Franklin Schargel 14 Problem Solved By Ruth Herman Wells, M.S. The SEEN Interview 16 Governor Bev Perdue Q&A with North Carolina’s governor on technology in education. Technology in Education 16 20 The Big Picture What we need to know about technology. 22 Weaving Technology Through the Fabric of Learning How technology intersects with the tech-savvy 21st century school district. 25 Designing Interactive Online Course Activities Using Web 2.0 tools to engage online learning. 70 28 STEM Education contents An interdisciplinary approach to learning. 70 Technology Review Stuﬀ you should know about. Educational Resources 51 The State of Online Education: Enrollment is On the Rise 63 21st Century Focus: Fall 2009 Brain Based Learning Vol. 11.2 76 The Goldilocks Dilemma When is the “right time” to start kindergarten? Physical Education 104 Keep Gym in School Physical activity enhances overall 104 academic performance.

4 FALL 2009 SouthEast Education Network www.seenmagazine.us SouthEast Education Network FALL 2009 5 ALSO INSIDE THIS ISSUE Technology in Education Higher Education Physical Education 30 What’s Missing in K-12 48 The Changing Face of Education 108 Got PE? Education? Answer: Engineering Helping teachers advance professionally and What today’s physical education class should and Technology ﬁ nancially. provide. 32 Technology Plus Best Practices 54 An E-Learning Response to 21st 110 How Does Your PE Program Rate? Using technology to enhance school safety and Century Educational Challenges security. 56 Adding a Personal Touch Makes Outdoor Adventures 34 Using Data Online Education Go the 112 Reconnecting Students with the Collaborative inquiry process to improve Distance Real World student learning. 59 Why You Should Consider Distance 115 Louisiana’s State Parks: Explore History 36 Faster Path to Digital Success Education Programs as a 116 Field Trips: A Call to Action Schools transition to web lockers technology for a Professional Development Option 117 No ‘Last Child in the Woods’ faster path to digital success. 61 How Technological Upgrades and Advances Have Impacted Various Museums 38 Levels in Higher Education 118 Museums: Preserving Magic 120 Children’s Museums for Educational Resources 21st Century Learning 68 Competing in the Global 122 Monsters of the Deep Economy Factors impacting science achievement 124 Music and Education at the Mountain Arts Center 84 ‘Early College’ Option Provides High School Graduates a Head Start on 126 Adventure at Florida Museums College Degrees Destinations 38 OnlyOl a Matter Mtt of fTi Time 86 A New Approach for Adolescents Understanding the sources of lost time and imple- and Adults with ADHD 129 Learning with Disney Y.E.S. menting changes. 88 Education Consultants Help in 130 STEP Program Makes Student 40 Test Generators Save Teachers Time Making that Important Decision Travel Easy 41 Helping the Reader’s Brain 90 Finding the Right Academic 132 Adventures Outside the Anticipate Meaning Environment Traditional Classroom An alternative to traditional reading theory. 92 There is a Crucial Need for 134 Celebrate the First English Settlement 42 Teacher Observations and Professional Development for Social Professional Development Studies Teachers 136 Berkeley County: Re-deﬁ ning Optimizing teacher evaluations with technology. 94 Prevention Preferred Adventure Early attention to learning or 138 Colonial Williamsburg’s Great 44 Educators Use Graphing emotional issues keeps students on track Hopesp Plantation Technology for Math 45 Improving School Security: An 96 Does Your District’s Curriculum 139139139 Identity Management Solution Triangle Resemble the Bermuda Triangle? 46 Bookshare Transforms Reading Independence for Iowa Student 98 Thinking Outside the Curriculum with Reading Disabilities Box 74 Promoting Education Through 99 Letter Sound Learning Web 2.0 100 Character education enhances the 80 V is For Video Conferencing school experience Providing students a “virtual window’ with 102 Schoolwide Discipline: Can You 139 Busch Gardens Williamsburg classroom interaction Make It Work? 140 Virginia’s Historic Triangle 103 Make Manners a Part of Your 82 Online Education Solutions Serve 142 Virginia Living Museum Exhibit At-Risk Students Classroom 143 Trace Newport News, Virginia’s History Along the Founders’ Trail 145 Edu-tainment in Norfolk, Virginia

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EDITOR IN CHIEF Charles Sosnik may be showing my age a bit, but in my day Education Technology [email protected] was an oxymoron. Even though I didn’t have to walk 6 miles to MANAGING EDITOR school — barefoot — in the snow everyday like my sister, it was Sherry Brooks still a different era. I do remember someone bringing a “portable [email protected] calculator” to Mr. Wilson’s 8th grade class. It weighed 4 pounds and ART DIRECTOR couldn’t even do square roots. Stacy Suggs [email protected] IHow far we have come! Kids today take technology for granted. They’ve never known a time when technology wasn’t a part of their lives. They prob- SALES AND MARKETING ably have no idea how lucky they are. They can’t imagine going to the library Jean Carter to research a paper. Or imagine writing on a manual typewriter. Or not having [email protected] the Internet. But technology is a relative thing. 30,000 years ago, writing on a Teresa Goodman cave wall was the height of technology. And 30,000 years from now? There will [email protected] be technology beyond our imagination. The real question is will we be any Janet Martin smarter. [email protected] Dave Arnold We have some great education governors in the Southeast. It’s one of the [email protected] reasons for the meteoric rise in the quality of education here. One of our newest is North Carolina Governor Beverly Perdue. In this issue, we caught up with RESOURCE COORDINATOR the Gov for a chat about the role of technology in education. Like so many of Robin Penley-Jones our governors, Governor Perdue is in the fi ght of her life to get the money our [email protected] educators need to compete in the new century. Will she get it? According to KNIGHT COMMUNICATIONS, INC. the governor, it’s a fi ght we have to win. Knowing the governor, it’s a fi ght we PRESIDENT AND PUBLISHER will win. Randall B. Knight One of the things I wanted to do in this special Technology issue was to [email protected] address the role of technology in education. Let’s boil it down. What is/should BUSINESS MANAGER technology’s role be? What are we doing here? How does technology make Trudy Hartis learning better? We turned to Peter Robertson, an educator with a world of [email protected] technology experience and a great perspective on the subject. I asked Peter INFORMATION one simple question: What is technology supposed to do for education? Peter Subscriptions call 866-761-1247 or looked at the issue from 30,000 feet and wrote what may be the defi nitive an- e-mail [email protected] Send editorial to [email protected] swer. His article, The Big Picture — What You Should Know about Technology, Advertising Inquiries call 866-761-1247 is a must read. Send ads to [email protected]

I have noticed learners today are telling us how they want to learn. It’s CONTENTS almost a paradigm shift in education. We used to tell our students what their All contents © 2009, ISSN# 1552-5333, Knight Communications, Inc. All rights reserved. Repro- educational experience would be. Now they are telling us. A great illustration of duction in whole or in part without permission this point is online learning. In just a few short years, online learning has come is prohibited. Products named in these pages are trade names or trademarks of their respective from being a substitute for quality, traditional education to a teaching system companies. The opinions expressed herein are that rivals (and in some cases surpasses) the best in-seat university programs. not necessarily those of SEEN or Knight Commu- I think you’ll enjoy The State of Online Education by Erinn Lake and Andrew nications, Inc. The publisher assumes no responsibility for errors or omissions. Pushchak from Edinboro University of Pennsylvania. The Edinboro Gang took a look at the growth of online education and examined its effectiveness. Their POSTMASTER verdict? You’ll have to read their article to ﬁ nd out. Send address changes to: SEEN Magazine In the November issue, our theme is 21st Century 10150 Mallard Creek Rd., Suite 101 Charlotte, NC 28262 Learning. We’re going to present a holistic approach to this important topic. Have an idea you’d like us DISTRIBUTION to include? I’d love to hear your thoughts. Drop me SEEN is distributed tri-annually to teachers, principals, superintendents, state departments of edu- a line at [email protected] or call me at cation, counselors, independent education con- 704-568-7804. sultants, ed tech buyers, public/private schools, universities, convention/visitors bureaus, tour and motorcoach operators, meeting planners, trans- Charles Sosnik portation directors, throughout the Southeast. It is Editor in Chief also distributed nationally at trade shows.

8 FALL 2009 SouthEast Education Network feed your brain Subscribe to SEEN Magazine, the only magazine nearly guaranteed to make educators smarter! Each issue is action- packed with articles on professional development, technology, classroom management, curriculum, and much, much more. It’s like a six course meal for your brain. To begin your brain-feast, visit seenmagazine.us today!

www.seenmagazine.us SouthEast Education Network www.seenmagazine.us Math Moments with Maggie

3 is Not Three The Art of Digit Dancing

Where would you be without 3? the birth of this symbol for ‘three-ness’ China maybe! and today, we forgot our history. In All cultures have specifi c marks and the name of effi ciency, mathematics words we use to communicate a dis- became the art of computing, using tinct idea related to quantity — ‘three- established procedures that represent ness’. someone else’s understanding. For the The special word and mark we as- general population, learning those pro- sign to that idea distinguishes it from cedures became more important than other ideas, like ‘two-ness,’or ‘four-ness’ the original ideas they represented; the or any other ‘ness’. medium became the message! A ‘math BY MAGGIE MARTIN CONNELL But the mark is not the idea itself culture’ evolved where the symbols that ananyy more than a map of a territory is were supposed to represent the math tthehe territory itself. And therein lies the became the ‘math’ itself. prproblemo at the very heart of our mod- The importance of precision digit- erernn math woes. dancing outstripped that of understand- Now I have your attention! “How so?” ing... even if you didn’t know where you ask. Read on. that dance was leading you! Over time, brilliant mathematicians But this story isn’t just about 3. It’s have developed progressively clever about the entire collection of marks ways of using the mark to communi- representing mathematical ideas. cate other profound ideas related to We have learned to record them, say quantity. Each new discovery allowed the words associated with them and us to better cope with our increasingly manipulate them to arrive at ‘answers’. complex world. But do we know why we are doing it... To bring us any one of these power- other than because the teacher said so? ful tools, they had to have understood Have we considered the BIG ideas that this science we call Mathematics represented by those digits? Can we tell follows patterns and that, if the same someone why each step in the ‘digit- steps are applied to other situations dance’ makes sense? sharing a similar idea, it ‘works’ every Consider a symbol we have seen time! What does this have to do with since the very beginning of our school your classroom tomorrow? Everything! math experiences, the lowly, often tak- The problem is, somewhere between en-for-granted = symbol. In a small survey 74 students from balance, imbalance (=). The imbalance six different middle-level schools were symbol is not traditionally taught in asked what = means. Out of the 74 the early years, but I have yet to dis- students, just eight made reference to cover a good reason for that. If taught the idea of balance: as an idea rather than an isolated sym- “It only works if each side has the bol, it makes perfect sense to intro- same amount.” duce it along with the = symbol. Think “To have the same value. For ex- about it… your back must have a ample, $1 equals 100 cents.” front; to know ‘up’ you have to under- “You have to have the same on both stand ‘down’; for the inside of a cup to sides or it’s wrong.” be useful there has to be an outside. Of the 74 students, 68 said “equals.” Reason gives us the logical sequel — When asked to elaborate, they gave a to know balance you must understand variety of responses, some simply re- imbalance, AND you need to have a peating the word in a different tone. way to record that distinction. Other responses included: And so it goes for any symbol; for “That’s what it real understand- makes.” ing to blossom, “It means two In other words, learners of all numbers combine to ages must engage make a bigger one.” we are in a position in rich investiga- “It’s sort of like a tions that allow question mark.” to change the personal dis- “It’s when you covery of ideas know the problem is debilitating and they must over.” come to appreci- “It’s what you have perception of ate each symbol to say before you (mark) as a tool give the answer.” mathematics as that allows them “It means a cer- to effi ciently com- tain thing (probably a collection of marks municate a spe- a number) is equal cifi c mathematical to the next possible to be manipulated. idea. We as teach- number.” ers have the abil- In the vast majority to infl uence that by teaching ideas ity of cases, students interpreted the instead of digit dances, then using = symbol as a ‘command’ to give an marks (symbols) as a way to record answer! our thinking. In other words, we are in Clearly, the idea behind the mark a position to change the debilitating (balance) has been missed for the ma- perception of mathematics as a collec- jority of these students. Furthermore, tion of marks to be manipulated. But many of them have adopted the mis- only if we are willing to believe that conception that the purpose of the the mark is not the math. = sign is about the positioning of the Every single one of us, including answer. you, has the right to understand the But what if we taught this idea ideas behind the marks and reap the inside out? Instead of teaching the rewards and the excitement of that symbol and how to make it perform, understanding. what if we set up an investigation Three or 300 or 33, we need to with a pan balance where kids could very seriously consider this important explore what balances a given number question: “Are we teachers of marks or sentence and what does not? A good teachers of math?” investigation question will uncover a Next issue we’ll discuss Full Con- variety of possibilities and create the tact Math. need to record trials. Enter meaningful symbols that actually represent ideas. Maggie Martin Connell is an award-winning Enter reasoning. Imagine the differ- teacher, teacher educator, speaker and ence! author of the book series “I Get It!” — a Such an investigation would also guide for the mathematically undiscovered. generate an authentic need for a mark Samples may be viewed online at that communicates the antithesis of www.igetitmath.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 11 Helping NoNo CChildh Left Behind has placed a $4500). Jobs for high school graduates great dedeal of pressure on schools and have been decreasing since 1999. If schoolschool districtsd to lower dropout rates, high school dropouts had completed increaseincrease their school graduation rate high school they would increase their Students andand narnarrowr the achievement gap. In lifetime earnings by $200,000. additionaddition most states have raised their High School graduates earn 70% educationaleducatio standards in order to be- more than dropouts do. Those who Graduate comecome mmore globally competitive. The hold bachelor degrees earn more than Gates FoundationFo has called the crisis, 2 1/2 times more than dropouts. Drop- The SileSilentn Epidemic. And it is. Every outs earn one quarter of those with a schoolschool dday 171 school buses loaded Masters degree. Not surprisingly, eighty- with children leave school never to two percent of America’s prisoners are return. That is our daily school dropout high school dropouts. rate. Dropping out (leaving school before While all states, urban, suburban and graduation) is not a new phenomenon. rural areas have school dropouts, the Studies indicate that in 1900 America largest concentration of them is in the had a 90% dropout rate. Until 1945, our South and West. The latest data from economy could absorb school drop- the National Center for Educational outs. This is no longer true. Statistics and Education Week state that Dropouts today are more likely to: Georgia and New Mexico have the low- • Go to prison; est high school graduation rate. South • Be on welfare; and North Carolina, Louisiana, Missis- • Commit crimes; By Franklin Schargel sippi, Alabama, Texas, Arizona, California, • Be single parents, and Florida closely follow them. • Join gangs. There is no greater educational loss There are certain misconceptions than a student who drops out of school about school dropouts. First, we talk prior to graduation. Unlike previous about high school dropouts. There is generations, students who fail to gradu- no such thing. Dropping out is not an ate are not easily absorbed into the event; it is a process. The process be- economy. America’s dropout problem gins early in a child’s educational career. extracts a huge cost from the nation. It In a survey conducted by the United is a loss to the student, his family, the States Department of Education, third education and support services com- grade teachers were able to identify munity and the nation. For instance, if potential dropouts with amazing ac- the students who dropped out of the curacy. And in June 2008 Arizona Uni- class of 2007 had graduated, the na- versity’s School of Education published tion’s economy would have benefi ted a longitudinal study that stated that the from an additional $329 billion in in- process begins in kindergarten. come over their lifetimes. We are told that education is expen- With each dropout, our nation ul- sive. It isn’t. Ignorance is expensive. timately suffers losses of tax revenue, According to the United States Depart- gainful employment, and heightened ment of Justice, 78-82 percent of all costs of welfare, as well as elevated prisoners are school dropouts. And the drug and alcohol use and the increased average cost of prison is $41,000 per likelihood of incarceration. Accord- year. ing to Census Bureau estimates, each We talk about children at risk as if high school dropout earns $18,900 per the entire burden should be placed on year. The average high school graduate them. In our global competitive world, earns $23,400 per year. (A difference of it is not the children who are at risk. What is at risk is our economy, our society and our democracy. America cannot continue to be a global power if it does not improve its public schools. And it cannot improve its schools unless all of its students succeed. The graduates of our public schools built America. Its graduates provided the manpower that built our industries, transportation and communication systems. America’s schools became known for producing the world’s fi nest doctors, lawyers, engineers, scientists and business leaders. Graduates were the workers in the factories, the middle managers and even became chief executive offi cers. America can only thrive in the 21st century if all the graduates of our schools succeed and make this country into a high performing global nation. As John Akers, former Chairman of IBM stated, “Education isn’t just a social concern, it’s a major economic issue. If our students can’t compete today, how will our companies compete tomorrow?” But there are answers. The National Dropout Prevention Center has been studying the problem since 1987 and has developed strategies that the National Education Goals Panel has stated are “the most effective strategies to help solve the school dropout problem. The strategies are data-driven and are fi eld-tested. Over the next few issues, we will identify the causes of school dropouts, the strategies which schools can implement to solve the problem and specifi c tools to be used by classroom teachers, school counselors and administrators to stop this national plague. Franklin Schargel is president of Schargel Consulting Group. For more information visit www.schargel.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 13 Problem Solved

Oh Wow! Motivation-Makers

Got problem students? Here’s im- here in a subsequent SEEN Magazine mediate, problem-stopping help. issue. To send me your request, visit You’re reading SEEN Magazine’s http://www.youthchg.com/ newest column. This is your new strategies.html. place to turn for the best, most in- To anticipate your classroom man- novative solutions for your worst agement concerns, let’s start off with K-12 classroom management prob- a few innovative, new motivational in- lems. Even better, each column will terventions that are just so surprising- include at least one completely free ly different and powerful that you’ll By Ruth Herman Wells, M.S. printable worksheet or device that want to start using them immediately. you can use right away to stop or You have two choices on how to use prevent classroom discipline and these motivational interventions. The behavior problems. ﬁ rst choice: You can verbally use the My name is Ruth Herman Wells, phrases and ideas that make up the M.S., Director of Youth Change Work- techniques. Second choice: Get the shops, and I can help. For over twen- printable handouts free and imme- ty years, I’ve criss crossed North diately use them with your students. America, teaching educators how to Here are a few dynamic motivational manage unmanageable students. I’ve methods to get you started: got twenty years of practice explain- ing what to do about work refusers. Breaking News! All Jobs Now I’ve got twenty years worth of novel Require a Diploma! new ways to motivate sleeping stu- This intervention is so surprising dents. I even have attention-grabbing that even your co-workers may react solutions for students who think that with shock. It’s such a potent device school exists solely for dating pur- that it won’t just jar your students-- it poses. I’ve helped teachers, princi- may grab the attention of anyone pals, teaching assistants, school coun- who sees it. As you can see from the selors, and special educators from picture at right, the paper proclaims Kotzebue, Alaska to the Florida Keys. that “All jobs now require a diploma.” Whatever your classroom nightmare, The small text at the bottom says I can help. “Think this paper is scary? Try life If you have a classroom manage- without a diploma.” The text at the ment problem, tell me about it, then bottom may be small but it may also watch for your solution to appear be haunting. This intervention works as both a handout or wall poster, plus you can use this device verbally. To get this device free, courtesy of SEEN Magazine and Youth Change Workshops, visit www.youthchg.com/ strategies.html. Want variations to use with different age groups? All Jobs Now Require...Math Skills...Computer Skills...People Skills...Punctuality...Weekly Drug Tests. The potential adaptations for this device are limited only by your imagination. To see many more unexpected and powerful variations, visit www.youthchg.com/strategies.html. Who Else Wants $329,000? Here is a fun activity for any age group. Have your students insert their own picture onto this handout and see themselves surrounded by $329,000. That is how much Footsteps more money your students will earn if they graduate. Get this worksheet (mi- nus the youngster For pictured) by visit- fours ing www.youthchg.com/strategies.html. Use this device as a handout or poster, or you can use it on a computer too. For spring younger students, you may wish to bring in $329,000 tree trunk

in play money to tree trunk

give them a deeper %4K%%444KK appreciation of how much money $329,000 is. For older students, let them “translate” that amount into cars, houses, trips, and other items that matter to BJU PRESS FOOTSTEPS FOR them FOURS Your Diploma: The Real Value Meal An exciting, colorful K4 program that your Many students are quite vocal about not wanting to work in fast food. They may be equally vocal about not class won’t want to miss! wanting to do anything in school. Here is a device that may propel students who disdain a career in fast food, to Packed with colorful visuals and teaching ideas, Footsteps care a bit more about ﬁ nishing school. This intervention for Fours engages preschoolers with interactive learning gives you a great new tool to transform students’ dislike of segments and weekly stories about the Martin family, their working in fast food into renewed interest in school. This friends, and their backyard Teaching Tree. device will only work with students who dislike fast food jobs, and should only be used with that portion of your Lesson topics include youngsters. This device can be used as a handout or poster Phonics and prereading Heritage Studies and says: “Which Side of the Counter Do You Prefer? Get a t t Diploma, the Real-Value Meal.” To get this worksheet, visit tMath tArt and music http://www.youthchg.com/ tScience tCooking strategies.html. Ruth Herman Wells, M.S. is the Director of Youth Change Workshops, www.bjupress.com http://www.youthchg.com. Email Ruth at [email protected] or 1.800.845.5731 call 1-800-545-5736. To get more of Ruth’s interventions, visit www.youthchg.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 15 The SEEN interview

Governor Bev Perdue As NC governor, Perdue continues to make technology in our schools a priority

SEEN Magazine: You appear to be in fore. If we want our children to com- high school. I fought to get more tech- the fi ght of your life to get money for pete with the world’s best and bright- nology in our classrooms and I worked our educators. Is this a fi ght we can est, we simply must arm our teachers to make sure every school had broad- win? with the high tech tools they need to band connectivity. I am proud to say bring the world into the classroom. Governor Perdue: This is a fi ght we that recently North Carolina won two can win, and it’s a fi ght we must win. SM: What is North Carolina’s role national distance learning awards, and Right now, North Carolina, along with as a leader in technology? I was honored to receive North Caro- states across America, is facing eco- lina’s Distance Learning Association’s Governor Perdue: North Carolina is leadership award. nomic challenges that many of us have poised to become a hub for high-tech never seen before. We’re working hard As Governor, I continue to make industries — we are now considered technology in our schools priority. It to create jobs in the short-term so we to be one of America’s leading tech- provides students with equal access can jump start our economy, but we’re nology states. With a strong foothold to any course or degree program from also investing in new industries such already in biotechnology, nanotechnol- Pre-K through 20, no matter where they as green, biotechnology and advanced ogy and advanced aerospace technol- live. aerospace manufacturing. These are ogy, this state has real potential to the jobs of the future, but if we don’t grow a new economic cluster around SM: How competitive is North Caro- educate our future workers, then who technological markets. That is why lina (and the southeastern United will fi ll these jobs? Who will lead the we’re also working to be a leader in States) globally in terms of education? green revolution in 50 years? Who will classroom technology. North Carolina What can we do to improve our com- develop new biomedicines that cure has one of the fastest growing virtual petitiveness? diseases we struggle to contain even to- public schools in America, and we of- Governor Perdue: North Carolina, day? America became an economic su- fer students a pathway to higher edu- and the United States on a whole, must perpower in the 20th century because cation through Learn and Earn online. ensure that our schools are globally we invested in education. Continuing In a century that will be shaped by competitive. The United States trails our investment in education is how we technology, we need our kids to gradu- several European nations on measures can make North Carolina an economic ate already armed with the tools they of international tests, particularly in superpower in the 21st century. will need to succeed in North Caro- Math and Science. Investing in school lina’s new economy. SM: In this issue of SEEN Magazine, technology is one way to gain an edge. we are focusing on Technology. In your SM: As governor, do you get in- Technology has created a level play- opinion, how important is technology volved in ensuring your state’s ing fi eld where we can learn, live and to today’s educators? Why? schools have the best available tech- work 24/7. As Governor, I want to Governor Perdue: Technology is nology? compare how North Carolina students fundamentally important to both our Governor Perdue: As a public ser- compete nationally and internationally educators and students. It is the chalk vant who has always been a hands-on using common standards. This is why and blackboard of the 21st century. leader, I’m deeply involved in ensuring I am working with other governors to Computers, the internet, online libraries North Carolina’s schools have the best develop common standards to measure and encyclopedias – they offer today’s available technology. When I was Lt. performance and competiveness. We teachers access to a broader range of Governor, I led the effort to establish should have those standards done knowledge and resources than ever be- North Carolina’s fi rst statewide virtual by December and then we can focus

16 FALL 2009 SouthEast Education Network www.seenmagazine.us SouthEast Education Network FALL 2009 17 our efforts on developing assessments ery dollar available for school technol- cesses, but to also learn from the experi- aligned with those standards. ogy through the ARRA. Recovery funds ences of other states. SM: Where can schools fi nd money are fl owing directly to the state for SM: Where do you see North Caroli- for technology? What is the state’s role education technology. My administration na in 50 years? What do you think our in ensuring ARRA funds fi nd their way has sent out information to local school education system will look like then? districts, and we have published funding into the hands of educators who need Governor Perdue: In 1949, Popular opportunities on the North Carolina De- technology now? Mechanics published an article where part of Public Instruction and the Offi ce Governor Perdue: Through North scientists boldly predicted that in the of Economy Recovery and Investment future, computers would weigh no more Carolina’s school technology initiative, Web sites. the state covers funding for connectiv- than a ton. Fifty years later we have computers that fi t in our pockets. With ity so schools are able to make use of SM: What are you doing, in conjunc- all the innovations we see and all the technology. This frees up the funds that tion with the other governors, to bring technology advancements that are made schools would have used to pay for technology into our classrooms? everyday, it’s impossible to predict what connectivity and allows them to make Governor Perdue: We recently shared our education system will look like in 50 further investments in technology. The North Carolina’s technology and educa- years. My goal for North Carolina’s edu- state also partners with local school tion efforts and successes with other cation system– and I hope this happens districts to help them get federal re- states’ governors at the Hunt Institute’s much sooner than 50 years down the imbursements for their investments in Governor’s Education Symposium. This road — is for every student, no matter technology. The NC School Technology is something we will continue to do. The who she is or where he’s from, to have Fund provides additional resources to Symposium, and the relationships built the opportunity to receive a comprehen- schools. there, offer excellent opportunities to sive and quality education in preparation North Carolina is competing for ev- not only share our challenges and suc- for a high-tech global economy.

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The BIG Picture What we need to know about technology

The American vision of school is still world, too. It would be unrealistic to large scale before the PC. rooted in what Horace Mann called the keep the PC out of schools, and it is Technology improves the effi ciency “common schools” of the 19th century. sensible that schools help students and effectiveness of schools themselves. Schools mutated into the universal sort- learn to use it. That is one reason Much of the work done in schools is ing system (“time is fi xed, results vary”) schools have taught students to use transactional (fi lling out forms and that served our industrial economy in books, pencils and pens, and typewrit- recording attendance), rule-driven (de- the 20th century. But technology and ers in the past. This is the least impor- termining residency and calculating the global knowledge economy require tant reason for PCs to be in schools, but grades), and logistical (routing buses us – and empower us – to reconceive it is still important. and scheduling courses). All of these schools today as institutions that can Technology can make existing learn- categories of work are ideally suited prepare all students to succeed in a ing tasks more effi cient and effective. to improvements in effi ciency and ef- rigorous curriculum through a person- The dominant use of the PC in schools fectiveness through the use of PC-based alized experience. The principles laid is still in learning labs where students tools. out here are fairly basic, but their ap- practice math facts or vocabulary with When thinking about any particular plication can get quite complex. As you computer software that has more pa- piece of technology – its role in the think through how these apply to your tience and attentiveness than teachers school, how and when to support it, situation, stay focused on your goals can afford. Software keeps improving, or determining who should use it – it’s and know when to get some expert too. Today, some students can learn important to be clear about which of help. whole courses of study with little hu- these fi ve reasons are relevant. Technology is nothing new. Merri- man intervention. Technology is never just one tool, am-Webster defi nes technology as “the Technology facilitates access to other and it is always part of an ecosystem. If practical application of knowledge.” In learning resources. In 0.06 seconds, a you have a PC, you’re really using multi- the 19th century, “hornbooks” were Google search can locate more infor- ple software tools, such as spreadsheets technology. But today we are talking mation on any topic than any teacher and word processors, as well as periph- about information and communication could absorb (much less share) in a erals like webcams and projectors to technology, which like any transforma- lifetime. While access to this wealth of do your work. In order to function, the tive technology (the book, the wheel, information will not translate directly PC relies on and is affected by the rest the automobile) both permits and into student knowledge or skill, neither of the ecosystem: electrical outlets; requires different approaches to knowl- will a textbook. Today, if a school could printers and printing supplies; Internet edge and its practical application. The have only one tool, a Web-enabled PC connections, including outlets and/or hornbook is old technology, and it is would be infi nitely more valuable than wireless routers, switches, and an Inter- as important to think about what old a book. net service provider; servers for fi le and technologies to retire as it is to think Technology makes possible entirely printer sharing; server software and up- about what new technologies can and new kinds of learning. Students can dates; anti-viral and other security soft- should do. use PCs to perform virtual dissections, ware; spam blocking; internet fi ltering; Technology belongs in schools for breed thousands of generations to study and other content protection. Don’t fi ve reasons. These reasons are relevant genetics, explore virtual epicenters to plan for or introduce a technology to all useful technologies. But the solve real-world public health problems, without thinking through all the differ- technology we’ve focused on in educa- or practice with fellow language learn- ent tools and their ecosystem – or get- tion for the past 30 years has been the ers around the world. Online gaming is ting some help in thinking it through. personal computer or PC, and it (still) now a hot topic in education: Whether People are also part of technology’s belongs in schools because: or not such gaming proves its instruc- ecosystem. That sounds too obvious People use technology in the real tional value, it was not possible on a to state, but failure to anticipate hu-

20 FALL 2009 SouthEast Education Network man responses and interaction is impact of the new use is apparent. one of the most enduring reasons Then the innovation can attract the for failed or misdirected technology. notice and generate the case studies Such responses and interaction can needed to drive replication, adoption, include very big-picture unintended and ultimately transformation. Until consequences, like the fact that email then, “it makes little sense to expect begat spam, which is now conserva- any kind of return on the investment tively 85% of the world’s email traf- in technology, especially in relation to fi c and can easily, if safeguards fail, student achievement.” (Bain & Weston overwhelm and crash a computer 2009) network. It can also include much Only technology can improve cost, “smaller” surprises, like the fact that quality, and speed at the same time. children can fi nd VCR tape slots and For all of the complications described CD disc trays to be inviting recep- above, new technology is essential if tacles for everything from peanut schools are to meet the challenges butter and jelly sandwiches to paper- of the new century. The Price of clips. Teachers have used computer Government (Osborne & Hutchinson monitors as doorstops, students have 2004) makes this point with a number stolen mouse balls for games of of public-sector case studies, and the “marbles,” and users have hidden il- business world is full of examples. legal fi le-sharing businesses inside But speaking practically, it boils down schools’ networks. Think about the to the reality of trade-offs between people who will be in your technol- cost, quality, and speed – unless you ogy’s ecosystem – and prepare for the fi nd a new way to do things. And a unexpected. new way to do things is, by defi nition, Technologies are only as good new technology. If you need to make as their use. Larry Cuban may have two or three improvements at the made this point most thoroughly same time, such as cut costs, improve with respect to how technology is outcomes, work faster, or work more adopted, or not adopted, in schools. effi ciently, you need to use technolo- (See especially the 1986 Teachers gy: However, keep in mind that navi- and Machines and the 2001 Oversold gating all the complexities requires a and Underused: Computers in the framework for thinking through the Classroom.) This is no different from issues and some practical guidelines. technology in any profession, and What’s Next? The pressure is on: one study has shown that effective from students tired of “powering efforts to “build new ways of work- down” to come to school; from paring” around new technologies in the ents who “helicopter” and are used private sector can cost up to nine to instant web access to everything additional dollars for every dollar that’s important; and from a global spent on the technology itself (Jorgan culture of speed, innovation, effi cien- & Dowdy, 2004). Don’t commit to cy, and change. If you aren’t already a new technology without commit- soaking in the newest technologies, ting to fi guring out and making the you’re practically obsolete. At the changes needed to take advantage of same time, if you are soaking in those that technology. technologies, you’re undoubtedly feel- Critical mass is needed to get ing the undertow. Wherever you are effective use. The fi rst telephone on the spectrum, your challenge is to owner had no one to call (and West- step back and refl ect on the basics ern Union saw the device as having above. Know why you are moving forward with a particular technology; “no value”). Even when technology identify new technology that can reis pervasive in the school – replac- place old technology, and make sure ing books, chalkboards, and fi ling you have the right ecosystem in place cabinets – it is unlikely to change and well-protected. Above all, follow anything until a critical mass of us- through on training, supporting, docu- ers agrees on how to address some menting, and sharing of best practices. fundamental aspect of teaching and learning, collaborates on how a tech- Peter Robertson is 21st century schools advi- nology can be used, and collectively sor to SchoolOne. For more information, generates enough experience that the visit www.schoolone.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 21 district technology

BY ANN FLYNN, ED.D. x

Weaving Technology Through the Fabric of Learning How technology intersects with the tech-savvy 21st century school district

If you can imagine an intricately HR benefi ts; they have enabled business the traditional school day or use mobile designed piece of fabric with a metal- practices that allow their web sites to devices to practice skills, like language lic thread running across the complex support e-commerce functions with acquisition, anytime or place. Teacher- pattern, then you should be able to parents and vendors; their new con- friendly data systems, online grading visualize how modern technology has struction and renovations projects are and attendance systems, and reposi- become an essential part of school dis- supported by the latest software man- tories of standard-aligned curricular trict operations. Today, technology has agement tools; their procedures from resources are among the many learn- literally become that essential thread purchasing and inventory control to ing systems that can support teachers woven throughout all aspects of a dis- the management of HVAC systems have while centralized library automation trict’s operations. Most district activities been automated; and the best computer systems can save valuable instructional can be placed into one of three broad models are employed to help design dollars. categories – teaching and learning; school boundaries and bus routing. In Easily fi nding information on the administrative; and communications. addition, these systems also provide web with a click of a mouse has be- While there are certainly overlapping critical data points to help school lead- come an expectation for much of the tasks among these areas, it is a useful ers make decisions about how to align public. Tech-savvy district leaders rec- way to think about the various places resources that will support student ognize that fact and have embraced technology intersects with the func- achievement and provide feedback for the latest technology tools to meet tional areas of a tech-savvy, 21st century continual improvement processes. those expectations. From classroom school district. As schools struggle to educate all web pages to systems that allow par- children, classroom technologies have ents to view homework assignments Administration, Learning become an increasingly important part and monitor grades and attendance in & Communications of that goal. They allow teachers to of- real-time, districts are using these tools The oldest and most well established fer differentiated experiences based to engage parents in their children’s area of technology use in schools rests on each child’s individual learning education. Many school newsletters in the administrative side of the organi- needs or expose students to experts have moved out of backpacks and into zation. Often, the fi rst computers found and world cultures through distance cyberspace to be more interactive and in districts were in the central offi ce for learning opportunities. Web 2.0 tools to save money while emergency noti- basic business and accounting opera- allow students to create and collabo- fi cation systems can be programmed tions and eventually, at school sites on rate while specialized assistive devices to immediately communicate with par- the secretary’s desk. Today‘s forward address vision or limited mobility con- ents on their preferred device. School thinking districts are using technology cerns. Educators’ own skills can be boards are increasingly moving their to streamline virtually all aspects of enhanced through online professional policies and meetings to “paperless” their administrative applications to fi nd development opportunities and tracked environments to make them more ac- cost-savings in this tight economy. For through district-wide systems linked cessible, to become more transparent instance, they use fully online systems to goals or compensation. Students can to the public, and to save their districts for application and hiring processes as access district resources 24/7 through a money. Administrators and teachers are well as the management of employees’ portal to extend their learning beyond using social networking tools like blogs

22 FALL 2009 SouthEast Education Network and podcasts to more effectively com- Mart’s is driven to offer economically challenges are reaping the benefi ts. The municate with the public and provide priced goods, both organizations owe National School Boards Association’s their students with an opportunity to much of their success to highly placed Technology Leadership Network (TLN) create content that will be seen by a technology leaders who understand has showcased K-12 innovations for more real-world audience. their company’s business objective than 20 years through its district site visit These electronic tools provide a and how to apply technology solu- program and at its annual technology and unique window into district operations that will advance those goals. learning conference for school leader- tions that can be valuable the next ship teams, T+L. Two districts, the time a school funding measure is Madison City Schools (AL) and on the local ballot. A good question the Calcasieu Parish Schools in to consider is how a district’s web Lake Charles (LA) were both fea- presence represents the quality of tured as 2009 TLN Site Visits and taking place within the system. Es- share a common characteristic pecially for voters without children that contribute to their success. in the system, it’s important to let Both Madison and Calcasieu the public know how their tax dol- have recognized that technology lars are being invested. The district decisions touch every aspect site can also be a valuable resource of their districts’ business and for the local press and serve as the have placed their top technology offi cial source of information to dis- person in the superintendent’s pel rumors at times of crisis. cabinet. In both instances, the Schools exist for one primary purpose chief technology staffer is over traditional The Role of the Chief business objective – to successfully IT network infrastructure as well as the Technology Offi cer educate students. staff responsible for technology’s use in In today’s world, technology net- While “turf wars” and silos exist instruction. works, devices, and software applica- between IT experts and curriculum Unlike much of corporate America, tions are critical to the success of a leaders and litter the organization schools not only have computers to business. Just like FedEx’s strives to charts of both large and small districts, maintain, but projectors, scientifi c quickly deliver packages and Wal- the ones that have overcome those probes, interactive white boards, digital

www.seenmagazine.us SouthEast Education Network FALL 2009 23 video equipment, electronic music heart of any district’s search to identify that it can serve the “customer” – their labs, iPods, and other mobile devices, an individual who can be the vision- students, parents, and teachers. videoconferencing systems, and a ary IT leader that helps advance their Individuals, like Raines and Abshire, well-fi ltered network to comply with business through the appropriate use who serve in this critical role must federal guidelines designed to protect of innovative technologies. Both Raines have strong collaboration skills, be able students. Yet, many districts have failed and Abshire are educators by training, to solve problems, and have strong to keep pace with the organizational naturally curious life-long learners who communication skills. It’s essential that structure or human infrastructure that are anxious to understand how new the district’s top tech leader be able is essential to ensure these investments tools can help teachers and students, to understand and articulate how IT are maximized. A 2003 survey by ITAA streamline operations and more effec- contributes to the “business” of the found that, across all industry types, the tively engage parents. Their superinten- district. Most importantly, they must average IT staff member supports 27 dents and school boards recognize that truly understand what their business is employees. School districts, with their their expertise in understanding edu- about; not creating the “best” or most ever-growing number of student users cation issues is paramount in helping effi cient network operation, but sup- as well as their actual employees don’t them identify appropriate technology porting teachers to produce successful come close to approaching that ratio strategies. Both Raines and Ashire rely graduates. The solutions they elect to in spite of working with a far more po- on their support teams to keep things put in place must be tied back to that tentially challenging user base. Unfortu- humming and to provide additional ultimate goal. nately, without suffi cient input from a technical advice, but their critical role Superintendents and schools board district’s CTO, ill-informed leaders have is to bridge the needs of students with members, who fail to place the top sometimes targeted these critical sup- the technology solutions that exist and tech position among the ranks of the port personnel as “expendable” during be able to communicate those needs in district’s most senior leadership, fail to the recent economic downturn lay terms to other district leaders and understand how the technology thread Kathy Raines, as the Technology school board members who are re- connects and supports the fabric of Director in the 8,400 student Madison sponsible for setting district priorities, learning in the 21st century. City Schools, and Dr. Sheryl Abshire, building budgets, and aligning resourc- Ann Lee Flynn, Ed.D.is Director, Education who serves as the CTO in Calcasieu es to meet district goals. These two Technology for the National School Boards with 40,000 students and staff exem- tech directors routinely look for op- Association. For more information, visit plify the traits that should be at the portunities to leverage technology so www.nsba.org.

24 FALL 2009 SouthEast Education Network teaching technology @ BY KATHERINE HAYDEN, ED.D.

Designing Interactive Online Course Activities Using Web 2.0 tools to engage online learners

Introduction versity faculty, students, and researchers Web 2.0 Tools In the past two decades, there have [who] gather here to learn, collaborate, As Web 2.0 tools began to emerge on been sweeping changes in the use of share, and support one another” (www. the Web, the concept of the “read write technology as a means of course deliv- tappedin.org). With “free” membership Web” cam into existence with drag and ery in colleges and universities. Whole to Tapped In, comes a virtual offi ce, drop tools that offered a focus on col- programs of study are now offered online volunteer support, virtual tours laboration. They amplifi ed the features entirely online. It has been diffi cult for and support documents. Many students of Tapped In by adding a new level of much of the professoriate to accept or immediately see the value in using this interactive possibilities. The simple text stay up with rapidly developing chang- e-environment to support their learn- chat available in Tapped In was trans- es in teaching and learning with tech- ing and may continue use after taking a formed through Web 2.0 features to en- nology. Social and educational demands course that utilizes this communication able virtual reality experiences in Sec- tool. The Tapped In virtual offi ces allow are prompting institutions to provide ond Life®, a “3D virtual world imagined users to post documents and links as students with e-learning opportunities. and created by its Residents” (www. well as take advantage of weekly discus- secondlife.com). The International Soci- Free Online Tools sions that support educators on many ety for Technology in Education offers With the ever-evolving expansion topics including Web 2.0, instruction, professional development and dialog of e-learning through online environ- special interest group meetings, and opportunities weekly on their Second ments, the online course designer must other professional education topics. In Life Island. Participants are provided understand and apply best practices fact, Tapped In has a new K-12 environ- with an avatar that walks freely about and models for quality experiences. ment specifi cally designed for students this virtual world with endless possibili- New online management tools that of the educators who visit the commu- ties, including fl ying from one island to expand instructional design elements nity. By completing a request, teachers another. should be considered. There is a wealth can acquire a K-12 classroom and use it of “free” online tools to support e- with their students both for class, and Web 2.0 tools provide a nearly limit- learners and supplement the standard for virtual offi ce hours. less variety of options for online course course design tools. These tools sup- Another online tool that fi rst became design. You can build the Web address port interactive and engaging experi- available prior to the emergence of for any tool mentioned in this paper ences for students. Exploration of a Web 2.0, is called Filamentality (www. by adding www before the name of variety of Web based tools can lead to kn.pacbell.com/wired/fi l/). This tool the tool and .com at the end. Another engagement for online learners, espe- allows publication of a quick Hotlist, approach is to type the name on the cially those who have been called “digi- Scrapbook, Treasure Hunt or WebQuest, address bar and your browser will do tal learners.” hosted by AT&T on the Web for free! the rest. (The Firefox browser is the Many teachers use this tool as their best choice for using Web 2.0. There Chat Environment fi rst exploration for technology integra- can be issues with other browsers.) One online chat environment that tion, especially Internet based. These You can use Web 2.0 tools to fi nd Web can be used for online discussions interactive Web 1.0 tools soon led to 2.0 tools! One only has to search in the is Tapped In®. This tool provides an more collaborative tools that began to social bookmarking site “del.icio.us” to “online workplace of an international emerge a few years ago. Suddenly, sites fi nd a community of user selected top community of education profession- began to spring up everywhere with a choices (use the tag “Web2.0”). Existing als.” According to their Web site, this “free spirit” offering of drag and drop courses can be redesigned by adding e-environment supports “K-12 teachers, tools offering collaborative, interactive a collaborative online word processor librarians, administrators, and profes- opportunities for all who had access to called “Google Docs.” The entire suite sional development staff, as well as uni- the Web for “free.” of Google collaborative e-tools can be

www.seenmagazine.us SouthEast Education Network FALL 2009 25 used to supplement online courses, Maps and Flow Charts Online” that ex- audio and video storytelling by multiple providing an array of interactive op- plores the possibilities. These are just users. Each user can add an audio, tell portunities for learners. Another suite a few examples of Web 2.0 tools can a story, leave comments, and/or upload of applications is available on Zoho be used in online courses to empower fi les to the site. (www.zoho.com) providing an excel- learners. The e-tools mentioned in this article lent free online database tool. An online are only a few of the ones out there form of journaling, called Weblogs has Interactivity and Engagement that will support courses by offering become so popular that this blog for- Web 2.0 tools have opened a whole a wealth of resources to support col- mat has become part of some Learning new world for online teaching and laboration and sharing. With Web 2.0, learning. Students are excited to learn Management Systems such as WebCT® students become authors publishing about and explore the free tools and and Moodle®. When designing a module their products to a broader audience. then apply them to other classes and for a course, and you fi nd the need for Online instructors and course designers for personal needs. Many students a tool, do a search and fi nd a free e-tool are encouraged to open their course quickly adopt to using these e-tools in to a broad array of tools to support e- to build into the activity. For instance, their personal as well as work related learning. To learn more, join the social to allow a user to quickly post a photo life. In sharing photos using Flickr or a network on Classroom 2.0 (www.class- to the “roster” tool in WebCT, a photo slideshow on Scrapblog, the tools pro- room20.com). This site offers the power editor is available at Picnik without vide the opportunity to support many of social networking sites such as My even joining the site. For many courses, aspects of student life. When looking Space and Facebook, but, with a profes- the use of YouTube can provide the for the best choice for a quick Web ability to post a video, or identify a page, there are many options close at sional approach. Educators share what video to teach a skill with a software hand. Google Pages is a great tool for they are using and what they fi nd most program. Now students can easily share this purpose. Another option is to use effective in the 2.0 arena. This commu- videos with important audiences; their a wiki and post all the elements of a nity gives an opportunity to explore “so- families, friends and colleagues. For page, even allowing others to edit if cial networking” and understand how it concept mapping, there are several desired. Another Web 2.0 tool that can works. It’s now your turn to get started! choices I found effective, including add interactivity to online course is a Katherine Hayden, Ed. D. is Associate Professor Gliffy and Bubbl.us. In fact, there is a site called Voicethread, offering a solu- of Educational Technology at California State site called “9 Great Ways to Make Mind tion for free or low cost (more features) University San Marcos.

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STEM Education What form? What function?

(This is part one of a three-part series on spheres of understanding that ensure and pressing needs, especially in the STEM education.) the integration of disciplines. This con- area of clean, affordable energy. The Science, technology, engineering cept is further reinforced by the fact four recommendations were: and mathematics (STEM) education that new innovations and inventions 1) Increase America’s talent pool by often has been called a meta-discipline, today tend to be made at the boundar- vastly improving K-12 mathemat- the “creation of a discipline based on ies of these four disciplines, where they ics and science education; the integration of other disciplinary naturally overlap. Biochemistry, biome- 2) Sustain and strengthen our na- knowledge into a new ‘whole’. This in- chanics, biophysics, biotechnology, and tion’s commitment to long-term terdisciplinary bridging among discrete bioengineering are representative of basic research; disciplines is now treated as an entity, the overlapping of the discipline we 3) Develop, recruit, and retain top known as STEM. ” know as biology. students, scientists, and engineers STEM education offers students from both the United States and one of the best opportunities to make Why STEM Education Now? abroad; sense of the world holistically, rather With the publication of Rising Above 4) Ensure that the United States is than in bits and pieces. STEM educa- the Gathering Storm: Energizing and the premier place in the world for Employing America for a Brighter Fu- tion removes the traditional barriers innovation. ture (National Academies Press, 2005) erected between the four disciplines, In April 2009, the National Academy our nation became more aware and by integrating them into one cohesive of Sciences, the National Academy began to address the mounting con- teaching and learning paradigm. Mor- of Engineering, and the Institute of cern about having enough scientists, rison and others have referred to STEM Medicine, revisited their 2005 study engineers, and mathematicians to keep by convening a national convocation as being an interdisciplinary approach. the United Sates in the forefront of re- “STEM education is an interdisciplinary on Rising Above the Gathering Storm search, innovation, and technology. “In Two Years Later: Accelerating Progress approach to learning where rigorous a world where advanced knowledge toward a Brighter Economic Future. academic concepts are coupled with is widespread and low-cost labor is During the event the committee took real-world lessons as students apply readily available, the advantages of the stock of what has occurred since 2005. science, technology, engineering, and United States in the marketplace and Some major accomplishments have mathematics in contexts that make in science and technology have begun transpired, including the passage of connections between school, commu- to erode. A comprehensive and coordi- the bipartisan America COMPETES Act nity, work, and the global enterprise nated federal effort is urgently needed (August, 2008). In addition, actions by enabling the development of STEM lit- to bolster competitiveness and pre-em- several states and by the private sector eracy and with it the ability to compete inence of the United States in these ar- have added to the momentum of the in the new economy.” eas.” This congressionally requested re- STEM education initiative. This author contends STEM educa- port made four recommendations along tion is greater than any interdisciplinary with actions that federal policy-makers Missing the Mark paradigm. It is actually trans-disciplinary should take to create high-quality jobs What changes have actually occurred in that it offers a multi-faceted whole and focus new science and technology in the K-12 classrooms in this country with greater complexities and new efforts on meeting our nation’s current since 2005? Have we seen far reaching

28 FALL 2009 SouthEast Education Network innovations in curriculum and program when the teachers change teaching the STEM disciplines of science and design and in the structure of schools assignments, transfer, retire, or leave mathematics, as revealed by the low that would add to this STEM move- the profession. This represents person- numbers of highly qualifi ed teachers. ment? Unfortunately, the answer is a alization and not institutionalization. For now there are no national STEM resounding “No.” Many educators have not yet come to standards or STEM teacher certifi cation. American high schools still remain the realization that STEM education is If this is the case, are we really serious highly departmentalized, stratifi ed, and more than simply a new name for the about STEM education and do we have continue to teach subjects in isolation, traditional approach to teaching sci- it as a national priority? The vision of with little to no attempts to draw con- ence and mathematics. Nor do they STEM education, as advocated by the nections among the STEM disciplines. understand that it is more National Academy of Sciences, the Na- Having worked in and visited than just the grafting tional Academy of Engineering, and the numerous school districts of “technology” and Institute of Medicine, is far from becom- within the past three years “engineering” layers ing a reality in the United States and the author has observed onto standard science will not be realized until the goals of many well-meaning curricu- and mathematics cur- STEM education are better delineated, lum developers and class- ricula. As a result, there the meta-discipline of STEM educa- room teachers who indicate is little to no thought- tion is better defi ned, innovative STEM they are implementing a fully planned and education programs and curricula are STEM program. This imple- implemented STEM developed, and teachers are profes- mentation usually resembles curriculum in second- sionally educated to deliver new STEM actions in which science, mathematics, ary schools. While many would argue programs and curricula. In other words, and technology teachers plan and teach this is a start to realizing STEM educa- the form, which includes program and cooperatively. This may be a start; how- tion within secondary schools, it is a curriculum design, and function, which ever, it misses the mark! far cry from actually planning, writing, are the desired results of STEM educa- If this is the extent of STEM program and implementing an innovative, trans- tion are still largely undeveloped. and curriculum development, then disciplinary STEM program. Hayes Blaine Lantz, Jr., Ed.D. is Vice President there really is no program or curricu- What is happening at the elementary of STEM Curriculum at CurrTech Integrations. lum, as the program and curriculum and middle school levels? Teachers at For more information, visit will disappear (if there ever was one) these levels are ill-prepared to teach www.currtechintegrations.com.

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www.seenmagazine.us SouthEast Education Network FALL 2009 29 engineering

BY CHRISTINE M. CUNNINGHAM, PH.D. &

What’s Missing in K-12 Education? Answer — engineering and technology

As our society increasingly depends without them; if you were to remove Engineers not only utilize the engi- on engineering and technology, it is everything designed by people in your neering design process but also their more important than ever that every- surroundings, most likely you would be creativity and understanding of mate- one understand what engineers do, left standing naked in a fi eld or forest. rials, tools, mathematics, and science and the uses and implications of the While there are many different kinds when approaching and designing solu- technologies they create. Yet few citi- of technologies, they are all designed tions to problems. zens are technologically literate, largely through the processes of engineering. because technology and engineering There are many defi nitions of engineer- ◗ The Relationships among Science, are not taught in our schools. Children ing. One of the easiest to remember (and adults) know shockingly little Engineering and Technology because of its brevity is “design under Science, engineering, and technology about technology and engineering: the constraint.” At its core, engineering re- are interrelated. How? There are many vast majority of citizens have a narrow volves around the Engineering Design similarities between science and engi- conception of technology, believing Process: a series of steps that engineers that the term refers only to computers use to design technologies that solve neering. These include strong founda- and electronics, and that engineering a problem. There are many versions of tions in mathematics and critical think- and science are basically the same the Engineering Design Process—those ing, a reliance on creativity and innova- thing. To understand the world in used at the high school or collegiate tion, and the use of models, simulations, which we live, it is vital that we foster level may encompass 8-12 steps, those and experiments to refi ne ideas. The engineering and technological literacy designed for elementary children may primary difference between among all people, even young children! have 4-6 steps. While hav- science and engineer- ◗ What Are Technology and ing a model is useful for ing lies in their goals. Engineering? novices who are learn- Science’s goal is to Although Americans tend to use the ing about engineering, describe, predict, term “technology” to describe “high- it is important to and understand tech” or information technologies, such note that practic- the natural world, as computers or iPods, in reality most ing engineers do while engineering’s humans spend over 98 percent of their not adhere to a is to solve a problem rigid step-by-step lives interacting with technology. Pen- or meet a need by de- interpretation cils, chairs, water fi lters, toothbrushes, signing devices or processes. cell phones, and the Air Traffi c Control of the process. There are often many solutions to System are all technologies — solu- Rather, there are tions designed and created by people as many variations of the model as an engineering problem—which is to solve a problem or to fulfi ll human there are engineers. The engineering “best” may depend heavily on the popu- needs or wants. The term “technology” design process is cyclical and can begin lation that is using it and the geograph- includes objects as well as processes at any step. In real life, engineers often ic location. The solutions—objects, and systems. To visualize how perva- work on just one or two steps and then processes, and systems—that engineers sive technologies are, imagine your life pass along their work to another team. create are technologies.

30 FALL 2009 SouthEast Education Network ◗ Engineering for Children?!? math and science concepts by illus- that rests heavily on engineering and Professional, certiﬁ ed engineers usu- trating relevant applications. technology, our schools need to rise to ally have many years of schooling and • Engineering fosters problem- the challenge of including these sub- degrees. But across the globe, people solving skills, including problem jects in their instruction. The creative old and young engineer solutions daily formulation, iteration, and test- problem-solvers will contribute to our as they informally employ a similar ing of alternative solutions. society in a myriad of ways, in part by problem solving process when con- • Engineering embraces project- designing new technologies that we fronted with challenges. To help all based learning. can only begin to imagine. people understand the human-made • Learning about engineering Christine M. Cunningham, Ph.D. is Vice world in which they live, engineering increases students’ awareness President, Research & Educator Resource De- needs to be taught in our K-12 educa- of and access to such careers. velopment Director, Engineering is tional system. There are many reasons Early introduction to engineering Elementary, Museum of Science in Boston. to introduce children to engineering can encourage many capable stu- www.mos.org/eie. in elementary, middle, and high school. dents, espe- These include: cially girls and • Engineering and technological minorities, to literacy are necessary for the consider it as 21st century. As our society in- a career. creasingly depends on engineering Children are and technology, all people need to natural engineers; understand these ﬁ elds to under- they are fascinated stand our world. with building, • Engineering projects integrate with taking things other disciplines and make apart, and with them relevant. Engaging students how things work. in hands-on, real-world engineering To help prepare experiences can enliven math and the next genera- science and other content areas tion for its partici- and motivate students to learn pation in a world

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www.seenmagazine.us SouthEast Education Network FALL 2009 31 security ✓ BY DENNIS K. LEWIS

Technology Plus Best Practices A winning combination for school security

When combined with generally ac- demeanor, and the purpose for the schools, no one will be assigned to cepted best practices and strategies visit. Visitor screening software monitor the cameras during the normal to maximize value, technology can can not ascertain these critical ele- school day. be very effective in enhancing school ments. What are some strategies school per- safety and security. In particular, three ✓ Staff should visually inspect pic- sonnel should use in the placement and different types of technology illustrate ture identifi cation to match it with use of cameras? this maxim. the presenter. This procedure pro- ✓ Prior to installation of a surveil- First, video surveillance systems vides an added level of assurance lance system, carefully review dis- are probably the most common secu- as to the visitor’s identify cipline statistics, school crime re- rity technology employed by schools ✓ Visitor badges should be invento- ports, and solicit information from and are often used to monitor entry ried or accounted for daily, and a staff for problem area locations. points, hallways, and parking lots. Sec- checkout procedure for visitors Identify areas where supervision is ond, some schools have implemented should be part of any screening diffi cult or non-existent for camera computerized visitor check-in and system. utilization. background checks due to a growing ✓ Lastly, staff should not automati- ✓ To maximize coverage, avoid plac- concern with non-custodial parents, cally assume that a “clean screen” ing cameras covering entry points as well as sexual offenders. And lastly, by any visitor screening software directly over or adjacent to exte- many Emergency Response Plans are means the guest is still not capable rior doorways unless logistically housed on secure servers for access of engaging in something criminal required. Place cameras in hallways by school staff and emergency service or inappropriate. All staff should or in a position to extend viewing. providers. be well versed in the screening As individuals enter and walk to- What are the best practices and and check-in procedure, including ward the camera, they will remain implementation strategies that can en- their personal responsibilities for visible longer, giving personnel a hance the aforementioned technology monitoring visitors and question- better chance for identifi cation and and create added value? ing those not displaying proper determination of destination. badges. ✓ Locate a monitor in the main en- Electronic Visitor Screening tryway to the school and in the re- A number of schools utilize software Surveillance Cameras ception area of the administrative It is important to recognize one can to screen visitors to the school. Guests offi ces, so visitors and others are not purchase enough cameras are automatically registered and iden- reminded that a surveillance sys- to monitor everybody tifi cation badges are printed. Many of tem is in use. This can be a deter- and every location on a the systems check criminal history rent for criminal or inappropriate school campus. Some and known sex offender fi les, alerting behavior. Display camera images places will have an school offi cials when a potential prob- showing the inside and outside of expectation of lem is detected. Badges are printed the main entry. This provides an privacy that using information obtained from opportunity for offi ce staff to see excludes direct personal identifi cation provided by who is coming into the school/ monitoring. the guest. offi ce. In most However, selected best practices ✓ Train key school staff in the should be utilized to further enhance operation of the camera system this technology. specifi c to monitoring and play- ✓ As a part of the written visitor back. In some emergency events, screening procedure, offi ce staff it will be necessary to assign should engage the visitor in a someone to monitor or oper- conversation to obtain, mood, ate the surveillance equipment.

32 FALL 2009 SouthEast Education Network Instructions for reviewing recorded digital images should be included in the reference section of the Emergency Response Plan. Electronic Emergency Response Plans Many schools house Emergency Response Plans on secure servers. While this technology has value, some basic best practices can supplement the strategy. ✓ Train all staff in the use of the plan through tabletop exercises. Not only is this method of training recommended by the U.S. Department of Education, it is a best practice for helping all staff be ﬁ rst responders in an emergency. ✓ Provide all staff with a paper copy of the plan. Typically, for non-emergency response team members, this is done through the staff handbook. For many staff, this will be the quickest way to access information. ✓ In addition to maintaining the plan on a secure server, emergency response teams and others with a need should have the plan stored on portable handheld electronic devices. Historically, when we have relied heavily on technology and failed to incorporate best practices along with common sense, the outcomes have not always been what we expected. Blending both will enhance a safe learning environment for both students and staff. Dennis K. Lewis is the co-founder of EDU-SAFE, an advisory and training organization established to assist school administrators and others with the task of providing safe schools. For more information visit www.edu-safe.org.

www.seenmagazine.us SouthEast Education Network FALL 2009 33 data BY DIANA NUNNALEY

Using Data It’s the process that leads to improvement

A superintendent meets with princi- Data Team is two-fold: it eliminates the sumptions about what children of color, pals to discuss the latest round of dis- kind of rapid-fi re decision making that students with exceptional needs, and trict test results. limits educators’ abilities to inquire and students living in poverty are capable The results reveal wide disparities understand the real issues at hand and of learning and achieving as well as the in the scores for different subgroups establishes ownership of the process realities of achievement gaps. While of students. The administrators know so that members are fully motivated to exposing achievement gaps is a diffi cult that to improve student learning they implement and monitor their proposed and upsetting process for many educa- must fi nd a way to improve classroom solutions. Teachers are at the center of tors participating in close data inquiry, instruction. They also know that the the process and are encouraged to exit can be a bridge to understanding and teachers are working harder than ever plore problems and generate solutions ameliorating the attitudes and practices in responding to district pressure to together without transferring blame or that stand as barriers to effective teach- raise test scores. censure to either students or educators. ing. This scenario is typical even for dis- To help build the team’s foundation for For example, while investigating low tricts that have embraced the concept successful collaboration, members use profi ciency levels in literacy, members of data-driven decision making and demographic data to learn more about of one data team conjectured that many have invested heavily in desktop data the students, faculty, and the commu- of their high poverty students were systems and school improvement pro- nity. The assumption here is that mem- performing at lower levels. It was not grams. A commitment to collecting and bers already understand the makeup of until they delved into the data that they using data doesn’t necessarily lead to the school community—however, the realized the extent of this connection. improvement — especially when there process can often reveal misconcep- Disaggregating data revealed achieve- is not a process for building the dis- tions. ment gaps to be almost entirely cor- trict’s capacity to analyze the data. Too In fact — in one district where related with low socioeconomic status. often schools introduce new programs teachers were struggling with meet- Using item and student work to identify based on one set of data or on a set of ing student learning goals based on an specifi c learning challenges, teams assumptions drawn from the data. assumption about the high degree of zeroed in on student reading compre- As a data coach and facilitator help- mobility in the district — the data team hension. With research on the table ing school districts around the country was surprised to learn that in their regarding the “pedagogy of poverty” implement the Using Data Process district of 15,000 students, there were (see the work of Martin Haberman, Yo- developed at TERC, I have seen how a only about 115 highly mobile students landa Padrón, Hersholt Waxman, Lorna collaborative inquiry process can turn K-12. The district’s demographic data Rivera and others) and its implications a district’s commitment to using data and data about the community yielded for classroom practice, teachers began into real change and improved student valuable insights and served to put to ask the hard questions about how learning. The Using Data Process has aside long held beliefs about some of their expectations for student learning several key elements to build capacity the causes of low performance. were infl uencing the degree to which for using data effectively. students were being asked to explain Steps in the Process: their thinking regarding connections Steps in the Process: Considering Culture in a reading passage. Through this Forming a Data Team In today’s increasingly diverse school discussion, teachers realized that by Establishing an involved team of environments, a commitment to cul- simplifying the curriculum, they were educators dedicated to improving stu- tural understanding is absolutely neces- negatively impacting student learning. dent outcomes is essential to successful sary for enacting solutions for lasting They re-evaluated their expectations implementation of Using Data practices. changes. Closely examining demograph- of what students could learn, changed The Using Data program’s focus on the ic data frequently exposes negative as- their teaching practices accordingly,

34 FALL 2009 SouthEast Education Network and established a long-term commit- were able to uncover why their stu- relevant research. This stage is critical ment to cultural profi ciency training dents were having recurring issues because it prevents members from tak- and discussion. with using rulers effectively by using ing action based on inaccurate assump- Using Data disaggregation techniques tions about root causes of a learning Steps in the Process: in accompaniment with customized problem. As they generate solutions Identifying a Problem and benchmark assessments. While Data they employ a logic model that predicts Disaggregating Data Team members at this school knew that outcomes based on proposed strategies Ultimately, getting to the core of their 5th and 6th graders were having and devise a plan for monitoring imple- student learning problems requires problems with measurement, looking at mentation. an analysis of disaggregated data to state data wasn’t enough to help them discover the groups of students having isolate the issues at hand. By studying Steps in the Process: problems and the nature of the learn- results from benchmark assessments Implementation and ing/teaching issues. This often means and questioning the specifi c skills re- Renewing the Inquiry Cycle looking at groups within groups, and quired to understand measurement, The investment that team members the hidden groups – those too small they discovered that students were not make in identifying learning problems or specifi c to be counted for AYP and having problems reading rulers but and developing solutions establishes a other state reporting. The richest details were instead having diffi culties convert- real commitment to implementing the surface during this phase of analysis as ing one unit to another within the same proposed strategies for improvement. The experience they gain in analyzing teachers begin to question district or system. building policies, structures, and prac- data propels them to seek out addition- tices that are limiting opportunities Steps in the Process: al data as they monitor implementation, to learn for some groups of students. Verifying Causes and thus continuing the inquiry cycle. This During this process teams use multiple Generating Solutions ownership of the process can mark levels of their criterion-referenced test Once the team has identifi ed a stu- a real shift in school culture and put data, drilling down to strand and item dent learning problem, they then begin the school on the path to building and level analysis. As they begin to identify looking for causes. Throughout this sustaining their capacity to use data a student-learning problem and goal process, members continue to examine effectively. they also bring local data including data to try and verify the causes they Diana Nunnaley is Project Director, Using common assessments and student work have identifi ed. They seek out local data Data at TERC. To learn more about the Using into the discussion. about practice including observations, Data Process, workshops, resources, and re- Teachers in one elementary school surveys and interviews and they study sults, visit www.usingdata.terc.edu.

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www.seenmagazine.us SouthEast Education Network FALL 2009 35 locker technology BY KELLY AGRELIUS

Faster Path to Digital Success Schools transition to web lockers technology for a faster path to digital success

There’s a new kind of locker in students and teachers to store, access, istration for hundreds or thousands of use at schools across the U.S. today. It and share their vast assortment of fi les student users creates more work than doesn’t take up any physical space, in a secure and easy manner. most school technologists can handle. but holds an unlimited amount of Many school sites throughout the In addition, these storage servers typi- homework and class work. These web- U.S. have addressed this problem by es- cally can’t be accessed from home be- based storage systems, called “web tablishing fi le servers with shared drive cause of district fi rewalls. lockers,” are quickly emerging as the space. However, server and user admin- Other districts have purchased and “go to” technology tool for schools and issued expensive laptop computers for school districts in need of a solution students to advance the idea of “one- to a fast-growing data management to-one computing.” Technology sup- challenge. port and the high cost of equipment Today’s K-12 students and teachers replacement makes this a controversial are fully engaged in the digital age. solution in today’s economy. They are asked to create dazzling One answer that is growing in popu- documents, action-packed larity is the web locker. Based on a soft- videos, and dynamic pre- ware-as-a-service sentations, and more (SaaS) platform, and more, they are web lockers offer doing so with ease. web-based stor- What’s becoming age, backup, increasingly chal- collaboration, lenging is the and fi le shar- ability for ing that specifi cally caters to the

36 FALL 2009 SouthEast Education Network needs of education. With SaaS-based systems, such as School lockers instead of making multiple handout copies. In turn, Web Lockers, ease of use and affordability are key. students can complete an assignment on the computer and Each school or school district typically receives its own se- upload the document into the “homework due” folder, from cure, password-protected web site, with user-friendly features which it is then sent directly to the teacher. that take only seconds to grasp. Schools are charged a nominal There are a growing number of SaaS-based systems on the set-up fee, and then a per-user charge of $1 per year. To begin, market specifi cally designed for schools. At the high end, you each user is given access to their own web locker, which is will fi nd comprehensive SaaS platforms with built-in email, available via password from the web site. word processing, and other features. These robust platforms The idea behind these systems is that users can create work have a lot to offer, but typically require a substantial time in- on one computer, and then stash fi les in their personal web vestment from administrators or teachers. There are also less locker for completion later – either on the same computer, or complex and more affordable web lockers systems, which on another one at home or elsewhere – without concern for deliver a full breadth of fi le sharing, storage, and collaboration fi rewalls. They essentially extend the reach of the classroom capabilities, along with 24/7 worry-free maintenance pro- beyond the confi nes of the typical school day, which is the vided by the SaaS vendor. major reason why SaaS-based platforms are catching on. They Even with all of the benefi ts outlined above, the move to lead to greater productivity and offer students and teachers SaaS-based storage is a transitional one for most schools. In more options for getting the job done. some cases, schools are steadily integrating the service, one To get started with a SaaS fi le sharing and storage system, a classroom at a time, and based upon teacher interest. Further shared directory is usually created for each class, and permis- down the line, it is anticipated that districts will formally sions are set according to teachers’ specifi cations. Students train teachers to plan curriculum using web-based storage. can download assignments given by the teacher and upload That’s when the trend toward web lockers will really take off completed homework to the shared directory, without the risk in education. of the fi le being stolen or copied. Also, these online storage Kelly Agrelius is manager of marketing and sales for School Web Lock- systems manage fi lenames using a proprietary fi le system so ers, a leading provider of cost-effective, web-based tools for collabora- that the teacher can receive multiple fi les with the same name tion, distance learning and online storage. For more information visit from various students, without getting them mixed up, and www.schoolweblockers.com. without having to teach every student how to embed their name or use some other technique to ensure that fi lenames are unique. Safety and Security With the use of multimedia projects now becoming more popular than ever before in schools, having enough storage capacity on hand is also important. With web-based lockers, all users are given a substantial amount of personal storage capacity: in some cases, vendors provide unlimited data storage for each user. All fi les are typically backed up daily and preserved from year to year to allow students to easily create a portfolio of work. Built-in security and safety measures -- such as blocked fi le types, parental sign-in, and the ability for teachers and school administrators to monitor what students - Unlimited User Storage are storing – quell most concerns in today’s often dangerous - Access ANYWHERE Internet age. - Individual Customization Schools are also fi nding that web lockers offer a safer, more - Digital Drop Boxes - Class Homework Folders secure alternative to allowing students to use portable devices - Firewall Protection such as USB drives or compact disks, which can threaten the - No Hardware or Software Neededd security of district networks. In addition, having students ac- - Daily File Back-Up cess their data on a separate domain from the school network - Teacher Blogs - NO System Administration -- via a third-party SaaS platform that is maintained off site -- also addresses further security concerns. VISIT OUR WEBSITE FOR A FREE DEMO The Green Factor WWW.SCHOOLWEBLOCKERS.COM Web-based fi le sharing and storage also helps schools fur- For product and pricing information ther their efforts toward a greener environment. It removes call 858-874-0464 or 866-499-6527 the need for paper by allowing teachers to upload documents SCHOOL WEB LOCKERS and post them directly into student web lockers. A teacher ONLINE STORAGE & COLLABORATION can simply upload one document and post it in all student

www.seenmagazine.us SouthEast Education Network FALL 2009 37 measurement BY JOHN R. WALKUP, PH.D.

Only a Matter of Time

Where are the Kids? of urgency on part of her staff The sign on the classroom door read toward the importance of what “Our school is proud to begin instruc- we call in the research “academic tion at 8:15 am,” but it was already engagement time.” 8:17 and no one was around. A janitor wheeled up in a golf cart, so I promptly So What? approached him: “Where are the kids?” In all, eighteen minutes lost He pointed in the direction of the each day constitutes anywhere playground. From my vantage point I from 35 to 50 hours of lost couldn’t see the kids, but I could hear instructional time during the them. “The bell just rang; they’ll be here course of a school year. I ask in a moment.” teachers and administrators to Sure enough, a row of third-graders think about lost time in terms of vocabulary words. Using the full range has recently picked up the torch. To rounded the corner and lined up in save money, California is even trying to front of the door, like aircraft on a fl ight of language strategies, students can learn a new word in about fi ve minutes. cut the number of school days. If we deck. By 8:25 am, they had managed to can recover 50 hours of academic en- Eighteen minutes lost each day, there- fi nd their seats while the teacher sat at gagement time, however, we will have fore, amounts to roughly 360 vocabu- her desk and poked away at the online gained the equivalent of eight days of lary words that they could have learned roll sheet. After a couple of minutes she instruction. Clearly, improving the way during that time. Over the span of a rose and assumed her traditional posi- in which we avail the existing school student’s school career, this amounts tion at the front of the class. “Take out day will become increasing crucial if to over 4000 words, a large chunk of your homework, and pass it forward.” schools are to improve test scores. (Gee, why weren’t they doing this fi ve a typical adult’s working vocabulary minutes ago?) The public address sys- (roughly 20,000 words). Committing to Excellence tem promptly barged in, announcing Four thousand words. Lost. But there Schools can devote 95 percent of the birthdays — all twelve of them — is no need to worry, since students will the allocated class time to academic of staff and children. learn many of these words at home... engagement. I have seen it done. But In all, eighteen minutes were lost if they live in affl uent communities. As to achieve such a goal, the teaching before any real learning began. “Does for poor students, especially those who staff and the administration must make this happen every morning?” I asked live in homes where English is not the a concerted effort to understand the the principal at the end of the day. principal language, they will unlikely sources of lost time and implement “Eighteen minutes?” At fi rst, the prin- recover such opportunities. changes to correct the problems. cipal began to rationalize the morning States all over the country are already In many schools, classroom academic procedure. “We want children to come trying to push through legislation to engagement time—the percentage of early and play on the grounds; it wakes increase either the school day or school time in which students are engaged aca- them up and sets a fun tone for the year, or both. The economy has all but demically — can be as low as 60%. But day.” Gradually, however, she began to wiped out many of these initiatives, in a weird way, that is the good news. acknowledge the problem — a lack even though the Federal government After all, a school hiring an education

38 FALL 2009 SouthEast Education Network consultant is, in a sense, “looking for trouble.” If a car is not quires adherence to a continual quality-control model, an ad- getting the mileage an owner thinks it should, the last thing aptation of the familiar cycle of inquiry to the school level. he wants to hear from his mechanic is, “Everything checked out just dandy.” A low academic engagement time points to The Steps are Straightforward to Perform considerable opportunities to improve. 1. Time classroom sessions to uncover the problems. To Here is a thought to ponder: If we make this easy, we have created free software specifi cally increase academic engagement time by designed for this purpose that you can 15 percent, we will have recovered the load onto your laptop. (http://sapphire. equivalent of a full period of instruc- standardsco.com) tion. This result is akin to extending 2. Discuss the results with fellow the school day by an hour without the teachers and administrators. Avoid expenses and headaches. merely blaming students for being off-task. Time Usage 3. Adjust policies concerning the be- It is March, 2005 in Porterville, CA, haviors of teachers and staff that and the principal and I are not having affect academic engagement time. a good day. I am joining an elementary 4. Faithfully adhere to the policy school principal through a series of changes. Policies without action observations. In the fi rst period, the are worthless. teacher urged us to move on. “We are 5. Start the process (steps 1- 4) over taking a quiz today, not much to see again. here.” I responded by telling her that In some instances, a minute of lost we would like to observe the session time at the very beginning of class is anyway, to which she obliged. The unavoidable. Use this time to make an- principal, however, insisted that we skip the class and observe nouncements on the public address system. If you are going another. The next class featured a review of the previous day’s to lose two minutes at the beginning of class due to transi- lesson, followed by another class devoted to students working tions, you may as well kill two birds with one stone. individually on math worksheets. As the end of the day neared, John R. Walkup, Ph.D. is president of The Standards Company LLC in I turned to the principal, “Where can we fi nd a lesson?” Clovis, CA. For more information, visit www.standardsco.com. In all, we observed over 25 classroom sessions throughout the week and witnessed only two sessions in which new learning content was introduced. The rest of the week was fi lled with review, quizzes, tests, and independent practice. We Don’t Have All Day. “Do your teachers ever complain that there isn’t enough time Effective use of classroom time is the mark of in the school year to cover the standards?” The principal re- a professional academic environment. sponded to my mildly rhetorical query, “Sure, all the time.” We looked over our observation rubrics once again. “I think you now know how to respond to their complaints.” Although we all want to see more time in classrooms devoted to academic engagement, we also need to realize that not all time usage is equally effective. In my experience, students are rarely taught enough new content. Too many review sessions indicate that lessons lack suffi cient concept development. A preponderance of quizzes and tests is a dead giveaway that teachers are failing to employ adequate questioning strat- School Begins Instruction Begins egies during lessons. (unfi nished) What to Do? While observing classrooms in Connecticut, I was heart- How much time do your students lose every day? ened to see the sign “Do Not Use after 9 AM” taped to the public address system at an inner-city high school. My good spirits remained until 9:35 am, when the school secretary used the Introducing the most advanced software available system to interrupt the chemistry class I was observing to an- nounce that band practice had been postponed. In fact, the for measuring classroom time usage public address system was used all day. Policies alone do not improve the academic climate of a school. The staff at the inner city high school had the right Sapphire FX policy, but like the kamikaze pilot on his seventh mission, Free download! lacked the commitment to match their intentions. So how can schools recover lost instructional time? Like www.standardsco.com many education reform processes, enhanced time usage re-

www.seenmagazine.us SouthEast Education Network FALL 2009 39 classroom technology BY HEATHER JENSEN Teachers Time s Save Test Generator

searching, Terry found Examgen, a Syracuse, NY company that writes and publishes test-item databanks for math, science and social studies with test generating software. What used to take Terry hours to do now takes just minutes with Examgen. He was then able to spend more time doing what he does best, Terry Gaunt from Capistrano Valley School was which is teaching. looking for a better way to offer a more complete Test generating software products like Examgen work with exam to his students. After some research, he determined a any level of teaching. Teachers can search for questions by sub- test generator was the tool he was looking for. He required ject, topic or standard. Databases are aligned to all 50states and something professional, that had great graphics and was meet State Academic Intervention Service requirements. The easy to use. He also needed better quality questions than he quantity of questions available on each database is vast and was getting from his standard textbook exams. After a lot of allows teachers to use not only for testing but also drill and practice and homework assignments. All the questions in the item banks are editable and users can even import their own graphics. In the case of Examgen, unique imagery is provided 7+((;$0*(1 so there will most likely be no need. 62/87,21 Examgen owner, Jack Vriesenga, a former Chemistry Profes- 5DLVHVWXGHQWSDVVUDWHV sor at Syracuse University, started the company over 20 years ago. He felt teachers needed a resource tool to help them /HVVWLPHFUHDWLQJWHVWV make quality tests at a faster rate. After writing test questions PRUHWLPHWHDFKLQJ himself, beginning with Chemistry, he started expanding and 3URYLGHTXDOLW\WHVW hiring consultants to write material in Math and Social Studies. SUHSDUDWLRQPDWHULDOV Examgen now has qualiﬁ ed, experienced teachers and consul- DOLJQHGWR$// VWDWHV tants all over the country writing material for different state standards. 6,7(/,&(16(,6$ Test generating software should be affordable for most schools. Examgen charges $675 per database. The number of 21(7,0()(( questions usually falls within range of 3,000 to 5,000 in each. They include enticing graphics that as a teacher you wouldn’t Life ScienceHD Sample Exam normally attempt to draw yourself. The cost of each database is a one-time fee. Teachers can use it as well as take it home and install on their home computer. Supplements start at $90. 6) In thelungs, diagram liver, below, spleen, what and structure stomach? protects the heart, Examgen releases a bank of new questions every year to add to the existing database, but the school must already own a “main” database to purchase their supplements. Databases come with test generator software. It has full editing capabilities, enabling teachers to write their own questions and expand the databases. Questions can be changed t tree C) Cartilage D) Diaphragm as deemed ﬁ t. Teachers can also scramble questions, remove human A) Vertebrae xamples represents a pre answer choices, or convert multiple choice questions into free B) Rib cage ure he above otting log response. 7) Whichrelationship? of the following e ppen to the A) Squirrel eating an acorn B) Fungus decomposing a r Heather Jensen is Marketing Director at Examgen. For more information, ) Spider eatinging berries a fly a cross-sec visit www.examgen.com.

40 FALL 2009 SouthEast Education Network reading technology

BY DEE TADLOCK, PH.D.

Helping the Reader’s Brain Anticipate Meaning

According to the National Institute of Child Health and Hu- the appropriate neural circuitry from the beginning, is also man Development, at least 20 million children in this country being implemented in elementary schools. struggle with reading. The 2007 National Assessment of Educa- Raymond School District (WA) is in their fourth year with tional Progress reported that the national average of 8th grad- the intervention model in both their secondary and elemen- ers in public schools scoring at or above profi cient in reading tary schools and last year adopted the primary whole-class skills was 29%. For fourth graders the national average was curriculum. They are at the point of being able to offer help 32%. Excellent reading is essential to academic success, but to students. “This is the kind of advance,” says Gayle Haerling, reading profi ciency is declining. Read Right Trainer for the district, “that can make the differ- In fact, research in the fi elds of language acquisition and ence between a student who demonstrates profi ciency and neuroscience indicate that relying on phonic- and phonemic- graduates high school, and one who excels and succeeds in based instruction and other word identifi cation tasks under- college.” mines a student’s innate ability to fi nd an effi cient process for making meaning from text. Read Right, a program developed Dee Tadlock, Ph.D. is the founder of Read Right Systems. For more in- out of research in these and other fi elds has stationed itself as formation, visit www.readright.com an alternative to traditional reading theory. Rather than breaking a text into language parts that are practiced in isolation of the text’s comprehensive meaning, Read Right focuses on helping students to create the most effi cient and comfortable process for reading. The difference, in effect, is this: students who learn to process words and parts of words may perform this skill wonderfully yet be unable to actually read, because the process for reading passages of text is not “Read Right is the the same as the process of identifying words. most powerful thing Constantly and with imperceptible speed, the reader’s brain I have seen in 28 anticipates the author’s intended meaning. This, the methodol- years of education in ogy posits, not decoding, is the foundational act of reading. its impact on student Phonetic information is strategically sampled to elicit the achievement.” anticipation or to confi rm or reject predictions, but an excellent reader rarely reads every word in a sentence, or even each — Melinda Reeves, Texas High School word entirely. Principal of the The brain must fi gure out how to plan, coordinate and inte- Year, 2004 grate numerous complex neural systems in order to provide a comfortable and effi cient reading experience. In poor readers, Imagine the effective learning community you could the neural network that guides the reading process has been establish if all students could easily and comfortably inappropriately established. Compelling the brain to remodel get information from print! these neural networks requires a tutoring environment that With Read Right’s innovative intervention model and guides but does not over-determine the implicit experiments primary curriculum this is possible. that each reader must make. The tutor works with fi ve students at a time, listening and For more information contact Maureen responding with highly structured feedback. Accompanying 360-427-9440 or visit: www.readright.com the coached reading are measured periods of reading along to recorded books and of independent reading. ® The model has been used primarily as a K-12 intervention program, but colleges also have begun to adopt the program for developmental education courses. A K-3 curriculum, de- Empowering the Mind signed to ensure there are no obstacles to students developing

www.seenmagazine.us SouthEast Education Network FALL 2009 41 evaluation technology

BY JOSE A. RODRIGUEZ, ED.D. &

Teacher Observations and Professional Development: Optimizing teacher evaluations with technology to address the teacher content and skills gap in the 21st century

“In the 21 Century, Teacher Evalu- 15 hours to make sense of 52 formative Bringing coherence to professional ations and Professional Development classroom observations performed by development and teacher evaluations are two of the most important duties one school administrator. Had the reis a tremendous challenge without an district and school administrators maining observations performed by the adequate system in place to provide must bring coherence to in order to two other school administrators at the leaders with the real-time information increase and sustain student achieve- school been included, countless more needed to impact and sustain teacher ment” hours would be required. The time and student learning in classrooms at that it takes to make sense of hundreds, the systems level. At the start of every school year, even thousands, of teacher evaluations With all the advances in technology, school districts across the country by school and district administrators the education profession seems slow send out mailers welcoming new and simply takes too long at the time when to integrate the latest in technology to veteran teachers back to school for yet decisions need to be made. target teacher learning. Professional another academic year. During these With limited time and limited re- Development Solutions created Re- ﬁ rst few days before school starts for sources to offer professional develop- alTimePD Optimizer to address this students, often called learning improvement to teachers throughout the year, challenge in education and provide ment days for teachers, district and teacher evaluation data needs to be school and district administrators with school level leaders at each school and readily available in order to allow ad- a necessary leadership tool to optimize district plan various types of staff devel- ministrators the opportunity to have the evaluation process in order to tar- opment for teachers on such topics as real-time data to become instructional get professional development to the building logistics, pedagogy, curriculum, leaders and address the teacher con- real needs of teachers on a daily basis. assessments, cross-cultural training, etc. tent and skills gap to improve student In this new standards-based era, real- In preparing for these back-to-school achievement. time evaluative data will help district/ learning activities for teachers, what Teacher Evaluations and Professional school administrators measure teach- data and information do administrative Development are two of the most ing effectiveness, evaluate program leaders use to plan the staff develop- important duties district and school implementation, target professional ment they provide to teachers? Are administrators perform in increas- development around identiﬁ ed needs, there ways in which teacher evalua- ing student achievement. Teachers’ build organizational history, and lead to tions can help pinpoint and inform sys- perceptions of the teacher evaluation capacity building in order to improve tems level learning on the delivery of process is that outside the two standard teacher content and skills to address staff development throughout the year? evaluations, evaluations do not impact the achievement gap. Is the data from teacher evaluations what goes on in the classroom. Ad- As per some teacher contracts, teach- even available to inform district and ministrators’ perceptions are that data ers are required to earn many hours of school systems to respond with delib- from teacher evaluations simply is not staff development per year. RealTimePD erate and targeted resources teachers available. Linking the two is the most Optimizer helps build a relationship need in the classroom? important task educational leaders must around student learning between teach- The problem of practice involves concentrate on in order to take teacher er, unions, and school/district, adminis- the teacher evaluation process and evaluations from a procedural duty to a trators. The opportunity now exists to centers around an inadequate process more meaningful learning experience guide and provide teachers the training for accessing data from teacher evalua- that informs district/school administra- needed versus having teachers choose tions. In one high school study, it took tors system wide. which staff development they want to

42 FALL 2009 SouthEast Education Network attend simply because there was no systematic process by which to access information on teacher needs. With Real- TimePD Optimizer in place to provide pertinent information on teacher needs, administrators can speciﬁ cally use teacher evaluations to inform the organization both at school and district levels on staff development throughout the year. Long gone are the days when professional development and teacher evaluations existed independent of each other. Long gone are the days when teacher evaluative data was missing, difﬁ cult to locate, or simply not available in any meaningful way to guide organizations. In the 21st century of education, this data can and must be made available in real- time. The organizational learning and leading that can occur from RealTimePD Optimizer provides a great opportunity for district/school leaders. The public school system is under ever increasing pressure to raise student achievement, eliminate the achievement gap, to be more resourceful, and to help young teachers gain teaching experience sooner. Profes- sional Development Solutions provides the system software tool that can be used to interpret, store, and retrieve evaluative data in order to link staff development to teacher evaluations in real time. An expedient and blanket approach to staff development may succeed by chance. However, we can not leave our education system up to chance. Jose A. Rodriguez, Ed.D. is President and Founder of Professional Devel- opment Solutions. For information, visit www.RealTimePD.com.

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www.seenmagazine.us SouthEast Education Network FALL 2009 43 technology

BY REBEKAH BOYD Q Educators Use Graphing Technology for Math

A generation of students has used her students can learn about mathemat- and store them for later study. graphing calculators at home and in the ical relationships and patterns in ways To make sure students are on track, classroom to get a better grasp on math. that aren’t possible with older graphing homework and notes can be uploaded Now a new generation of graphing cal- technology. to the teacher’s classroom computer, culators is changing the way students These features are important since allowing educators to track individual are using these tools, making it easier to Carson teaches three different courses student progress by seeing step-by-step explore math in different ways. These and must use technology in a way that problem-solving techniques. innovative tools help students develop is appropriate for each level. In her critical thinking skills and problem Algebra 1 class, for example, she might Graphing Technology for Many solving skills that will foster success in ask students to fi nd the line that best Grade Levels future mathematics classes. fi ts on a graph. Students can input their Many educators teach a variety of Teachers who use graphing calcu- data and then graph the result. They can classes across multiple levels. Incorpo- lators regularly in the classroom are use the grab-and-move feature to move rating technology into each class can noticing that graphing calculators con- the line around and visually see why be a challenge. However, many teachers tribute to increased student achieve- one line might be a better fi t to the data see the difference technology makes in ment and student engagement. Teacher than another. This discovery process their students’ grades and believe the observations are being corroborated by leads to a deeper understanding of the extra time is worth the effort. math, Carson said. research such as a 2003 study by A. J El- I am one of those teachers. “Allowing students to see how math lington of the Virginia Commonwealth I teach math teacher at Johnson works in real time while they interact University. That paper concluded that County High School in Mountain City, with lines and graphs helps my stu- effective teaching with graphing cal- Tenn., where I teach multiple classes culators is shown to help students de- dents to remember the concepts longer,” she said. across multiple grade levels. I recently velop a better understanding of math- introduced the TI-Nspire handheld to ematical concepts, use higher-level ap- Meanwhile in her geometry class, my students, and I have a unique view proaches to solving math problems, and Carson uses the TI-Nspire handheld to of how TI-Nspire technology can make score higher on performance measures. teach concepts such as the sum of the interior angles of a polygon. For ex- a difference in the classroom. Three times the learning ample, she might ask students to draw I previously taught eighth grade Alice Carson is a teacher who is see- a pentagon and then to fi nd the interior math, and this past year, some of my for- ing just that. The classroom veteran angles. Recalling concepts learned in mer students ended up in my Advanced teaches Algebra 1, Honors Geometry algebra, students make ordered pairs Algebra class. Because we hadn’t used and AP* Statistics at Karns High School and create a formula to fi nd those inte- graphing calculators in previous years, in Knoxville, Tenn. With that much rior angles. They then manipulate those some of my students weren’t as sharp experience under her belt, she knows angles to fi nd relationships among or- in some math skills as they needed to how hard some concepts are to teach dered pairs. be for this class. This created barriers to and to learn. “We took stuff they learned in al- success. Carson turns to TI-NspireTM technol- gebra and turned it into something To overcome those barriers, I devel- ogy as a tool to help students discover geometric,” she said. “You could see the oped student activities for the TI-Nspire and learn core math concepts. The light bulbs turning on all around the handheld that were designed to help TI-Nspire handheld allows students room.” get these students up to speed. to view multiple representations of a Carson noted that getting students By using the document to explore problem on a single screen. excited about the technology didn’t the concept, they soon realized “Oh, For example, students can see an take long. She said her students like that’s how it works.” They now get con- equation and its resulting graph on the features such as the ability to write frac- cepts that they originally learned but same screen. As Carson’s students ma- tions on the handheld so that they look didn’t truly understand. They also hold nipulate the problem, representations the same as if they had written it out by on to the knowledge better once they of equations, tables and graphs of the hand. realize how it works. problem update in real-time, allowing “It took away the guess work,” she Rebekah Boyd is a math teacher at Johnson the learner to see how the representa- said. County High School, Mountain City, Tenn. tions change as relationships change. TI-Nspire technology also takes away With the device’s grab-and-move capa- a lot of the “re-work” too, because stu- *AP is a trademark of the College Entrance bility, students can move a graphed line dents can save and edit their work in Examination Board, which was not involved and watch how the equation changes electronic documents. Students also can in the production of, and does not endorse, in response to the movement. As result, use the TI-Nspire device to take notes the TI-Nspire product.

44 FALL 2009 SouthEast Education Network security ; BY SHANE CUNNINGHAM and JONATHAN BOWEN Improving School Security An identity management solution

After many instances of school violence over the past two tem, such as a scanner that can read a driver’s license, print decades, there has been a signifi cant focus toward improving a temporary ID or adhesive card, and log them in and out school security. Though leaps and bounds have been made digitally. For regular visitors, such as volunteers, vendors or in these areas by many schools, one of the more commonly parents and guardians, annually printed identifi cation cards overlooked areas of concern is identity management, which could be issued. These should be worn in plain site by each seeks to answer the following: visitor. Such solutions can also be tied to your student ID sys- 1. Who is on your grounds? tem for extra curricular activities or any other functions. 2. When did they arrive and depart? Whether the solution to your school’s visitor management 3. What is the reason for their visit? needs would best be served by identifi cation hardware and software or a manually administered screening program, Though the primary purpose of most security systems is greater focus on those entering and leaving your campus to protect students, faculty and staff, avoiding property theft should be taken to ensure the safety of your personnel and and violence are also valid concerns for security. Another property. growing concern is the delivery of illegal drugs and other contraband to students on school grounds. Shane Cunningham and Jonathan Bowen are responsible for Marketing Though no system, short of a biometric scan and a full Communications in the US and Canada at Digital Identifi cation Solu- body X-ray, can completely clear an individual of all suspi- tions, a global provider of secure credential solutions for schools, uni- cion, there are several steps that can be taken to signifi cantly versities, hospitals, airports, corporations and government agencies. For enhance the ability to validate visitors. A solution that can more information, visit www.dis-usa.com/SEEN. keep track of everyone in your school, their access privileges to buildings and equipment, and their check in/out times, is strategic to successful facility management. Though a full-fl edged access control system is the recommended solution, it may not be fi scally reasonable for some schools. Those that lack an access control system may still benefi t from gradually bringing their system up to current standards. Following are three steps to take to control and limit access to your facilities and grounds. Step 1 A good start is to limit the number of entry points to your buildings and grounds. By limiting access points, you can more easily manage who comes and goes. For instance, some colleges are now installing turnstile systems which are accessed with technologies from barcodes to biometrics. Step 2 Another step forward is to designate a checkpoint to screen visitors by requiring valid identifi cation. Have visitors fi ll out a form that states the nature of their business and the party they wish to visit, review all bags or property they carry with them, and then escort them to the appropriate location. The visitor then is required to fi lter back through the same entry point to “check out”, again having their bags and pockets reviewed, and the time of their departure logged. Step 3 A better solution may be an automated identifi cation sys-

www.seenmagazine.us SouthEast Education Network FALL 2009 45 disabilities technology

BY VALARIE CHERNEK

Bookshare Transforms Reading Independence for Iowa Student with Reading Disabilities Brings harmony to school and family life

Kurtis Broeg uses a new, online accessible library, www.Bookshare.org, to provide access to digital books for qualifi ed 9th-2th graders with reading and learning disabilities. “The Bookshare library has brought reading independence and harmony back into the life of my 9th grade student, Megan Krapfl and her family,” said Mr. Broeg, Special Education Teacher and Learning Strategist for Williams- burg Jr. and Sr. High School, Williams- burg, Iowa. Bookshare is the world’s largest accessible digital library for qualifi ed individuals and students with print disabilities. In 2007, Bookshare received a $32 million dollar (fi ve-year) award from the U.S. Department of Educa- tion’s Offi ce of Special Education Programs (OSEP) to give all students in the U.S. with qualifying print disabilities free access to over 44,500 digital books to use at school and at home. The books include educational books, textbooks, teacher-recommended reading, pleasure reading and newspapers and periodicals. To read the electronic formats, the Bookshare website offers two downloadable software applications. These ebook readers are READ:OutLoud from Don Johnston and Victor Reader Soft from HumanWare. The digital books and software are free to qualifi ed students and schools serv- Kurtis Broeg introduces the Bookshare online library to his student, Megan Krapfl . ing students with print disabilities.

46 FALL 2009 SouthEast Education Network In 2008, Mr. Broeg worked along side his general education and the vocabulary was diffi cult. I felt she had no time to be English teacher, Mrs. Ellen Grim, to identify appropriate read- a normal child. When her teacher, Mr. Broeg, introduced her ing strategies and assistive technology tools that would assist to Bookshare, our lives changed. Sometimes she would say students with learning disabilities who read below grade she read a book and we didn’t know. Now we do! Bookshare level. He discovered Bookshare after attending a local com- has made a tremendous difference for our family. I wish our munity meeting. Over the past year, Mr. Broeg has download- school would have had access to it earlier because many kids, ed over 30 books from the online library. He said, “Bookshare like Megan, just fall through the cracks.” provides qualifi ed students a new multi-modal reading and Megan just completed an English assignment using a digital learning experience. Required reading assignments in junior copy of the The Red Pony by John Steinbeck, because she and senior high school can be long and diffi cult for average loves horses. “Without Bookshare, there would have been no readers. For struggling readers, it can be nearly impossible to way Megan would have done well on this assignment,” said have a successful reading experience. Bookshare has trans- Mr. Broeg. “We would have had to create another assignment formed my students’ reading experience and has saved me giving us more work and making her feel different. Bookshare countless hours of searching and locating required books.” helps us level the learning fi eld. If there is a roadblock for The Bookshare online accessible library helps school ad- decoding words, then students have a diffi cult time enjoying ministrators comply with the Individuals with Disabilities the act of reading. Digital books from Bookshare, plus the free Education Improvement Act (IDEA 2004) requiring schools to reader software, eliminate this hurdle because the text and provide accessible reading materials to students who qualify audio are tied together; helping students decode more easily; with print disabilities. Using a digitized version of a book and and giving them support to improve their comprehension ebook reader software, Mr. Broeg can quickly manipulate the skills.” This year, Mr. Broeg hopes to widen the circle of Book- text and add questions from the English teacher to customize share users to his elementary schools. He says that using this a reading experience for each student. free digital library will open up life-long learning for these “Before Bookshare, it wasn’t possible to fi nd digital books,” students who might have been left behind. said Broeg. “Scanning books the size of Frankenstein, a re- Bookshare, (www.bookshare.org), is the world’s largest accessible digital quired reading classic, is time consuming. Using Bookshare, library for persons with print and learning disabilities, such as blind- I request a novel or textbook and within days I receive it in ness, low vision, a physical disability, or a reading disability. digital text. We can prepare lessons in advance to add comprehension questions and create a unique study guide to address a student’s particular learning challenge.” The Bookshare library becomes a bridge to help students with reading and learning disabilities grow to be successful learners because they feel good about reading the same book as their peers. Mr. Broeg uses the program as an incentive to encourage students to read more books. He says, “It’s a win- win for our students, our school and the parents.” Since using Bookshare, Megan Krapfl , the spirited 9th grad- er with a reading disability and speech delays since second grade, has more reading confi dence and learning independence. Megan struggles with decoding and reading comprehension skills and is frequently overwhelmed by her English assignments. Recently, she was assigned the novel, To Kill a Mocking- bird. Using the electronic version from Bookshare, Megan was able to complete her assignment and do well on her reading test. Her father, Craig Krapfl , noted a positive change in attitude. “The digital books make it easier for Megan to read and comprehend a story,” he said. “I see my daughter gaining confi dence. It restores my hope that Megan will download more books to read for pleasure and maybe read a daily newspaper. No matter what she does in life, she will need to read to do well. Bookshare is helping her do that!” Jenny Naderman, Megan’s mom said Megan’s ability to comprehend required English assignments got tougher as the years went by. “Every night, the tension mounted to complete her reading assignments,” she said. “The books Megan is assigned to read are too high a lexical level. It was an absolute source of stress. Megan did not comprehend what she read

www.seenmagazine.us SouthEast Education Network FALL 2009 47 continuing education ★ BY NICOLE GUIDARA

The Changing Face of Education

The best place to look at how the need to master new techniques to be $15,000 burden that these teachers world around us is changing is in a able to provide the best education for now need not shoulder. classroom. In this small space, we can all of their students. Both the course discounts and scholarship often see the large effects of economic It is crucial for teachers to continue applications are available online at conditions, technological advances, and their own education in order to edu- www.libertymutual.com/teachers the diverse make-up of our population. cate others to the best of their abilities; Unfortunately, many teachers are out- propelling the “learn to teach” concept. Teachers like David Kirkland, a 2008 paced by these developments and are We must accept, however, that we all Learn Return scholarship winner from not equipped with resources to deal share the responsibility to help our Columbus, Ga., and kindergarten teach- with the challenges they present. teachers succeed in their quest for edu- er at Davis Elementary School, agree This infl ux of changes in the class- cating our youth in the most effective that the changing face of the classroom room threaten teachers’ ability to reach way possible. However, we recognize is a challenge that educators must meet students in the most effective way. Per- that for many teachers, continuing head-on. “With technology playing a haps nowhere is this change more evi- their education is a costly task. Profes- larger and larger role in our lives, we as dent than in the evolution of technol- sional development requirements and teachers must adapt,” he says. “The edu- ogy over the last decade. Not so long advanced degrees are necessary to cation fi eld is vast and covers many dif- ago, we were astounded by the advent maintain licenses and reach higher pay ferent jobs and skills. Our jobs should of the “World Wide Web”. Today, stu- grades; yet most often the cost of such evolve to meet these challenges on a dents speak to their family and friends advancement is an expense the teacher daily basis.” through text messages, Twitter and Fa- must assume. Echoing David’s sentiment, Teresa cebook, when just 10 years ago access Programs such as Learn Return — a Castellaw, a language arts teacher at to computers and mobile phones were partnership between Liberty Mutual Wittenburg Elementary School in Tay- determined by socioeconomic stand- Insurance and Pearson Education — of- lorsville, N.C., and another 2008 Learn ing. Now computers in the school are fer benefi ts that help teachers grow Return scholarship winner said, “[A more commonplace, and have become outside the classroom so that they can Master’s] degree would be one step in a necessary teaching and learning tool advance professionally and fi nancially. keeping my students in a 21st century to keep our students competitive both These include discounts on profession- classroom and on the forefront of new locally and globally. al development courses that help equip technology as it becomes available. It And if the technological changes teachers with today’s best knowledge is so important to me to make sure my aren’t enough of a challenge, the lan- to meet new challenges and keep pace students have every opportunity to guage barrier may be. According to with the changing classroom. Addition- achieve their utmost potential.” the National Center for Educational ally, teacher’s seeking a more complete If teachers truly do lead by example, Statistics (NCES), English Language degree program can apply for a Learn then David Kirkland and Teresa Cas- Learner (ELL) services were provided Return scholarship. tellaw set the bar for all teachers and to 3.8 million students in the U.S. (11 In 2008, Liberty Mutual awarded 13 demonstrate how continuing your percent of all students) during the Learn Return scholarships to teachers education is the key to excelling in the 2003-04 school year. And through it across the nation who demonstrated classroom, even when the classroom all, classroom size continues to grow. exceptional passion and responsibil- changes. The NCES projects elementary and ity for their own continued education secondary education enrollments to to benefi t their students. Each winner Nicole Guidara is the director of marketing at increase each year through 2018 to an earned a fully funded Master’s degree Liberty Mutual. For more information about all-time high of 54 million. With scarcer program from one of Pearson’s ac- the Liberty Mutual Learn Return program visit resources and more students, teachers credited university partners, an average www.libertymutual.com/teachers.

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ǣȀȀǤǤ online technology BY ERINN LAKE and ANDREW PUSHCHAK

The State of Online Education

Challenging economic times and that students enjoy and record job losses across the nation prefer these modes of have displaced a number of individuals, communication. Interac- especially those 25 and older, who are tions between students, now unemployed or underemployed. faculty and administration Many of these individuals are turning to are greatly enhanced. In higher education to assist them in their fact, faculty at Edinboro quest for improved employment mar- University report that ketability and alternate job prospects. student/faculty interac- Higher education, in response to this tion is increased in the economic crisis, must offer affordable online environment when educational programming that meets compared to the tradi- the needs of the increasing numbers of tional classroom because non-traditional learners, especially those students are asking more in underserved rural areas. With online questions online because enrollments increasing exponentially, they do not have to wor- many campuses, such as Edinboro Uni- ry about embarrassment versity of Pennsylvania, are increasingly in front of peers. Students focused on improved student learning, are also accustomed to enhanced curriculum innovation, and being online at all hours a refi ned enrollment strategy focused of the day and they can exclusively on the online market. more easily engage in the In these challenging economic educational process for times, more and more businesses and longer periods of time, industry leaders are using e-technology versus being limited to a to save on travel costs for employees 50 minute class period. so it is natural to pursue the online educational medium. In fact, more and Update on the Growth of Online Education researching school and training pro- more higher education professionals grams online; that fi gure represents It’s a fact: enrollment in online edu- are using services like Skype, Facebook, 57 percent of the online population. cation is on the rise. The Sloan Con- MySpace and Twitter to communicate Google also reports that consumers are sortium 2005 annual review indicated with current students, prospective stu- spending more time online — up to 14 that, in 2004, approximately 2.35 mil- dents and colleagues. The Chronicle of hours per week, as a matter of fact. It lion people pursued degrees or other Higher Education recently shared their is expected that U.S. advertising dollars own Twitter feed, which followed more training over the internet compared to will increasingly be directed to online than 1,300 people interested in higher 1.98 million people in 2003. Sloan also markets versus direct mail, newspaper, education news. reports that most institutions consider television, yellow pages, magazines and With increasing costs, higher educa- online education “a critical long-term the like. tion, like many other industries, had to strategy.” maximize technological innovation Similarly, Google reports that the Edinboro University of in order to survive; now many schools United States Internet population num- Pennsylvania are thriving in the online environment. bers 150 million and, of that fi gure, As part of its strategic planning pro- Another positive benefi t outcome is approximately 85 million are currently cess, Edinboro University of Pennsylva-

www.seenmagazine.us SouthEast Education Network FALL 2009 51 nia entered the online education market Leadership have experienced in the Fall of 2001 with a 24-person the largest enrollment growth. cohort in the Special Education program. The growth online in the Educa- By the Fall of 2008, Edinboro University’s tional Leadership Programs is a enrollments exceeded 700 students with direct result of student demand. a variety of online programmatic offer- Today’s students, many of whom ings. work multiple jobs while jug- Only eight years later, Edinboro Univer- gling family needs, require the sity was ranked as one of the largest on- fl exibility of on-line programs; line providers in the fi eld of Education by much more so than the pre- U.S. News and World Report (May 2009). scribed weekly meetings of tra- Edinboro University now offers approxi- ditional, on campus programs. mately a dozen different online academic Similarly, Edinboro University programs such as: is a member of the Pennsylvania • Math/Science Teacher Certifi cation State System of Higher Educa- • Certifi cate in Confl ict Management tion (PASSHE) which is compro- • M.A. Art: Art Education mised of 14-sister institutions • M.Ed. in Early Childhood Education across the Commonwealth of • M.Ed. in Educational Leadership Pennsylvania. • M.Ed. Educational Psychology • M.Ed. Middle & Secondary Instruc- More Reasons Why tion Online Education is • M.Ed. in Reading in Demand • M.Ed. in Special Education The Spring 2009 issue of • Post Masters K-12 Principal Certifi ca- SEEN Magazine included a fea- tion ture article by Johanna Atland, • Post Masters Superintendent’s Letter Director of Communications at • RN — BSN Nursing Grantham University, explain- dent enrollment for students who oth- ing why on-line learning is so popular. erwise would have no access to such Of the above programs, the M.Ed. in Atland outlined a number of reasons for academic programs without traveling Reading and the programs in Educational its popularity including: great distances. In fact, the enrollment convenience, fl exibility, of students 24 and younger grew by 51 affordability, no limita- percent between 1970 and 2000; while tions, open communi- the increase for students 24 and older cation and immediate were about three times as large. results. Atland con- Like many states in the rust belt cluded that the future region, the Commonwealth of Pennsyl- of online education is vania has experienced a serious decline very bright and defi - in manufacturing jobs. This loss of jobs nitely here to stay. has required many adults to return to Are On-line school to re-train for other careers. Programs This loss of manufacturing jobs is com- Academically pounded by the fact that the number Rigorous/High of high school graduates is projected Quality? to suffer a long decline beginning in In an article pub- 2009. Most population growth in Penn- lished in 2007 in the sylvania was projected, and continues academic journal, In- to be projected, to occur in the eastern novative Higher Edu- counties of the state. Strategic planning cation, entitled, “Better efforts have assisted the universities Allocating University in realizing that these sociological and Resources to Create demographic changes would require an On-line Learning Envi- e-learning strategy in order for higher ronments for Non-Tra- education institutions to continue to be ditional Students in Un- viable. derserved Rural Areas,” Since adult learners, especially those we reported that the in rural areas, cannot easily attend regu- addition of the online larly scheduled classes on campus be- learning environment cause of work and family commitments, increased graduate stu- Edinboro University faculty members

52 FALL 2009 SouthEast Education Network and administrators spent the summer of 2002 deliberating a strategic enrollment plan. It was determined that the School of Education and the School of Graduate Studies and Education would collaborate to achieve the University’s mission to “create and share knowledge by providing access.” By Fall 2002, an aggressive strategy was implemented to better serve students while maintaining enrollment levels. Fortunately, the Uni- versity’s distance learning courses did not require new or different technol- dents outperformed campus based converted to an online environment, ogy than the students already owned at student cohorts in the assessments that along with the post-masters K-12 prin- home. were conducted by education faculty. cipal program and the superintendent Husson and Waterman’s (2002) qual- Data analysis compared the scores from programs. ity measures served as a guide in the distance learning strategy to insure that the School Leaders Licensure Assess- ment (SLLA) — which is one part of the What is the Future of the e-learning courses were of the same Online Education? quality as traditional courses. Those Praxis Series that is based on a set of While is worth noting that many measures include: rigorous and carefully validated assess- academicians continue to discuss the a) Selecting suitable faculty ments that provide information for use strengths and weaknesses of online b) Providing faculty training and sup- by state education agencies in making port licensure decisions. The sample for “on- education, the increasing enrollments c) Designing learning environments campus” instruction (N=79 students) demonstrate that the trend will likely with care was compared with a population titled, continue for years to come. Based on d) Providing students with technical “on-line” instruction (N=26 students). our geographic location and declining and academic support Independent t-tests were used to deter- demographics, Edinboro University of e) Developing technology policies to mine that on-line populations showed Pennsylvania plans to continue with support monitoring and upgrade. an increase of 3.64 points over the a strategic plan to pursue and expand on-campus population. This was a sub- our online markets as it is our mission The strategy paid off. The addition to provide to a quality instructional en- of the online learning environment stantial fi nding as it demonstrated the vironment for all students. increased Edinboro University’s gradu- institution was maintaining the quality ate student enrollments. Many of these of instruction in the distance education Dr. Erinn Lake is the Associate Dean of the students would not have access to environment when compared to on- School of Graduate Studies and Research at such programs without traveling great campus instruction. Edinboro University of Pennsylvania, distances to the campus. The increased While the quality and integrity of the Edinboro, PA. enrollment also provided signifi cant program continues to be assessed, the Dr. Andrew Pushchak is a faculty member and increases to the institution’s revenue. online and campus-based cohorts are Program Head for Educational Leadership at Therefore, benefi ts to the student, pro- no longer compared because there is Edinboro University of Pennsylvania, gram and institution were all realized no longer a campus-based educational Edinboro, PA. through the strategic decision to pur- leadership cohort to study. Enrollments sue on-line graduate programming. demands were such that the entire Edu- For more information, visit www.online.edin- In fact, the on-line cohorts of stu- cational Leadership graduate program boro.edu or call 888-845-2890.

www.seenmagazine.us SouthEast Education Network FALL 2009 53 teaching distance learning BY STELLA PORTO, D. SC. and MARLA COFFEY An E-Learning Response to 21st Century Educational Challenges

The expansion of K-12 online educa- teaching culture that includes some online educational programs poses an tion follows the same trend in public political resistance, and lack of teacher enormous administrative burden. The education and training in corporate en- training. The main limitations for ex- advance in digital technologies creates vironments. Estimates put the number pansion of distance education in the an outstanding opportunity for educa- of US students participating in at least K-12 sector include costs of course tional institutions interested in online one online course at over one million development, lack of technological in- delivery, but these will need institution- for the 2008-2009 school year, up from frastructure, concerns about the quality wide technology strategies to realize the 40,000-50,000 in 2000. That translates to of online courses, federal, state and dis- pedagogical potential. While the cost of a $50 million market with a growth rate trict restrictions, and uncertainty about such technologies is dropping, the sup- that is currently over 30% annually. As of funding for students at a distance. port and training for best use of them 2008, 44 states have formally instituted Distance education widens the spec- are growing in complexity. Institutions online learning programs. The promise trum of learning opportunities, not will need to have adequate personnel to is that distance education can offer an only by dramatically enhancing access, manage the use of technologies, consid- approach to expanding school learning but also by increasing control over the ering the major issues of access, band- time that allows for more fl exible and learning process. Moore and Kearsley width, security, and recovery in case of individualized learning through the appli- note “one of the biggest threats to good failure. These technologies alone are not cation of new technologies. practice as well as good scholarship in responsible for changes, but with time, The reasons for this growth are numer- distance education is the common fail- best practices are starting to emerge, ous. School administrators cite the qual- ure of newcomers to the fi eld to under- particularly in professional development ity of courses, fi nancial benefi ts, scalabil- stand what a depth of knowledge there and training. ity, teacher certifi cation gaps, credit reis.” Growth in online learning creates a The use of the new technologies will covery, specialized course availability, and need for major changes in the culture, require distinct instructional design differentiation for special needs students internal organization and structure practices. Mason and Rennie (2008) as benefi ts of online learning. Students of institutions. This requires training make the case for considering the term and families appreciate the individualiza- at all professional levels, not only for ‘learning design’. This term refl ects “a tion and increased parental participation, teachers and instructors, but also for all shift of focus in course design from an and also cite limitations such as long- administrators, managers and support emphasis on providing content to an term illness, parenting, safety issues, and personnel. The Master of Distance Edu- emphasis on designing activities that scheduling concerns among other rea- cation (MDE) program at the University helps students learn through interaction sons for choosing online learning. of Maryland University College does with sources, people and ideas” The best Many terms have been used inter- exactly that throughout its curriculum, courses will employ a team of special- changeably to describe the fi eld of dis- and thus can be a good option for pre- ists, since very few individuals will have tance education, including e-learning, paring such professionals. expertise in all the required areas. online learning and virtual schools. Assessment continues to present However, distance education is a much Implications of Distance Educa- a challenge to educators at all levels, broader fi eld because it is not limited to tion for Leaders and Managers particularly in the context of new me- web-based delivery. Moore and Kearsley The reality is now clear: online learn- dia and collaborative work. Evaluating (2005) provide a suffi ciently inclusive ing offers a competitive alternative to students while using these new tools is defi nition of distance education: traditional brick-and-mortar schools. still diffi cult and best practices are still “Distance education is planned learn- Credibility is no longer an issue either, evolving. Beyond assessment, schools ing that normally occurs in a different and the data proves that virtual school also need to be able to translate data place from teaching, requiring special students are equal to or better than stu- into metrics, which can further be stan- course design and instruction tech- dents in traditional schools. dardized. Thus, assessment is still a hot niques, communication through various Technology Management is one spot when discussing the adoption of technologies, and special organizational area that takes center stage in online innovative technologies. and administrative arrangements.” learning. Staying abreast of cutting- Support services go beyond the de- The K-12 sector has been slower in edge technologies, while sustaining livery of instruction and the interaction embracing virtual schools because of a high-quality technology infrastruc- between teachers and students. It also lack of network access, a face-to-face ture for delivery and development of includes tutoring, counseling and advis-

54 FALL 2009 SouthEast Education Network ing, admissions and registration, library and information sys- implementation of distance education within an organiza- tems, and infrastructure support. tion When considering online education, one must also include • Function effectively as leader, manager and team member effective ways to mediate student and faculty support services within a distance education or training organization at a distance. Technology mediates several supporting services, • Develop strategic goals and business plans for distance and simultaneously creates the need for new support services. education within an organization Thus, technology will provide portals with a variety of self- • Analyze and recommend an organizational distance edu- help functions, while at the same time creating the need for a cation technology plan, and manage the implementation 24/7 technical assistance system. of that technology in distance delivery Management and administration is a signifi cant backend • Design, implement, and assess the necessary support ser- operation for any educational organization. This is no differ- vices for a distance education program ent for online education. On the contrary, online delivery will The bias which once existed against online learning is require managers and administrators that understand distance growing obsolete among K-12 educators. The rapid pace of education and its implications in cost, policy and operations. growth in the virtual school sector shows two broad trends: The administration of the program will include activities such the increase in the number of virtual high-schools and move as: strategic planning; staffi ng; faculty recruitment; selection of from virtual high-schools to virtual K-12 schools. courses to offer; course design and development; training staff; Thus, current and prospective professionals in e-education planning and everyday operations of different units, including will need to be up to par with the rapid changes and demands registrar, advising, facility administrations, technology infra- of this growing fi eld. The Master of Distance Education is cel- structure, and program quality control. ebrating its 10th anniversary with the mission of qualifying One important factor in any distance education program is leaders, managers and other professionals with 21st century the issue of costing. The following components need to be ac- skills in order to adequately respond to the demands of exist- counted for: developing e-materials; teaching students online; ing and new distance education and e-learning initiatives in administering students online; providing the infrastructure the public and private sectors. and support within which e-education can operate; planning and managing e-education. It is clear that virtual schools are Stella Porto, D. Sc. is Program Director – Master of Distance Education, operating in a new market, which includes both public and Graduate School of Management & Technology at University of Maryland private endeavors, and the competitive landscape will be af- University College. Marla Coffey is Distance Education Consultant at fected further as globalization begins to impact K-12 schools University of Maryland University College. For more information, visit as it has higher education. www.umuc.edu. Preparing Leaders and Managers: the Master of Distance Education Program MASTER’SDEGREESin The Master of Distance Education (MDE) (http://www. umuc.edu/grad/mde) program recognizes the need for pro- Business Administration, fessional training in this fi eld. The program was launched in January 2000 as a partnership between the University of Mary- Criminal Justice, land University College (UMUC) and the Center for Life-long Education, Nursing, Learning (C3L) at Carl von Ossietzky University Oldenburg. The program has been offered for more than 9 years now in Public Administration a fully online asynchronous mode. Students include working adults from distinct backgrounds, including corporate training, military, academia and K-12 settings. EDUCATION SPECIALIST DEGREE in The MDE studies distance education using a systems approach. It includes learning, teaching communication, design, Educational Administration and management. The mission of the Master of Distance Education is to qual- and Supervision ify present and future managers of distance education. Given that distance education -- and e-learning -- have expanded Realize your potential. so rapidly in the past few years, the program educates the multitude of new managers and future leaders necessary in this fi eld. These managers increasingly need the legitimacy of formal qualifi cation, since they will be required to be active advocates for distance education and training in their organizations and need to manage signifi cant change processes that may affect the entire organization. The program challenges students to actively engage in the study of distance education, and leaders in elementary and secondary schools will acquire GRADUATE critical knowledge and skills. SCHOOL Overall, MDE graduates will be able to: (229) 430-5118 www.asurams.edu/graduate • Develop and communicate a mission and vision for the

www.seenmagazine.us SouthEast Education Network FALL 2009 55 online education BY SUSAN ROBERTS

Adding a Personal Touch Makes Online Education Go the Distance

With the inauguration of online not seeing them face-to-face.” Students Pate, Professor and Department Chair education in the early 1990s, much has are also encouraged to speak with for Graduate Education, feels like there changed about the face of education. their advisor, further assisting them in is more personal interaction in the vir- Thinking outside of the physical class- the start-up process. He or she will go tual classroom than in the traditional room allows colleges and universities through all aspects of the program with environment. “I fi nd that in our online to reach a whole different demographic the student and is always available for classes, closer relationships develop than the traditional high school senior. any assistance. between the students and the professor It is now easier than ever for work- Offering an online demonstration than in a traditional classroom setting ing individuals to begin class work, of the class software is another effort because of the constant phone call and complete an associate’s or bachelor’s to ensure that students feel prepared email exchange throughout the week,” degree, or obtain a graduate degree. for their fi rst class. University of the he says. “There is much more direct Some individuals—particularly non- Cumberlands students receive logon communication for online classes than traditional students—often have ap- access to explore the eLearn Portal, in face-to-face classes due to the nature prehension about the online classroom their online classroom. Cumberlands of environment.” environment, and many others do not students are required to participate Once students begin their classes, en- even know where to begin when ap- in a chat for each class one night per tering the chat rooms allows students plying to a program. Many fall through week. They may then explore the live- to begin “conversing” with each other the cracks as they try to keep up with chat classroom as well, familiarizing and the other students. Johnson says, homework and housework. As universi- themselves with the icons and features “You begin to get to know the people ties move more toward an online set- of the program. The eLearn Portal also you are in class with through the online ting, they still must remember a large features round-the-clock technology chats so well that you feel like you have part of the college experience: personal assistance via a toll-free number. Sup- found new friends. The willingness of interaction. port technicians walk students through students to help each other is another Many teachers and other educa- any issue they may be experiencing, great asset to my online experience.” tors are choosing the online format to helping them not to feel stranded and This comes as no surprise to Regenia further their own education; however, abandoned if they are encountering Rhodes. “Many students fi nd that they some are rusty in the college environ- computer problems. are able to grow closer to their online ment. “Some of our students are a little Students are often surprised by the classmates than perhaps those in the apprehensive when they call about amount of personal interaction they physical classroom,” she says. “Some our programs,” says Regenia Rhodes, have with their professor and other stu- students who might be more reserved Coordinator of Online Learning at Uni- dents. Laura Johnson, Masters of Educa- and shy in person are able to open up versity of the Cumberlands. “Many have tion, Instructional Leadership student, more online.” Professors also encour- been out of the college realm for years remarks, “When deciding to pursue my age students to call or email anytime and want to return for their master’s Master’s Degree through a program that they have a question or concern. Rho- or an administrative certifi cate and are was completely online, I was worried des says, “Communication is key with worried about what the online classes that there wouldn’t be enough personal an online class even more so than will entail. Our admissions staff walks interaction. However, once I began in-person classes. Our professors and each student through the enrollment the program at University of the Cum- students do a great job of keeping this process and even registers him or her berlands, I realized this was quite the channel open.” for the fi rst term. We are always just a contrary. The professors are so willing Online chats are guided by profes- phone call away if they have questions to answer any questions and respond sors using the Socratic method. Stu- about their books, computer require- in such an individualized way through dents are encouraged to respond to ments, or even what to expect in their the use of email or phone calls that you questions from lecture notes, class read- courses. We try our best to develop a feel as though you truly know them ings, and comments from each other in relationship with these students despite even if it’s not face-to-face.” Dr. Gary order to reach an understanding about

56 FALL 2009 SouthEast Education Network the subject matter. They also post an in- know fi rst-hand what it’s like to have a sen education as a profession; feeling troduction on the discussion board, tell- full-time job, a marriage, small children, more and more confi dent in their new ing about themselves and reading about an active church life and grad school knowledge; and eagerly wanting to ap- other students. Chats often involve all going on at the same time and what ply that new knowledge to issues with students sharing their experiences from it’s like to arrive at class after a full-day their students, parents and colleagues.” teaching in their own classrooms or of hard work with a long evening still He continues, “I love online education answering questions of a new teacher. ahead for all the family life and home- because I know my personal mission is Students are encouraged to think criti- work that can be squeezed in. I am able being achieved through the hundreds cally, drawing conclusions from their to take that into consideration. I try to of professional educators with whom I own experiences and from the texts make classes stimulating, fun and—most have had the great privilege of spend- for the course and discuss each during importantly—highly valuable because ing eight weeks learning how to im- chat and on discussion board postings, new knowledge and insight gained dur- prove our performance in classrooms allowing for a well-rounded opinion to ing class that will be put to work the all over the country and quite a few be developed by each participant. very next day on the job. I respect my outside of the country, too.” Choosing the right professors for an students as fellow educators and adults As the education environment con- online program also contributes greatly who have a wealth of professional tinues to move toward a more virtual to a program’s success. University of knowledge and life experiences that setting, keeping it personal for students the Cumberlands professors enjoy the they, too, bring to class every evening.” will be among the top characteristics online environment as much as the Making coursework that is relevant that individuals will seek for their own students. Dr. Robert Glass, Professor in the lives of the teachers they serve educational journey. Replacing class- of Education at UC, says, “In a nutshell, leads to University of the Cumberlands’ rooms with keyboards does not have to I believe online learning has been the success. Getting to know their graduate mean replacing people with machines. single greatest academic development student body and, in turn, their needs as Quite the contrary, people will be even ever in the fi eld of teacher prepara- teachers, both parties are able to align more of a necessity. tion.” Like Pate, Glass feels as if online goals that correspond to high quality education programs are perhaps more program material. It is also important Susan Roberts is Director of Marketing and personal than the traditional classroom to Dr. Glass: “My goal as a professor is Recruiting for Graduate Programs, University setting. “First of all,” he says, “I really simply to send my students back into of the Cumberlands. Interested individuals identify with my students, of whom their classrooms after every one of our may contact the university at 1.800.393.1609, 90%+ are already working as teachers. I classes being happy that they have cho- ext. 4390, or at [email protected].

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As teachers, you and I spend the ma- technologies, high-end distance educa- Asynchronous programs are self-paced jority of our careers educating others. tion providers offer online courses that learning options people access from an We’re passionate about education; it’s feature near broadcast-quality video online archive. why we got into teaching in the fi rst links, lots of interaction between in- At the Graduate School, we offer place -- whether we teach in public structors and participants, use of video both live and self-paced online learn- school, a community college, a voca- vignettes and simulations to enhance ing choices. Some participants like to tional high school or a private institu- learning, and the opportunity for par- integrate real-time learning into their tion. ticipants to take part in polls, group weekly work schedules. So, they access But, at the end of the day how much work and chat room discussions as part live training classes from their desktops time do you, as a teacher, have to pur- of completing their online work. while at work. Others, such as mem- sue continuing education for yourself? Second, the technology of distance bers of the military who have rigid Learning that, if you had the time, ener- education is increasingly user-friendly. work schedules, complete self-paced gy and money for it, could deepen your Consider yourself technology-averse? online training (in modules) on week- subject matter knowledge, enhance Has this stopped you from looking ends or during holidays and vacations. your classroom effectiveness, make into distance education options in the As you investigate distance education you a more empathetic and insightful past? Today it’s quite easy to access dis- options offered by different providers, teacher, or advance your career in other tance education courses regardless of determine if they offer both live and ways. your interest or need. At the Graduate self-paced learning alternatives. This I suspect you’d answer, “Not much!” School we use an online platform called will give you greater fl exibility in choos- Which is why the continuing education GS Connect to host our online training ing the technology and learning format needs of teachers often take a back seat classes and continuing education offer- that works best for your needs. to the needs of their students! ings. To sign on to GS Connect (via a Fourth, distance education is eco- But that doesn’t have to be the case secure URL) requires only that a partici- nomical in terms of cost and time nowadays. pant have a laptop or offi ce computer required on your part. Because you In recent years, the growing con- with “Flash”. For the uninitiated, “Flash” access distance learning options online, venience and accessibility of distance is the technology behind most video you don’t have to commute to attend education options has opened up chan- and interactive media on the Internet classes in a physical classroom. You nels of professional development to today. It supports the use of video, au- also avoid travel and lodging expenses teachers as never before. Hundreds dio and interactive online learning tools associated with traditional off-site class- of colleges and universities as well as room training. All this means you can many corporate providers today offer in ways that create an almost in-person experience for participants! take courses from home, a hotel room distance learning options of various while traveling, or even the beach, if kinds. And whether you’re interested So, if you’re shopping around for a distance education program, consider you like. And that means less stress and in distance learning with the goal of greater fl exibility to fi t continuing edu- getting another degree, or simply to the user-friendliness of providers’ technology. How easy is to access a pro- cation into your schedule where, when complete continuing education units and how you want it! (CEUs), get specialized training, or re- vider’s online courses? How easy is to navigate providers’ websites and review Still other factors to consider when new a professional accreditation, the investigating distance learning provid- advantages of signing up for distance their curricula? Finally, do courses of- ers include: professional reputation, a learning today are numerous. fered include interactive learning tools provider’s ability to award degrees or I’m a big fan of distance education and other features to accommodate par- offer CEUs, and whether a provider’s for the following reasons: ticipants’ different learning styles and course offerings represent a good fi t First, the Internet provides a power- preferences? with your training or continuing educa- ful delivery system for distance educa- Third, you can choose a distance tion needs. tion unlike anything we had in years education format convenient for you! past. Gone are the days when distance Today, distance education programs are Sharon Fratta-Hill, PhD is Vice President of learning depended on unreliable satel- either synchronous or asynchronous Academic Programs and Distance Education lite links, scratchy phone connections in format. Synchronous programs are at the Graduate School in Washington, DC. and dreary graphics. Today, thanks to “live” events or classes that a par- For information about GS Connect visit: the Internet and powerful web-based ticipant accesses from their computer. www.grad.usda.gov.

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Technological advancement is evident and has a tremen- the course size from the administration, currently there have dous impact on higher education at various levels. Take Geor- been 27 students enrolled in this course. Nonetheless, a fur- gia Southern University (GSU) as an example, technological ther message from the top was that no additional session is advancement is promoted systematically and caused by a being considered for additional students so far. variety of considerations. At the college level, technology plays Advancement of technology has been promoted and in- an infl uential component and almost becomes a necessity. An fl uenced higher education tremendously due to the consid- event in the College of Education attested this statement. erations of current issues that universities are facing. None- A proposal was presented to the Faculty Executive Com- theless, ripple effects generated from the advancement have mittee (FEC), a committee that appraises or judges proposals, been inevitably expanding and might result in an unavoidable issues or dilemmas that arise at the college level, to discuss movement in larger learning communities of higher educa- about technology at the college level. At the meeting a repre- tion that are distinct from the past. The initial stride of tech- sentative from Technology and Instructional Resources Com- nological advancement seems to have placed us in a situation mittee was invited to deliver ideas about technology that the that we need to clearly redefi ne and restructure higher educa- committee held in the hope to get the support from FEC. The tion in this new century. meeting time was mostly dedicated to the presentation and Hsiu-Lien Lu, Ed.D is Assistant Professor of Education at Georgia South- discussion that centered on technology facility and vision for ern. For more information, visit www.georgiasouthern.edu. the college for next year and years to come. The discussion revealed that instructional tech has been appraised by levels. At the fi rst level, classrooms are equipped with computers and smart boards. At the second level, you fi nd smart facility, including computers and interactive instructional devices. It is still hard for faculty to precisely defi ne what the third level is, as it can swiftly change in the world of high tech. However, one could easily imagine that it is not surprising one day to hear that classrooms will be equipped with entire sets of sound and visual facility, internet, and interactive instructional boards, and that all things are controlled by a set of remote controls. At the department level in the Early Childhood Teacher Ed- ucation Program, we have been pushing courses to be taught on-line. To a certain extent, technology represents instructional upgrades and a source of departmental income that can be used in multiple purposes, including funding for research, travel, and technology upgrading. On-line courses seem to be enthusiastically welcome in the part of administration because of several reasons. First, it decreases the demand of classrooms resulting in saving a tremendous amount of revenue. Second, it makes big money. For example, courses for the Franchise program, an on-line master’s degree consortium of three universities in Georgia, of which GSU is one, cost more than twice the price of a regular course offered in the university. Third, on-line enrollment sizes can easily be enlarged. At the individual course level, sizes of on-line courses are growing. I have been teaching a master’s course that is popular among in-service teachers which used to accommodate 15-20 students on-line because the nature of this course requires a tremendous amount of written refl ections, postings and projects. This year we opened one course for summer and the enrollment was full quickly. With the push to expand

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62 FALL 2009 SouthEast Education Network learning with technology 5 BY ERIKA BURTON, PH.D. 21st Century Focus: Brain Based Learning Educating students as a whole and teaching the way the brain naturally learns best

What is the scientifi c background porting evidence that neurons continue ment and learning. behind brain based learning? to grow throughout adulthood. These Numerous studies performed by Dr. Do most people only use 10% of recent fi ndings contradict an estab- Marian Diamond on neural stem cell their brains? This legend is well known lished belief that adults can create neu- dendrite growth have shown signifi cant in popular culture and rarely debated. ral pathways/connections but not grow differences between individuals with Can you believe we use 100% of our new neurons. Not only are we capable enriched learning experiences verses brain through each and every day? The of growing new neurons, but we can those without such experiences. Dr. 10% myth can be linked to many but add to existing neural branches by Diamond found that the more mature both Albert Einstein and Edward James properly “exercising” our brains. The neurons react even better to intellectu- believed we only use a small part of our key to maintaining these newly formed al enrichment. This provided evidence mental and physical resources. . How- neurons is to connect them in some that dendrite growth in the outermost ever, let’s think about this premise. Was way to existing ones. branches occurred in reaction to learn- Einstein born with a bigger brain or did One way that we can make sure they ing information. In order for dendrite he simply “build” himself a bigger brain? are connected to existing neurons is branches to fl ourish and survive new Neuroscientists have pinpointed through physical exercise. With exer- information must be presented and un- through extensive brain scan research, cise, we are able to maintain high levels derstood in context to what has previ- the specifi c areas in the brain affected of cognitive capabilities adding to the ously been learned. by learning. Armed with this informa- retention of information because we Educators have taken brain research tion, these scientists have found sup- use the same part of the brain for move- and developed curriculum based on the

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www.seenmagazine.us SouthEast Education Network FALL 2009 65 Teachers act as facilitators of these An example of a brain based thematic ate their own point of origin path on discussions, providing scaffolds to chal- lesson in which students are learn- a coordinate geometry grid creating a lenge students to think more critically ing about coordinate geometry might shape, path towards a location, or secret and delve into higher order discussions involve the following steps. Students treasure to authentically establish their on given concepts. might fi rst brainstorm the uses and understanding of a state standard or Games challenge students to use application of this concept and when goal which they will remember and use concepts they are practicing. They they have or might use this skill in their in the future. provide evidence that what they learn future. Breaking down any math con- in school is important to help them cepts into manageable pieces is the fi rst Brain Based Learning resolve issues outside of school and in step to successfully understanding it. A and Curriculum their futures. They learn through these teacher might expose students to a grid Brain based learning is here to stay natural opportunities that learning is and the nature of the X and Y axis and and will continue to gain momentum signifi cant and applicable to their lives. where each is located on a grid. He/she as more educators accept the value of Thematic instruction may vary based might even take this a step further and educating children the way that the on student interest. Themes assist have students identify the X and Y axis brain naturally learns best. Schools students with understanding content as H and V for horizontal and vertical have begun the process of adopting a within context and allow the abstract before teaching the abstract X and Y brain based curriculum and work to- to become meaningful while at the concepts. There might be several guided gether to determine the unique needs same time connect students emotion- learning opportunities for students to of their students and determining how ally to a concept. Additionally, thematic identify the X and Y coordinates indi- to execute best practices in relation learning enhances students recall vidually through team games as well to students’ abilities. The entire learn- of prior knowledge and intrinsically as to fi nd points of origin on an actual ing community comprised of parents, motivates them through the learning map of their city creating relevance teachers, administrators and support process. Observations of what these towards this concept of coordinate personnel are a part of this process. practices might look like in a classroom geometry. They may play games where Professional development, workshops, situation would vary depending on they become the points of origin using books, and discussions play a role in the grade, subject, and teachers’/students’ a life size grid. Groups may practice training of staff as they delve into creat- comfort with applying multiple intel- fi nding points of origin to identify a ing meaningful curriculum adjustments ligences and an emotional connection path taken by a missing person within to current practices. to learning. their city. Finally, individuals might cre- Some of the main points touched

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66 FALL 2009 SouthEast Education Network upon during a reform of curriculum articles on the benefi ts of brain based that our world is becoming smaller and deal with the role and development learning. The research shares that brain in order to thrive in the 21st century of authentic assessments, emotional based learning approaches are applica- there are several important disciplines intelligence (character development) ble and transferrable to all educational one must possess. The importance of applying multiple intelligences towards levels. Current research on the suc- being disciplined and committed to learning practices, incorporating coop- cess of Multiple Intelligences explicitly lifelong learning within a fi eld and be- erative learning, initiating and learning foundational in brain based learning yond, creative and able to synthesize how to engage students in higher order is shared in case study format most and apply information as well as being thinking skills through discussions notably through Kagan & Kagan in a respectful and ethical human being where students share experiences conjunction with 6 urban schools com- are traits honed over time. It is impera- with and connect with concepts in a prised of 2 elementary, 2 middle, and 2 tive that we continue to emphasize personal way. Additionally, it should be secondary. The success of students and the importance of learning differently. noted that success with learning differ- school systems for that matter that in- ently encompasses students exceeding fuse brain based learning strategies into Teachers understand that children have the self-fulfi lling prophecy that if teach- their curriculum reaches beyond rais- unique learning styles but in order to ers hold students accountable towards ing summative test scores. Students are be a complex and analytical thinker achieving lofty goals, students will rise expected to develop holistically into they must exercise their brains to work- to the challenge. socially and morally responsible mem- ing out problems in multiple ways. We bers of our 21st century. Although com- can no longer expect students to learn Student Success with Brain Based mitted learning communities improve listening to the teacher as a sage on Learning Approaches on standardized tests scores with time. the stage. Students deserve to learn the Much of the research on brain based As Caine & Caine suggest the process Brain based learning captures these learning has been gathered from sec- takes between 3 and 5 years which is traits and purports what educators do ondary school studies. Curriculum consistent with others who study the applying best practices in the class- specialists, researchers, neuroscientists, results of meaningful change theory. room. However, like never before the psychologists and educators have im- future of young minds depends on it. merged with packaged ideas on how to Future of Brain Based Learning implement these best practices into the Brain based learning is not a fad in Erika Burton, Ph.D. is Co-founder and K- 12 curriculum and beyond, without the educational arena that will pass Director of Curriculum and Instruction for overburdening teachers. There have with time. Gardner in his new book Orion’s Mind. For information, visit been many convincing research based 5 Minds for the Future acknowledges www.orionsmind.com

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BY KYLIE STEWART PH.D.

Competing in the Global Economy Library Media Factors impacting science achievement

8WhVTg\baT_GXV[ab_bZlCebZeT` In 2005, the Business-Higher Educa- Classroom teachers typically rely on tion Forum (BHEF) released A Commit- science textbooks to provide direction Ba_\aXcebZeT` ment to America’s Future: Responding in teaching while often times relied on to the Crisis in Mathematics and Sci- heavily by novice teachers or teachers 9be> $%GXTV[Xef ence Education, which brought nation- teaching outside of their expertise. In / iÊÃ>iÊhigh-quality, accreditedÊ al attention to the critical issues that are 2002, Project 2061, a long-term science, i`ÕV>ÌÊÞÕÊ >ÛiÊViÊÌÊiÝ«iVÌÊ effecting America’s competitive posi- mathematics, and technology educa- vÀÊ*ÌÌÃLÕÀ}Ê-Ì>ÌiÊ1ÛiÀÃÌÞ°Ê tion in the new global economy. The tion reform initiative of the American Ài>Ìi`ÊvÀÊvÕÌiÊÜÀ}Ê report found that for the U.S. to meet Association for the Advancement of Sci- «ÀviÃÃ>ÃtÊ the new economic challenges, the math ence (AAAS), conducted an evaluation and science base must be enhanced of the most widely used textbooks in The Master of Science degree with a and expanded. A frequent yardstick middle school science and found that major in Educational Technology is used to measure science achievement not one of them were satisfactory. The designed to prepare students to work with technology in educational settings. and growth in U.S. education is the Na- texts often involved classroom activi- In addition to Library Media, the other tional Assessment of Educational Prog- ties that were irrelevant to key science curricular emphasis is Technology ress, or sometimes referred to as the ideas or failed to connect underlying Facilitator. This online degree program is Nation’s Report Card offers a glimpse ideas to each other. This fi nding further taught by full-time PSU faculty. into the shortfalls of science educa- supports the need for a high quality tion across the country. The National science curriculum, which provides a Expect to: Assessment Governing Board (NAGB) coherent representation of important UÊ7ÀÊ>ÌÊÞÕÀÊÜÊ«>Vi defi nes “profi cient” as solid academic science concepts. UÊ,iViÛiÊ`Û`Õ>âi`Ê>`ÊìÌ>i`Ê i« performance or competency of chal- Despite the belief that testing gives a UÊ >Ì>Ê } ÊiÛiÃÊvÊÌiÀ>VÌÛÌÞ lenging subject matter. In 2005, 29% of “clearer focus” to curriculum for teach- UÊ1ÃiÊÛ>ÀÕÃÊ«ÀÌÊ>`ÊiÊÀiÃÕÀViÃ 4th grades, 29% of 8th graders, and 18% ers and students, the National Commis- UÊ iÌÜÀÊÌ ÀÕ} Ê`Û`Õ>Ê>`Ê}ÀÕ« of 12th graders scored profi cient on the sion on Teaching and America’s Future Ê «ÀiVÌÃ national science assessment. It is clear has found that many teachers cannot UÊ Ý«iÀiViÊvÀiµÕiÌÊÃÌÕìÌÊ>`Êv>VÕÌÞ that as a nation, the U.S. has a low per- produce the kind of learning demanded Ê «>ÀÌV«>Ì centage of students scoring at the profi - by the educational reforms “not be- cient level in science while the number cause they do not want to, but because i}iÊvÊ `ÕV>ÌÊVÌ>VÌÊvÀ>Ì\ drops as students’ progress through they do not know how…”. Accord- Michelle Hudiburg high school. This signifi cant lack of ing to research, successful science ÈÓä°ÓÎx°{xäÇ Õ`LÕÀJ«ÌÌÃÌ>Ìi°i`ÕÊ science profi ciency in K-12 students is instruction requires teachers to have a due to a number of factors, the most thorough understanding of content, stu- Kylie Stewart considerable being a lack of high qual- dents as learners, and pedagogical strat- ÈÓä°ÓÎx°ÈxÇ ÃÌiÜ>ÀÌJ«ÌÌÃÌ>Ìi°i`Õ ity curriculum materials that provide a egies. This depth of understanding is coherent presentation of essential sci- imperative if an educator hopes to “… ence skills, and lack of science content transform the content knowledge he or knowledge and pedagogy by classroom she possesses into forms that are peda- teachers. gogically powerful and yet adaptive to Research has identifi ed that the avail- the variation in ability and background ability of a curriculum aligned with presented by the students”. Pittsburg State the tested curriculum positively infl u- ences classroom practices. Without Kylie Stewart Ph.D. is Assistant Professor University this alignment “students would face Educational Technology at Pittsburg State www.pittstate.edu/cgs an unfair and almost impossible chal- University. For more information, visit lenge to prove what they have learned.” www.pittstate.edu.

68 FALL 2009 SouthEast Education Network THE VALUE IN PARTNERING WITH EDUCATIONAL CONSULTANTS “We have no interest in consultants who are not IECA members... As students enter the next phase of their personal or educational journey, We respect the integrity of their consider partnering with an IECA educational consultant to help families program, membership process and probationary period, and focus on fit. make wise educational decisions.

—Chuck Bachman IECA member consultants are experts in helping students by virtue of their Senior Associate Director of Admissions background, training, and experience. They have, on average, visited more Lafayette College, in CASE Currents than 150 school/program/college campuses each, and spend about 20% of their time each year touring educational campuses to stay knowledgeable, connected, and up-to-date. IECA consultants advise students and families on schools, colleges, summer programs, learning disabilities, international placements, and programs for teens with emotional or behavioral problems.

IECA members are widely recognized as demonstrating unrivaled 703-591-4850 credentials, extensive training, the highest ethical standards, and the most www.IECAonline.com professional demeanor. [email protected] SSEENEEN TechnologyTechnology ProductProduct ReviewReview ((stuffstuff youyou shouldshould knowknow about)about)

ProgressBook by Software Answers

ProgressBook is a comprehensive, district-wide classroom management system that combines grade book, attendance, lesson plans, report cards, special services, and parent/student/teacher communication in a single software solution. It eliminates duplicate data entry by tightly integrating with your school’s student information system for scheduling, attendance, and report cards. ProgressBook supports both traditional and standards-based progress reporting.

For more information, visit www.software-answers. com/progressbook

Vizzle

Vizzle by Monarch Teaching Technologies is a web-based special education software for creating and sharing customized interactive visual activities. Developed in collaboration with the Monarch School for Children with Autism, Vizzle supplies images and also creates a community of learning that allows educators to build and share their own lessons. Activities can be used in- teractively on a computer or Smartboard or printed for table top use. Vizzle provides updates every two months. Look for hand held devices in the near future.

For more information, visit www.monarchteactech.com

Speaking Spelling Bee

The Speaking Spelling Bee by Franklin Electronics is a virtual spelling bee in a handheld game. This unit is designed to improve spelling for both serious spelling bee participants and grade school students with the TV Out feature, users can play the game on a larger screen. With up to 10 players. Includes a 7,000 word spelling bee list, example sentences, word deﬁ nitions and origins, and a USB port to download even more games. Speaking Spelling Bee has three play modes and multi-level difﬁ culty setting.

For more information, visit www.franklin.com

70 FALL 2009 SouthEast Education Network Read&Write GOLD

Read&Write GOLD by Texthelp Systems is a literacy software solution that allows struggling students to access any curriculum and complete reading, writing, and research assignments as well as take tests independently. It is a customizable, easy to use toolbar that works with familiar applications, including Microsoft Word,Explorer, and Adobe Reader. It allows students to access the support tools they need from within mainstream software programs. Read&Write Gold highlights and reads text aloud using natural sounding voices and also includes a comprehensive set of support tools for reading, writing, studying, research, and test taking.

For more information, visit www.texthelp.com

CognitopiaCo Picture Planner

Cognitopia’sCo Picture Planner is like Outlook for people who don’t read or don’t read well. It letslet students plan their own schedules for school, home, and community activities. It’s ac- cessiblecessi to students with a wide range of cognitive abilities, and is designed to prompt them easilyeasily through competent schedule creation. Picture Planner provides many of the functions ofof a typicalt calendaring program, such as recurring activities and pop-up reminders, but with a cocognitivelyg accessible interface.

FForo more information, visit www.cognitopia.com

Elluminate VCS Elluminate VCS enables academic institutions, corporations, and other organizations to leverage large investments in legacy videoconferencing infrastructure by including desktop PCs. Primarily a software solution, it requires a Customer Prem- ise Equipment (CPE) server that operates exceptionally well on network speeds less than typical DSL connections and works with existing legacy H.323 infrastructure. Elluminate VCS extends video endpoints to reach more participants in a convenient and cost-effective way, adding an interactive collaborative environment that includes intuitive presence awareness and session scheduling and management tools.

For more information, visit www.elluminate.com

www.seenmagazine.us SouthEast Education Network FALL 2009 71 Variquest Cutout Maker

The Cutout Maker connects to a personal computer or to the VariQuest De- sign Center where proprietary VariQuest Software coordinates the use of the system by storing more than 4,400 curriculum-rich shapes and fonts as well as pre-designed bulletin board collections all in the form of scalable eDies that range from 1 inch to 18 inches in size. It cuts the shapes from construction paper, cardstock and bond paper in just a matter of seconds. The Cutout Maker is the only electronic cutting system with a cutting tip sensor that automatically adjusts blade depth based on the material being cut and on the wear of the blade – a patent pending technology that eliminates the need for manual adjustment.

For more information, visit www.variquest.com

AutoSkill Academy of Math

The Academy of Math is a math intervention software solution designed for k-12 at- risk students. It uses a methodology that incorporates positive motivational principles and builds foundation math skills for the beginner through algebra-ready students. The Academy of Math’s pedagogical model incorporates task analysis to break down skills into simpler components, and a sequential approach to build computational ﬂ uency.

For more information, visit www.autoskill.com

Polar Team2 Pro

Polar Team2 Pro is designed to work with your coaching program. The Team² system allows you to gain a unique insight into the ﬁ tness capabilities of your team. Easy to implement, Team² helps you can get the most out of your school’s players and training sessions. Integrate Polar heart monitoring technology into the program and achieve the optimum level of ﬁ tness for your players, help eliminate major injuries and prevent overtraining. Polar Team² Pro set includes base station, transmitter charger, 10 transmitters and Team² WearLink+ straps, USB dongle and the software for PCs and PDAs

For more information, visit www.polar.ﬁ

72 FALL 2009 SouthEast Education Network InterwriteI Mobi

eInstruction’s Interwrite Mobi and Interwrite Mobi System are the industry’s ﬁ rstr multi-user system designed speciﬁ cally to support student-centered, col- laborativela learning. Both teachers and students can concurrently interact with anand contribute to the same digital content - ideal for team activities, learning sisimulations, student exploration, etc. Interwrite Mobi has a built-in 2.4” color LCD didisplay (KWIK Screen), which reports student responses instantly when used in coconjunction with eInstruction’s Classroom Performance System.

For more information, visit www.einstruction.com

Wynn Literacy Software Solution

Wynn Literacy Software Solution by Freedom Scientiﬁ c uses a bi-modal approach; it simultaneously highlights text as it is spoken. By using this approach, Wynn is able to transform printed text into understandable information for struggling readers, children with ADD and ADHD. Premium product Wynn Wizard includes optical character recognition (OCR) and the ability to scan text and convert it to the spoken word.

For more information, visit www.freedomscientiﬁ c.com

AutismPro

AutismPro ia a customizable package of tools, content and programming that helps educational institutions train educators and manage learning programs for students with autism through the effective use of technology. It allows administrators to build capacity and helps educators improve outcomes for each student with autism. AutismPro comes in two parts: AutismPro Workshops is a ﬂ exible, Web- based professional development program that allows educators to apply a range of evidence-based strategies to typical school situations. AutismPro Re- sources is a comprehensive set of online classroom tools.

For more information, visit www.autismpro.com

www.seenmagazine.us SouthEast Education Network FALL 2009 73 choosing college ✿ BY RON REIS

Promoting Higher Education Through Web 2.0

American teens are now spending more than 31 hours a With the teen demographic huddled so densely online, it’s week online – that’s more than four hours a day – and that’s unsurprising that higher education has taken notice. A new on a regular week, school included. Last year, 93 percent of report conducted in cooperation with the National Associa- teens (ages 12 to 17) were hanging out online, up from 87 tion for College Admission Counseling (NACAC) shows that percent in 2005, but what are they doing there? the use of social media in college admissions offi ces across Approximately 70 percent of teens online are avid social the U.S. is on the rise. Universities are using social network- networkers. In fact, as of 2008, 47 percent of teens are ac- ing tools to attract, recruit and research prospective students. tive Facebook members, and it’s estimated that by 2011, 84 While some may view this trend as invasive, in reality, the percent of teens will use some form of social networking. It’s evolution of the Web as a resource is also enabling students indisputable that teens are attracted to, compelled by and in- to take a front seat in the college-selection process. Social fl uenced by these sites, and the Worldwide Web is what they media has transformed the college search into something are turning to for everyday information. engaging, interesting and more exciting than ever. More importantly, this trend is also impacting school counselors, who have the opportunity and responsibility to facilitate the college search, which the current economic tail- spin has translated into a major fi nancial concern for many college-bound students. These students approach their school counselors with a myriad of questions regarding their dream

Simply put, the Web 2.0 era has done away with the days of static text and pictures.

schools – from qualiﬁ cations and courses of study, to dorm accommodations and student life. Yet, many school counselors don’t have the time or resources needed to visit the campuses of all of the colleges they recommend. Social media has encouraged a move away from the once traditional hard-copy college guidebooks. Simply put, the Web 2.0 era has done away with the days of static text and pictures. As sophisticated online citizens, – 54% read blogs; 33% share ﬁ les through peer-to-peer; 40-50% tag content; 25% have downloaded podcasts – teens are now looking for digitally compelling content. There are a variety of Web sites offering virtual campus tours and admissions information to help students explore, compare and narrow down their college options. However, while some of these sites have been around for some time, their content remains stagnant. They do not serve as one-stop

74 FALL 2009 SouthEast Education Network shops that provide the college information students need in a format they understand, trust and enjoy. Riding on the wave of these new trends, YOUniversityTV has created a fi rst-of-its-kind Web site that aims to promote higher education by providing comprehensive high-quality video tours of the country’s top schools. YOUniver- sityTV is the only site offering college video tours to receive the approval of the schools it features. The site’s social networking component further allows users to share content and connect with college-bound peers. By providing an all- access pass to the campuses of hundreds of colleges, YOUniversityTV.com helps its users compare schools and narrow down their options with the simple click of a mouse. Keeping school counselors in mind, YOUniversityTV also developed a Col- lege Video Channel that can be embedded into nearly any Web site in the form of a “widget” or media player that streams full-length college video tours. School counselors can post the channel on their school or personal Web sites, granting their students virtual access to hundreds of college campuses across the country. As the digital space continues to evolve, and as teens continue to adopt new technologies, it’s important that school counselors are aware of the resources available to their students that will appeal to them in an informative, entertaining and relevant way. Addition- ally, it’s important for school counselors to keep up with trends in teens’ social media use and participate actively in this growing space. By doing so, they will be able to better serve their students and encourage them to spend their time online more wisely – exploring services and tools that are useful and relatable. With the dawn of the fall applications process just around the corner, and with the economy severely impacting many students’ college plans, it’s imperative that school counselors become familiar with new resources that will help their students with their college search. Today, having these resources at one’s fi ngertips has never been more invaluable. Ron Reis is Co-founder and Chief Executive Of- fi cer of YOUniversityTV. For more information, visit www.youniversitytv.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 75 early childhood BY MARCY GUDDEMI and CRISTA MARCHESSEAULT

The Goldilocks Dilemma When is the ‘right time’ to start kindergarten?

It’s Sept. 1, and a new school year is He is the middle child with two other the cut-off date of fi ve by Oct. 1. What beginning, along with the “kindergarten brothers, each a year apart. He loves to are the chances they will have the same dilemma” confronting many parents run, run, run and be active every mo- experience and both meet with suc- and teachers. A child is fi ve years old, or ment of the waking day. He still needs cess? If they are entering a “ready” kin- will be fi ve years old by the legal cut- his afternoon nap so he can refuel and dergarten classroom with the resources off date for school entrance, is starting be on his way again. His mom describes and support to meet the needs of every kindergarten now the right decision for him as “all boy,” but she is worried that child in a developmentally appropriate every child who meets the age require- a full day at school will be too much for way, perhaps the odds are good, but in ment? our current economic and political cli- Add to the dilemma that in Con- mate, even if recovering, most schools necticut, the cut-off date is Jan. 1, Ken- are still struggling to maintain funding tucky is Oct. 1, Georgia is Sept. 1, Indi- and meet the demands and lingering ana is July 1, and so on. Add to the di- effects of “No Child Left Untested.” lemma that kindergarten curriculums have changed in the vast majority of What Should a Parent Do? schools in the US in the last decade Parents with a child like Max may or two. Most American kindergartners have more choices than they realize, are now expected to sit at tables or and do have a responsibility to fi nd desks, work independently, and learn out what the options are, rather than what was traditionally taught in fi rst simply acquiescing to what other grade—namely how to read. parents are doing. They can choose to push their child ahead regardless of Meet Megan and Max the school climate and expectations Megan’s birthday is Oct. 21. She is because, after all, the child does meet nearly fi ve years, 11 months old and the cut-off date. They can choose to the youngest of three sisters. She has keep their child out a year, if this is learned to read through exposure to her little guy. After all, he does not want fi nancially possible for the family, be- print, letters, and sounds; and by listen- to sit and listen to the “boring old story” cause they think he will benefi t from ing to and following along with story at story hour at the public library. He the extra time to develop. Or they can after story read to her by both her tends to punch if he doesn’t get his way search for — and perhaps more im- parents and her older, third grade sister. or the toy he wants to play with now. portantly advocate for — a school or She has been begging to go to school In his world, that’s how to survive with classroom that meets and supports the like her siblings all year. She can follow two other brothers. He can count to 10 learning needs of their child, where he directions on Sunday School activity and reluctantly write his name, but he is developmentally right now. sheets, plays kindly with other children, could care less about letters, numbers, and is curious about all insects and crit- books or computers. Hence, the Goldilocks Dilemma: ters she discovers in the backyard. Her Max and Megan will be in the same Overplacement, Red-Shirting mother knows that she is ready for kin- kindergarten classroom. They will be or Just Right dergarten and has been for some time. expected to behave in the same ways Parents are often left with a quandary Max is four, turning fi ve in about one and learn the same things at their local between what may be “too hard, too more month. His birthday is Sept. 26. school because both children will meet easy, or just right” for their child’s level

76 FALL 2009 SouthEast Education Network of development and learning needs. The fi rst thing Max’s parents should do is ask questions — whether or not they have options for where to send Max to school, they can learn more about the curriculum and expectations where he will be enrolled, and they can advocate for best practices at their local school. One of the options that Max’s parents might choose is to enroll him in kindergarten knowing that he might not be able to handle the expectations academically or behaviorally. The term overplacement refers to a child being placed in an academic setting that is beyond or over the child’s developmental readiness, and in which the child’s individual needs are not • Nutritious meals and snacks provided able to be met. NowN with ith over • Enrollment fee waived with this ad Another option is to wait a year and allow Max to grow • Age 6 weeks to 12 years old emotionally, socially, physically, and intellectually, and be 160 Schools of placed with children that are more his peers next September. Excellence in • Before & after school care The term red-shirting refers to a child being held back a year with transportation solely in order to be at an advantage physically, socially or aca- the South • Summer Camp programs demically. Southern Locations • Pickup and delivery to area Research has shown that there can be negative effects of elementary schools either practice, making both “not quite right” for many chil- Alabama • Transportation on buses dren in most cases. On the other hand, parents fi nd their “just Florida right” option when there is a match between the child’s de- with phones and seatbelts velopmental needs and the provided curriculum. Georgia • Formula, baby food and wipes provided Not Quite Right: Issues of Overplacement North Carolina • Able to cater to out-of-school and Red-Shirting South Carolina time for public, private A child’s readiness for a particular school program is indi- year-round schools. cated by his or her physical, social, emotional, and academic Tennessee readiness, leading to his or her ability to cope and sustain in Texas that environment without undue stress or awkwardness. We offer working parents Some children may show signs of strain when placed in Virginia the best value in child care a school situation before they are fully ready to meet the with the best combination demands of that classroom and if there are not the proper of learning, safety, and fun supports and resources in place to meet the child where he or she is developmentally. A child in this situation may exhibit at an affordable price. the following behaviors. Overt (Easy to see) Providing Public Physical — The child exhibits fatigue, frequent colds, incon- sistent visual and hearing perceptions. Pre-K Social — Has few friends, may lash out in anger against in FL, GA & NC peers, relates better with younger children. Those not showing anger may withdraw. Intellectual — Has diffi culty fi nishing work, erratic achievement (good one week, poor for two weeks). Low or average work despite high I.Q. Emotional — May be moody and easily upset, does not enjoy or want to go to school. Covert (More diffi cult to spot) Avoidance — May avoid dealing with problems, daydreams. A fleet of safety-equipped school buses provides worry-free Conformity — Wants to please others, does only what is asked, tries to make the teacher happy, exhibits very little cre- transportation for Childcare Network students ative thinking. Passive Resistance — Does not argue, may even be pleasant Please visit website below for school locations and agree with everything, but is resistant when it comes to www.childcarenetwork.net doing anything. Overdrive — High social and academic skills; may not be

www.seenmagazine.us SouthEast Education Network FALL 2009 77 very creative, is interested in obtaining good grades. This tally appropriate classrooms, teachers trust in children’s child appears to “have everything” but may be at great risk for natural abilities and recognize their individual developmental eventual burnout. needs. They plan environments that balance active, child-ini- While research has shown that delaying kindergarten alone tiated learning with teacher-directed instruction. They allow does not have a long-term affect on academic success for the for physical movement, freedom of expression, active commu- average child, there may be immediate short-term beneﬁ ts in- nication and interaction, and individual and group problem cluding less stress associated with the learning environment, solving. increased motivation to learn, and stronger self concept. One Activities are open ended so that the outcome for each of the most important goals of Kindergarten is to love learn- child will be at his or her individual level of development. ing and create an “I can learn!” attitude in the child. When For example, in a child’s daily journal, one child may be using children are overplaced, they often feel like they are failures complete sentences while another still primarily scribbles and may complain of stomach aches so they don’t have to go pretend letters and uses pictures to convey thoughts. Neither to school. is “wrong” or out of place. On the other hand, waiting a year so that a child is the big- Such classroom structure fosters the child’s innate drive for gest football player or because waiting a year is the trendy purpose, competence, autonomy, and responsibility. Initiative thing to do to “get ahead,” is not wise either. The decision is nurtured when children are encouraged to take appropri- whether or not to enter kindergarten should be made with ate risks. The resulting choice and decision-making produce the child’s best interest in mind. This is why it is imperative interest and motivation and lead to learning which is mean- to understand the demands and expectations of the kinder- ingful, relevant, and lifelong. garten program where a child will be enrolled, so that an in- Optimal learning is dependent on children’s manipulation formed decision can be made in regard to what is best for the and experimentation with materials, and questioning and child. Parents should talk to the teachers and administrators at communication with adults and peers. The developmental prospective schools before making enrollment decisions. kindergarten classroom is activity centered, drawing directly from the child’s interests and abilities. Integrated theme learn- Just Right: The Developmentally ing allows children to live and think in the classroom as they Appropriate Classroom do naturally outside of the classroom. The “just right” kindergarten classroom is one that meets The curriculum fully incorporates music, art, movement, the developmental needs of the child. In these developmen- and drama. Learning through instructional themes encourages

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78 FALL 2009 SouthEast Education Network spontaneous and instructive play in this problem, and work together to fi nd informed about developmentally appro- the classroom and draws on the devel- the best solution for their child. priate expectations for the individual opmental progression in content areas Parents shouldn’t make decisions for child. such as reading, math, writing, science, children based on personal greed, vicari- and social studies. Perhaps most impor- ously living their child’s life, or on adult Conclusion: Goldilocks Goes to tantly, the developmentally appropri- peer pressure. Desiring the brightest Kindergarten ate classroom meets the needs of the child in the class, longing for the best Goldilocks tried the fi rst kindergar- individual child, providing activities and athlete in the class, or pushing a child ten and it was too HARD. She tried the experiences that meet the child where solely to “keep up with the Jones” does second classroom and it was too EASY. he or she is on the developmental spec- no child any good. When considering Then she tried the third classroom and trum. what’s best for a child, parents should it was just RIGHT. Unfortunately, the demands of our remember three guiding principles to Children should not have to bounce current educational system, in large help ensure his or her success: around from program to program to part thanks to the No Child Left Behind 1. Know the child, not just what the fi nd the right fi t. There already exists a legislation or the “Testing Legislation” child knows – recognize and understand growing epidemic of preschool expul- as others have called it, have left many natural developmental behaviors in a sion, in large part due to a disconnect schools and programs with a great di- variety of situations. between developmental behavior, lemma — with cuts in funding, resourc- 2. Know the program — beyond the expectations, and proper supports in es are low, and with huge demands on specifi c academic demands, know what the classroom. Parents and teachers accountability and test scores, more behaviors will be expected of the chil- can and should be working together to and more kindergarten programs are dren in the program as well as what the understand the individual child, and to being forced to take on a more aca- program offers in terms of play time, provide the best possible — “just right” demic focus. social-emotional development, parent — kindergarten experience for every With this, truly developmentally ap- involvement, and more. child. propriate practice is left at the curb. 3. Know that every child is in a Marcy Guddemi and Crista Marchesseault work When parents fi nd this is the case in constant process of growth and devel- with the Gesell Institute of Human Develop- their child’s school, they should talk to opment — respect and cherish each ment. For more information, visit the teachers and administrators about stage of a child’s development, and be www.gesellinstitute.org.

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www.seenmagazine.us SouthEast Education Network FALL 2009 79 K-12 technology V BY PATSY PARTIN

V is For Video Conferencing

From pink slips to pay cuts, educa- with hundreds of students simultane- and gives geographically isolated stu- tors and school systems across the ously across the globe. Students can see dents the same opportunities as their United States are feeling the pinch in a and hear the teacher and the teacher counterparts in larger municipal school worsening economy. The economy is can see and hear the students, all in real classrooms. forcing school districts nationwide to time. The students can also see all of What is video conferencing? Vid- implement severe cost-saving measures. the other students located anywhere in eoconferencing is a communication However, the choice to use videocon- the world that has videoconferencing. method that connects people that are in ferencing is not just a matter of dollars, This level of realism makes it seem different physical locations with video, but of good academic sense. Through as if the teacher is right there in the audio, and computer technology. Video- videoconferencing applications, stu- room with the students. Reducing conferencing creates an environment dents are completing the classes they travel and training costs, increasing that allows students to interact face-to- want and need regardless of their geo- decision-making and partnership, and face with other students and presenters graphic limitations. bringing remote students together, without having to be in the same physi- With videoconferencing, students are videoconferencing is an excellent col- cal location. provided a “virtual window” into a re- laborative medium. Videoconferencing There are two types of videoconfer- mote location a few miles or thousands brings students and presenters together, ences. A point-to-point videoconference of miles away. A teacher can interact forges successful learning experiences, takes place between two separate loca-

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80 FALL 2009 SouthEast Education Network tions. A multi-point videoconference is interaction between three or more different locations. The possibilities of being able to see and talk with others from multiple different geographic locations all together at one time are tremen- Catch the Spirit dous. What curriculum breakthroughs are possible with this technology-rich environment? How does videoconferenc- of the Mountain ing technology change the ways in which students learn and ways teachers teach? How can school systems adapt instruction to meet the needs of 21st century learners to prepare them for a global digital environment? Using a MCU (video bridge), Vanderbilt Virtual School connects with up to eight other sites across the United States or across the globe. In the Virtual School studio, we use a touch-control panel that allows students to see content displayed from our computer as well as content from VHS and DVD players, and from the document camera. Vanderbilt Virtual School matches curriculum needs with national educational standards and links K-12 class- Catch the Spirit rooms to resources beyond their four walls via real-time, interactive videoconferencing. A widely diverse curricu- of the Mountain lum is offered throughout the school year, and here are a few examples. • Over 600 acres of fi elds and woodlands Author/Book Talks and Varied Execptionalities (stories of presenters who are living with disabilities) are videocon- • Strong athletic program with 32 teams and 14 sports ference series offered by the Virtual School. • Expansive Community Service program Another powerful series provided by Vanderbilt Virtual supporting our motto of “life through service” School is Witnesses and Voices of the Holocaust, presented • Over 100 students taking private“Indian music Mountain lessons School is about by eyewitness Holocaust survivors and liberators. Witness- the formation of character. It is not just es and Voices of the Holocaust offers fi rsthand accounts about what and how we teach our from survivors of all kinds — those who lived through the students, it is what we teach our war in hiding, in ghettos, in camps, by escaping, or in ac- students to become.” tive resistance to Nazi rule. This videoconference shows how many Holocaust survivors found their way through unimaginable hardship and suffering to forge new lives of purpose and dignity. The Career Conversations series gives students the op- • Over 600 acres of fi elds and woodlands portunity to meet with experienced professionals who are • Strong athletic program with 32 teams and 14 active in their respected fi elds to discuss various career paths; what it is like to work in their particular careers; and sports the rewards, the stresses, and the challenges to overcome. • Expansive Community Service program Presenters address prerequisites for a specifi c career; educational requirements; high school courses to take; day-to- supporting our motto of “life through service” day responsibilities; realistic expectations; and growth and fi nancial opportunities. • Over 100 students taking private music lessons Storytelling is a series for students in K-4. Once Upon a • Rigorous and broad academic curriculum Time and long, long ago, this series offers the perfect venue to rekindle the tradition of storytelling. Gifted storytellers, • Average class size of 12 students using proven storytelling techniques, draw even the most reluctant readers into a tale during the storytelling video- • Student faculty ratio of 4:1 conference series. Storytelling supports listening, vocabu- • School-wide cutting-edge Apple technology lary, prediction, sequencing, and memory skills. It teaches students about the use of language, narrative form, and values, and storytelling sparks creativity. These are just a sample of the many topics covered Indian Mountain School through videoconferencing in Vanderbilt Virtual School. 211 Indian Mountain Rd. • Lakeville, CT 06039 There are many more topics and more videoconference series. Please join us soon at Vanderbilt Virtual School and A Co-Ed independent school for boys and girls explore new horizons with videoconferencing. Pre-K - 9th • Boarding 6th - 9th Patsy Partin is Director of Vanderbilt University Virtual School in 860-435-0871 • www.indianmountain.org Nashville, Tennessee. For more information, visit www.vanderbilt.edu.

www.seenmagazine.us SouthEast Education Network FALL 2009 81 at-risk students 4 BY DELORES SHEARON Online Education Solutions Serve At-Risk Students

As major U.S. cities struggle to lower their high school “We fi ll the gap for at-risk students who may have fallen dropout rates, increased accessibility to online education behind by helping their local schools offer solutions that en- may improve graduation success for at-risk students out- courage those students to complete the course work they’ve side the classroom. missed and go on to graduate,” she says. Americans are concerned about how the nation’s educa- MU High School is one of several university-sponsored in- tion system and the future of its most at-risk students. “There stitutions across the country offering options that can benefi t are two infl uences in a student’s life that impact achievement: students who’ve had less-than-successful high school careers. what happens inside the school building, and what happens By working with counselors and parents, online schools outside of it. Both must be addressed if we are to successfully can afford students the additional time and lesson attention raise graduation rates,” America’s Promise Alliance President they need to pass courses required for graduation, no matter Marguerite Kondracke said May 12 during a House of Repre- where they live. sentatives’ Education and Labor Committee hearing. Online Courses Keep Students on Track Filling the At-Risk Gap Electronically Good independent study habits are essential to making a That’s where online education comes into play — by help- student’s distance education experience successful. Smalley ing students who want or need to achieve more, says Kristi says that even one positive online course experience helps a Smalley, principal at the University of Missouri High School, student achieve more inside and outside the traditional class- an accredited online high school that serves both diploma- room. seeking students and traditional high-schoolers with courses “Students who are self-motivated often enjoy independent that range from core requirements to electives and Advanced study courses, which allow them to work at their own pace,” Placement subjects. she says. “Others benefi t from online classes that follow a

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82 FALL 2009 SouthEast Education Network scheduled timeline, with predetermined starting and ending dates, speciﬁ c assignment due dates and routinely scheduled exams.” For that reason, MUHS and other accredited online schools often offer semester-based courses, especially in challenging areas such as language arts and advanced subjects that are meant to prepare students for college. Online learning can be advantageous for students who need to recover credits or who are trying to get ahead. Because it’s self-paced, online course work doesn’t take students away from time spent in their local schools and with their

5LYHUVLGH0LOLWDU\$FDGHP\ZDV peer groups. With MU High School’s independent study courses, for example, HVWDEOLVKHGLQDQGVHHNVWR students can sign up any day of the year and, in most cases, take up to nine SUHSDUH\RXQJPHQIRUVXFFHVV months to complete their work from home or anywhere they typically study. LQOHDGLQJFROOHJHVXQLYHUVLWLHV Of all the beneﬁ ts to students who choose to study online, Smalley says ﬂ ex- DQGPLOLWDU\VHUYLFHDFDGHPLHV ibility is probably the most-appreciated. “Because they are in charge of their schedules and can manage their course workload around other commitments, 2XU&ODVVRIHDUQHGRYHU such as family activities or part-time jobs, students tend to more readily buy into %URWKHUV PLOOLRQLQFROOHJLDWH their own success.” VFKRODUVKLSVDQGRXU For more information about MU High School, part of the university’s Center for Distance and JUDGXDWHVZHUHDFFHSWHGWRRYHU Independent Study, visit cdis.missouri.edu/go/seen809.aspx or call 800-609-3727. FROOHJHVDQGXQLYHUVLWLHV /RFDWHGMXVWRQHKRXUQRUWKHDVW RI$WODQWDRXUEHDXWLIXO DFUHFDPSXVVLWVRQWKHVKRUHV RI/DNH/DQLHUDQGWKHIRRWKLOOV How Far We’ve Come RIWKH%OXH5LGJH0RXQWDLQV 2009 fi ndings by the Editorial Projects in Education Research Center, creators of the “Cities in Crisis” report, show the median income for an adult who does not graduate high school and works in one of the nation’s largest metropolitan regions is just $14,000 annually, signifi cantly lower than the $24,000 earned by those with diplomas in the same areas. The center’s analyses further showed that earning a high school diploma raises an individual’s annual income potential by about 71 percent on average. More than 25 years ago, a disheartening revelation about America’s education system swept the country in the form of “An Open Letter to the American People.” The prominent 1983 report, A Nation at Risk: The Imperative for Educational Reform, developed by the U.S. Department of Education’s National Commission on Excellence in Education, clamored that the educational system was failing our students and jeopardizing the country’s future. At that time the commission made offi cial recommendations for transforming high school curricula to better prepare graduating seniors for continuing into higher education or successfully entering the workforce. Those recommendations included more English, math, science, social studies and foreign language credits as requirements for earning a high school diploma. Since then, several million American students have been born, started school and already left the nation’s classrooms to embark on their adulthood. How eff ective were we in preparing them compared to their parents? The answer is defi nitively better. Regardless of their public, private or parochial designations, and urban, ♦ Educating young men in suburban or rural locations, high schools nationwide systematically have raised the bar. grades 7-12th & Postgraduate The U.S. educational system is asking more from its students, and those same students want more from ♦ 100% college acceptance rate their schools. However, it’s not realistic for all schools to off er extensive science, such as physics, or specialty for 10 consecutive years courses in foreign languages. And despite the increased diversity of subjects off ered, alarming numbers of ♦ AP and Honors courses students are still falling behind or losing interest, and record numbers are dropping out. ♦ 12 award-winning varsity Students Divided by Success athletic teams ♦ In 2009, the Gallup Student Poll began measuring American student sentiment in grades fi ve through 12 Flight & Driver’s Education on the basis of “hope, engagement and well-being” in relation to their education. The nationwide survey in- programs tends to track results for the next 10 years. Initial fi ndings, released in May, showed that half of the more than ♦ Visual & performing arts 71,000 students polled across 18 states are not “hopeful” as defi ned by Gallup researchers, with at least one- programs third of them saying they feel “stuck,” meaning they’re struggling or suff ering, and the remainder responding ♦ 25 Student organizations & that they are “discouraged.” intramurals The grade levels showed little variance in their responses, and when it came to foreseeing success in high ♦ Day and Boarding programs school, the vast majority of students (95 percent) said they believe they will graduate. But the reality is a harsh contrast. According to the “Cities in Crisis” study, fi rst published by the nonprofi t ♦ ESL programs Editorial Projects in Education Research Center in 2008, fewer than 75 percent of students actually will receive ♦ Fully accredited & year- a high school diploma in the coming years. round enrollment In the 2009 update of that report, 16 of the nation’s 50 largest cities were named as having graduation rates lower than 50 percent in their main school districts. In the Southeast, Atlanta was identifi ed as having a 44 percent graduation rate. Nationwide, research indicates that nearly one in three of today’s high school students fails to graduate — equivalent to 1.2 million students dropping out each year. That’s an average of 1.800.GO.CADET 7,000 American students lost each day of every school year. www.riversidemilitary.com )RFXVHG/HDUQHUV &XOWLYDWHG/HDGHUV 'HGLFDWHG Gainesville, GA

www.seenmagazine.us SouthEast Education Network FALL 2009 83 college preparation

BY DAVID MORRISON

‘Early College’ Option Provides High School Graduates a Big Head Start on College Degrees

Students who enroll in Brenau Acade- she is a junior majoring in chemistry early college partnerships between pub- my by their 10th grade year will be able and psychology. A similar track seems to lic high schools and their neighboring to graduate with both a high school be in store for Katie Dugan, a 16-year- community colleges. Already more than diploma and enough credits to qualify old Academy junior from Cumming, Ga. 200 partnerships have been established for a two-year college degree from the Dugan began taking college-level cours- in 24 states – including 12 programs in Academy’s sister higher education insti- es during her sophomore year and in Georgia. tution. her fi rst semester made a B in chemistry Dugan started high school at North Capitalizing on being a prep school and an A in psychology. Her goal, by the Forsyth High School not too far from located on the Gainesville campus at time she graduates next year is to have the Brenau campus. But she says she Brenau University, the Brenau Academy enough college level credits to transfer found the AP classes not very challeng- “Early College” program in essence cod- into an upper-level pre-professional pro- ing – and before they would have done ifi es what already has been an attractive gram at Brown University. her any good, she still would have had feature for the 9th through 12th grade “A central part of Brenau University’s to take a placement test after she gradu- institution. Instead of taking Advanced strategic plan is to reduce the time it ated from high school and matriculated Placement, or “AP,” classes and tests that takes for students to complete their ed- into college. Plus, she added, doing well could result in a student’s skipping a ucations – to move through high school in a test only ensured that she could lower-level pre-requisite course, Brenau years, through undergraduate years and take higher-level courses. So Brenau Academy students routinely take col- on into graduate programs or profes- became an option. Coles put the ad- lege courses that will count toward de- sional schools,” said Brenau President vantage to the Brenau-type program in grees. About 40 percent of the current Ed Schrader. “Our assumption is that more bread-and-butter terms: “I will be Academy students are enrolled in at Brenau Academy graduates will go on paying for my college education myself,” least one college-level course. to college and that Brenau undergradu- she said. “So by completing two years “We don’t have AP or ‘Honors’ classes ates will seek more advanced degrees of college before I graduate from high because we don’t need them,” said Tim because that is what the workforce of school, I’m saving tens of thousands of Daniel, Brenau Academy headmaster. today and tomorrow demands of them. dollars in tuition and room and board. With the new program, “by the time a If a young person has capabilities of be- That’s two years of student loans I don’t student graduates from Brenau Acad- coming a doctor or a lawyer, why main- have when I graduate from college and emy, she can either earn a two-year tain these artifi cial time constraints that start work on my Ph.D.” Associate of Arts degree or will have keep them from achieving their goals Since students already were taking ad- accumulated enough credits to start her sooner?” vantage of what Brenau Academy Head- junior year the following semester at Early college partnerships between master Tim Daniel characterized as “this just about any college or university.” In high schools and colleges are not a wonderful opportunity that is available addition to providing a viable shortcut new concept. Guilford Early College to them because of ourJohn location Gregory, on Chair the through high school and college years, High School, a partnership between the university campus, weof thought, Asheville ‘whySchool’s not the program conceivably could save private Greensboro, N.C. based college take this feature andHumanities make it Department, a strategy?’ students thousands of dollars on tuition and the Guilford County public school Daniel said Brenau formalizedsays Asheville the School’s pro- costs. system, claims to be the oldest in the gram after about a yearintegrated of research Humanities and Although it was not part of the now country. A partnership between Bard after he discovered thatprogram the has four-year been suc- formal process, that is exactly what hap- College and the New York City schools university, which alsocessful offers because many itmas- en- pened with Joan Coles of Gainesville, has a long enough track record of suc- ter’s degree programs,courages also his technically students to think critically and make Ga., last year’s Brenau Academy valedic- cess that there is a second location in had a little-used A.A. accredited degree important connections torian. She recently visited the Academy the works. Perhaps most visible, how- track tucked away. Although he con- to English, history, art campus while on her spring break from ever, is the initiative funded by the Bill ceded some students may notand want music. the Marlboro College in Vermont, where & Melinda Gates Foundation to create A.A. diploma, or may have a lingering

84 FALL 2009 SouthEast Education Network prejudice because two-year degrees normally are associated with junior colleges, he said they should put that out of their minds as far as the Brenau program is concerned. “This is not Extraordinary Beginnings intended to be the terminal degree,” Daniel said. “Brenau Acad- emy is a college preparatory school for students who defi nitely plan on higher education in a four-year institution and beyond. This is a head start diploma for them.” Î Superior college-prep experience for young Academy students still have to complete all their required women grades 9-12 and PG high school courses, said Daniel. They take the college courses Î Early College program in elective spots, as add-ons or, because of profi ciency, as re- allows students to earn up placements for required courses. Daniel added that, because to two years of college many Academy students are already engaged in college cours- credit and/or an Associates es, there is not a lot of “selling” of the program to the university Degree in liberal studies faculty or a lot of social discomfort related to the younger from Brenau University. students. Dr. Julie Battle, chair of Brenau University’s psychol- Î Student body under 80 offeringng small classes and dedicated ogy department, said that high school students like Dugan faculty who have been in her classes are just like the older students in Î Supportive environment promoting confi dence and leadership their abilities to master the college-level courses. “Those who skills are really good high school students, who are motivated to do Î Weekend activities, athletics, clubs, and international travel higher-level work and who are willing to take on the added opportunities responsibility of college classes can do fi ne in college classes,” Î Accredited by the Southern Association of Colleges and Schools Battle said. “There is the expectation in college level classes Î Located in Gainesville, GA, 50 miles north of Atlanta that students do a lot of work outside of the class on their own. Students who are self-motivated and make it their respon- Georgia’s All Girl Boarding and Day School sibility to do this work tend to do well in the classes.” 500 Washington Street SE Gainesville, GA 30501 Founded in 1878, Brenau University currently enrolls about 2,600 stu- 770-534-6243 fax: 770-534-6298 dents in graduate, undergraduate and preparatory programs in the Acad- www.brenauacademy.org emy; Women’s College; Evening and Weekend College; and Online College. [email protected] For more information, visit www.brenau.edu.

www.seenmagazine.us SouthEast Education Network FALL 2009 85 special needs BY DALE W. DINGLEDINE, PHD

A New Approach for Adolescents and Adults with ADHD

ADHD is one of the most common neuro-developmental calming oneself, encouraging focused attention, and increas- disorders for children, and students with ADHD utilize more ing self-esteem. health and mental health services than their peers. Though While Benson advocates self-care for the general popula- this article will focus primarily on adolescents, ADHD is a life- tion, children with ADHD are often taken to the doctor for a long condition and therefore the recommendations are appli- solution to their impulsive behaviors and extreme moodiness cable to adults as well. — situations presenting as mild to severe attentional, proce- Herbert Benson at Harvard Medical School states, “in regard dural and/or behavioral difﬁ culties in school and in relation- to mainstream healthcare we are overlooking, or neglecting, ships. While the medical community has powerful medication the powerful component of self-care. That is, what an individ- options, they may actually produce intolerable side effects or ual can also do for himself (as a complement to medication). be ineffective, or only partially effective and therefore require Taking this into consideration, two journals in the past year additional drugs. Compounding this, individuals with ADHD (Journal of Attention Disorders and Complementary Health frequently also have psychological issues such as anxiety and/ Practice Review) published articles on ADHD and Mindful- or depression, requiring additional medications. ness Meditation as a method of developing inner abilities for Mindfulness, a type of meditation which focuses on pres-

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86 FALL 2009 SouthEast Education Network ent moment experience (thoughts, sensations and emotions), was slightly modifi ed specifi cally for adults and adolescents is used in a variety of settings, and for a variety of situations. with ADHD. In this study, ADHD was reframed as an extreme Since its introduction 30 years ago by Jon Kabat-Zinn at the point on a neurobiological continuum of functioning. Other University of Massachusetts Medical Center, more than 240 slight modifi cations included the use of visual aids in explain- hospitals and clinics now teach Mindfulness-Based Stress ing mindfulness concepts and allowing “walking medication” Reduction (MBSR) for chronic pain disorders and disorders during regular seated meditation periods. A “loving-kindness” infl uenced by anxiety such as cancer, cardiac conditions, psy- meditation (acknowledging positive intention and extend- chiatry, etc. There is now a large of body of evidence-based ing wishes for well-being to oneself and others) at the end research supporting the use of mindfulness for well-being. of each session helped to address the low self-esteem is- Mindfulness-based therapies are also taught by well-trained sues which so often accompany individuals with ADHD. individuals in the private sector (See http://www.umassmed.edu/ Beauchemin also reports overwhelmlingy positive attitudes cfm/mbsr/). Mindfulness meditation is used in learning how by high school subjects toward the mindfulness program re- to respond calmly rather than reactively to situations as they lated to anxiety, social skills, and academic performance. The arise in daily life. participants showed signifi cant improvement in demonstrating decreased anxiety, enhanced social skills, and improved Mindfulness and ADHD academic performance.” Mindfulness meditation allows awareness of sensation, The power of mindfulness meditation is that it is begin- thought, and emotion to arise and return focus, non-judgmen- ning to be recognized as a useful complement in helping tally, to an attentional anchor (such as the breath). This is a those with ADHD. While these articles are at the cutting-edge practice that accepts the fact that brains are meant to think, of ADHD research, they point to a future in which individu- but they get carried away. Through the practice of return- als with ADHD become partners with their doctors in their ing again and again to the present moment, thus minimizing well-being, contributing with a degree of self-regulation of the cognitive interference, the brain can become more and emotions and behaviors by responding rather than reacting. more focused. Recent research in neuroscience is showing Parents and teachers may also benefi t from mindfulness train- that mindfulness meditation can modify attentional net- ing for themselves as well as in knowing when to encourage works, change neural activity, alter neurotransmitter levels, mindfulness interventions with children. and increase brain volume in areas related to attention, focus Dale W. Dingledine, PhD is an educational consultant, specializing in and regulating emotion. Even beginning meditators show in- Special Needs Placements for Educational Directions, Inc in Greenville creased activation in an area of the brain related to well-being. SC. She is also the Director of the Greenville Center for Mindfulness. Dr. In Zylowska’s study, traditional mindfulness meditation Dingledine can be reached at [email protected]

www.seenmagazine.us SouthEast Education Network FALL 2009 87 making decisions Ò BY FARRON GOODELL PEATROSS

Education Consultants Help in Making That Important Decision

In today’s troubled economy every- that have come from the mental health the kind of information and records one is looking for ways to save money fi eld with degrees in counseling or needed. However, it usually includes the or to fi nd the most economical option. psychology whose specialty might be student’s educational records, scores Parents are looking for the appropriate educational alternatives for children from standardized testing, psychoedu- educational option for their child and with special needs. Indeed, as the fi eld cational evaluation reports, and teacher they must make diffi cult decisions bal- of consulting has grown in the past two recommendations. ancing costs versus education. Using an decades, there are now consultants that The consultant has interviews and educational consultant can help families begin their work career as consultants. obtains a social history from the family fi nd the most appropriate educational There are a few colleges that offer cer- and the student, as well as, any other options. Surprisingly, the services of tifi cation of course work completed professionals that might have addi- a consultant to help with that educa- specifi cally for the profession of educational information. This information is tional decision prove to be a very cost tional college consulting. obtained to help the consultant under- effective measure. It may seem like an Additional training is offered to new stand the student’s strengths and needs oxymoron that another fee could actu- consultants through the IECA Summer for a successful experience. It is exactly ally save you money on your school, col- Training Institute. Many consultants this process, and the consultant’s train- lege or program search and application have been certifi ed through The Ameri- ing, that enable the consultant to sug- process, but it is verifi ed time and again can Institute of Certifi ed Educational gest appropriate educational options. by parents after they have engaged the Planners (CEP). How does this training A family member may spend hours services of an educational consultant. and background save parents money? on the computer reading each web site To better understand the savings, it All of this prior experience and and still not be able to differentiate be- will help to examine the background education helps the consultant quickly tween the programs. Consultants spend and training that a consultant brings identify the important strengths and a large portion of their time traveling to the partnership with the family, the needs of each individual and separate to all of the different schools, colleges, educational search process, and options the appropriate schools from the inap- and programs, so they have a different available. propriate for that particular child. It perspective than what is gleaned from is the academic background and addi- a Web site. For instance, what colleges Training and Background tional training that allow the consultant and schools mean by “LD support” var- For many consultants, their academic to identify the individual needs through ies widely from college to college or training is usually a master’s or doctoral a very thorough interview and informa- school to school. A consultant who has degree in education, counseling or tion gathering process. been on the campus or who has had a psychology. The national organization client use the services will be able to of Independent Educational Consul- The Consulting Process describe the benefi ts and limits of dif- tants Association (IECA) is the premier and Procedure ferent programs to help the family fi nd professional organization for consul- All consultants use a process that, the one that meets their child’s needs. tants. Membership in the organization although different with each consultant, The consultant also has a complete requires, among other requirements, a essentially is gathering the same infor- client fi le and a deeper understand- minimum of a master’s degree. Some mation. After the initial contact with ing of the student and his needs and consultants come to the profession the family, an appointment is set for the it is this knowledge that is attractive with past experience in education initial interview. It depends upon the to schools. If the consultant is well re- through varied avenues such as a guid- particular educational search, whether garded, a school or program may value ance counselor or teacher in secondary it is for a private local school, residential the consultant’s objective assessment of education, or from the admission offi ces boarding school, college options, an the student’s needs. Some schools and or administration of colleges or universi- option for a student with special needs programs, when speaking with a family ties. Additionally, there are consultants or a program for a troubled teen, on who is not working with a consultant,

88 FALL 2009 SouthEast Education Network may believe from their initial conversation with the family that the student sounds appropriate for their program. However, after the family has traveled to visit a school, it may become “Last summer I discovered I’m apparent that it is not a good match. The consultant can help a family eliminate that travel cost with information regarding good at volleyball, skateboarding the “good fi t” of particular schools. Consultants not only help students with appropriate col- and reading!” lege, school, or program options, but they spend time with the Gow’s Summer Program is for boys and girls, ages 8-16, who student during the entire search process with helpful tips and possess the potential to excel, despite academic difficulties, or suggestions. Any parent who has gone through the college having been diagnosed with dyslexia selection and application process with a teenager knows how or specific learning differences. valuable an objective professional can be in helping their teenager meet application deadlines. A teenager will take the same • Morning Academics advice from a professional that they ignore when a parent offers it. The college process has become a complicated maze • Afternoon Activities and most parents are grateful for the consultants’ expertise. • Weekend Trips Again, having a consultant suggest a list of appropriate options among the 3000 plus colleges is a huge time saver. Besides, the For more information, call: 716 652-3450, visits to campuses, consultants have the experience of past email: [email protected] clients’ experience at a college or school and can determine or visit: www.gow.org if the two clients are similar in their characteristics. A family friend’s child may have had a wonderful experience at a school or college, but the two students may have completely different profi les and only the consultant has that confi dential information. Travel and Networking Among Colleagues It is the consultant’s personal know-ledge of a school, college or program, which is invaluable to a client. It is this personal knowledge — through constant traveling and conference attendance or the knowledge that other consultants and admission professionals share — that help consultant’s remain up-to-date in their fi eld. This saves their clients money and endless time trying to investigate their options. In the past, many mothers took on the job of helping their children with a school choice, but now in many families both parents are working and a consultant’s service is a valuable time saver. Consultants Make Cents! An analogy might be a person who has a fever, takes an as- pirin, and believes he has the fl u, but unfortunately it is not the fl u, although the symptoms may seem the same. Valuable time and money are lost because the person did not call the doctor, and now has to go to the hospital for tests and loses time at work, and is burdened with more expenses. It is so much less expensive to have a professional help you with your needs and receive up-to-date information based on education, training, knowledge and experience. Why struggle with thousands of Web sites wondering if it is as good as it sounds, or does the campus look the same way as the video, or are the other students like my child, or is the curriculum right for my child? An independent educational consultant can help you answer those questions, fi nd the best fi t for your child and save you money! Farron Goodell Peatross of Educational Placement Services, Inc has been an educational consultant for twenty years. She is a Certifi ed Educa- tional Planner and a member and former Board of Director for the Inde- pendent Educational Consultants Association. Contact Ms. Peatross at 901 685-6355, email schoolfi [email protected] or visit www.educplanner.com

www.seenmagazine.us SouthEast Education Network FALL 2009 89 school choices BY MARK H. SKLAROW

Finding the Right Academic Environment

Too many parents think the search for the perfect environ- other and how we parented them differently based on these ment starts with the school. I made this mistake when I fi rst needs. Given this, we recognized the importance of putting moved into a new community many states away from my our CHILD fi rst in the school search. home. On our fi rst trip down to Virginia to begin the process Ultimately, there is no such thing as a “good” or “bad” of what would be a move, my wife and I set out in our car school, rather each need to be evaluated in terms of what it visiting schools. As we looked, some emphasized parent in- brings to each child that enters its doors. Determining what volvement and others spoke of student responsibility, some that child needs is where the search begins. This is exactly were warm and embracing while others talked of the value of what a member of the Independent Educational Consultants a competitive environment. We soon realized that every ap- Association does. proach, as different as they were, sounded good in theory and A family examining schools just 20 years ago may have had each administrator shared compelling stories of success. two choices: the local public school or the exclusive prep. To- We quickly understood that what was good for one child, day, a parent may need to explore more choices as they evalu- may not be helpful for all children, or frankly (what really ate their child’s learning style, personality, academic strengths mattered to us) what would be good for OUR children. We and weaknesses, interest in athletics, art and music, as well as contemplated how different our daughters were from each a school’s philosophical focus: experiential opportunities or

90 FALL 2009 SouthEast Education Network teaching to a state’s strictly-tested standards of learning. It is prerogative is still very much in play, a family can at least look here, in this evaluation process, that an educational consultant down a list of appropriate schools chosen, not because they — an expert on matching students needs and interests along are well known or convenient or where a cousin went to with family expectations — can help fi nd a school environ- play ball, but because the school will help a child thrive and ment where success seems more likely. mature academically and socially. Even this is not easy, as never in history have our educa- For more than 30 years, families have relied on IECA mem- tional systems faced more challenges than they do today: ber educational consultants to provide unbiased, personalized Huge budget shortfalls, stagnated help in the school search. Through graduation rates surpassed by many this process, the only goal is a child nations around the globe, unfunded that thrives and succeeds, living up government mandates, and an in- to his or her full potential. With the creasing numbers of students identi- highest standards for membership and fi ed for individualized educational strictest code of ethics, IECA member- plans, are just a handful of the issues ship is a family’s assurance that their local school districts face. child come fi rst when exploring edu- Luckily for families this is also an cational alternatives. unprecedented time of options and Mark H. Sklarow is Executive Director of the opportunities. Traditional indepen- Independent Educational dent day and boarding schools, once Consultants Association an option only for the wealthiest in society, have become more affordable through fi nancial aid IECA Member Educational Consultants are professionals who assist stu- and with a greater commitment to meritocracy over legacy or dents and families with educational decision-making. To fi nd a consul- social status. Public charter schools have evolved, providing tant, go to www.IECAonline.com. good alternatives to public schools, and also pressuring the publics to become stronger. Religious schools, home-schooling, and military academies provide other avenues for parents. While choice is a good thing, such an extensive list of pos- I’m not known as “the kid with the sibilities — and multiple choices within each category — can reading problem” anymore. easily lead to fatigue and confusion. As I discovered many years with my own daughters, with I’m “the kid who earned a scholarship.” or without a consultant, the game plan starts as parents think Discover your strengths as an athlete, artist or leader about their child as an individual and determine what serves as you prepare for college and a bright future. them best: small classes of seven or eight students? Do they demonstrate independent initiative or need someone to gently (or not so gently) watch over them as they learn? Are they N Remediation through structured, easily distracted by the opposite gender or need lots of activi- multi-sensory, phonetics-based ties where sociability and creativity are welcomed? Do they language curriculum require a learning lab where those with special needs — from N Every graduate is accepted ADHD to gifted abilities — can be served? Will they go on to college their own, or do they need to be supervised? Does your child N Small class size live to read and learn, or will they need a required homework (3-6 students) period late in the afternoon before free time? Is home an N A boarding school for 143 boys oasis or might they benefi t from an academically focused en- from around the world vironment away from home? Does the family seek grounding N Co-ed Summer Program in religious principle or a curriculum that emphasizes getting N School-wide laptop program out and DOING rather than just studying? 716 652-3450 or www.gow.org These and scores of additional questions are what a consultant would ask. Based on family responses, testing and past results, a consultant then uses the greatest tool in their arsenal: a personal knowledge of a multitude of schools to help design a list of A college preparatory boarding school for young men, great matches. This list might run the gamut from a single- grades 7 to 12, with dyslexia and similar gender boarding school or a local charter school. While ad- language-based learning differences. ditional exploration is still required of the family, and a school

www.seenmagazine.us SouthEast Education Network FALL 2009 91 professional development 9 BY KEVIN T. BRADY, PH.D.

There is a Crucial Need for Professional Development for Social Studies Teachers

Through fi eld observations, anecdot- their students each day. Test questions — U.S. History to 1865 survey, U.S. Cul- al stories, plus quantitative and qualita- include inquiries of the specifi c content tural History, and Women in American tive evaluations that measure teacher to be covered in the program, along History — to prepare him to teach the content knowledge and strategies, with A.P., NAEP, and various state assess- state-required U.S. II (1865 to the pres- along with student achievement, data ment questions. ent) course at the high school level. reveal that many, if not most teachers The scores are broken down by How can university education and of American history, are grossly ill-pre- teachers who have majored in history, history departments ignore what new pared to teach solid, historical content. 59 percent, those who minored in his- teachers need to teach in their states’ In TAH grant pretests, roughly 800 tory 53 percent, and remarkably, those middle school or high school classes? social studies teachers have scored a with no undergraduate history back- Fortunately, there are some teachers mere 61 percent on 30,000 responses ground scored 58 percent. Neverthe- with vast amounts of knowledge in pertaining to topics they teach — a fail- less, all categories had failing grades. their content area. Nonetheless, evi- ing grade on the topics they present to Scores for teachers with no history dence clearly shows these teachers are background are amazingly higher than a distinct minority. Most teachers have those with history minors. Regretta- not been adequately prepared. This is bly, even pretests scores for teachers patently unfair to both the teachers and who majored in history are dreadfully their prospective students. inadequate. Fortunately, with quality, Some educators often argue that content-rich professional development teachers do not need to master content provided by AIHE, teachers in all three in college in order to teach elementary categories scored much higher on post- or secondary classes. They say teachers tests and later evaluations. need only to master the skills and they The weak, initial results demonstrate can then handle any content. Ironi- that most history teachers are not cally, one never hears this argument receiving adequate content prepara- from a teacher who has mastered the tion in college, nor have they had any historical content. Obviously, skills are substantive exposure to the actual his- necessary to teach and to research tory content they are teaching. Even a topic; nevertheless, without solid teachers who majored in history did background knowledge the teacher not normally take classes aligned with may present misinformation to stu- the state curriculum, so there is no real dents. Furthermore, the students know guarantee that even a history major that the teacher has little background will adequately prepare teachers for knowledge; and the teacher immedi- teaching the specifi c topics their state ately losses classroom credibility. Tell- statues require. In many colleges there ing the students “We are going to learn is little or no coordination between the this together” immediately signals that education department and the history the teacher cannot be trusted to pres- department. In one example, a teacher ent solid information and educational had a concentration in the fi eld of “The direction. History of Radical Pacifi sm,” yet she had Of course, effective teaching meth- no exposure to a simple survey course ods are necessary. The American In- in American history. Another teacher stitute for History Education uses 26 had three American history courses “Signature Strategies” for teachers to

92 FALL 2009 SouthEast Education Network use in their classrooms. Common sense and research, nonetheless, show that lack of teacher content knowledge has an adverse effect on student performance and student interest in the topic. Teaching skills alone cannot raise student achievement. Students need something to think about. They need a posteriori knowledge to weigh new information or evidence. Solid content knowledge allows students to evaluate events with the experience of thousands of investigators and inquisitors who preceded them. Once they have done this, students then can discover or create new solutions, but not until then. State standards are calling for students to gain 21st century skills in their studies. Teachers must never confuse what they call 21st century skills with what they used in the 20th century (or the 19th century for that matter). If there is no difference, then teachers are not using 21st cen- system, and The History Channel multimedia classroom, inter tury skills. Ironically, students already have 21st century skills, alia. as do many of the younger teachers. Students use computers, Clearly, even with fantastic 21st century tools, teachers and mobile devices, I-Pods, YouTube, Facebook, and Twitter. They their students who do not have a solid base of rich content also participate in gaming, blogging, and texting. knowledge will be mere operators, not masters of their do- In school, students need teachers to guide them through main. the voluminous amount of data that they can retrieve within seconds. Teachers with solid content knowledge can help Kevin T. Brady, Ph.D. is President of American Institute for History Edu- students to research in appropriate areas. They will help cation. For more information visit www.aihe.info. students to establish goals and theses and to sift through the data to produce cogent results. Students will be able to create papers, videos, audios, interactive PowerPoints, etc. They American Institute for History Education: will be able to collaborate and to review one another’s work published in forums for review. Teachers will be able to as- One Professional Development Company, sess where their students are, along with where students who Two Content-Rich Web Resources! review and collaborate on work are. Without a solid mastery of the content, teachers will not know whether the students have created anything of high quality or great value. This is why the U.S DOE TAH grants have been so ben- eﬁ cial for teachers. Evaluations of hundreds of teachers in AIHE fellowships show that scores increase remarkably for all levels: Teachers with majors in history increased 36 percent to a score of 80 percent; Teachers with minors in history increased 52 percent to score 81 percent; and incredibly, those with no college history background increased 36 percent to a respectable score of 84 percent, higher than both the history TryCicero.com Recently awarded the CODiE SojournerHistory.com majors and those with minors in history. The TAH grants, at Award for “Best Social Studies An online resource for infusing the least those run by AIHE, have generated phenomenal increas- Solution on the Internet”, this African-American experience into es in teacher content knowledge. These grants beneﬁ t new interactive web site is the ultimate your United States history class. online resource for teaching teachers without good content foundations; veteran teachers American history to elementary, This site includes a vast collection without solid content background, and content masters who middle and high school students. of teaching strategies and classroom need to learn 21st century skills, strategies, and methods. The tools designed to assist history and social studies teachers with engaging TAH grants move teachers into 21st century skills through their students in the broad contours solid content, and with 21st century tools. of our collective heritage. They include: the CODiE award-winning, CICERO: History Beyond the TextbookTM; AIHE.TV; Talking History: Realtime Register on each site and on-demand Professional Development and Discussion for a Free Trial! Forums; Facebook; TeacherTube, Franklin’s Opus’ blogs; So- journer: Online African American History; LIVY: Reading His- www.AIHE.info 856.241.1990 tory; and Mundanus Americana: America in the World online

www.seenmagazine.us SouthEast Education Network FALL 2009 93 prevention , BY JEAN P. HAGUE, M.A., CEP

Prevention Preferred

In the medical profession, one advo- 10th grade. 4) Consider supplemental summer cates preventive care in order to allevi- Bright young children can listen in or afterschool programs to mini- ate or reduce major health issues. Just the classroom and do well until approx- mize defi cits. In some cases, the as in medicine, educators recommend imately sixth or seventh grade, when student may need a residential attention to learning or emotional is- the work is more demanding and they boarding school which caters to sues before they escalate and are in begin to study foreign language and the child’s learning needs. This need of major repair. be introduced to algebraic concepts. may only be for two years and Others have struggled since second or then the youngster could return Early Childhood Challenge third grade because of auditory process- to their home school. As children enter preschool and kin- ing defi cits, dyslexia or other learning 5) If there are emotional issues be- dergarten, some can already read, while issues. These children now face over- cause of family issues, adoption, others cannot even hold a pencil. Emo- whelming odds of being successful. or heredity, seek counseling sup- tionally, some have a diffi cult time with port for your son or daughter im- separation from parents and sit in the Middle School Challenge mediately. Counselors associated corner rather than play on the swings If school challenges are present, with the family church may be the or talk with other children. and intervention has not already taken answer, or you may seek referrals Psychologists claim that by the time place, this is the time for parents to take from others. Middle school is the that a child is in fourth grade they have action and seek appropriate schools, most appropriate time for inter- stabilized, and that there is normally a tutors or programs to smooth the vention. high correlation between performance wrinkles in their child’s learning profi le at this grade level, and where which are causing problems. Let me High School Challenge they are projected to be in propose an action plan for parents: Competitiveness and high standards 1) Request a school conference with face students entering grade nine. Al- all teachers to understand ready some have completed two years their comments other of foreign language and algebra I, and than grades. they are on the faster track for college 2) Schedule a psy- admission. These students will have choeducational the option of taking several advanced evaluation with a placement courses in high school. Oth- licensed psycholo- ers may have to take pre-algebra again gist. Request a fol- in grade nine, or not be allowed to below-up conference gin their language studies. They can still for results to be prepare for college but not for selective explained in addi- institutions. Once again, early intervention to receiving a tion may have prevented students from written report. falling behind their peers. 3) Share these Educators also are extremely im- results with portant in noticing defi ciencies that classroom youngsters may have as early as kin- teachers to dergarten or fi rst grade. Some teachers derive maxi- may choose to ignore the red fl ags and mum benefi ts others may jump to conclusions, which from testing. may or may not be accurate. These con-

94 FALL 2009 SouthEast Education Network clusions may indicate to parents that the youngster has a read- for those age 18-25, who ing problem, has ADD or needs to take Ritalin. cannot cope with their My belief is that caution needs to be taken by those in the independence. Many have classroom in order to prevent assumptions being made by never had a job or had to the student and family. More than one student has said to me, be accountable to anyone. “My fi rst grade teacher told me I would never learn to read, This does say something therefore, I never tried.” The students I am referring to were in about fostering depen- high school, and had believed that they could never learn to dence and not promoting read since their early years in school. Classroom teachers also independence. One of see the emotional baggage that some students may be carrying my favorite quotes is the and can be very helpful to the families by raising questions and following: “The goal of expressing concerns. Once again, my refrain here is prevention parents is to give wings to preferred rather than treatment. allow children to fl y.” My message is clear to College Arena parents and educators. Try Once students enter college or pursue other post-secondary to arrive at answers early options they are very much on their own and must seek assis- in order to prevent later tance for themselves. Many resources are available, but college failures or perhaps disas- students are usually hesitant to request assistance, resulting in ters. Having counseled many students failing as they take their fi rst steps after high hundreds of children pro- school. Issues of young adulthood could have been addressed vides the basis for my conviction. earlier in their lives and could have prevented confl icts with college curriculum, training programs, employers or even a Jean Hague offers counsel to families seeking educational recommen- spouse. dations for their children. Her focus is on middle school through college, In addition to academic challenges, today’s youth are faced and she bases this as a former teacher, counselor, and college and school with societal issues regarding drugs, technology, divorce and so administrator. Jean holds an M.A. degree and Specialist Degree in Guid- forth. These may also be the reasons for students having diffi cul- ance and Counseling from Columbia University, and has been in private ty at home and at school. Prevention includes being prepared to practice for 30 years. She is an active member of several professional take charge of your life and becoming independent. In the past organizations including IECA, SSATB, SACAC, NACAC, and is an Emeritus several years, programs have developed throughout the country Trustee of the IECA Foundation.

www.seenmagazine.us SouthEast Education Network FALL 2009 95 curriculum U BY CAROL ROACH

Does Your District’s Curriculum Triangle Resemble the Bermuda Triangle

(This is part one of a two part series.) they’ll never get out again. ship, relationships, and procedures. The For a positive impact on student What’s missing in the triangle for Board of Education then approves this learning, every district needs a triangle these districts is a governance system document so that it becomes district policy. This immediately solves one of local curriculum, instruction, and for decision making and action taking –one that is collegial in makeup and problem associated with the Curricu- assessment, with complete alignment practice, with teachers, administrators, lum Bermuda Triangle: it provides sta- among the three (as illustrated below). and board members working together. bility for the entire curriculum process. Most teachers understand this. How- The Curriculum Leadership Institute No longer must teachers be concerned ever, as a consultant who works with (CLI) has developed a model of step-by- about what will happen when a key districts in all parts of the country, I step processes for curriculum, instruc- administrator or teacher-leader leaves frequently encounter teachers who are tion, and assessment, but in the CLI the district. Instead of worrying that not exactly enthusiastic about work- Model, the triangle looks like this: all their hard work will be thrown out, ing on any part of this triangle. Why? to be replaced by the new person’s Because they feel like “pawns in the What is the governance personal agenda, teachers know that system.” Everything about what they system? board policy must are to teach, and how and when they The ﬁ rst thing that happens Curriculum be followed. A are to teach and assess, is framed in re- in the CLI Model is the appoint- “new hire” must quirements — and all the requirements ment of a temporary Steering be willing to buy have been externally imposed. Teachers Committee. This group has only into the way this have had little or no say in what consti- one function, and that is to cre- district operates; tutes the very essence of their chosen ate a policy document for how procedures will profession. No wonder they become curriculum (and instruction/ continue as be- jaded. No wonder, when they walk assessment) will be handled Governance fore, and progress into the room where I’m prepared to in the district. Most school dis- will not be inter- work with them on tricts have board Instruction Assessment rupted. curriculum, instruction, Curriculum policy for all Once the and assessment, they kinds of things — atten- policy is approved, the next thing to get those “here we go dance, extra-curricular happen is the creation of the governing again” expressions on activities, discipline, (decision-making) body, according to their faces! They’re negotiations — but not the provisions of the policy. CLI refers braced for the same old for the one thing that is to this body as the Curriculum Coordi- thing — it’s just being central to a district’s ex- nating Council (CCC). It is comprised foisted upon them by istence, which is student of: a different person. In learning of a required • One or two district-level adminis- fact, the culture in many Instruction Assessment curriculum. In the CLI trators of these districts is such Model, the Steering Com- • A building administrator from each that the teachers feel they’ve entered mittee drafts a document that not only level (elementary, middle, high the curriculum version of the Bermuda establishes a decision-making body, but school) Triangle — they’ve gotten into it, and outlines its authority, duties, member- • Teacher representatives

96 FALL 2009 SouthEast Education Network • Primary classroom Administrators embrace this governance system because • Intermediate classroom it helps free them from the full weight of critical deci- • Middle school classroom sions, and allows them more time to serve as instructional • High school core classroom leaders. Issues that previously landed on their desks – for • Special area (i.e. media, fi ne arts, physical educa- their decisions only — are now directed to the CCC. And tion) because these decisions are now made collegially, there • Board/community representatives. is teacher buy-in. The result? Teachers no longer feel like pawns in the system; their professionalism is recognized All CCC members represent their specifi c groups, and valued. In fact, with administrators, teachers, board much like legislators represent their con- members and community members all stituents. Therefore, all district stake- working together — not only to make holders now have a voice in impor- critical decisions, but to take action on tant decisions related to the teach- them — the entire culture of the dis- ing/learning processes. The CCC is trict changes. Everyone is now on the charged with making all professional same plane, with a map in front of them. decisions pertaining to curriculum, They know where they’re headed and instruction, and student learning. In- how they’re going to get there; they’re cluded are such things as: no longer stuck in the Curriculum Ber- • Creating a long-range plan to muda Triangle. outline which subject areas will be doing which tasks over at For more information, contact CLI at least a fi ve-year time period; [email protected]. Check the next issue of • Appointing Subject Area SEEN for how the CLI Model approaches Committees to implement the three sides of the triangle: cur- the long-range plan; riculum, instruction, and assess- • Relating instructional de- ment. sign to implementation Carol Roach is President of Curricu- requirements; lum Leadership Institute. • Reaching consensus about what constitutes mastery; • Planning for students who need extended learning opportunities (enrichment and corrective); • Making decisions about grading issues and grade reporting; • Making decisions about common assessments and how they will be used; • Eliminating “this year’s new thing” by integrating staff • Development according to needs identifi ed as each step of the model is implemented; • Assuring that new mandates and accreditation issues are systematically merged with the total improvement plan; and • Monitoring progress to as- sure success and avoid teacher burnout.

www.seenmagazine.us SouthEast Education Network FALL 2009 97 choosing curriculum BY IRENE D. H. SASMAN Thinking Outside the Curriculum Box

Each year millions of dollars are spent on classroom in- ◗ MULTI-MODAL structional materials, but how is it determined which cur- Literature-based materials, thematically organized, present riculum materials are the right ones? Are the decisions based content in a multi-modal approach using trade books and oth- upon quality and effectiveness or convenience and past prac- er book formats to read, listen, touch, and talk about. They en- tices? The new school year budget and additional stimulus gage the learner and impact learning by using several senses money gives school districts an opportunity to buy materials and presenting several “book” options incorporating interac- that make a difference for students, their teachers and par- tive books, audio, hands-on manipulatives, and multimedia. ents. An example is THE Learning Connection’s Caterpillar to Butterfl y PAK. Students experience the life cycle of a but- What to Look For terfl y fi rst-hand as they observe a live caterpillar change into ◗ WOW! a butterfl y. Hands-on manipulatives provide tactile learning “Buy what you’d get for your grandchild.” That’s one Princi- experiences. A read-along audio book provides both sight and pal’s secret on getting the “wow” into the curriculum. Award- sound at the listening center. A Take-Home Backpack provides winning books and educational materials engage the learner, a parent involvement component. THE Learning Connection motivate the teacher and foster discovery learning. was the fi rst publisher to develop Thematic Units to teach ◗ REAL LITERATURE curriculum content using trade books. Research shows that Literature develops literacy. Books ◗ QUALITY written in authentic authors’ writing engage the learner and An example is the Family Literacy program that was cus- lead to lifelong reading enjoyment. Formula books reduce tomized for a New York City School District. THE Learning vocabulary options resulting in books of little interest to the Connection developed “Partners in Reading”, a series of reader. take-home backpacks with classic award-winning literature, and matching hands-on manipulatives. Parents, teachers, and students appreciated the high quality which resulted in the district’s most successful Parent Involvement program. This was the fi rst time a publisher created a backpack program for parent take-home, an idea now widely endorsed. Sorting Through the Wide Variety of Materials “If I had the time to put my ideas together, this is exactly what I would want.” Educators make this statement when they see materials that work. The literature-based, high-quality, award-winning, interactive instructional materials increases student interest. Becoming an “expert” of available materials and sorting through them to pick the best ones for the curric- Great Learning from ulum is time consuming. Besides content, the ages, interests, and abilities of the students must be considered. The good Great Thematic Collections news is that there’s help from companies who specialize in curriculum packages. For example, THE Learning Connection THE Learning Connection is proud of its role for 18 years as the leading innovator of educational programs in the USA! As the originator has developed over 500 Curriculum Materials Themes and of thematic units using real literature, we appreciate the opportunity to Libraries. Check to see if the content you are looking for is partner with you to provide exciting and innovative learning opportunities. already available and if not, ask if it can be customized. With our collections, literacy develops with literature-based award- winning hands-on materials that engage the senses and foster discovery How to Choose learning. Thinking skills increase as children learn about their culturally ◗ Determine the content, topic or theme you are targeting. diverse world and learn content in science, social studies, language arts, math, and the arts. ◗ Check to see if there is already a program available that x Easy-to use - All materials needed are together in one place fi ts your budget. x Aligns with curriculum- Guides list objectives & activities ◗ Is it real Literature? Is it Multimodal? Is it high-quality? x Provides differentiated instruction Does it have a “Wow”? ◗ Will it engage the learner? Will it assist the teacher in THE Learning Connection ® achieving the objective? 800.218.8489 www.TLConnection.com Irene D. H. Sasman is president of THE Learning Connection. For more information, visit www.tlconnection.com.

98 FALL 2009 SouthEast Education Network literacy ABC BY BRENDA LARSON

Letter Sound Learning A key to early literacy success

According to the Report of the National Reading Panel, “an shapes, helping them to differentiate a number of letters visu- essential part of the process for beginners involves learning ally. Alphabet books and alphabet puzzles in which children the alphabetic system, that is, letter-sound correspondences can see and compare letters may be a key to efﬁ cient and and spelling patterns, and learning how to apply this knowl- easy learning.” Itchy’s Alphabet picture cues reinforce the spa- edge in their reading.” For children to be successful readers, tial features of each letter by providing children with a visual they must develop a strong foundation in letter-sound corre- cue, thus signiﬁ cantly enhancing their learning and establish- spondence. ing the foundation of success in Early Literacy. In 34 years as a Remedial Reading/Learning Assistance Brenda Larson recently retired after more than 34 years in the British Teacher, I consistently worked with children who struggled Columbia public school system. Most of her career has been spent in to learn their letter sounds. Armed with the knowledge that the area of Learning Assistance, providing support to regular education the majority of individuals are visual learners, I started draw- students struggling with various aspects of their learning. Visit ing pictures in the shape of the letters to give children a visu- www.itchysalphabet.com or contact Larson directly at 877-368-7890. al cue to remember. Not only did the students show improved mastery of their sounds, they were also able to retrieve the shape of the letter by remembering the picture cue — spelling and printing improved as well. With Itchy’s Alphabet, children are given a “picture” of each letter which connects the shape and the sound in a way that is readily remembered. Another alphabet may use ‘moon’ or ‘monkey’ for the letter ‘m’. When children visualize these key word pictures, they are not reminded of the shape of ‘m’ © — Itchy’s ‘mountains’ give them “the picture” as well as the Itchy’s Alphabet Program sound. One skill complements the other and learning occurs at a faster rate, with greater retention. Itchy’s Alphabet is a Itchy’s Alphabet is a primary complete, systematic approach to teaching the letter sounds phonics program designed to Itchy’s Alphabet focuses on the lower case letters and letter teach children alphabet skills, sounds. While recognizing that upper case letters and names speci¿ cally focusing on letter must be learned, I want the children to be working with the sounds and lower case letter forms of the letters they will be encountering in both reading formations. and writing. There is a belief that it is easier to learn the up- ;Systematic ;Multi-Sensory per case letters. However, when we look closely, over half of ; ; the upper case and lower case letters are either identical or Research Based FUN extremely close in formation and the rest are simply different combinations of lines and circles, whether upper or lower case. In the 1998 joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), they state, “A fun- ABB Creations Ltd. damental insight developed in children’s early years through 877-368-7890 unique key word picture www.itchysalphabet.com cues in the shape of the instruction is the alphabetic principle, the understanding that lower case letters there is a systematic relationship between letters and sounds (Adams 1990). The research of Gibson and Levin (1975) indicates that the shapes of letters are learned by distinguishing one character from another by its type of spatial features. Teachers will often involve children in comparing letter

www.seenmagazine.us SouthEast Education Network FALL 2009 99 character education

BY JOHN WOOD

Educate for Character

A woodsman was granted one wish graphically similar Flagler County next after saving a leprechaun’s life. “Good door (without CC!), they dropped nine husbands for my daughters,” he said. percent. “Defi ne good,” the crafty leprechaun In a South Dakota State University replied. study of 8,000 middle and high school “Good character,” the woodsman students who experienced CC! for fi ve said. years, theft dropped by 40 percent, van- Impressed, the leprechaun arched dalism by 33 percent, and alcohol use an eyebrow. “Defi ne good character.” by 37 percent. “The kind of men you’d want for At the Tulare County (CA) Probation your daughters.” Youth Facility, which uses CC!, 70 per- The leprechaun beamed. “Ah, then cent of the youths remained crime-free you will have honorable men with while in residence (twice the national kind and loving hearts. And I’ll throw average) and 92 percent stayed crime- in a strong conscience.” free after they left (compared to 28 per- Do we want our children to be rich, cent nationally). smart, attractive, famous — but devoid of virtue? Or, do we wish them to have It Enhances School Climate sterling values? If the latter, we must After a district-wide CC! imple- educate for character. mentation in Dallas in the late 1990s, Character education has been with discipline referrals at John J. Pershing ada, in an interview for the Josephson us since the ancient Greeks and from Elementary School plummeted from Institute of Ethics. “We need to capital- the beginning days of our republic. All more than 1,500 to fewer than 100 in ize on that desire — especially during major civilizations have taught young- one year. the values stage of their development sters ethical doctrines. All the world’s Discipline referrals fell 75 percent at when they want to save the world.” great thinkers — from Socrates to Con- Easton Elementary in Easton, Maryland, Despite character education’s many fucius to Buddha — have advocated over the four years of CC! benefi ts, however, the current econom- living according to principle. Suspensions fell 63 percent, repeat sus- ic climate can make it diffi cult to fund And youngsters get it. They know pensions fell 53 percent, and the num- such programs. How can schools keep character education isn’t being done to ber of students in extracurricular activi- the money coming in for their initia- them; they’re doing it for themselves. ties rose 58 percent over fi ve years of tives during the recession? There are They know they’re not blocks of stone CC! in Glenn Westlake Middle School in two primary funding sources: govern- that adults carve into ideal students; Lombard, Illinois. Moreover, graffi ti de- ment grants and private and corporate they’re sculpting their own morals. clined by 61 percent, curfew violation foundations. by 68 percent, truancy by 63 percent, Government grants come from cities, Character Education Cuts Crime and alcohol use by 41 percent. counties, states, and the federal level. Youth offenses plunged 74 percent “There’s a yearning in students to be Many schools pay for character-educa- in St. Johns County, Florida, since good and to do good,” said character tion materials and training with federal CHARACTER COUNTS (CC)! began educator Avis Glaze, Ph.D., former edu- funding under Titles I and II for profes- in 1998-99. By comparison, at demo- cation commissioner of Ontario, Can- sional development or Title IV Safe and

100 FALL 2009 SouthEast Education Network Drug Free Schools. The U.S. Depart- isn’t a more critical issue in education ment of Education (DOE) also offers today.” grants that can be used for character The challenge for educational poli- Your Character-Education education. cymakers is to acknowledge the role Fundraising Resource Guide Title I – These funds aren’t a com- schools play in character development mon source for character education, and to help schools produce the men Here are resources to help fund your but schools have used portions of and women we wish to run society to- character-education initiative. them for character-development activi- morrow. Then we’ll have more tales like ties. this one: Fundraising Title II – These NCLB funds are al- “One morning a grade six student ✧http://www.tgci.com — Worth its located for professional development. came to the ofﬁ ce to report that their weight in gold. Start here. Many schools use them to attend char- teacher had not come in,” Avis Glaze ✧http://foundationcenter.org —Search acter-education training. remembers her deputy principal tell- over a thousand grantmaking Title IV – These funds partially ear- ing her one day. “He went to investigate foundations. mark programs that prevent violence with a great deal of trepidation. How ✧www.nassembly.org/nydic — Funding and drug use and promote student many students would still be there? wellness. Often a good starting place to What would he tell their parents? for youth-development programs. look for funding. “When he entered the classroom, the ✧http://philanthropy.com — Includes a DOE – These funds are particularly students were busy writing and barely Guide to Grants. time-sensitive. Try to work with a grant- looked up. One of them had read the ✧http://k12grants.org — Funding op- writer who has experience writing teacher’s Day Plan, wrote the instruc- portunities for education initiatives. DOE grants. tions on the board, and all were doing ✧http://www.connectforkids.org/ Foundations support a variety the work. When he congratulated them, node/245 — Useful information and of causes. Some, like Gates, Ford, and one of them looked up and shrugged, links. Rockefeller, fund diverse projects ‘What did you expect? We’re a charac- ✧http://www.grantcraft.org — Tools around the globe. Others target specif- ter class.’” from donors and grantmakers. ic issues or are dedicated to a certain John Wood is a senior editor at the Josephson ✧http://www.kn.pacbell.com/products/ geographic region. There are also more Institute of Ethics, a Los Angeles-based non- grants/index.html — Information and than 2,000 corporate foundations, proﬁ t organization. For more information, many of which support educational resources on funding opportunities. visit www.charactercounts.org. and youth-oriented programs. Grantwriting As every school knows, though, lo- ✧http://www.grantproposal.com/ cating funding sources is much easier starting_inner.html#teach than getting funding. For a compen- ✧http://www2.scholastic.com/browse dium of information and advice on fundraising and grantwriting, see “Your article.jsp?id=4173 Character-Education Fundraising Re- ✧http://www.mcf.org/mcf/grant/ source Guide” below. writing.htm “We in the business world ✧http://www2.guidestar.org/rxa/news/ don’t want young peoplee com- articles/2003/what-grantmakers-wanting into our employmentnt and applicants-to-know.aspx communities who are bril-ril- ✧http://philanthropy.com jobs/ liant but dishonest, 2003/05/01/20030523-378096.htm who have great intel- ✧http://www.tengrrl.com/tens/ lectual knowledge grants.shtml but don’t care about ✧http://www.cpb.org/grants/ others, who have creativeve grantwriting.html minds but are irrespon- ✧http://www.npguides.org sible,” said Sandy McDonnell,nnell, ✧ founder of the Characterr Ed- http://www.agriculture.purdue.edu/ ucation Partnership. agcomm/AgCom/ppet/Index.html “All of us in business For much more funding help, visit and the community http://charactercounts.org/getstarted/ need to do our part funding/index.html page at CHARACTER in helping build COUNTS! young people of high character. There

www.seenmagazine.us SouthEast Education Network FALL 2009 101 character education ☞ BY RANDY SPRICK, PH.D.

Schoolwide Discipline Can you make it work?

Behavior and discipline have always dent productivity. leadership team, representative of been a problem and frustration for ed- ◗ The school environment will be all staff, to guide improvement ef- ucators. Witness the Annual Phi Delta welcoming and inviting to all stu- forts. Kappa/Gallup Poll in which discipline dents, those who are bright and ◗ Involve the entire staff — Suc- is consistently listed as a major prob- compelling, those who are average, cess is more likely when the entire lem in our public schools. and those who misbehave fre- staff is involved in all improvement Traditionally, behavior management quently. activities. has relied on “making the student ◗ Students are taught the skills they ◗ Ongoing improvement cycle behave.” While this approach can be need. For some students, school — The effort to achieve effective effective in the short term, it is not a may be the only avenue for them improvement never stops. It is an long-term solution, as it does not foster to learn the social skills necessary ongoing cycle consisting of Review, behavior change. Instead, this reactive, for success in our society. Prioritize, Revise, Adopt, and Imple- punitive approach to behavior man- ◗ Staff members feel empowered ment. agement inevitably results in unpro- to manage student behavior. They ductive attitudes, adversarial behavior, will learn how to infl uence student Constructing the Framework As you design your process, you will active rebellion, passive resistance, and behavior, as opposed to feeling want to formalize a guiding set of staff student dropouts. helpless, frustrated, angry, and un- beliefs. How does your staff feel about As educators, we need to do a bet- supported. ter job of keeping students in school. the students they teach? Consider these ◗ Everyone on campus feels motivat- Roughly a quarter of our students viewpoints: ed, is engaged in meaningful learn- leave school every year without a ◗ All the people in a school should ing tasks, and experiences growth. diploma. For minority groups, the pic- be treated with dignity and respect. A vision that incorporates view- ture is even more dismal – nearly half ◗ The adults in a school bear the ulti- points such as these will set you on leave school before graduation. mate responsibility for making the Principals can take action by provid- course for positive and effective school school safe, civil, and productive. ing school personnel with positive be- improvement. ◗ All students should perceive uncon- havior support strategies, techniques, Laying the Foundation ditional acceptance and high expectations from school personnel. and procedures that create a respectful The next step — design a fl exible climate in which teachers can teach ◗ Expectations for student behavior process that will help you create a base and all students can learn. in all school settings should be for improving your discipline practices clear, consistent, equitable, and di- schoolwide. Research indicates that this Drawing the Blueprint rectly taught to students. process should rely on four features: When building a house, the fi rst You’ll also want to develop specifi c ◗ — Use thing you need is a design—the blue- Data-driven decisions policies and procedures. For instance, print. The same is true for reconstruct- quantitative data to make informed you might develop “Guidelines for Suc- ing the social/emotional environment decisions about your behavior cess” — three to fi ve broad positive of a school — you need a design, or management practices. Hard data expectations for students that describe vision, of what you want your school (surveys, incident reports, school skills, traits, or attitudes that help stu- to be. records) helps you avoid ineffec- dents to achieve success. Consider these perspectives: tive decision-making based on sub- ◗ Students and staff members will jective feeling, tradition, or political Reinforcing the Structure be physically and emotionally safe. association. As you guide your staff through Feeling physically or emotionally ◗ Direction by a representative, these steps, be aware of roadblocks. unsafe can affect teacher and stu- site-based team — Establish a If your staff has a tendency to rely

102 FALL 2009 SouthEast Education Network too heavily on punishment or to do Moving in (Enjoying the Benefi ts) ◗ An increased sense of personal things the way they have “always been A positive behavior support ap- safety and security done,” if they have a predisposition to proach to schoolwide discipline offers ◗ Empowerment and increased col- blame others, or if there exists division multiple benefi ts to all members of a legiality when dealing with chronic among staff, you could have trouble. school community. and severe misbehavior Recognizing these impediments can All students benefi t by gaining: Administrators benefi t by help you dismantle them. ◗ A sense of physical and emotional gaining: School staffs must be “ready” to im- safety in common areas and class- ◗ Shared responsibility for discipline plement a schoolwide positive behav- rooms practices ior support approach. As Principal, you ◗ An improved learning climate ◗ More time to focus on proactive, can increase the “readiness” factors. Ad- ◗ Specifi c instruction in the skills positive, and instructional strategies ministrative support for a schoolwide necessary for social and academic for the school positive behavior support approach is success ◗ More concentrated time to deal critical. Without administrative com- Troubled students benefi t by with the really tough situations mitment and continued involvement, gaining: ◗ More readily available data for mak- such an approach is much less likely ◗ A more inviting/tolerant school ing decisions and for documenting to be effective. climate school improvements Likewise, your staff must be will- ◗ Clear and explicit behavioral ex- By implementing an effective ing to undertake school improvement pectations schoolwide positive behavior support activities. By involving the entire staff ◗ An sense of “connectedness” approach to discipline, schools through- and keeping the lines of communica- ◗ More support when dealing with out the country have made dramatic tion open, you can foster staff’s will- real-life challenges positive changes in the lives of students, ingness. Start with one area of concern Teachers benefi t by gaining: staff, parents, and community. With the and work on it until your staff can see ◗ More teaching time right procedures in place, you can make that these procedures are working. ◗ More pleasant relationships with it work! Nothing brings people onboard faster students For more information on schoolwide positive than success. ◗ Greater job satisfaction (in that behavior support, call 800-323-8819 or visit they can reach more students) www.safeandcivilschools.com. Make Manners a Part of Your Classroom By Angela W. Pitre velopment daily because it is something plains what the manner may be, such as Manners is a hot topic for today’s that should just be embedded into ev- kindness (I would like to note that each parents. A private poll conducted via ery moment. When asked how manners school system seems to call this process Café Mom indicated that over 85 per- impacted a classroom on a daily basis, something different, character devel- cent of mom’s believe that their child she said “They are a make or break top- opment, manners development, social is losing valuable educational time ev- ic. If character isn’t addressed it sucks studies and so on). ery day due to a lack of manners in the away classroom time.” While a short paragraph is a great classroom. While North Carolina has a statewide beginning, it doesn’t go far enough. Veronica Terrana, M.Ed., NBCT mandate to work on character develop- This is not an issue that can be resolved and Literary Facilitator for Matthews ment, it is still up to each individual by asking our teachers to do more; it Elementary in Matthews, NC is one school to implement these programs gets resolved by a collaborative effort person who is combating this grow- and each teacher to work them into of manners instruction between home ing concern in her school. Mrs. Terrana their day. It seems that parents and and school. Parents need more tools so was a teacher for 12 years prior to be- teachers alike are aware of this general they can continue and expand on the coming a Literary Facilitator; she was lack of manners and while there seem life skills that are being taught within able to speak to the problem with a to be efforts being made on both sides, the school. Parents are willing to teach tremendous amount of authority and there is still a huge gap. their children, but are not sure what experience. Her school is a shining Some communities are attempting to and how they should be teaching. example of how to integrate manners bridge the communication gap regard- In an ongoing effort to know what into your classroom. Something, she ing manners and respect in schools be- kind of programs your school is imple- pointed out, that would be next to im- tween teachers and parents. A selection menting to teach manners, and how to possible to do with the existing expec- of schools in North Carolina and South get parents to work on teaching these tations placed on our teachers. Carolina send a monthly newsletter same manners at home, please send an One great saying that Mrs. Terrana home that has a character development email to [email protected]. used in her classroom was “Charac- topic of the month. The newsletter is Angela W. Pitre is the Chief Manners Advocate ter is who you are when no one is designed to inform parents what is be- for Manners Made Fun, Inc. She can be reached looking.” It is diffi cult to quantify the ing worked on in the classroom. While via e-mail at [email protected] or amount of time spent on character de- not in-depth, the short paragraph ex- call 704-919-1962.

www.seenmagazine.us SouthEast Education Network FALL 2009 103 physical ﬁ tness

BY ROD WOODSON &

Keep Gym in School

As an NFL Network analyst and in struck by the fact that no matter what NFL Network created Keep Gym In my years as a professional city I visit, the parks are mostly empty. School to address this issue. Under the football player for the It seems to get worse and worse every banner of Play60, the NFL’s campaign Pittsburgh Steelers, year. Kids are just not playing outside to get children active for 60 minutes Baltimore Ravens, the way they did when I was per day, San Francisco growing up. One of the biggest Keep Gym In 49ers, and Oak- At the same time, we all School seeks land Raiders, I know the statistics that to make fi t- have had the childhood obesity is at misconceptions ness a priori- opportunity epidemic proportions in ty for schools to travel the our country. There are 12.5 by restoring country. Over million overweight kids in about youth physical the past decade, the U.S. — twice as many as education. I have been 20 years ago, according to the Through this Centers Disease Con- fi tness is that program, trol. The American NFL Network Heart Association has donated says in-school children don’t more than PE is the best $220,000 to way to pro- deserving vide physi- want to be active. schools in cal activity its inaugu- and help children ral year, building new outdoor tracks, sustain healthy restocking gym equipment, funding lifestyles. Beyond teachers and more. the health bene- Motivation and inspiration is just as fi ts, physical ac- important, so we host minicamps with tivity makes NFL stars such as Arizona Cardinals it easier for Kurt Warner and Washington Redskins students to Antwaan Randle El. We track the kids’ focus in oth- fi tness levels over the course of a six er classes and month period, ensuring the fun leads to is known to accountability and concrete direction enhance over- along the way. all academic perfor- I know from having fi ve kids that mances. Yet school PE as great as programs like Keep Gym has had signifi cant fund- In School are, fi tness starts at home. ing cuts and fewer than Parents have to take an active role in 10 percent of middle making sure our children have a strong schools provide the foundation that includes fi tness as a recommended daily priority. We cannot rely entirely on amount of PE for all our schools, many of which no longer students. require physical fi tness as part of stu-

104 FALL 2009 SouthEast Education Network www.seenmagazine.us SouthEast Education Network FALL 2009 105 dents’ education, to help set the next go outdoors they are very active and agement and tools to start changing generation on the road with healthy are big fans of volleyball, four square their habits to become more healthy. habits. Keep in mind these habits and other games. We also are active Here is what I have learned from be- are formed in earlier years and stay together as my wife and I often join the ing involved, with the help of commit- with them their entire lives. kids in the activities which brings us ted teachers and parents, these students One of the biggest misconcep- closer together as a family. can rise to the challenge and many tions about youth fi tness is that In life and with physical fi tness we have changed their lifestyles to become children don’t want to be active. Of need to have expectations for our chil- more active. To fi nd out more about course we all know that the fi rst dren. The NFL minicamps we host at NFL Network’s Keep Gym In School, response you get when you tell your middle schools are full of high energy. go to: KeepGymInSchool.com or NFL. kids to turn off the TV is often “no.” The entire school gets involved includ- com/Play60. But once they are outside, they have ing the band, cheerleaders and the Rod Woodson is an analyst on NFL Network’s a great time. I get this response my- entire student body. One of the things Total Access and will be entered into the NFL self from my kids. They love video I try to impart to the group is that this Hall of Fame in August 2009. He lives in Cali- games, TV and computers, as do all day is supposed to be fun. It’s de- fornia with his wife of 17 years and has fi ve their friends. However when they signed to provide students the encour- children.

106 FALL 2009 SouthEast Education Network About Keep Gym in School

In 2008, NFL Network (NFLN) launched Keep Gym in School - a national initiative dedicated to restoring Physical Education in America’s schools and raising awareness about the need for organized PE as part of each child’s complete education.

School Adoption NFL Network, in conjunction with its local distribution partners and NFL teams, work with one school district in four cities to select a middle school for adoption. NFLN provides each deserving school’s PE program $50,000 for capital refurbishments, equipment replacements and upgrades, and instructor salaries using “need” as the primary Before criteria. NFLN and its partners also collaborate with the school district to distribute football-spe- ciﬁ c lesson plans that complement the district’s existing PE curriculum. 2008 adopted schools included: • Poe Middle School, Annandale, VA • Jardine Middle School, Wichita, KS • Truman Middle School, Marrero, LA • Bethune School, Phoenix, AZ

Website and National Grant Keep Gym in School’s online home is www. KeepGymInSchool.com featuring teaching and fi tness materials, local community highlights, and partnerships with the President’s Council on Physical Fitness and Sports and the National Asso- After ciation for Sport and Physical Education (NASPE). Additionally, consumers can go online and nominate any Middle School for the KGIS $10,000 national PE grant. Before NFLN Pep Rally and Minicamp: To inspire students, NFLN hosted an all-star Pep Rally and NFL-style minicamp to kick off KGIS in each market, led by an NFL player from a partner team. 2008 partici- After pants included Antwaan Randle El (Redskins); Will Shields (KC Chiefs); Deuce McAllister (New Or- leans Saints); and Kurt Warner (Arizona Cardinals). At this school-wide event with cheerleaders and band, local government offi cials and press join in the unveiling of the adopted school’s new PE facilities and equipment. The minicamp serves as the launch for the In- School Fitness Challenge. NFL combine-style tests assess improvements in student fi tness in various categories. These fi tness tests, along with effort in PE class and an essay on fi tness and nutrition, provide scores for PE instructors to monitor student progress throughout the year. One winning student attends an awards weekend in NYC and the NFL Draft.

www.seenmagazine.us SouthEast Education Network FALL 2009 107 physical ﬁ tness ☞ BY PAUL ROSENGARD

Got PE?

Like milk, isn’t physical education Fortunately, these examples of mal- tialed teachers we need to instruct it.” (PE) “essential” for kids? Doesn’t it practice are going the way of the dino- Budgets are tighter than ever. How- contribute to their growth and develop- saurs (previous descriptions were taken ever, it’s not a money issue — never ment? So why are so many deprived of directly from the yearly plan at Jurassic has been. There is money to spend it? Park Junior High). Today’s PE should — not much, not enough, but there IS Also like milk, there are all different provide: money. Budgets are always a pie to be kinds of PE. There’s the “Let’s sit down 1. Sufﬁ cient minutes of health-pro- consumed and the issue is how do you and talk about how important it is to moting activity during class, and slice it? How large a piece does PE re- be active” PE, the “My kids love to play 2. Teach students the physical and ceive -— deserve? I believe its section dodgeball and kickball” PE, and the “HI, behavior skills they need to stay active should be the equivalent of the other I’m Coach Blood and and make healthy choices away from core subjects and not a penny less — Guts and welcome class, and and that includes equality for class size to my extension of 3. Combined, 1 and 2 prepare stu- too. Class size for PE should be linked athletic practice” dents to lead healthy lifestyles into to class size averages for other subjects. PE. adulthood. “Parents care about grade point aver- I believe PE can be so much more ages and want their students in class than just plain milk. It can rise to the and learning.” top like sweet cream and become a A national survey of parents and symbol for all that is good about educa- teachers concluded that over 75 per- tion, and what each of us want for our cent opposed eliminating PE due to own children – to be healthy in body budget constraints or to meet increased and mind, now and forever. academic standards (Robert Wood Johnson There’s the vision. Are you with Foundation, 2003). me? Then let’s work together and There are more myths and contradic- remove some of the obstacles in our tory realities. Yet our issue is clear and way: the time is now. When PE programs and teachers are placed on the budget- Myth vs. reality: ary chopping block — speak up and “Time in physical education is time garner support from the voters — your away from academic pursuits – and parents. Don’t wait until you’re thirsty that’s what the kids are tested in.” to go to that well. Start with the vision of what physical The latter is true — too bad because education could be, should be, will be PE should be a part of standardized with proper support. It’s that shining testing — but the former is false. No subject on the hill. study has ever shown that more time in And while you’re at it, ask if they PE has a negative impact on academic plan to stop serving milk in the cafete- achievement. The good news? Students ria too… don’t have to sacriﬁ ce their health for Got PE? the core subjects — they can have their math and move it too. Need proof? Go Paul Rosengard is the SPARK Executive Direc- to http://www.sparkpe.org/results.jsp tor, a content author, presenter, researcher, “We don’t have enough money to and very proud to be a physical educator. For afford daily, quality, PE – or the creden- more information, visit www.sparkpe.com.

108 FALL 2009 SouthEast Education Network

Quality Physical Education How Does Your Program Rate?

The National Association for Sport and Physical Education (NASPE), which has been setting the standard for the profession for over 32 years, is committed to quality physical education for every student including Limited English Proﬁ ciency (LEP) and those with special needs. Does your school’s physical education program help all students attain the knowledge, skills and attitudes necessary for them to lead healthy, active and productive lives? NASPE urges principals, teachers and parents to conduct an assessment of their school’s physical education program by evaluating its strengths and weaknesses, and preparing a plan for improvement where needed. Here are 15 quick questions to ask: 1. Is physical education taught by a qualifi ed teacher with a degree in physical education? Yes No 2. Do students receive formal instruction in physical education: Yes No A. For a minimum of 150 minutes per week (elementary) and 225 minutes per week (middle and high)? OR B. For at least 3 class periods per week for all grades the entire school year. 3. Is the physical education class size similar to other content areas to ensure safe, eff ective instruction? Yes No 4. Is there adequate equipment for every student to be active? Yes No 5. Is appropriate technology incorporated on a regular and continuing basis? Yes No 6. Are indoor and outdoor facilities safe and adequate (so that physical education classes need not be displaced by other activities)? Yes No 7. Is there a written mission statement and sequential curriculum based on state and/or national standards for physical education? Yes No 8. Are formative and summative assessments of student learning included in the physical education program, and are they related to meaningful content objectives? Yes No 9. Does the program provide for maximum participation for every student (e.g., inclusion noelimination games, all students active at once, developmentally appropriate activities, etc)? Yes No 10. Does the program help to systematically develop the physical, cognitive, social and-emotional aspects of each student? Yes No 11. Do the physical education teachers regularly participate in physical education professional development activities and have memberships in related professional organizations? Yes No 12. Do the physical education teachers receive student health information and have a plan for handling emergencies? Yes No 13. Is there regular periodic evaluation by administrators of the physical education program and teacher performance? Yes No 14. Do the physical education teachers communicate with other educators, administration and parents on a frequent basis? Yes No 15. Do the physical education teachers seek feedback for improvement from students, peers, and parents as a means for program evaluation and improvement? Yes No

110 FALL 2009 SouthEast Education Network Is Wellness Part of Your School’s Game Plan?

OrderOrder a FREE School WellnessW Activation Kit Today

The National Dairy Council® and SUDIA have huddled up to help America’s with the National Football League Fuel Up to Play! This students eat right and stay active with comprehensive program focuses on empowering kids to

make smart choices about their nutrition and physicalFuel activity. Up new 2009-10 FREE You can join the team by ordering a to Play Wellness Activation Kit today!

The kit targets grades 4-10 and includes display re materials and wellness-based activities that inspi kids to “get up and play” for 60 minutes a day and to “fuel up” with the food groups kids don’t get enough of — low-fat and fat-free dairy foods, fruits, vegetables and whole grains.

ort to make Wellness Last year, more than 40,000 schools joined the e r Activation Kits part of their game plan. This year, we’re expanding ou roster. Go towww.fueluptoplay.org for more information and to order your school’s FREE kit. One kit per school while supplies last.

© 2009 National Dairy Council®. © 2009 NFL Properties LLC. Team names/logos are trademarks of the teams indicated. All other NFL-related trademarks are trademarks of the National Football League. NFL PLAYERS is a trademark of PLAYERS INC. outdoor adventures BY PEGGY A. NIMS 5

Reconnecting Students with the Real World

“The Hidden River Cave was awesome! I really enjoyed get- lating their personal environments. Yet, these same very bright ting muddy in the river and crawling through tight spaces.” and talented young people often feel disconnected with the “It was so natural. It felt as if nobody has ever stepped foot real world in which they live, learn, work and play. there except for me and my group. It was just us with our cav- This disconnect is robbing our children of their personal ing helmets giving us light as we walked through the terrain. stories, their cultural heritage and their sense of wonder. It was somewhat challenging but in a very good way. After get- Knowing how to search the world wide web and learning the ting through the tour it has a way of making you feel like you basic facts of science, math, language arts and social studies can take on the world.” is both necessary and commendable. Discovering these facts Hidden River Cave is the American Cave Museum’s living through experiential learning and applying this new learning exhibit, and my classroom. As an environmental educator, these to their own lives is real-life learning. observations from some of my students are truly music to my Often students complain about the irrelevance of classroom ears. instruction to their futures. Consequently, many become apa- Having been both a formal and non-formal educator for 30 thetic learners who study for tests. How do we facilitate the years, I’m always looking for teaching strategies that will chal- learning environment so that our students grasp not only the lenge and inspire my students to become life-long learners. necessary knowledge but also the magic of learning? One strat- As citizens of our fast-paced 21st century, today’s students are egy is to reconnect students with the incredible world beyond immersed in the technology of learning and adept at manipu- the classroom. Interdisciplinary curricula and collaborative

112 FALL 2009 SouthEast Education Network Brave the Cave Open Daily for Tours Call for times and info

Cathedral Caverns State Park Marshall County, Alabama 256-728-8193 • www.alapark.com

instruction enable classroom teachers to facilitate the learning process and empower students to discover their sense of place and recharge their sense of wonder. As the saying goes, “We can hear about it and forget. We can look at it and remember. But when we can do it, then we understand!” In an economy of budget cuts and limited travel budgets where does one fi nd these magical places of discovery? In south central Kentucky, teachers of all ages and multiple disciplines fi nd willing educational partners around the corner and down the street, in state and national parks, and in state-of-the art museums. By expanding the world of their students to include special places that they can visit again and again with their families, these teachers engage their students in those serendipitous teaching moments which promote relevant instruction, self-confi dence and a respect for others. Certainly, there is no substitute for that “true caving experience with headlights and helmets and mud.” However, many natural science and history museums now provide hands-on exhibits that allow students to use their senses of sight, touch, smell, hearing and even taste, to discover something new about themselves and their environment. Utilizing the latest

www.seenmagazine.us SouthEast Education Network FALL 2009 113 technologies, today’s museums appeal to students’ fascination cilitate small group activities that get students up and moving with gadgetry, while stimulating their imaginations as they to “see” like a bat, build their own cave models, mold a pinch watch sharks swimming overhead, hear the sound of a beating pot, design their own petroglyphs, and dig for hidden artifacts. heart or smell a bacteria once used as an antiseptic. An off-trail caving adventure through Hidden River Cave, a Interpretive museum staff such as those at the American living extension of the museum, instills in students a sense of Cave Museum are uniquely qualifi ed to lead these inquisitive achievement as they develop teamwork and leadership skills. learners on their journey of discovery. Many museum educa- All learning centers are affordable and aligned with national tors are former classroom teachers. All are enthusiastic learn- educational standards. ers themselves, spell-binding storytellers and living historians. So, get out; get moving; start reconnecting your students Today’s museums are not designed for a quick walk-through with the real world of learning! When students hear about it, look, but for savoring the moment, opening minds, stimulating see it and touch it, they won’t forget. When they do it, they that “WOW” moment when students make that personal con- will understand. nection with what they’ve learned in the classroom. Peggy A. Nims is Education Director, American Cave Conservation As- In 1994, I discovered such a place — Hidden River Cave sociation. For more information call 270.786.1466, e-mail pnims@ — in my own back yard. Having grown up in Horse Cave, Ken- glasgow-ky.com or visit www.cavern.org www.cavern.com. tucky, I didn’t know that this wonderland was literally beneath my feet. Closed for 50 years because of groundwater pollution, Hidden River Cave was restored by the American Cave Conser- vation Association and became the highlight of the American Cave Museum, Kentucky’s offi cial karst (cave) museum. Since that time, I have repeatedly taken my own family and students to this amazing place — one of the nation’s greatest environmental success stories. As a certifi ed environmental educator, I continually seek to personalize the instructional environment so that students will see fi rst-hand the relationship between the classroom and the real world around them. American Cave Museum staff fa-

Yokum’s Vacationland in Seneca Rocks, WV Campground open year round with motel, restaurant, hook-up, satellite TV, log cabins, hot tubs, general store, laundromat, showers and indoor pool. Call 800-772-8342 or visit www.yokum.com

114 FALL 2009 SouthEast Education Network outdoor adventures 5

Louisiana’s State Parks Get out of the classroom and explore history

Louisiana’s 20 State Parks, 16 Historic Sites, and one Pres- In addition to our Historic Sites, the Louisiana State Arbo- ervation Area offer you and your family a uniquely rewarding retum in Ville Platte, a State Preservation Area, offers visitors experience of our state’s natural beauty and historical riches. a living botanical museum with natural growth and plantings Each one of the State Historic Sites was selected for its his- grown for scientifi c or educational purposes. Trees, shrubs and torical, cultural or archaeological signifi cance. Museums, arti- fl owers are labeled for observation along an extensive net- facts, outdoor displays and interpretive programs are some of work of trails. the ways each area tells its remarkable story. For more information, call the Offi ce of State Parks at From exquisitely maintained plantation homes and historic 888-677-1400; visit www.lastateparks.com. For reservations, forts to fascinating family graveyards, river locks and a wealth call 877-CAMP-N-LA (877-226-7652) or visit of outdoor activities and scenic beauty, the State Parks and His- www.reserveamerica.com. toric Sites of Louisiana. From historic Natchitoches, founded in 1714 as the oldest European settlement in the Louisiana Pur- chase Territory, to the culturally diverse Cajun Country, visitors can fi nd some of the state’s most fascinating history. Our History Isn’t Just Longfellow-Evangeline State Historic Site in St. Martinville highlights the life of French-speaking cultures along Bayou Found In Books. Teche – both Creole setters and the Acadians from Nova Sco- tia – giving visitors a taste of distinctly Louisiana culture. As with all Southern states, the Civil War made quite an impact on Louisiana. Plantation life can be revisited at a number of Louisiana State Historic sites, while yearly re-enactments bring both the glory and the horror of some of the crucial battles fought within the state. But long before the Civil War, settlers and colonialists spread westward to stake claims for European powers. From the authentically-reconstructed forts in the northwestern part of the state, to Fort Pike State Historic Site near New Orleans, visitors are reminded of the strategic importance of the Port of New Orleans to the emerg- No matter where you go in Louisiana, there ing new country and the need to are fascinating Historic Sites that are open protect economic lines of supply. and ready to welcome you. From stately Archaeology and socio-economic plantation homes and Civil War battlefields to components of Louisiana’s history Native American sites and Acadian culture, also can be studied at the State history is very much alive here. Come and Historic sites, from the examination discover Louisiana for yourself, of Native American life through during the 75th Anniversary of celebrating newly-discovered artifacts to an our state’s historical treasures. experience with the music and the geographically-driven boat culture www.lastateparks.com of the southern part of the state.

www.seenmagazine.us SouthEast Education Network FALL 2009 115 outdoor adventures 5 Field Trips: A Call to Action

In Corinth, Mississippi, the term “fi eld trip” is more than just the defenders from an attacking foe. Some were built by the a day or two away from school…it is a call to action! Pres- Confederates, others by the Union. Slaves, contrabands and ently, teachers are becoming more and more aware of the im- soldiers using shovels and picks, moved hundreds of thou- portance of nurturing both mind and body in the educational sands of tons of earth to construct the rifl e pits, forts and artil- experience. Corinth is the perfect fi t for both…offering Civil lery positions. The placement of the earthworks was carefully War museums and outdoor hikes to more remote sites around selected to take advantage of the topography and the design town. With assistance from National Park Service rangers, edu- and West Point trained engineers supervised construction. The cators can mix heritage travel and outdoor fi tness. By taking fortifi cations were laid out with military precision and the to the great outdoors, students have the opportunity to view adjacent forests were cut down to provide unobstructed fi elds some of the most pristine earthworks in the American Civil of fi re. Lined up end to end, these earthworks would have War. What are earthworks one might ask? stretched for an incredible 41 miles and of this, only 7.5 miles Some of the most impressive Civil War related sites in remain. Corinth are the extant earthworks, which have survived not The earthworks in and around Corinth are rare examples only military engagements, but the battles of time and devel- of the fortifi cations used early in the war. Hastily built, these opment as well. They once encircled the city, protecting the works are among the most impressive and awe inspiring in vital railroad junction from advancing armies. Today they can the United States. The majority of the earthworks were built be found in neighborhoods and wooded lots, a tangible re- between March and October of 1862 and represent four dis- minder of another time. tinct phases of construction. First was the “Beauregard Line” Simply put, the earthworks were constructed to protect named for General Pierre G. T. Beauregard, which was built by the Confederates from March thru May to protect the city from attack from the north and east. The Union siege lines, constructed in May, protected the advancing Northern armies from surprise attacks. In June and July Union soldiers constructed six forts, designated A thru F to extend the captured Confederate earthworks completely around the city. This was known as the “Halleck Line” for Federal Major General Henry W. Halleck commanding the Union armies. And fi nally there was the “Rosecrans Line”, seven small forts constructed close to the railroad crossroads and designed to be defended by a small garrison of soldiers. This line was named for Major Gen- eral William S. Rosecrans who commanded the Federal army during the Battle of Corinth, October 3 & 4, 1862. Today, the earthworks stand under the cool shade of protec- tive hardwood groves. The trees provide a shield from the rain and the potentially destructive forces of erosion. The precise angles have been softened but even the casual observer can still see the remarkable walls and rifl e pits. All of the earthworks are well marked and have parking spaces or pull-offs and many offer racks for locking bicycles. A few of the sites are easily accessible though most require a walk of from several hundred yards up to a mile. Well-marked paths lead to the sites, and most have informative way side exhibits describing the individual earthworks. A visit to the Corinth earthworks should begin at the Corinth Civil War Interpretive Center, a unit of Shiloh National Military Park. The Park Rangers can provide detailed and informative maps of the earthworks as well as brochures and handouts concerning earthworks and the Siege and Battle of Corinth. The Interpretive Center is open from 8:30 to 4:30 everyday but Christmas and is located at 501 West Linden Street and can be reached at 662-287-9273.

116 FALL 2009 SouthEast Education Network outdoor adventures BY MARC RAPPORT 5

State Parks Director’s Vision: No ‘Last Child in the Woods’

Nature defi cit disorder. “The Last In fact, “Come Out and Play” was the as Game Boys and Xboxes and all the Child in the Woods.” Natural play. theme of the State Park Service’s 75th good stuff?” Call it what you will. Today’s kids no anniversary celebration this year, and Education, of course, is one way. longer feel the connection to the great it’s a clarion call to the generation com- South Carolina’s state parks offer year- outdoors, much less their own back- ing up that will soon be responsible for round programming focusing on the yards, that they did in years past, and keeping this venerable slice of American individual park’s particular resource. that has people like Phil Gaines more life alive, protected and appreciated in For instance, there are sea turtle pro- than a little concerned, and he’d like the years ahead. grams at Edisto Beach State Park in the educators’ help. “It is critical that this generation of Lowcountry and fl ora and fauna iden- Gaines is director of the South Caro- youngsters understands and values tifi cation hikes at Paris Mountain State lina State Park Service, responsible for parks and the outdoors and the special Park near Greenville. 47 state parks full of mountain forests, places that defi ne our state, and that’s Then there are living history pro- ocean beaches, lakeside campgrounds, true for every other state, too,” said grams focusing on Revolutionary War hiking trails, natural and cultural history, Gaines. “We’re all facing that same chal- life at Musgrove Mill State Historic Site picnic tables and playgrounds, and pro- lenge. How do we make the outdoors near Clinton and interpretive sessions grams aimed at encouraging kids young in general and the state parks environ- and old to “come out and play.” ment in particular as fun and attractive see SC PARKS & RECREATION page 144

www.seenmagazine.us SouthEast Education Network FALL 2009 117 museums ✎ BY FORD W. BELL

Museums Are in The Business of Preserving Magic

Most of us likely recall a school brought the power of myth home to has instilled a level of accountability fi eld trip during which the light went America through his PBS specials with into the classroom heretofore unseen. on. For some of us it may have come Bill Moyers — were inspired by visits Others feel it has taken the imagina- as our introduction to museums. For to museums, in Campbell’s case the tion out of classroom instruction, with others, a particular exhibit or speci- American Museum of Natural History many teachers “teaching to the test.” men may have ignited dormant pas- in New York City. And when a teacher’s livelihood is sions, leading to a lifelong pursuit. For generations, students at all lev- based in part on student test perfor- Eminent scholars such as the late els of education have benefi ted from mance, rest assured the prospect of Joseph Campbell — the man who school fi eld trips to museums. But that losing classroom time to journey to the time honored aspect of the well-round- local museum will lose its allure. ed education is threatened these days. But much is lost when fi eld trips are Although some might see fi eld trips as cancelled. Research has shown that an optional luxury for our school chil- informal learning is important for hu- dren, for many students such experien- man development. The work of Urie tial learning contains the key to real Bronfenbrenner, the designer of Head knowledge and understanding. Start, demonstrated that “out-of-school The factors threatening fi eld programs provided by museums, Boy’s trips today include school budget and Girl’s Clubs, and other community cuts, which have forced adminis- groups not only had academic impacts, trators to curtail transportation but can also reduce crime, drug use expenses. Another element and other criminal activity.” Likewise, a — somewhat alleviated in the study funded by the National Science last few months — is energy Foundation and conducted by the Cen- costs. When the price per ter for the Advancement of Informal gallon spiked, districts were Science Education demonstrated that forced to concentrate on get- visits to zoos and aquariums by youths ting students back and forth and adults can change public attitudes to school, with some districts toward environmental preservation and across the country eliminating animal conservation. bus routes. There is also a more spiritual side to But the primary threat to the issue. Museums of all types and siz- the traditional school fi eld es have reported anecdotally that their trip is No Child Left Behind patrons tell of the “museum moment” (NCLB), the public education in their lives, when the light bulb went reform law passed in 2001. off or real understanding was achieved. The mandates of NCLB base As the keepers of our historic, natu- school funding (and, in some ral and cultural heritages, museums feel cases, teacher and administra- every American should have the oppor- tor longevity) on the results of tunity for such “ah-ha” moments. From a standardized tests. Some feel this less altruistic point of view, there is also

118 FALL 2009 SouthEast Education Network among museum professionals a fi rm, if tion has gone as far as the Miami Mu- was evident despite the fact that young- unsubstantiated, belief that engaging a seum of Art, which took the bold step er Americans seem to be addicted to young visitor is a sure way to gain a mu- of purchasing its own fl eet of buses, all things virtual: the Web, video games, seum patron for life. thereby ensuring that the museum can etc. Despite this (or perhaps because The mission of museums is education, continue to serve the city’s schoolchil- of this), young Americans thirst for that and museums are a critical part of the dren, particularly those from tradition- which is real. And that is what museums nation’s educational infrastructure. Thus ally underserved communities. offer. institutions across the country have Clearly, there are myriad ways that All of us, but particularly young responded to the threats to fi eld trips fi eld trips to museums benefi t young Americans, would rather see the real in creative ways. Dr. William Chiego, di- students. In a less practical, but no less Mt. Vernon, not take a virtual tour on- rector of the McNay Museum of Art in essential way, school fi eld trips also line, or view a genuine Rembrandt, San Antonio, has made it a practice to serve that spiritual purpose. A recent worked by the artist’s hand, than to see meet with school superintendents from study commissioned by the American a pixilated version. And wouldn’t most the surrounding region each summer, Association of Museums’ think tank, of us rather walk the hallowed grounds acquainting them with the exhibits and the Center for the Future of Museums of Gettysburg, rather than play a video programs his museum has on offer for (CFM), revealed something that, to most game of this momentous confl agration? the upcoming school year. Once these of us, might seem counterintuitive: The genuineness of place or struc- education leaders see the collections young people today crave authenticity. ture or artifact is what gives these fi rst-hand, the value of ensuring that Contained within the CFM study, Mu- things the power to amaze and even students get the same opportunity be- seums and Society 2034, this nugget transform the visitor. They carry within comes apparent. them the spirit of the Along the same lines, original inhabitant or one of the casualties of artist or event. This is NCLB — with its empha- something intangible sis on math and reading — but still very palpable, has been art instruction. and deeply, undeniably This prompted four mu- authentic. Virtualize seums in Dallas-Ft. Worth such things and their (the Dallas Museum of spirit is gone, their Art, the Nasher Sculpture magic along with it. Museum, the Kimball Art That is the business Museum and the Ft. Worth museums are in: pre- Museum of Contemporary serving the magic. Or, Art) to collaborate on a put another way, mu- systematic approach to seums are in the ener- “teaching the teachers” to gy conservation busi- keep art in the classroom. ness. We seek to save In this series of seminars, and sustain the im- teachers of all disciplines mense power of these learn how to effectively sites and artworks and integrate art into their cur- objects. Philippe de riculum. (The Denver Art Montebello, the re- Museum has implemented cently retired director a similar program.) A of the Metropolitan number of museums have Museum of Art in New brought the museum to York, defi ned muse- the students, orchestrat- ums as “the repository ing classroom visits by of civilization.” Thus curators and scientists, it is essential to make sometimes even bringing civilization available to live specimens. The Field all Americans, particu- Museum in Chicago integrated the math and read- lar the young, thereby ing benchmarks of NCLB ensuring that civiliza- in all its natural history tion will continue to exhibits, demonstrating evolve and thrive and that a visit to the famous prosper. facility works for students Ford W. Bell is President, and teachers, on many American Association levels. of Museums. Visit And perhaps no institu- www.aam-us.org.

www.seenmagazine.us SouthEast Education Network FALL 2009 119 museums ✎ BY DIANE KOPASZ

Children’s Museums + School Field Trips = 21st Century Learners

By Diane Kopasz exchange information. There is growing interest for educators to teach 21st cen- Ideas and knowledge have never been more important. And tury skills and STEM learning, which proponents suggest must while literacy and mathematics remain central in developing be incorporated into our children’s education to ensure the a strong foundation for future learning, focusing just on these future workforce and global competitiveness of the United traditional subjects is not enough to prepare children for fi nd- States. What are 21st century skills and STEM learning and ing a job and their place in the 21st century. Service workers what resources are there for schools to reinforce them? with 21st century skills need to be able to collaborate, com- Innovations and discovery have almost always led to social municate, critically think, creatively innovate as well as learn transformations. In the Information Age, the need to complete content. Global awareness, as well as fi nancial, civic and health high school and to obtain a college degree became that much literacy are key themes. more important in order to fi nd work. STEM is an acronym for the fi elds of Science, Technology, Today, the U.S. and most of the Western world is largely a Engineering and Mathematics. The term is commonly used in service-based economy. Societal changes and technology have relation to the nation’s economic competitiveness and the re- softened borders between countries and continents, making lated need for education programs. According several reports, it possible for many people to more easily travel, work and American students perform among the lowest internationally in the fi elds of science, technology, engineering and mathematics. How do educators make sure that kids are learning traditional core skills, plus build 21st century skills, plus strengthen STEM learning? And more importantly, how can educators motivate children to take an interest in this kind of learning? Partnering with a local children’s museum can be part of the equation. Children’s museums create playful, interactive learning experiences. Children’s museums understand that if you want to spark a child’s excitement, reduce their stress about learning complex concepts and empower them to make developmental leaps, you need to let children to be in the driver’s seat and let them play. More than half of all children’s museums develop curriculum materials and 70 percent provide school outreach, but perhaps the biggest partnership opportunity for schools and

South Carolina Cotton Museum The Starting Point for the South Carolina Cotton Trail! Exhibits on the history of cotton from the year 1670 to the present. Educational Programming relates to “From Seed to Fabric to Food.”

803-484-4497 www.sccotton.org • [email protected] Mon-Sat: 10am-4pm • 121 West Cedar Lane • Bishopville, SC

120 FALL 2009 SouthEast Education Network children’s museums are fi eld trips. A single school fi eld trip At Young At Art Children’s Museum (Davie, FL), children join can open the minds of children and make learning real, active Artist in Residence Chisseko of Kenya and share an insider’s and fun. view of daily life in a traditional East African village. The inter- The Children’s Museum of the Upstate (Greenville, SC), active program “Passport to Africa,” the program encourages which opens this summer, features an exhibit inspired by children to engage all fi ve senses through art, music, artifacts, Charles Townes, the Greenville native who gave the world the language and storytelling. key theoretical tools to understanding the laser. HealthWorks! North Mississippi (Tupelo) programming In “Light Waves Ahead” children can explore the role of meets Mississippi’s and national health education standards. optics, light and lasers. The exhibit will allow children and School groups visiting the museum can partake in a range families to conduct open-ended experiments with projectors, of programs from “Your Amazing Body!,” which uses a game colored gels, lenses, mirrors, fi lters and other ‘Light Lab’ tools. show format that gives kids a tour of the body; to “F.I.S.H.– As they play, they will discover how light refl ects and refracts, Confl ict Resolution for Kids,” where museum staff facilitate how lenses and mirrors can be used to bend light, how color role-playing strategies to help students deal with confl icts us- allows us to create masterpieces of art and how nature cre- ing verbal and nonverbal communication skills. ates her own masterpieces of light. With budgets tight, many school districts have cut funding At Imagine It — The Children’s Museum of Atlanta (GA), for school trips. Making the case to your school board, local the exhibit “Tools for Solutions” allows children to operate six government or corporations for a fi eld trip to a children’s simple machines — pulleys, levers, screws, inclined planes, museum can open doors. Target Corporation supports school wheel and axle and wedges. Children have fun moving balls fi eld trips in many communities, visit http://www.target.com, around machines, loading them onto the crane and fi guring and at the bottom of the page, under Company Information out how the system works, while also learning that even the and select Community for a list of Education resources and an most complex problems can be solved with a good strategy online application for fi eld trip grants. and tools. Looking for a children’s museum near you? Go to www. Louisiana Children’s Museum runs several programs that ChildrensMuseums.org and click on “Visit a Children’s Mu- promote STEM learning, such as “Fetch! Sources of Energy,” seum” to view an interactive map of children’s museums and where children can make a thermometer, build their own links to their Web sites. windmill, watch an enviro-battery power a light bulb and Diane Kopasz is Program Offi cer, Communications for the Association share their plans to go green on the museum’s Eco-Friendly of Children’s Museums. For more information, visit Commitment Wall. www.childrensmuseums.org. 4OPcZ]ca4WSZRB`Wâ

Our sites offer outstanding programsf for llall ages!! Request a FREE 3f^S`WS\QSS\UOUW\U^`]UÒ[aObbVS;caSc[]TG]`Y1]c\bg·abcRS\ba Field Trip QO\Sf^Z]`SbVS/T`WQO\UÒaaZO\RabVS>WSR[]\b»aPOQYgO`R]`bVS[OXSabWQ Planner ;WZYgEOg0SW[[SàSRW\bVS &"»aOb6Wab]`WQ0Òbb]\adWZZSeVWZS today! ZSO`\W\UOP]cb^ZO\bObW]\ZWTSW\QZcRW\UQ]bb]\^`]RcQbW]\TO`[O\W[OZa Q]]YW\UW\OVSO`bVYWbQVS\aZOdSZWTSO\R]bVS`ROWZgOQbWdWbWSaT`][bVS Call 803. 981. 9182 or visit us 'bV1S\bc`gESO`SVO^^gb]OQQ][[]RObSg]c`\SSRa online at chmuseums.org

Call 1. 800. 866. 5200 for visitor information

www.seenmagazine.us SouthEast Education Network FALL 2009 121 museums ✎

Mississippi Museum of Natural Science Monsters of the Deep

You won’t believe your eyes. “Monsters of the Deep” transports Although the creatures of the deep You won’t believe their size. visitors into the underwater world of have changed over the past 65 million prehistoric creatures and modern-day years, we are still fascinated with the The Mississippi Museum of Natural aquatic giants. Exhibits feature skel- modern marvels of present day mon- Science will host the “Monsters of the etons and realistically fl eshed-out mod- sters, such as the elusive Giant Squid Deep” exhibit, developed by PaleoFun, els. With their incredible teeth, gaping and amazing whales. Inc., from June 13, 2009 – January jaws, and long snake-like necks, the “The Museum is pleased to present 8, 2010. The Museum was recently bizarre monsters of the ancient seas this opportunity to experience the scale named the state’s Travel Attraction of were unlike anything known today. In of these awesome creatures and learn the Year by the Mississippi Tourism this fascinating prehistoric world, huge more about the oceans they inhabit to- Association and Jackson’s Travel Attrac- carnivorous, marine reptiles fi lled the day. Don’t miss the 21 foot, fl eshed-out, tion of the Year by the Jackson Con- oceans alongside sea turtles the size of 40-million-year-old toothed Zygorhiza vention and Visitors Bureau. a car. whale that complements our very own

Rosa Parks Library and Museum Step back in time and experience the sights and sounds that forever changed our country. This state-of-the-art, interactive museum features multimedia presentations and hands-on exhibits honoring the historic decision of one woman. Look inward. Mon.–Fri. 9:00 A.M.–5:00 P.M. / Sat. 9:00 A.M.–3:00 P.M. Sun. and Holidays - Special engagements only (334) 241-8661 t 252 Montgomery St. Gaze skyward.

W. A. Gayle Planetarium One of the largest planetariums in the southeast, the W. A. Gayle Planetarium offers a spectacular variety of out-of-this-world shows, exhibits and programs. Mon.–Thur. 7:30 A.M.–4:30 P.M. / Fri. 7:30 A.M.–12:00 P.M. Sun. - 1 show only / Sat. and Holidays - Special engagements only (334) 241-4799 t 1010 Forest Ave.

troy.edu

122 FALL 2009 SouthEast Education Network An open-air amphitheater and over 2.5 miles of walking trails wind through the 300-acre natural area. The outdoor trails meander through wooded bluffs, river bottoms, lakes, and scenic swamp- lands, offering opportunities for nature walks, photography, and the study of living things in their environment. Plus, a 2500 square foot space allows the Museum to showcase special changing exhibits. Group rates are available. The museum is located at 2148 Riverside Drive in Jackson, MS. Please call 601-354-7303 or visit www.msnaturalscience.org for details. “Monsters of the Deep”, organized by PaleoFun, Inc., is sponsored by Gertrude C. Ford Foundation, Dudley Hughes, the Janet and Luther Ott Charitable Fund of the Community Foundation of Greater ‘Ziggy’!” explains Libby Hartfi eld, Mu- heritage. Jackson, the Walker Foundation, the seum Director. A 100,000-gallon aquarium system Chisholm Foundation, Feild Cooperative The Museum’s expanses of glass houses over 200 species of native Associates, Inc., Sanderson Farms, Inc., and octagonal skylight invite visi- fi shes, reptiles, amphibians, and aquatic Nissan of North America, Regions Bank, tors to share their time between the invertebrates. Dr. & Mrs. Steve Zachow, Dr. Ollye Shir- indoor exhibits and the outdoor envi- A 1,700-square foot greenhouse con- ley, The Mississippi Department of Wild- ronment. Life-size habitat displays, in taining a 20,000-gallon aquarium pro- life, Fisheries and Parks, The Mississippi this 73,000-square foot building, reveal vides a home for alligators, turtles, fi sh, Museum of Natural Science Foundation, the rich diversity of Mississippi’s living and a lush native plant garden. and other generous supporters.

OF THE DEEP

www.seenmagazine.us SouthEast Education Network FALL 2009 123 The Mountain Arts Center Music and Education in the Mountains

By Khrys Varney include allowing local performers to stay fer free music and educational program- What do you do if music comes at home while still performing music and ming. Included in this programming as naturally to you as breathing? If providing traditional mountain music is the Mountain Arts Center’s School you’re one of those in eastern Ken- to tourists. Each of these performances Matinee Series. These presentations tucky who sings or plays an instru- opens with the Fiddlers and Junior Pros, are vital to a region where one-half ment (as many do), you travel the a group of talented young artists ranging of its rural schools lack a music or art in age from 6 – 16 who perform different teacher. Students remain inadequately winding roads through the hills to musical genres and promote traditional exposed to the arts and humanities as Prestonsburg. It is there that the Appalachian music. These two groups a result of budget cuts which affect Mountain Arts Center, surrounded by selected through auditions and created as arts instruction in regional schools and the rugged beauty of the mountains, a feeder program and training ground for reduce school fi eld-trips to arts related stands as a purveyor of dreams and the Kentucky Opry, represent the fi nest performances. In addition, cultural giver of music education. After all, young talent in the region. exposure infl uences the amount of that is why it is there – the result of Music education comes to the forefront participation in programs like ballet or one woman’s dream and the promise for these groups as professionals within opera. The MAC addresses this through of dreams yet to be fulfi lled. and outside of the Kentucky Opry organi- partnerships with the University of Billie Jean Osborne, known as zation train younger members in vocals or Kentucky, Morehead State University “Miss Billie” to the thousands of instrumentals. Individual and group les- and others to make those events free students she taught during her 30 sons and performing in a professional set- of charge. According to Keith Caudill, years as a music educator, longed for ting with live musicians and an audience MAC Executive Director, the events are a place where the children could - something that is an uncommon oppor- certainly worth the extra effort. “Of come to learn music, its heritage in tunity in the region - are key components course,” Caudill says, “this does not help the hills, and to perform. The dream of the educational process. This program our bottom line, but what is more im- began in 1990 with the founding of allows these young musicians to take full portant, having 250 students attend a the Billie Jean Osborne’s Kentucky advantage of showcasing what they have ballet and make a few hundred dollars, Opry and the Kentucky Opry Fid- learned through the performance oppor- or offer the program for free and have dlers and Junior Pros and material- tunities. 2,000 students see the ballet . . . many ized in 1996 when the Mountain Music is not the only thing taught or of whom may never have a chance to Arts Center (MAC as it is referred to learned in this very unique program. see live ballet for the rest of their lives.” by locals) opened its doors forever Participants build self-esteem through Ballet, however, is not the only pre- changing the cultural fabric of the positive social interaction between the sented artistic form. Dance, storytell- region. And the dream continues in youths and professionals training them, ing, drama, music, visual arts and even 2009 as this beautiful state-of-the-art as well as a sense of accomplishment in civics are showcased in the Arts 101 facility provides music, education a job well done. The youths feel better lecture/demonstrations school shows. and related programming to the chil- about themselves and the region they A direct approach to preparing for Ken- dren and adults of eastern Kentucky. call home; are more community minded tucky’s statewide accountability test The cornerstone of the Moun- and better equipped to engage in public known as “CATS,” these presentations tains Arts Center’s programming performance and speaking (either as part began in March of 2006 as a proactive promotes local talent and artists of a group or solo); and understand and measure to assist schools in addressing through various presentations par- responsibly adhere to the process of re- core content in arts and humanities and ticularly the Billie Jean Osborne’s hearsals and performance schedules. In in providing educators with valuable re- Kentucky Opry and Kentucky Opry addition, the proper training in vocals sources and educational opportunities. Fiddlers and Junior Pros. The only and/or instrumentals provides a greater Shows, such as “Dancin’ to the Core,” performing arts venue in the state skill level and enhances preparation for not only target Kentucky schools’ core of Kentucky which has its own in- college and professional music experienc- content in a particular artistic disci- house groups, the MAC presents es, a prime example being Rebecca Lynn pline but also enhance the educational these shows throughout the summer Howard, a former Junior Pros member and experience of the region’s students and Christmas seasons. The Ken- now country music star! through such activities as learning tucky Opry, comprised of 16 adult about dance terminology, the elements members, including its very own co- More than Music and purposes of dance and demonstra- median known as “Munroe,” presents So, what else makes the MAC different tion of various dances assessed in the a Branson style show celebrated for than other performing venues? The an- statewide test. Schools also receive, both its high quality entertainment swer lies within its innovative outreach to free of charge, a packet of resource value and its positive promotion of schools and communities and its willing- materials including a MAC created and the Appalachian region. Its benefi ts ness, despite economic downturns, to of- produced DVD relating to the artistic

124 FALL 2009 SouthEast Education Network discipline being presented and a study guide for educators. To date, almost 20,000 students and their teachers have benefi ted from this ground-breaking program with an increase in CATS Test scores relating to the arts and humanities in 70% of the schools which attended. Keeping Traditions Alive! And that’s not the only presentation to benefi t students and Mountian Arts Center East Kentucky Science Center educators! The Kentucky Highland Folk Festival, the oldest folk festival in Kentucky, is held every September at the MAC. The festival was created by a local citizen nearly fi fty years ago to honor the Scots-Irish infl uence on the culture and music of the region and to share those traditions with others. In 2008, the Mountain Arts Center expanded the festival to include a “School Day” where schools could come to the festival and see master artisans demonstrate their skills in wood carv- Characters like Gali- leo, Einstein, Loretta ing, furniture making, basket making, dulcimer making, and Lynn, Daniel Boone homemade crafts, as well as demonstrations in fi ddle, banjo, and others present guitar, mandolin, Appalachian folk tunes, clogging, and dulci- core subject matter mer. Each demonstrator discussed the history of their particu- at the various at- lar instruments or artistic discipline and provided students tractions that relate with hands-on activities and opportunities to participate in to an area of curriculum interest. the demonstration. Call 800-844-4704 to register for a free weekend in Prestonburg. Individual Instruction Is this all the music or education the MAC offers? Certainly not! Recipient of the 2000 and 2008 Partner in Music and the 2009 Partner in Education awards, the Mountain Arts Center’s 800-844-4704 X www.prestonsburgky.org Arts Education Department offers year long arts instruction. Arts education classes offer classroom instruction in arts, music, drama, dance and photography. Individual instruction is offered in voice, piano, banjo, violin/fi ddle, mandolin, guitar and visual arts. These private lessons give children and adults the opportunity to work one-on-one with a highly qualifi ed instructor while perfecting their natural abilities. There are currently 11 instructors with an enrollment of over 250 students who weekly come to the MAC. Individual instruction students participate in local, regional, state and national com- petitions consistently winning or placing in the Top 3. The Dream Continues Eastern Kentucky is a region rich in natural resources and talent and has a strong arts tradition. Artists, including Patty Loveless and Loretta Lynn, refl ect the region’s musical heritage. Accessibility to proper training in the arts is limited due to a lack of funds and qualifi ed instructors. There are few opportunities for those in the region to perfect and perform the craft due to a lack of performance opportunities and performance space. The MAC preserves and expands the arts tradition and cultural heritage through various programs and allows a large segment of the region’s youth access to multi-disciplinary education providing much needed training and preparation. In addition, the Mountain Arts Center fi nds youths with that special talent in music or the arts and gives them the necessary training and opportunities to develop their talent. Now, almost 20 years later, the MAC fulfi lls Miss Billie’s vision and keeps the dream alive this time for its greatest asset – the children of eastern Kentucky. Khrys Varney, is Arts Education Director at the Mountain Arts Center in Prestonsburg.

www.seenmagazine.us SouthEast Education Network FALL 2009 125 museums BY LILLIAN SPENCER ✎

Wonderlands of Adventure at Florida Museums

For many, the Sunshine State is cation programs are designed to provide lenger Learning Center. all about the many wonders of the educators with meaningful ways to infuse Contact Challenger Learning Center, outdoors, with great weather and art in the curriculum. Whether you are 850-645-7827, or visit gorgeous beaches. Visit Florida muse- an art teacher, a high school subject area www.challengertlh.com. ums and you will fi nd wonderlands teacher, an elementary classroom teacher, of adventure and knowledge. or an ESE teacher, there is an in-service ◗ Learning is easy at the Mary Bro- (Listing are arranged by region) opportunity for you. gan Museum of Art and Science. The Classes offered include: EcoLab puts the ocean’s depths at your Northeast Florida • Art Basics: Clay Pots- July 11, 2009, fi nger tips with a coral reef touch tank, Jacksonville An introductory class. Visit www.cum- and in the Exploration Station, families ◗ The Museum of Science and mer.org for more information. learn about physics as they build their History (MOSH) specializes in inter- • Art Basics: Watercolor own simple machine. In the interactive active science exhibits and North- August 8, 2009 Weather Wonders exhibit, families learn east Florida history. Galleries offer An introductory class. Visit www. what makes the weather and see them- permanent exhibits including “Cur- cummer.org for more information. selves on camera as they make their rents of Time,” “Atlantic Tails” and the Contact the Cummer Museum, 904-356-6857, or very own on-screen weather forecast. “Universe of Science.” It also houses visit www.cummer.org. Fun for kids — and not too shabby Northeast Florida’s only planetarium for adults either — the Mary Brogan with daily shows. North Central Florida Museum of Art and Science dazzles The new Dino-Roar exhibit at Tallahassee each Saturday with their Super Science MOSH features a number of anima- ◗ Activities with the kids have never Saturday programs. Super Science Sat- tronic dinosaurs. The Body-Within been as entertaining as they are at the urdays fascinate and educate museum exhibit lets visitors explore the hu- Challenger Learning Center in Tallahassee. patrons of all ages. The StarLab portable man body. Enter the exhibit through The Challenger Learning Center’s Down- planetarium shows leave stars in their a mouth and you are able to see the town Digital Dome and Planetarium eyes on the fi rst Saturday of the month, skeletal system above, and organs features educational and entertaining pro- while Chemistry Magic fascinates with and body systems below. This realis- gramming for all ages. Board a cardboard cool chemical compounds and excit- tic, and humorous look at the human rocket with the little ones and embark ing explosions on the second Saturday. body, helps visitors gain knowledge on an animated adventure touring all the Smart Art on the third Saturday invites about how different organs function planets in our solar system, or delve into children and their parents to partici- within the body. the mysteries of nature’s conundrum, the pate in special workshops and craft Black Hole. Contact MOSH at 904-396-6674, or visit activities. Across the lobby, the fi ve-story IMAX www.themosh.org. Contact Mary Brogan Museum of Art & screen takes audiences on the ride of a Science, 850-513-0700, or visit ◗ The Cummer Museum of Art & lifetime. Feel as though you are a part of www.thebrogan.org. Gardens is the largest fi ne art mu- the action in one of your favorite full- seum in Northeast Florida. Noted length Hollywood fi lms, or visit places The Mission San Luis combines his- for Old Master and American paint- you have only imagined, watching educa- tory, culture and fun as visitors discover ings, beautiful formal gardens and tional fi lms like Extreme Planets and The a recreated community where time a renowned collection of Meissen Enchanted Reef. With continuously new stands still. They encounter the people porcelain. The Cummer also offers and rotating shows in both the Planetar- of San Luis going about the tasks that distance learning opportunities for ium and the IMAX theater, there’s always sustained life and walk the plaza where teachers. These free continuing edu- something new to experience at the Chal- the Apalachees played their traditional

126 FALL 2009 SouthEast Education Network ball games. They visit the council house and stop at the home of the Spanish Deputy Governor. They are welcomed Join us on a journey into antiquity at the church built under the supervision of Franciscans, and and dig down with us into the past! at the friary where they lived. And they explore the recreated fortifi cation, El Castillo de San Luis, originally built in the 1690s. The fi rst Saturday of every month, the Mission invites children to learn about Florida’s colonial residents while creating a unique craft item, exploring the nature trail, or interacting with costumed actors. From Apalachee dance wands and face painting to Spanish fans, the Mission’s Colonial Crafts Explorations in Antiquity Center For more information contact: event makes learning engaging and fun. The LaGrange-Troup County Chamber & Tourism Office Contact Mission San Luis, 850-413-9702, or visit P.O. Box 636 • 111 Bull Street • LaGrange, Georgia 30241 706-884-8671 • 706-885-0363 www.missionsanluis.org. www.lagrangechamber.com • www.explorationsinantiquity.com ◗ The Tallahassee Museum’s 52-acres has a native animal zoo, 1800s farmstead exhibit complete with farm animals, playground and a Discovery Center. The Discovery Center sparks the imagination with changing exhibits, stimulating programs, computer activities, hands-on experiences and a multitude of interactive resources. Kids may enter the magical world of microscopes. In the Wet Lab Exploratorium, children become environmental scientists and discover a number of aquarium, vivarium and terrarium inhabitants. For those more anthropologically inclined, a stereoscope allows children to examine 19th century people and places. Hands-on and interactive, the Tal- lahassee Museum’s Discovery Center makes learning fun. Contact Tallahassee Museum, 850-575-8684, or visit www.tallahasseemuseum.org. Southeast Florida WILD ANIMALS, BIRDS, FISH AND MORE! Palm Beach ◗ The Richard and Pat Johnson Palm Beach County History Museum includes permanent and temporary exhibit space. The museum’s east wing houses permanent exhibits themed around “The People” who have been integral to Ray Charles Plaza • Flint RiverQuarium & Imagination Theater the area’s development. Kiosks and exhibits with artifacts New Cypress Pond Aviary • New Civil Rights Institute contribute to unfolding the stories behind signifi cant and The Parks At Chehaw • RiverFront Park • Albany Museum of Art colorful characters of the past, including Pre-Columbian in- Thronateeska Heritage Center • New Wetherbee Planetarium habitants, Seminole Indians, early pioneers, the business and philanthropic community, educators, and infl uential leaders in arts, law, medicine and politics. The opportunity to learn about the lives of these individuals is carried through to the Visit the New Albany Welcome Center in the Historic Bridge House “Meet the People” exhibit. 112 North Front St. • www.VisitAlbanyGa.com • 866.750.0840 Some of the objects on display include a collection of Pre- Columbian artifacts, including a spear point, human effi gy dating from sometime between 900-1200 AD and a gorget (a ceremonial breastplate); a painting of the Providencia, the You’ll Love Exploring Coweta, GA! legendary ship bound to Spain from The Caribbean that ran Explore Coweta County’s Historic Homes, aground in Palm Beach in 1878 with a load of coconuts. Famous Folks and Ageless Hospitality Daily docent tours are available to the public at 2 p.m. Visit Dunaway Gardens and Riverwood Studios School tours and tours for groups of 10 or more are also available by contacting Paula Marcus, coordinator of volunteers and tours, 561.832.4164, x 110 or visit www.historicalsocietypbc.org. Take tours of the historic districts in Senoia, Explore the Lewis Grizzard and West Palm Beach Grantville and Newnan Erskine Caldwell Museums ◗ Disney: The Music Behind the Magic, 1928 to To- 800-826-9382 • 770-254-2627 www.explorecoweta.com day is the fi rst comprehensive exhibit devoted to exploring and examining the role music has played in The Walt Disney

www.seenmagazine.us SouthEast Education Network FALL 2009 127 Company’s phenomenal successes will be on view at the Nor- South Florida ton Museum of Art June 6 through Sept. 6, 2009. Florida Keys The Music behind the Magic: Disney, 1928–Today ex- ◗ Go into the Abyss at the Florida Keys History of Diving plores the integral role that music has played in every facet Museum with an assortment of spectacular and unique diving of Disney’s success, from animation and fi lm to TV, radio and armor and authentic apparatus to take man, the air-breathing Broadway, as well as the record label’s key songs, composers land-dweller, down underwater into the deep sea — and to and performers, and their impact on popular music and cul- bring him safely back again. ture. Fun stops are scattered throughout the Museum for kids to Disney: The Music Behind the Magic explores Disney’s engage in interactive play and to experience hands-on some musical legacy and draws inspiration from Disney animation, of these Wonderful Diving Machines! television programming, theme parks, live-action fi lms and The Parade of Nations Gallery defi nes the international Broadway musicals in addition to the label’s artist roster past scope of the Museum, featuring the world’s most precious and present, which includes music sensations ranging from diving helmets from the world’s largest collection of historic Annette Funicello to Raven-Symone and The Cheetah Girls. diving apparatus. The exhibition includes more than 65 rare artifacts from the Rare diving helmets made by John Date of Canada are on Disney archives and boasts four interpretive fi lms, including display. From the USA, you can espy the Mark V Navy Helium excerpts of key Disney fi lms and interviews with artists and Gas diving helmets; helmets by Miller-Dunn (including Divin- experts such as Richard Sherman, Alan Menken, Phil Collins hood helmets used by Art McKee for treasure salvage, from and Leonard Maltin. In the spirit of past EMP exhibitions, visi- Treasure Galleons with Silver Bars, Gold Doubloons and Coins tors will also enjoy interactive displays where, they can mix and Pieces-of-Eight); 5-Bolt helmets, and those made by Alfred their own classic Disney tracks and even participate in a musi- Hale. cal interactive challenge. The Museum will provide programs and tours for school In addition, this exhibition will be supplemented with groups. These programs both teach and entertain. The staff thoughtful and engaging educational programming antici- will develop programs to fi t your specifi c educational curricu- pated to reach hundreds of thousands students, educators and lar objectives and needs in most subject areas. families. For more call 305-664-9737 or visit www.DivingMuseum.org. For ticket and additional information visit www.norton.org or call For more information about the wonders of travel in the state of Florida, 561.832.5196. visit www.visitfl orida.com.

Historic Pensacola Village Kids Arcadia Mill Archaeological Site Love Our Where Florida History Comes Alive! Coast! For great family getaways, discover Brunswick & The Golden Isles © of Georgia–St. Simons Island, Sea Island, Little St. Simons Island, Jekyll Island. Cruise the local waters aboard a working shrimp boat, take a dolphin watch tour or join a kayaking expedition. Learn about the coastal environment during hands-on programs and tours at our nature centers. Step back in time at fascinating historical sites and museums. Explore galleries and shops filled with local treasures. We believe in the importance We’ve got restaurants to suit every taste and appetite, of bringing classroom lessons from casual to elegant, and accommodations to fit every to life! Call today, or visit our budget, from convenient Interstate hotels, historic inns website, to learn more about and campgrounds on the mainland to tours that focus on: island hotels and inns, rental cottages • Colonial History and a world-class resort. There’s even a • Victorian Pensacola 10,000-acre private island retreat. Our • Earth Science and Archaeology warm hospitality, like the glorious ™ weather, welcomes you year ‘round. CONVENTION & Historic Pensacola Village VISITORS BUREAU For a free Visitors Guide 850-595-5985 call 800-933-COAST (2627) Arcadia Mill Archaeological Site Visit us online at ComeCoastAwhile.com 850-626-3084 Or, text us at ComeCoastAwhile.mobi www.historicpensacola.org

128 FALL 2009 SouthEast Education Network educational travel BY CHRISTINE DEMICHAEL 4

Immerse Students in Learning with Disney Y.E.S.

Two Disney Youth Education Series (Y.E.S.) programs, “Dis- ney’s Ocean Discoveries” and “The American Story,” are being updated in time for the new school year. The American Story Starting this fall, students will come face to face with President Barack Obama during the Disney Y.E.S. program “The American Story.” The Hall of Presidents attraction, that has been showcasing American History since the Magic Kingdom Park opened in 1971, is the centerpiece of Liberty Square and a highlight of the program. In the attraction, all 44 presidents, including Obama, are meticulously brought to life by Disney Imagineers using Audio-Animatronics. Disney Y.E.S. program students have exclusive access to the stage of this famous attraction. During the program, groups will also explore the major conﬂ icts and resolutions of 19th-century America, learn about oral traditions as the main means of communicating values, events, traditions, and heritage from one generation to the next, and learn about the impact of the Gold Rush on westward expansion. “The Hall of Presidents was great, and integrating the program with some rides helped keep the kids on task and interested,” said Betty Medina, after her Dade Christian School class participated in Disney Y.E.S.

Disney’s Ocean Discoveries The Ultimate Education Field Trip! The enhanced “Disney’s Ocean Discoveries” will launch in September and be centered around the interconnectedness Disney Youth Education Series provides your of marine life, with special emphasis on sea turtles. As future class with incredible experiences inside and environmental leaders, students will learn about conserva- behind-the-scenes of the Walt Disney World® tion challenges affecting marine habitats and marine life. The Resort. From the outer rims of space to the new program will also feature fun, hands-on and engaging Torii Gate of Japan, Disney Y.E.S. can open educational activities for the students, utilizing the Seas with the eyes and spark the imaginations of your Nemo and Friends Pavilion at Epcot, home to a 5.7 million young learners. gallon marine habitat. Professional Disney facilitators serve as instructors for Dis- Reserve your class today! Call ney Y.E.S. The 19 year-round programs available for groups toll-free 1-866-889-7365 or visit of 10 or more K-12 students use Disney Parks’ locations to www.DisneyYES.com/SEEN immerse participants in the learning experience. Whether it’s learning about the natural world through up-close en- Supported by: counters with marine and land animals, riding world-famous Disney attractions to learn about motion and special effects, or the chance to meet with Disney leaders for insights into career opportunities and leadership skills, Disney Y.E.S. has Official provider of Memory Books programs suited for all students. for Disney Y.E.S. Programs

For more information on Disney Youth Education Series programs call © Disney MYASEEN0107 800-603-0552 or visit www.DisneyYouthEducationSeries.com.

www.seenmagazine.us SouthEast Education Network FALL 2009 129 educational travel BY SHELBY GUEST 4

STEP Program: Makes Student Travel Easy

Everyone talks about offering one-stop-shop convenience, ket, it set out to analyze the market place — what was work- but how many destinations deliver? If you could get all of ing and how to best incorporate those successes into its your classroom instruction in the environment of a fi eld trip, one-stop-shop approach to doing business, better known as that met national standards, and totally engaged your students, Columbus Concierge service. wouldn’t that be a step in the right direction? And if all of that The CVB team got together and fi gured out that if all of the was offered in the convenience of either a lesson planner education programs were consolidated into a simple to use workbook or Internet, wouldn’t that be an instructor’s dream format, teachers would make it one of their top resources for come true? In essence, the convenience of on-line or catalog planning. Part of the project included engaging the services shopping for student travel. This is the sort of thing that Co- of a certifi ed tour guide manager to help not just organize lumbus, Georgia is offering through the Columbus Conven- the tools, but work hand in hand with the various venues tion and Visitors Bureau’s (CCVB) Student Travel Education that either offered programs or perhaps needed assistance Program or STEP. in meeting state and national standards. Over a dozen institu- When the CVB decided to pursue the student travel mar- tions were contacted and all of them have partnered with the

• STURDIVANT HALL MUSEUM • BROWN CHAPEL A.M.E. CHURCH • EDMUND PETTUS BRIDGE • VAUGHAN-SMITHERMAN MUSEUM

yRomantic German-American Historic Cultural Charming Center of Louisiana y Art Walk yFarmer’s Market yKittie Strehle House yGretna Heritage Festival yArchitectural Landmarks yNational Historic District y David Crockett Firehouse ySt. Joseph Church and Garden y Gretna City Hall Photo Gretna City Hall, 1907 Exhibit Mel Ott Statue yGretna Green Blacksmith Shop in front of Civil War. Civil Rights. Two of the Visitor Center most significant eras in 1.888.4.GRETNA [email protected] American history have their roots in Selma, Alabama. Relics, museums, memorials, antiques + Tour Rice and + Visit a Rice and southern hospitality are just Crawfish Farms Interpretive Center a few reasons to visit us. + Cajun Resturants + Cajun Dancing

+ Tour the LSU + Visit a German Rice Research Hertiage Museum Station + Crawfish Where History Meets Hospitality LLOUISIANAOUISIANA 1 800 45 SELMA JJOIEOIE DDEE VVIVREIVRE -- AA LLITTLEITTLE JJOYOY OFOF LLIVINGIVING www.SelmaAlabama.com AACADIACADIA PPARISHARISH TTOURISTOURIST CCOMMISSONOMMISSON MARTIN LUTHER KING, JR. STREET HISTORIC WALKING TOUR 887.783.2109877.783.2109 ++ WWW..ACADIATOURISMACADIATOURISM..ORGORG ++ [email protected] • NATIONAL VOTING RIGHTS MUSEUM • OLD DEPOT MUSEUM

130 FALL 2009 SouthEast Education Network CCVB in producing a comprehensive catalog of lessons from math to science, from music to history, and everything else in between. The following are some of the unique discoveries students can have in Columbus, GA. One of a kind experiences include a voyage to the Na- tional Civil War Naval Museum at Port Columbus — the only museum in the country dedicated to taking a comprehensive look at this fascinating aspect of the Civil War. Get swept away with stories of powder monkeys, and even see how the navies used submarines and torpedoes! New to Port Colum- bus is the construction of a full-scale replica of the USS Water Witch, representing one of the most exciting events in Civil War naval history. This ship is the anchor to the new educational programming platform at Port Columbus. olumbus is a vibrant city offer- More military adventures await at the new National Infan- ing the charm and ambience try Museum. Students can tour the largest military museum C of the Old South with all the in the country featuring art and artifacts that follow the steps conveniences and excitement of of the American foot soldier across two centuries of courage the new. We are home to the and determination. Students can even traverse the Last 100 National Civil War Naval Museum Yards ramp where battles from at Port Columbus, a site rich with each ofof theth infantry’stry’s majormajor confl icts a shared National history, as overover the ppast 233 well as the National Infantry years are ddepicted Museum, the only museum in inin strikingstriking realism. America devoted to the Infantry. OtherOther uunique Our city’s story also looks into activitiesactivities iinclude tomorrow at the Coca-Cola touringtouring the Space Science Center. originalori ColumbusC While you’re HistoricH here, experie nce DistrictDis and a thriving downtown enter tain - discoveringdiscoverin that ment district with restaurants Coca Cola Space thethe formformulau for and pubs, shops and galleries. Science Center Coca-ColaCoca-Cola waswas fi rst inventedin Take-in a perfor mance at the here;here; performingperforming on stastageg at the Springer Opera House, the recently restored 135-year old Springer Opera House — The State Theatre of Georgia or the State Theatre of Georgia, just watch out for ghosts; or get RiverCenter for the Performing back to nature at Oxbow Meadows Environmental Learning Arts, both featuring world-class Center — a must for the outdoor lover, future biologist, forest performances in music, drama, ranger or environmentalist. comedy and more. Explore a A visit to the Coca-Cola Space Science Center is truly out 26-block historic district of tree- of this world! Whether voyaging to the moon, rendezvous- shaded avenues and gracious ing with a comet, or venturing to Mars, students will work Southern homes. All connected together as teams in mission control and aboard the space by a 17-mile RiverWalk and station testing their decision-making, problem solving and cycling trail. communication skills. Think all museums are alike? Wait until you see the Co- lumbus Museum! This second largest art museum in Georgia houses 15 permanent galleries, including Transformations, a hands-on gallery that kids of all ages will enjoy! The fi nal steps will be to have all the programs produced in a teacher’s workshop and on-line resource (at www.visit- columsbuga.com) by late summer of 2009. In the meantime, 1.800.999.1613 planners are encouraged to call the CCVB and STEP profes- visitcolumbusga.com sionals will assist in arranging tours, lesson planning, over- Text: columbusga to night accommodations, and meals. 95495 for special offers For more information visit www.visitcolumbusga.com, or call 800-999-1613.

www.seenmagazine.us SouthEast Education Network FALL 2009 131 educational travel BY JANE PHILLIPS and DONNA WYMAN 4 Exciting Adventures Outside the Traditional Classroom

Think outside the Boat! Embark on an adventurous voy- garden, and an antique doll collection. age of educational opportunities and exchange the average Explore our back roads and discover Moore’s Family Farm. school day for a fulfi lling trip to Kinston, North Carolina. Students will learn how a family farm operates. Entering the Prepare to travel back in time and experience the hard- Antique Tool Shed, students will be amazed as they view the ships of life as a sailor during the Civil War. Students will primitive tools used in early farming. However, the greatest board the world’s only full size facsimile of an Ironclad, the yield in these fi elds is a full harvest of FUN. Year-round activi- CSS Neuse. Their personal tour guide will make history come ties include a corn maze, hay maze, hay rides, old fashioned alive as he describes the daily activities and responsibilities of weenie roast, and petting area. Celebrate Christmas in the a sailor in the 1860’s. As they tour the ironclad, students will Country on the farm and enjoy the lighted trail. have an opportunity to discuss maritime warfare vessels and Kinston’s Community Council for the Arts, recognized na- technology in the 1860’s. tionally as a leading visual arts center, offers a variety of travel- History will unfold as you explore a Civil War battlefi eld ing exhibitions by nationally and regionally acclaimed artists. and discover fascinating details of what happened at the site As many as 300 works by local, regional and national artists are one cold December so very long ago. on display throughout the year. A favorite permanent exhibit In the late 1800’s fi refi ghting was a somewhat disorganized that thrills both the young and old is the large detailed train but passionate endeavor. The Caswell #1 Fire Station was display. built in 1865 after a disastrous fi re destroyed much of the Take a walk on the wild side at Neuseway Nature Center! downtown Kinston area. Students can examine fi re fi ghting Here’s a safe, entertaining and educational place for children equipment dating from the 1800’s through modern times. that will capture their adventurous spirit. Exhibits include Tour guides at the Caswell No. 1 Fire Museum relate stories snakes, alligators, raccoons, osprey, and a red tailed hawk. Chil- of 19th Century fi refi ghting. dren and adults will gaze with wonder at the galactic shows Visit historic Harmony Hall, the defacto capital of North offered in the 52 seat Neuseway Planetarium, Health & Sci- Carolina. During the Revolutionary War, North Carolina’s fi rst ence Museum. Kids will love the fun and never realize they elected Governor Richard Caswell moved the State’s offi ce are learning as they crawl through giant models of intestines, and government meetings to the house from 1777 to 1781. mouth, stomach and an underground tunnel of blood vessels. Caswell felt that Tryon Palace, the former Capital, was much They will love the bubble machine and other hands-on health too vulnerable to British attack. On site docents will relate and science exhibits designed to teach and amuse. All aboard, Harmony Hall’s intriguing history. Spirits associated with Big Daddy Express! Enjoy a ride a ride around a woodland Harmony Hall have been known to visit from time to time. path on this miniature train. Look carefully and you may see The site also includes an early 1900’s schoolhouse, a period Rocky Racoon, Penelope Possum and other animals native to Eastern North Carolina. Older students will be challenged by the 16-foot by 24-foot rock climbing wall. Canoeing, fi shing and walking trails can be enjoyed on the 55 acre site. Educational Adventures will provide teachers and students with experiences which are fun fi lled and educational. The VisitKinston staff is prepared to help you with customized plans for your fi eld trip. We offer a broad range of activities from exploring Civil War battlefi elds to star gazing. The fi eld trips will increase a student’s knowledge and understanding of a subject and add realism to the topic of study. Educational Adventures offer fun fi lled educational and interactive activities that complement seven fi elds of study. Educational Adventures is a program coordinated by the staff of Visit- Kinston.com. For more information visit www.visitkinston.com or call 252-523-2500.

132 FALL 2009 SouthEast Education Network AMERICA CHARTERS t$IBSUFSTt5PVSTt$POWFOUJPOT.FFUJOHT$IBSUFS t4DIPPM'JFME5SJQT t4IVUUMF4FSWJDFt.FFU(SFFU4FSWJDFT

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1251 W. Craighead Rd. Charlotte, NC 28206 www.seenmagazine.us SouthEast Education Network FALL 2009 133 educational travel BY HANNAH HARRISON 4

Celebrate the First English Settlement

Twenty-three years before Jamestown, there was Roanoke new American Indian Town, which includes a wide variety of Island. The settlement didn’t survive, but the history, adven- true-to-scale structures, role-play environments, and places to ture and family fun did. explore, plant, dance, build and play. The Museum Store offers Roanoke Island Festival Park is an interactive family attrac- historically themed gift merchandise in the Elizabethan section that celebrates the ﬁ rst English settlement in America. tion, a nautical section inspired by the Elizabeth II, a Civil War Visitors board and explore the park’s centerpiece, a represen- section, an American Indian section and much more. Enjoy tational ship called the Elizabeth II, which looks just like one the on-site Art Gallery with exhibits that change monthly, the of the seven English ships from the Roanoke Voyage of 1584. Fossil Pit full of treasures, the Outer Banks History Center and Climb aboard and help costumed 16th century sailors set marsh-side Boardwalks that surround the site. the sails, plot a course with an astrolabe, and swab the decks. Walk across the bridge to the Roanoke Island Maritime Mu- Try traditional woodworking, play Elizabethan games, and seum, just a block away in downtown Manteo, which features watch the blacksmith fashion his wares at the Settlement Site. a working boathouse and the Roanoke Marshes Lighthouse. Discover 400 years of Outer Banks history in the interactive The 25-acre island park sits across from the Manteo, NC wa- Roanoke Adventure Museum. See The Legend of Two-Path, a terfront and is an easy 5 miles from the Nags Head beaches. mini-movie about two famous Native Americans, Manteo and Wanchese. Learn about the vital and vibrant culture, heritage, For More information call 252-475-1500 or visit and traditions of American Indians from the region in our www.roanokeisland.com.

Thecruise herein1584 was all-inclusive: scurvy, boredom and all the salt cod you could stomach.

The colonists were happy to get here and you will be, too. It’s adventure, history and fun for the whole family. Board the Elizabeth II, explore the Settlement Site, Adventure Museum, new American Indian Town, films, performances, gallery, Museum Store and more.

Manteo, 5 miles from Nags Head. Open daily. 35º 54.7' N 75º 40.0' W roanokeisland.com | (252)475-1500

134 FALL 2009 SouthEast Education Network The success of your meeting is measured only by the pounds of the bag your attendees carry. Literature. Plastic goods. T-shirts. Fill ’em up. Then move ’em out — with the bag dragging behind them, of course.

At the Myrtle Beach Convention Center, we only have one rule. Host great meetings. And we do. Our amazing facilities provide everything you need during the convention, and the pristine beaches and world-class golf offer endless opportunities for fun when it's over. No hassle. No worry. No excess baggage.

A FACILITY OF THE CITY OF MYRTLE BEACH

Break with convention. Book your next meeting at the Myrtle Beach Convention Center. 1-800-537-1690 or 843-918-1225 • Fax: 843-918-1243 www.myrtlebeachconventioncenter.com www.seenmagazine.us SouthEast Education Network FALL 2009 135 educational travel BY GINA SMITH 4

Berkeley County: Re-defi ning Adventure

Just outside Charleston, SC, Berkeley County is known for ium. Call ahead to book variety of tours which can be cus- its natural beauty, scenic landscape, rich culture and exciting tomized for your group. Students and adults alike can enjoy a history. Groups and families especially enjoy the year-round variety of educational programs. gorgeous weather in Berkeley County. Visitors are able to en- HERPS ALIVE features a hands-on lecture featuring reptiles joy the attractions, events, water sports and local culture of and amphibians through the use of live animals, bones, skins, this emerging area all 12 months of the year. One of the true treasures of Berkeley County is Cypress Gardens. Cypress Gardens features boat rides on a black water swamp amidst blooming azaleas, camellias and other native fl owers and fl ora featured in the gardens. Cypress Gar- dens has long been a draw for groups and visitors of all ages. Take a serene boat ride on the black water swamp, and then visit the Butterfl y House, the Reptile Center and aquar-

136 FALL 2009 SouthEast Education Network and discussion. BIRDS OF A FEATHER teaches about the wide variety of adaptations in birds and their use in identifi cation. Visitors are then led on an outdoor bird search using binoculars. FOSSIL DIG defi nes fossils and their formation in the changing South Carolina landscape. Visitors are then able to search outside in the sand for real fossils and keep their fi nds. FROM WORMS TO WINGS examines the life cycle and ecol- ogy of butterfl ies using both live and preserved specimens. The lesson continues at the giant butterfl y sculpture and includes a tour of the Butterfl y House FISH STORY, using skulls and mounts, explores the various features of fi sh necessary for their existence underwater. Visitors are also given a tour of our Aquarium to see live examples. FLOWER POWER explores why plants have fl owers and fruit and why some are carnivorous. Visitors then take a tour of the gardens in and around the Butterfl y House to fi nd examples of what they have learned. BIG BUG HUNT allows visitors to look at a fallen log and discover native arthropods at work in the food chain. Guests then observe exotic examples such as tarantulas, giant milli- pedes, and hissing cockroaches. SWAMP SAFARI offers the rare opportunity to explore a real life swamp. Enjoy a safe ride through the black water as our staff paddles large fl at-bottom boats among the cypress trees. Look for alligators, turtles, birds and other active wild- life. CREATURE FEATURE which provides a guided tour of the Butterfl y House, Aquarium, Crocodile Isle, and/or Reptile Cen- ter, is another group favorite. Garden Clubs, Bird Watchers and nature enthusiasts also love to come and enjoy these wonderful natural gardens and explore the parks vast nature trails. And, before you leave, don’t forget to stop by our gift shop. For more information about Berkeley County, call the Berkeley Chamber of Commerce at 843-761-8238, or visit www.berkeleysc.org. Mention this article for special group discounts.

Visit These Exhibits at The Museum!

Pirates in the Hunt for Treasure July 10, 2009 - September 30, 2009 Visitors will learn about shipwrecks, treasure hunters, tools for hunting treasure, and how to look for treasure close to home. The First South Carolinians September - November Learn state history on the SC Native American heritage.

Other Attractions Lake Greenwood • Cokesbury College • Ninety-Six National Historic Site • Railroad Historical Center • Park Seed Company • Emerald Farm • Greenwood-Lander Performing Arts Series • Arts & Visitors’ Center at the Federal Building • Greenwood Community Theatre • SC Festival of Flowers - June • SC Festival of Discovery - July 866-493-8474 • www.visitgreenwoodsc.com • Greenwood, SC

www.seenmagazine.us SouthEast Education Network FALL 2009 137 educational travel 4 Colonial Williamsburg’s Great Hopes Plantation

Taking your class on a study visit to into the “middling sort.” This colonial can assist in watering the gardens and Colonial Williamsburg’s Historic Area farm plantation is certainly worth the gathering vegetables. Many of the chil- will educate and delight your students. trip. Great Hopes is a working planta- dren who lived on these plantations in Here, they can interact with Williams- tion complete with pigs and chickens, colonial times were required to assist in burg’s citizens including shopkeepers, herb and vegetable gardens, tobacco the day’s chores. It was more productive free and enslaved blacks, traditional fam- fi elds and smokehouses, and laborers and economical for them to work the ilies, and legendary political icons such working to construct additional build- farm than to attend class and receive as Thomas Jefferson and Patrick Henry. ings or process fi bers. Representative and education. They will learn about living in a British of the type of agricultural properties Colonial Williamsburg’s knowledge- colony through an array of stories por- travelers would pass as they ventured able and experienced team can assist trayed in the daily outdoor street theater, across Virginia, it includes early Ameri- you in planning your study visit to Revolutionary City®, and also through can structures that do not have the Brit- Colonial Williamsburg’s Historic Area the exploration of colonial trades with ish style and refi nement found along the and help you maximize your budget. a number of skilled artisans. The drama Duke of Gloucester Street. The people Options include guided and self-guided of the 18th century unfolds before your who lived on these plantations made tours, restaurant and historic tavern class as the events leading to the Ameri- most of what they needed, dug wells for dining, and on-site lodging accommoda- can Revolution are brought to life. their water, and lived a predominately tions. But what about the people who self-suffi cient lifestyle. For more information, visit us at didn’t live in the city? What was their As your group tours Great Hopes, www.history.org/GroupTours or call life like? A visit to Great Hopes Planta- your students will become immersed 800-400-2863 to reserve your class’s trip to tion can provide your class with insight in a truly interactive experience. They 18th-century Williamsburg. Home Educator Week September 17–21, 2007

138 FALL 2009 SouthEast Education Network BBuschusch GardensGardens WWilliamsburg,illiamsburg, VAVA

Interact with animals and meet world-class animal ambassadors at “Wild Days” with Julie Scardina and Virginia Busch. This popular animal event takes place Sept. 12 – 13 at Busch Gardens. Get up-close with dozens of animals like a red-ruff ed lemur and an American alligator. Learn how you can take action to help protect them and their environment. The whole family will enjoy Wild Days featuring “animals from around the world” attractions. Check online at www.buschgardens.com/va for the latest Photos © 2009 Busch event schedule. Entertainment Corporation

$39* Single-Day Admission

Visit Busch Gardens to experience world-class coasters, shows and face-to-face animal encounters. Start the year with one amazing class trip. To book, call (800) 343-7946

*Offer valid to groups of 15 or more. Prices and products subject to change without notice. Offer expires Nov. 1, 2009. ©2009 Busch Entertainment Corporation. All rights reserved. www.seenmagazine.us SouthEast Education Network FALL 2009 139 educational travel BY PHILLIP BRADSHAW 4

Virginia’s Historic Triangle It’s a whole new world

“I haven’t been to Williamsburg since Adult groups will enjoy the festivities James Fort on Jamestown Island. With my parents brought me here when I of the holiday season during the Grand this discovery came a new and unique was a child.” This is a sentiment that is Illumination, complete with period opportunity to study the earliest colo- heard on a daily basis in Virginia’s His- fi reworks. With the variety of day ticket nization of America. Groups of all ages toric Triangle. Now parents themselves, offerings, evening program options, and can look on as archeologists continue to these children bring their kids to expe- annual festivals — including An Occa- discover new insight into the lives and rience the fun they remember, as well sion of the Arts, Colonial Williamsburg culture of the original settlers. Student as discover all the new adventures the continues to be a premier destination groups are eligible for free admission to New World has to offer. for all groups visiting the area. the park with a letter from their school Virginia’s Historic Triangle, com- system. posed of Williamsburg, Jamestown and Jamestowne Settlement Yorktown, represents not only the fi rst Jamestown Festival Park Yorktown Victory Center permanent settlement of our nation, With the recent 400th anniversary Yorktown Battlefi eld but also where the seeds of govern- celebration of the settling of the New No trip to the Historic Triangle is ment were planted and our indepen- World, Jamestown has truly moved from complete without a visit to the site dence sealed. Over the past 30 to 40 a supporting role to a destination at- where the nation’s independence was years, our views on the life the settlers traction. Jamestowne Settlement was sealed, Yorktown, VA. The Yorktown Vic- and colonists lived have changed and practically rebuilt for the 400th anniver- tory Center offers visitors a complete grown with our understanding of the sary in 2007. This would include resto- overview of all the factors which led hardships they faced. With this greater rations of the ships, interpretive areas to the Continental Army’s victory at understanding of their life and their cul- and especially a brand new museum. Yorktown. Through fi lm, displays and ture, localities within the Historic Trian- The new and expanded museum offers recreations, student and adult groups gle have made their respective offerings visitors a unique glimpse into the lives will learn of America’s alliance with the more compete, more educational and of our nation’s fi rst settlers with an ar- French and of the encampment from more fun. ray of artifacts from the original site of where George Washington conducted the settlement. Jamestowne Settlement the Siege of Yorktown. Other activities Colonial Williamsburg offers groups the option of guided or available for groups to enjoy include his- Colonial Williamsburg has long been self guided tours of the facility and is toric tours of Yorktown, annual visits of a premier attraction for the area. Their open year round and is complete with a tall sailing ships and numerous festivals attention to detail and historical inter- café offering a convenient place to dine held each year on the waterfront. Near- pretations have long set the standards while visiting. by, visitors may visit Yorktown Battle- for the industry. Today, this standard of While most visitors are familiar with fi eld, the actual site of Washington’s and excellence continues. In addition to Jamestown Settlement, relatively few Cornwallis’s encampment, which is now recent restorations and expansions of realize that the area features another a National Park. many of their attractions, Colonial Wil- Jamestown. This would be Jamestown liamsburg offers a variety of programs Festival Park, which is the original site Busch Gardens Williamsburg aimed at the continued education and of the settlement located on Jamestown Since 1975, Busch Gardens Williams- entertainment of students and adults Island. This is a national park, estab- burg has offered entertaining shows alike. Student groups can now experi- lished in recognition of the 350th anni- and thrilling rides for visitors of all ence every aspect of colonial life from versary of the settlement in 1957. It has ages. State of the art roller coasters sit a muster to arms, to a trial at the Capital only been within the past 15 years (cur- alongside a variety of attractions ranging or observe their ‘Rev City’ presentation rent archeological digs began in 1994) from music and dance shows to con- where a specifi c day in history is reen- that the Jamestown Rediscovery Project certs featuring some of the top national acted on the streets of Williamsburg. actually found the original location of entertainers. The park is themed as The

140 FALL 2009 SouthEast Education Network the world’s oddest and strangest; and the new Riverwalk Landing in Yorktown, featuring boutique shops; and world class dining where the York River meets the Chesapeake Bay. A New Yankee Candle factory store and an expanded Prime Outlets featuring factory outlet shops of all of the top national brands adds to the list of shopping options. The Williamsburg area features a variety of national chain restaurants as well as a multitude of local favor- ites sure to satisfy anyone’s taste. Yorktown Victory Center For specialized touring options, the localities boast numerous private guide Old Country and features attractions theme park is WaterCountry USA. This services ranging from full service step and shows themed to old Europe. New water park’s numerous water slides, on guides to specialty tours. this year, Sesame Street’s Elmo and wave pool and lazy river make this the These new and updated attractions Friends brings the popular character ideal place for families and groups to and venues combined with the old to life. Starting this November, the park spend a warm summer afternoon. world charm and hospitality the area will be open on weekends through the The localities of Williamsburg, Jame- has long been know for, makes Virginia’s holiday season featuring a variety of stown and Yorktown, offer a variety of Historic Triangle the perfect location for seasonal shows and lights. This promises experiences to educate and entertain student and adult groups to come and to become another tradition for guests visitors. More recent additions to the enjoy all year round. visiting Williamsburg during the holiday area include President’s Park; featuring season. 18 foot busts of all of our Presidents; For more information, visit Another local Anheuser Busch InBev Ripley’s Believe It or Not, a museum of www.visitwilliamsburg.com.

The Patrick Henry Inn and Suites is the perfect location for your student group visiting Virginia’s Historic Triangle. Located directly across the street from Colonial Williamsburg, the Colonial Capital is only steps away. The Patrick Henry Inn and Suites offers schools full service assistance in planning their Williamsburg trip to include - but not limited to - tickets, touring and recreational arrangements. Book your fall or spring trip now and receive FREE guided Jamestown Settlement Tickets! All for:

The Patrick Henry Inn and Suites $39.00 249 York Street per person* Williamsburg, VA 23185

*Rate based on standard hotel room, 2 night stay and quadruple occupancy. Includes Jamestown Settlement ticket, Continental 800-446-9228 Breakfast and private security. Indoor corridors 10 room mini- [email protected] mum. Transportation and tax not included.

www.seenmagazine.us SouthEast Education Network FALL 2009 141 educational travel BY VIRGINIA GABRIELE 4

Virginia Living Museum Exhibit Highlights Green Construction and Gardening

You’ve read all those articles about living “green” – main- • Alternatives to PVC piping and to treated lumber for deck- taining your home in a manner that uses less energy, produces ing. less waste, and is kinder to Mother Earth. Don’t you wish you • Roofs covered with living plants, which both insulate and could go somewhere that would actually show you, up close reduce water runoff, that can be installed on homes, ga- and hands-on, how it can be done? rages, sheds, porches or businesses. You can. • Solar photovoltaic panels, a solar water heater, passive In June, the Virginia Living Museum in Newport News solar heating and radiant fl oor heating, daylighting and opened the Goodson Living Green House. In its exhibit house natural ventilation. and yard, homeowners, architects and contractors can see • Alternative wall systems and alternative insulation sys- all the latest techniques and products they can use to build tems. and maintain an earth-friendly home, presented in a way that • Collection of storm water in rain barrels and cisterns. makes it visible and understandable to the general public. • Geothermal heat pump and cooling unit. The house is the fi rst of its kind in Virginia and one of the • A computer kiosk where visitors can calculate their own fi rst anywhere in the United States. carbon footprint. The 600-square-foot exhibit house includes these features: • Recycled building materials, including salvaged lumber For more information, call and wood-like siding made from recycled paper. 757-595-1900 or visit www.thevlm.org.

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142 FALL 2009 SouthEast Education Network educational travel BY SUZANNE PEARSON 4

Trace Newport News, Virginia’s History along the Founders’ Trail

Your students can walk in the foot- lish fl eet that landed in Jamestown in 1627. steps of history when they experience 1607. The city’s name also dates to the 17th the all-new 12 sites located on Found- Other sites showcased are the oldest century. The fi rst reference to “New- ers’ Trail in Newport News, Virginia. brick structure in Newport News, the portes Newes” (with eight different Historical markers with period photo- Matthew Jones House, begun in 1690; spellings), appears in the Virginia Com- graphs link these 17th-century sites. the site of the home of Miles Cary II, pany’s records in 1619, making it the Among the many stories told are those the fi rst Rector of what is today the Col- oldest English place name of any city in of Captain John Smith, who named lege of William and Mary and the site of the New World. Mulberry Island; John Rolfe, husband of Stanley Hundred, the town founded by More “fi rst person” history awaits Pocahontas and Captain Christopher Sir George Yeardley, governor of Virginia your student group in Newport News. Newport, who led the three-ship Eng- from 1619 to 1621 and from 1626 to Endview Plantation and Lee Hall Man- CloseClose Encounters

[ Ocean & Ships ]

[ Great Outdoors ]

[ History of America ]

888.493.7386 This & more! newport-news.org Plus Williamsburg & Virginia Beach.

www.seenmagazine.us SouthEast Education Network FALL 2009 143 homes offer your students entertaining and enlightening personal stories with guided docent tours. Hands-on history comes to life at The Mariners’ Museum’s USS Monitor Center. One of the premier Civil War attractions in the country, it is the perfect place to re-live the historic clash between the USS Monitor and CSS Virginia. This dramatic 63,500-square-foot facility will captivate your students with exciting exhibits. They can walk the deck of a full-scale replica of the USS Monitor, try their hand at maneuvering a sailing frigate in battle, build their own virtual ironclad, and much more! For more information about the new Found- ers’ Trail and other student-oriented itinerar- ies, contact Trista Attoh, group tour marketing manager with the Newport News Tourism De- The oldest brick structure in Newport News, the Matthew Jones House. velopment Ofﬁ ce, 888-493-7386, or by e-mail at [email protected]. Request a complimen- sion played a major role in the Civil ome House Museum & Cultural Center tary copy of the Founders’ Trail brochure and War’s 1862 Peninsula Campaign, while focus on late 19th- and early 20th-cen- our new Group Planner and get a head start the James A. Fields House and The News- tury history. These four restored historic on planning your student trip!

to the natural world around them.” Besides unfamiliarity, Gaines said, the SC Parks & Recreation The veteran park ranger and manager other obstacle is technology and all the continued from page 117 said he knows the effort will take years, video games that present immediate just as the problem of natural discon- gratifi cation to the senses, compared that examine slavery and post-slavery at nect did not take place overnight. with the subtle, often unfamiliar, sounds Redcliffe Plantation near Aiken and life “The children we’re working with and rhythms of the natural world on a rice plantation at Hampton Planta- now are children of Generation X, who around us. tion State Historic Site in the Santee themselves often grew up in a very “But give it a try, get out there and Delta near McClellanville. organized play structure with very or- see what it’s like. Slow down for a mo- These and many other parks offer ganized outdoor activities,” Gaines said. ment and take it all in,” Gaines said. such regularly scheduled programming “And now we’re to the point where for “There’s so much going on around you for visitors. There’s also the Junior Rang- many children, their lives have become out in nature that once you let all your er program at many of the parks, which so structured and scheduled that they senses take it in, it’s an amazing sense involves young visitors in hands-on don’t often have the opportunity to of discovery, even right in your own exploration of the park and interaction be creative and imaginative when they backyard. with the rangers. More information is at interact with nature, not even in their “And that’s great even for kids with www.SouthCarolinaParks.com own backyard.” attention defi cit disorder who get bored Then there’s the outreach to that Experiential learning can take place really easy.” most important of partners – teachers. inside and outside the classroom and in The state parks director concluded: That’s where Discover Carolina (www. formal and unstructured settings, Gaines “I know it might sound self-serving, but DiscoverCarolina.com) comes in. It’s the said, as long as the connection is being I really think it’s critical that this new Park Service’s state curriculum-based made, in this case with the environment generation of kids understand and value program that brings third- and eighth- in the safe, comfortable setting of a state their parks and the outdoors and the grade students and their teachers to the park. That’s why Gaines urges families to special places that defi ne our state. park for a day of fun and learning. “come out and play” on their own, too. “You have to experience it to con- “The National Association of State “We’re not just about organized pro- nect with it and connect with it before Parks Directors and the National Park grams,” Gaines said. “We’re going to do a you understand it, but once they do, Service have signed joint agreements lot of that, of course, but at the root of they will then be able to take on the to provide these kinds of opportunities it all, your state park is a place for fami- role that our grandparents fi lled when everywhere we can,” Gaines said. “We lies to come out and have a picnic and 75 years ago, they fi rst started the state think they’re that important. Educators take a hike and climb on a big rock and park movement across this nation.” are among our most crucial partners in reconnect with each other and with the Marc Rapport is with the S.C. Department of re-introducing America’s young people wonderful natural world around you.” Parks, Recreation & Tourism

144 FALL 2009 SouthEast Education Network educational travel 4

Edu-tainment Finds its Way to the Hallowed Hall of Norfolk, Virginia

As the last days of the summer season tion to art, the programs at the Chrysler phenomena. draw to a close, a group trip to Norfolk, Museum of Art also help students to Sailing the Elizabeth River, is also an Virginia is the perfect antidote for the understand the beliefs and cultures of entertaining and exciting way to take in start of school. The ideal transition be- different people around the world. the spectacular downtown views and tween the fun-ﬁ lled days of summer and learn more about the city’s illustrious the start of another text-booked driven Two If By Sea nautical heritage, which dates back to school year, the seaport city brings Flanked by the Elizabeth River and the 1600s as a port city. Multiple river learning to life with its unique cultural, Chesapeake Bay along its west and cruises are easily accessible from down- historical and nautical adventures leap- north borders, it is no wonder that town Norfolk’s Town Point Park, conve- ing out onto the streets – and water- Norfolk’s nautical heritage has been niently located within walking distance ways – of Norfolk. a formidable presence throughout of many area hotels. Excursions include the destination. With over 144 miles the American Rover, a tall ship cruise One If By Land of shimmering coast line, Norfolk’s where guests can lend a hand with the On shore, there are many sights to be waterways can be showcased in both sails, explore the helms or relax on the explored. Throughout the city, the Can- historical and adventure activities, for deck and Victory Rover, a Navy-themed nonball trail, a heritage trail with nearly students of all ages. To learn more about vessel offering a behind-the-scenes look 400 years of American history, connects Norfolk’s place in US and world history, at Naval Station Norfolk, the world’s historic sites woven among featured groups can engage in lively tours of Na- largest naval base. attractions in Downtown Norfolk. This val Station Norfolk, the world’s largest year, a new and exciting way to delve naval station and home to more than Going Green into the trail is through narrated segway 100 ships in the Atlantic Fleet. Norfolk It has never been more important tours. After a safety demonstration, the also calls itself home to USS Wisconsin, — or perhaps more relevant — for stu- easy-to-use segways provide an exciting one of the largest battleships in the dents to learn the importance of ‘going vehicle to take in the sites of Norfolk, world, which is docked in the city’s pic- green’ and understanding the natural as well as the city’s rich and multi-faced turesque harbor and has served in both eco-system of the Hampton Roads re- history. The Cannonball Trail becomes, WWII and the Gulf War. Rather than gion. The 155-acre Norfolk Botanical in effect, a “story-telling stage” for more researching in books, or even online, Garden offers special events and regular than 40 sites included on the trail such students will have the opportunity to activities throughout the year to teach as the Norfolk History Museum at the tour the top two decks and get a deeper students of all ages about the delicate Willoughby-Baylor House, Freemason understanding of what ship life was like environment they inhabit, from Botani- Street Baptist Church, St. Paul’s Episco- through a narration from a knowledge- cal Basics, an exploration of the diverse pal Church, The MacArthur Memorial, able docent. Guests will also be able to water environment of Lake Whitehurst and the Confederate Monument. explore the deep blue sea at neighbor- to Survivor Skills, an educational look The city’s renowned Chrysler Mu- ing NAUTICUS, a museum complete at the evolution of plants and animals seum of Art is also a wonderful snap- with touch tanks, an IMAX theater and throughout the four seasons. Similarly, shot of art through the ages, displaying interactive exhibits. Located right next the 53-acre Virginia Zoo is a great coun- everything from ﬁ ne art, photography, door to USS Wisconsin, this arena for terpart to any in-class science lessons, sculptures and more. With a staff of light-hearted educational fun presents directly through its Zoo to You program, highly trained docents, the Chrysler 150 nautical exhibits that give a slice of which offers an educational hands-on Museum of Art has created a number of naval life, including a simulated destroy- experience. educational programs, highlighting the er and saltwater aquarium. Permanent many wonders of the museum, such as exhibits include: 1907: The Jamestown For more information, or to learn more Five Continents, the Chrysler’s collec- Exposition & Launching of the Steel about Norfolk’s hands-on excursions tion of art from ancient Egypt, Greece, Navy, Secrets of the Deep, and the SOS for students of all ages, please visit Rome as well as West Africa, Asia and Station, analyzing current weather con- www.visitnorfolktoday.com or call the Americas. More than an introduc- ditions and all types of weather-related 757-664-6620.

www.seenmagazine.us SouthEast Education Network FALL 2009 145 Index of Advertisers Our advertisers help make SEEN magazine available throughout the Southeast. We appreciate their support for the ﬁ eld of education.

Abundant Life Academy 47 Eckerd Academy 95 National Association of Acadia Parish CVB 130 Edinboro University 50 Black School Educators 3 Albany Georgia CVB 127 Edu-Safe 33 National Beta Club, The 75 Albany State University 55 Endeavor Yearbook 21 New Leaders for New Schools 67 American Charter 133 Epilog Laser 29 Newport News CVB 143 American Institute for Ergo In Demand 23 Norfolk CVB 147 History Education 93 EXAMgen 40 North Carolina Truck Driver Americus-Sumter Tourism Council 137 Florida Atlantic University 66 Training School 31 Beckley Exhibition Coal Mine 125 Fortress Systems International 49 Onslow Tourism 133 Berkeley Chamber CVB 136 Frontier Culture Museum 122 Patrick Henry Inn 141 BJU Press 15 Gow School, The 89,91 Pikeville-Pike County Tourism 137 Brandon Hall School 86 Greenwood CVB 137 Pittsburg State University 68 Brenau Academy 85 Hebron Academy 82 Prestonsburg CVB 125 Bromley Brook School 82 Hillside School 90 Professional Development Solutions 43 Brunswick/Golden Isles CVB 128 I Get it Math 11 Profit Quests 78 Busch Gardens, VA 139 iNACOL 148 Read Right Systems 41 California State Monterey Bay 65 Independent Educational RL Bryan Printing 95 Camden Military Academy 78 Consultants Association 69 Riverside Military Academy 83 Carolina Renaissance Festival 133 Indian Mountain School 81 Roanoke Island Festival Park 134 Cartridge Club Direct 19 Itchy’s Alphabet 99 Rosa Parks Museum 122 Cathedral Caverns 113 Jackson Zoo, The 114 School Web Lockers 37 CBT Supply 31 Jefferson County CVB 142 SEEN Magazine 9 Childcare Network 77 Jones International University 58 South Carolina Cotton Museum 120 Childrens Museum of Kappa Delta Pi 79 South Carolina Dept. of South Carolina 120 Keiser University 61 Parks and Recreation 117 City of Burlington 132 Kid Show Entertainment 23 Spark Program, The 109 City of Gretna Tourism 130 Kildonan School, The 85 Standards Company, The 39 City of Selma 130 Kinston/Lenoir CVB 133 SUDIA 111 Colbert County CVB 127 LaGrange-Troup CVB 127 Tallulah Falls School 86 Colonial Williamsburg 138 Landmark College 63 TERC 35 Columbus GA CVB 131 Landmark School 87 Tyler Technologies 24 Corinth CVB 116 Lawrence Academy 90 U.S. Air Force ROTC 27 Coweta County CVB 127 Learning Connection, The 98 U.S. Army Recruiting Battalion 13 Culture & Heritage Museums 121 Limestone College 64 University of North Cumberland Caverns 113 Linville Caverns 113 Carolina-Pembroke 13 Curriculum Leadership Institute 97 Lost Sea 113 University of the Cumberlands 57 Currituck Tourism 134 Louisiana State Parks 115 Video Insight 26 Cypress Gardens, SC 136 Marshall University 62 Virginia Living Museum 142 Darrow School 87 Marvelwood School, The 80 Vonage 7 Digital Identification Solutions 45 Mississippi Museum of West Florida Historic Preservation 128 Disney Youth Groups 127 Natural Science 123 White Mountain School, The 89 Drury University 65 Mississippi State University 60 Yokum’s Vacationland 114 DSX Access Systems 2 Moody Bible Distance Education 5 YOUniversityTV 74 Dutch Mill Bulbs 43 Myrtle Beach Convention Center 135 146 FALL 2009 SouthEast Education Network A FRIENDLY CITY THAT’LL REALLY GET YOUR WHEELS TURNING.

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visitnorfolktoday.com | 1-800-368-3097 *Located between Williamsburg and Virginia Beach The heart of the Virginia Waterfront. Virtual School Symposium 2009 November 15 – 17 in Austin, Texas

“Creating New Solutions Through Online Learning”

Conference goals: To provide sessions that will show how online learning is a solution to current education gaps in educational opportunities that exist today for diverse groups of learners — from special needs, to at-risk, to gifted students;

Provide professional development in K-12 online learning;

Distribute research, case studies and data about what works in online learning; TheT Virtual School Symposium (VSS)(V brings together representatives from national, sstate, Share best practices on plans, district, privateate and other virtual school programs to policies, standards and attend thee industry’s leading event iin K-12 online learning.ng. The VSS conference provides important analysis, evaluation of virtual education; interactiveeractive sessions and thought-provokinthought-provoking workshops for leaders looking to help shape the future of eeducation. Facilitate interaction, networking, and collaboration Online courses increasencrease academicacademi opportunities for students, between virtual school practitioners and including: experts in the field; • Providing Advanced Placement (AP) classes not offered at their schools; Determine strategies for improving • Offering credit recovery to meet graduation requirements; mainstream education to ensure every • Enabling coursework to be completed virtually for students student graduates with a world-class with illnesses, physical or geographical limitations, or diploma to prepare them for college or disabilities; beyond. • Teaching technology and literacy skills for the 21st Century.