Volume 2, No. 3 ISSN 1532-642X June 2001 Rural Roots News, Information, and Commentary from the Rural School and Community Trust

Arts Flourish on ’s San Juan Ridge alking down the hallways of this k-8 school, it is apparent that the arts flourish here. Murals of the local natural world W painted in science class, and silk-screened school mascot flags adorn the walls. Teachers use dance and song to bring ancient and modern cultures alive to students. Songs written in music class are broadcast to the community via local radio stations, and Today, the school is transformed. It student paintings hang in local busi- is now a learning place that practices arts nesses. Students write biographies about and culture in every classroom, becom- local celebrities. Community members ing a model for schools across the help teach classes using their unique county—and country—of arts integra- backgrounds and knowledge. This is not tion across subject areas. an arts educator’s dream, but a reality at Diana Pasquini, place-based educator Native American artist Lloyd Powell Grizzly Hill School in North San Juan, and site coordinator for YWA put it quite with student Troy Clark in the Native California, where the arts are an integral continued on page 4 American art class. part of the school’s everyday curriculum. Not long ago, however, this picture was a dream to the community members, teachers and students of Grizzly Hill. Ford Grant Funds Equity Collaborative When the arts program at the school be- The Rural School and Community uity Collaborative (REC), will together came a victim of budget cuts, parents sent Trust (Rural Trust)—in cooperation prepare a plan to improve the equity their children to arts-focused charter with the New Mexico Organizing Strat- and adequacy of school finance systems schools far away and the school’s enroll- egy, School at the Center (Nebraska), for rural communities in high poverty ment declined. With the help of the Yuba Challenge West Virginia, Southern regions of the country. Watershed Alliance (YWA) and funding Echo (Mississippi), Vermont Children’s This grant will begin the process of from the Rural School and Community Forum and the North Carolina Justice building a unique partnership between Trust, the school responded by resurrect- Center—received a $50,000 planning the Rural Trust’s Rural Education ing the arts program in an attempt to grant in April from the Ford Founda- bring students back. tion. The group, called the Rural Eq- continued on page 5 2 Rural Roots The Rural School and Community Trust June 2001

RuralDatebook Website Feature The Stewardship Institute on April 3– July 22–25, 2001 $55. Price includes room and board. 5, 2001 was a chance for teachers and Registration deadline is June 22. Call toll administrators from around the coun- try to meet to discuss alternative ways International Conference free (877) 855-8467, or (802) 457-2779 to register; for more information, go to of assessing the work of students in on Rural and Community www.communitymap.org. place-based education programs. Go Development to our website at www.ruraledu.org for our in-depth coverage. Duluth, Minnesota October 11–13, 2001 This conference is actually 3-in-1: the an- nual Community Development Society Speaking with One Voice: International Conference, the National A Conference on Education Rural Development Leadership Confer- and the Environment of the ence, and the Minnesota Rural Summit. Chautaqua-Allegheny Region Highlighting the theme, The Times They Are A-Changing, the conference will Roger Tory Peterson Institute and focus on building “outcome-directed” Jamestown Community College, partnerships, involving business, govern- Jamestown, NY ment, tribal, non-profit, higher-educa- This conference aims to engage teachers, tion and citizen groups in strengthen- school administrators and community Rural Roots Vol. 2, No. 3 June 2001 ing rural and urban communities. Top- members in a vision for the future in ISSN 1532-642X ics include: technology, diversity and which the natural world is key to a region’s inclusion, globalization, human services, educational as well as ecological well-be- Rural Roots is published six times a year rural/urban coalitions, and models for ing. Keynote presenters and a panel dis- by the Rural School and Community sustainable community development. cussion will feature regional and national Trust, a nonprofit educational organ- For more information and to register experts on place-based education who will ization dedicated to enlarging student online, go to www.mrs.umn.edu/ learning and improving community life make the connection between educating by strengthening relationships between 2001summit/. children for ecological literacy and meet- rural schools and communities and en- ing school learning standards. gaging students in community-based July 23–27, 2001 The registration fee is $160 and does public work. not include board. Register by September Through advocacy, research, and out- 27, 2001. Call (800) 758-6841 or e-mail reach, the Rural Trust strives to create a Mapping Community [email protected] for more information. more favorable environment for rural Connections Summer Institute community schooling, for student work with a public audience and use, and for Colby-Sawyer College in New October 24–27, 2001 more active community participation in London, New Hampshire schooling. The 93rd Annual National Rural Founded as the Annenberg Rural This summer institute is an introduc- Challenge in 1995, the Rural Trust today tion to community mapping for those Education Association (NREA) works with more than 700 rural ele- who work with students at a secondary Convention: “Rural Education– mentary and secondary schools in 35 or middle school level. Participants will Celebrating Diversity” states. work through a mini-community map- National Office ping experience, supported by work- Albuquerque, New Mexico shops on planning, assessment, tech- (Albuquerque Marriott Hotel) 1825 K Street, NW, Suite 703 Washington, DC 20006 nologies and “place discovery.” Working The theme of the NREA meeting is di- Phone: (202) 955-7177 with maps and spatial tools such as GPS versity, and one strand of workshops will FAX: (202) 955-7179 and GIS, participants will be able to use be around place-based learning. Oscar fieldwork and primary sources to inves- Kawagley, co-director of the Alaska Ru- To subscribe, visit our website at: www.ruraledu.org tigate local social, economic and ecologi- ral Challenge/AK Rural Systemic Initia- cal systems, identify and solve commu- tive, will be a keynote speaker. Director of Communications: nity problems, and develop enduring Make room reservations at 1-800- Kathryn E. Westra connections to place. 228-9290. For more information, con- Editor: H. Alison Yaunches Design: Editype, Harrisonburg, Va. The institute, held from July 23–26 tact NREA headquarters in Colorado at is $395; stay until the 27th for the ad- (970) 491-7022 or go to their website Printed on Recycled Paper vanced GIS workshop for an additional at www.colostate.edu/orgs/NREA/. June 2001 The Rural School and Community Trust Rural Roots 3 What Lies Ahead for Rural Trust Network Sites in the Southwest

Almost 200 students, community their leadership skills and members and teachers gathered near the beliefs. flattop mesas and burgundy-stained Site visits to Pecos desert mountains of Glorieta, New Schools and the Santa Fe Mexico on April 26–27 to participate in Indian School on the first Drummers from the Santa Clara Young Dance and the Rural Trust’s Southwest Regional day of the conference en- Drum Group perform at the Santa Fe Indian School. meeting. Led by Southwest steward José abled participants to view Colchado, the meeting used the theme and acknowledge the of “What Lies Ahead” to encourage Ru- subtle—and sometimes noticeable— from student presenters about school ral Trust network sites in Arizona, New differences among their schools. The environmental projects and watched Mexico, Texas and Pecos Independent School District is their PowerPoint presentation they de- to learn from each other and together working to become the first dual lan- signed, followed by tours of the school. define the future of rural education in guage school district in the nation. In the evening, a traditional Pueblo meal the Southwest. With the understanding that learning was served while the crowd enjoyed line During three, one-hour sessions over both languages at a time gives students dancing by the senior citizens from the two-day meeting, the group split into a considerable advantage, the district Santa Domingo Pueblo and a perfor- three strands—students, community starts its students learning Spanish and mance of the Pueblo Buffalo Dance by members/parents, and teachers/admin- English in first grade. Of the district’s the Santa Clara Young Dance and Drum istrators. The strands were designed to 850 students, 90 percent are Chicanos, Group. The dance and drum group nine percent are Anglos and started when a four-year old boy became one percent are African concerned about Native children forget- American or Native Ameri- ting their culture and traditions. Now can. Conference participants ten, he leads the drum group of youth were treated to special pre- ages four to 13. sentations all around the After a second full day of workshops school. Some visited with and another evening of song, dance and Mrs. Ortiz’s first grade class, piñata battling, the meeting concluded and watched as they per- with the sharing of thoughts about the formed time-honored songs meeting. At the final strand, participants and dichos (Spanish tradi- wrote letters to themselves to reaffirm tional sayings with morals) their commitment to act on what they learned in Spanish, English had learned from the presentations, and AND sign language, making from each other. In six months, those Students at the Southwest regional meeting focused her students trilingual. letters will be sent out to all participants, on youth leadership. Troy Barner of the Ojai Valley Seeing firsthand how as a reminder of what they learned. Youth Foundation asks for volunteer presenters. schools deal with diversity in “We had a wonderful and rich ex- the Southwest enabled one change of ideas about how people are give participants a chance to meet with teacher to apply what he saw to his own changing the way students learn. It al- others serving in similar roles in their school. “He said that he was commit- ways amazes people how diverse the communities, get to know and learn ting to going back [to his school] and Trust’s work is, depending on the local from each other, and together make a helping black youth become as con- needs and interests of the people in a par- commitment to apply what they learned nected to their culture as he saw Native ticular community. The participants from others at the conference to their Americans and Hispanics connected to worked hard to gather ideas which they home communities. The youth strand theirs,” said Colchaldo. could take back to their own communi- concentrated on encouraging student Serving 19 Pueblos of New Mexico, ties. And, they also played hard danc- leadership. The Ojai Valley Youth Foun- the Santa Fe Indian School is a residen- ing, singing and sharing the Native dation (California) led the students tial school for Native American stu- American and Mexican cultures of the through a variety of exercises to improve dents. Conference participants heard southwest,” concluded Colchado. 4 Rural Roots The Rural School and Community Trust June 2001

project and performed. The students also painted a mural about what they had learned, that included quotes from all four elders on each side of the design: “Envi- sion a working habitat,” “Nature is our mother,” etc. Photos of the mural were printed as a school postcard, which sold so successfully, that it is now in its second printing. Working with the elders to under- stand the work they had done to protect the region, the students developed a deep appreciation for the environmental uniqueness of the Ridge, and were able to express what they learned through art. Postcard of the mural designed for the Environmental Elders project. “With this project, the students learned about something in their community and Arts on San Juan Ridge My daddy’s truck died, can tell people about their place through from page 1 Down by the creekside. their art. They can express what they feel We’ve got to walk wherever we go. and what they learn through the per- But Mama’s singing forming and visual arts,” said Pasquini. succinctly: “[This is a story] of how one Just as she’s bringing grant from the Rural School and Com- The Environmental Elders project Fresh homemade cookies, piping hot won an Excellence in Arts Education munity Trust changed the climate of an from the stove. entire school.” Award in 2000 for Distinguished Origi- I’m happy to the bone nal Visual/Performing Arts Project, an A Community Valuing the Arts In my foothill home. award sponsored by the Nevada County It’s winter on the San Juan Ridge. Superintendent of Schools Office, the Pasquini joined YWA to help Grizzly Nevada County Arts Council and Mu- Hill enhance its arts program in the win- More than $1,500 was raised through sic in the Mountains. ter of 1997. Under her direction, many sales of the CD to community members. While Pasquini was working on this new music electives were offered, and a “That one project let the community and other programs, she was careful not classroom was refurbished to be the state- know what this little rural school—and to rely on the “art on the cart method” of-the-art visual arts room. Although a community—could create: something of of teaching arts. “That’s where people wonderful beginning, it didn’t feel like fine quality that was durable,” said come in to the school, do their stuff, enough. Pasquini. “One key to achieving a viable pack up and then leave.” Although it’s “It was obvious that something arts program that lasts is that everybody important not to be self-contained and needed to be done. This community can own it.” to connect with other people and insti- values the arts. Not only did we need to An Environmental Focus tutions, she says, “it’s also important for infuse the school program with art, but Recognizing the importance of inte- the arts to be an integrated experience we had to do something with a big face grating art into the curriculum and im- and not a separate curriculum area. on it so that people would take notice,” proving community involvement with That’s what place-based education is: not remembers Pasquini. the school, the school developed the learning by reading about something in The teaching team at Grizzly Hill, “Environmental Elders” project. “This a book, but by experiencing it,” she said. including Pasquini and music teacher project uses the arts to communicate an Marc Ryan, decided to produce a holi- idea; it also uses art as a means of hon- A Cultural Educational day CD, incorporating two original oring people,” said Pasquini. Experience songs written by the students in the For this project, students worked in The Grizzly Hill School is a “place- school’s new singing elective. A cover groups and shadowed local environmen- based school with a global perspec- design was chosen through a school-wide talists (such as Gary Snyder, a professor, tive”—meaning that the school recog- contest; a logo was established for the ecologist, Zen student and San Juan Ridge nizes the need for its students to acquire school through another art contest. The resident best known for his poetry) for al- cultural diversity education. To do this, CD was released in time for Christmas, most a month. The students interviewed the school brings the world’s cultures to and the title song, Winter on the San Juan and wrote the elders’ biographies, prepar- its students by using the arts. Ridge was played on local radio stations: ing a presentation about their work that “When artists visit, we learn about The roads are rutted. included performing arts (dancing and cultures in other parts of the world. The Yuba’s flooded. playing musical instruments). The stu- Someday I might study these cultures in The trees are creaking, loaded heavy dents honored the elders at a community college and travel to these places,” said with snow. ceremony, where they presented their Austin Dworaczyk, a sixth grader. June 2001 The Rural School and Community Trust Rural Roots 5

Groups from as far as India (Gaden singing, acting, dancing and music. Kids Shartse Tibetan Monks) and as close as can have fun at school, not only at home,” home (Native Americans) have visited proclaimed eighth grader Kelli Gargill. Grizzly Hill. The school’s Native Ameri- All Pasquini can do is nod, and hope can project has received accolades from that other students have the opportuni- the local Title IX office, as well as in- ties that her students at Grizzly Hill have. creased funding to expand the program “There is a part of the whole person that to other county schools, due to the im- does not develop when they don’t have pressive nature of its use of visual and art,” she said. “We know how important performing arts in teaching about Na- it is to integrate art across curricula—to tive American culture. use art as a medium of connection to A member of the San Juan Ridge the community, communication with community and Native American artist one another, service to those around you, and educator, Lloyd Powell, spends time and, as a medium of…” she pauses. at the school teaching Native American Cover design of the CD, Winter on the “…As a medium of joy. Just joy.” art classes. The classes cover a series of San Juan Ridge, by student Matt Light. projects, including sand paintings, to- As part of the Rural Trust’s rural arts tem poles and beading, all with the goal education planning grant, the organiza- Students worked on the program called of teaching students about diversity. tion planned regional meetings to solicit “Woof over my Head,” in which they Pasquini and Powell also hope that stu- ideas and thoughts on arts education helped build doghouses and then wrote dents will learn that Native American from students, community members and stories about a dog adoption. culture is something that happens in the teachers. Pasquini attended one such The school’s arts program is almost present, not the past. By continuing the meeting and used her expertise at the entirely funded now by the Twin Ridges learning experience with visits to the Grizzly Hill School to join the nation- District, thanks to the success of the pro- school from local Native Americans who wide discussion. To learn more about the gram that started with one CD, during share their culture through dancing and Rural Trust’s plan for improving rural a winter season four years ago. singing, students are able to make the arts education, contact José Colchado by Kids at the school note their good for- connection between traditional and e-mail: [email protected]. tune: “I think every school should have modern Native cultures. Here, the per- forming arts take over and students learn another means of arts expression. Ford Grant tunity to children because they live “My family has been dancing for gen- in poor, remote places; and from page 1 erations. I’ve been dancing since I was • Generating schools that are well- born…Dancing is an important part of maintained and located close enough my life because I want to keep up my Finance Center (REFC) and the six ru- to a child’s home that travel time is family’s traditions. I dance at my school ral organizations of the REC, that are limited according to principles of to share our traditions so that people will all based in communities prototypical of physical and mental health, readiness know our history and understand who I distinct rural regions of the country. All to learn, and geography. am,” said sixth grader, Jessica Growing of the REC organizations have been suc- The partners will develop individual, Thunder. cessful in building constituencies of sup- comprehensive state action plans that port for rural school improvement us- will: address grassroots public engage- A Self-sufficient Program ing research, communication and orga- ment of rural people in equity finance Art is not just something that hap- nizing strategies of their own. However, issues; assess the state school finance sys- pens in the classroom in San Juan. Art is the REC was assembled with the under- tem; link an organized rural constituency integrated into the community through standing that working together on the to urban groups committed to equity; regular displays at the North San Juan vexing problems of school finance in communicate rural issues to the media; post office and the North Columbia rural places will bring a greater oppor- and assess the state’s school finance legal Schoolhouse Cultural Center, among tunity to effect change. setting. Along with the individual state other local sites. The school and its stu- Working with the REFC, members plans, the final proposal will include dents host “community sings,” learn art of the REC share the common goals of: broad common objectives that will give from community members, design holi- • Achieving a policy setting in each national cohesion to the effort. day note cards as a fundraising vehicle, of the six states in which all children “We think of this as a challenge to host cultural events and work in partner- have equal access to educational op- organize effective campaigns for school ship with several community nonprofits portunity independent of where they finance equity in some states where an to help champion their cause through live in the state, their color, language informed rural constituency can make a art. One instance of this is the special or level of wealth; difference for all the kids—urban and collaboration between Nevada County’s • Ending state school aid formulas rural—in the state,” said Jack Murrah, Pet Adoption League and the school. that deny equal educational oppor- Rural Trust Board Chairman. 6 Rural Roots The Rural School and Community Trust June 2001

There are so many resources available FirstPerson in our communities that are just wait- ing to be tapped. All it takes is a little creativity to find them, approach them A First Person Account of the First Regional Getty Arts Meeting and receive some support. Whether it be money or supplies or instruction, any assistance is welcomed. Art Blooms in the Desert Of course, not everything that went by Maria Hernandez on in Tucson was work. Whenever you Junior, Eldorado High School, Eldorado, TX bring together so many people from such varied backgrounds, you have to expect Follow a trail of sage green Saguaro, acquired the small-town notion that op- some socializing through stories, laugh- tangerine-tinted poppies, and butter-yel- portunity lies elsewhere when it comes ter. In my opinion that is perhaps the low coreopsis to the desert city of Tuc- to music, writing or art. Personally, I greatest feat of the Rural Trust organiza- son. A taut canvas washed with pastels had never been surrounded by so many tion. They enable students, educators stretches high above the oasis of Tucson art-enthused individuals who only and community members who hardly while lavender tinged mountain peaks wanted to encourage and provide op- ever have the opportunity to experience loom on each side. What could be a more portunities. And it made me wonder new places and people, to travel and ex- picturesque site for a discussion of art? how I could help my community and pose themselves to the ever-growing, It was here in this scenic location that other students like myself by bringing ever-changing world. a handful of the Southwest’s most tal- back some of our ideas. Personally, I feel that my short stay in ented, problem-solving minds met to In every rural community there is a Tucson gave me a handful of new oppor- discuss the artistic needs of rural com- hidden artist, obscured either by his own tunities. The connections I made with munities. I was lucky enough to have will or the mere fact that no one ever others and the advice I was given from so been chosen to be part of this gathering took much interest. What if we found many different people made me realize of dedicated educators, students and those people and asked them to teach a that there are no boundaries to my community members. My traveling class on their specific area of art? Whe- dreams. Just because I live in a small town partner was Esther Bunton, a concerned ther it’s a grandfather who makes drums, doesn’t mean that I have to give up my community member who loved to travel an English teacher who likes to write dreams of being a successful novelist (and and who had my common interests. It poetry, or your grandmother who likes maybe journalist) someday. I don’t have was during our long drive from Phoenix to quilt, all of these creative endeavors to settle for less just because I haven’t been to Tucson that I benefited from Esther’s are art that deserve to be shown and handed opportunities. I learned that vast knowledge of wildlife and learned taught to others. We don’t need trips to sometimes it is better to make your own to tell the difference between coreopsis the Metropolitan Museum of Art or the opportunities, rely on your own self and and California poppies. Boston Pops to experience culture. face challenges head-on. Our goals and purpose were simple: Within each town there is diverse and So as Esther and I drove away from identify the needs of rural communities varied art that can expose us to the indi- Tucson Sunday morning, I felt a bud- and how best to bridge them. Of course, viduality of each ethnic group or family. ding sadness deep in the pit of my stom- anyone who has ever attended one of the We decided that simple things like ach to be leaving such a wonderful envi- Rural Trust conferences knows that the cross-curriculum studies (i.e. using art in ronment of thinkers and artists. And seemingly straightforward prompts can history, etc.) could be used to expose stu- then I saw the first golden blooms along be the most difficult. Fortunately, we dents to culture. For example, Escher’s the interstate and thought to myself, were instructed to tear down the restric- art could be used in math class to “That must be coreopsis.” tions of reality and just dream. illustrate math principles or world his- Within our groups we discovered that tory classes could study the music, lit- The Rural Trust received a planning many of us face the same problems erature and art associated with each cen- grant from the J. Paul Getty Trust in Feb- within our small communities. There is tury of life. Perhaps junior high students ruary 2001 to plan a rural arts educa- always the handful of citizens who see art could act in an original theater produc- tion program, Renewing the Color of as merely a plaything, not of equal value tion written by high school students and Rural America. The Rural Trust started to hard work in fields or on ranches. Or learn about everything involved with by organizing a series of regional meet- perhaps it is the small-town mindset that putting on a production. They could ings with community leaders, students creativity is a product manufactured else- experience every aspect from tech to and teachers to solicit their ideas on arts where, possibly in a big city like New building sets or the correct jargon used education in rural America. Their ideas York or , or even Europe. in direction. Schools or community cen- will then be merged into a proposal for a And then there are always those who feel ters could host summer art camps or national rural arts education program. that the arts have no place in schools. workshops. Local businesses might agree Student Maria Hernandez attended the As I listened to ideas being tossed to donate materials or space or money to first regional meeting for the Southwest. around, I discovered that I, too, had the nurturing of arts in their community. June 2001 The Rural School and Community Trust Rural Roots 7 New England Students Challenged to “Take The Plunge—Make A Difference!” by Helen Beattie, School Psychologist and Educational Consultant, Vermont Rural Partnership

More than 200 young people gath- literally linking their reflections ered at Vermont’s Lyndon State College on what they had learned dur- Students create a paper chain, linking their ideas on April 3, 2001 to learn about the in- ing the day and what they about what they learned at the Vermont Student novative ways in which students are tak- planned on doing back in their Extravaganza. Photo: Vermont Community Works ing on leadership roles in their schools own schools and communities. (www.vermontcommunityworks.org). and communities. Three years ago, Cara The following quotes affirmed Cookson, a student involved in the Ver- the power of the experience to both in- • I learned that working together mont Rural Partnership (VRP), at- spire and to serve as a catalyst for action: helps get things done. tended the national Student Extrava- Margaret Mead once wrote, “The fur- ganza in South Dakota and was inspired. What I Learned: ther development of human society de- She returned home and led the organi- • Even though we’re all different, pends upon the existence of a continu- zation of the first East-coast version of there’s one thing that can bring ing dialogue in which the young, free to this conference, held last spring. Because us together. We’re all leaders. act on their initiative, can lead their el- it was so well received, a group of VRP • Every voice can make a differ- ders in the direction of the unknown… students decided to carry on the tradi- ence. The children, the young, must ask the tion by hosting the second annual Ver- • [We can] break the barriers questions that we would never think to mont Student Extravaganza. between adults and youth. ask.” The Vermont Student Extrava- General sessions included sixth • You can do anything if you set ganza 2001 was a call to action—“Take through 12th grade students, while work- your mind to it! the Plunge—Make a Difference!” shops (renamed “fun-shops”) were tai- lored specifically to either middle school or high school ages. Fun-shop alterna- tives were diverse, yet with a common Rural Trust Students Selected theme of actively engaging participants in learning. For example, one group of as Annenberg Scholars middle school students spent the day Three students from Rural School computer at the beginning of the pro- exploring their own leadership through and Community Trust network sites gram, as well as a $600 stipend and three a climbing wall experience, while another have been chosen to attend the first college credits upon completion. Five group created three-dimensional masks Wallis Annenberg Scholars program to seminars are offered to the students: art representing their leadership qualities. be held at the University of Southern and architecture, engineering, introduc- Yet another highly praised middle school California from July 6–August 4, 2001. tion to film, media and politics, and session showcased a group of students Jarthy (pronounced Jar-lee) Monter- news in a new media universe. Monter- who write and publish the only town roso from Ventura County, California, roso chose the engineering seminar, al- newspaper. This session inspired several Luis Munoz from Schleicher County, though her interests lie in art and video other schools to engage in similar work Texas and Seth Fowler from Chase work. “I felt like I already knew some- and has created a support network for County, Kansas will attend the pre-col- thing about the other subjects, and that such an undertaking. legiate program for students completing engineering would be a challenge,” she High school students also had many grades 10 and 11. The three will attend said. “I’m looking forward to going on choices for exploring leadership oppor- along with 24 other participants from the different trips, meeting new people tunities. These included learning about Annenberg Challenge sites around the and getting to know more about the the Harmony School in Indiana where country, including Chicago, Philadel- school, teachers and campus.” students are central to decision making; phia, Boston and San Francisco. Wallis Annenberg, daughter of phi- a dynamic community service course at “This is a great opportunity for Jarthy, lanthropist and former ambassador a local high school; and an individual- Luis and Seth. It’s also a great opportunity Walter Annenberg, developed the pro- ized study program that allows students for urban students to learn about rural gram to help enhance, motivate and in- to link learning to their passion. America from their peers,” said Rachel spire students involved with the Annen- As a closing activity, participants Tompkins, President of the Rural Trust. berg Challenge sites, to achieve higher created a paper chain, figuratively and Each student will receive a laptop academic, social and ethical standards. Nonprofit Organization U.S. Postage PAID Harrisonburg, VA 22801 Permit No. 75 Rural Roots 1825 K Street, NW ♦ Suite 703 ♦ Washington, DC 20006 www.ruraledu.org ADDRESS CORRECTION REQUESTED

Publications of Note Appalachian

Exploring Ecoliteracy: coordinator, at (707) 937-4750 or e-mail Studies Conference Growing a Network [email protected]. This book is also The Rural Trust served as one of sev- available on the NCRCN website: eral cosponsoring organizations of the for Community-Based www.ncrcn.org. Click on “publications.” annual Appalachian Studies Association Learning conference in Snowshoe, West Virginia, on March 29–April 1. More than 60 from the Rural Community Lessons: students, teachers, community mem- Challenge Network Promising Curriculum bers, and administrators from a number This booklet was written to inspire Practices of Rural Trust net- and support students and teachers, work schools in the by Julie Bartsch (Rural Trust Northeast Appalachian region schools and districts to develop projects Steward) and contributing teachers using the local environment as a mean- participated as pre- ingful context for learning. It offers a This book documents the commu- senters in the con- systems framework for project-based nity-based curricula used in several Mas- ference. Rural Trust learning, project stories and teacher tools sachusetts schools in a way that shows president Rachel to support educators and community their rigor, relevance and powerful im- Tompkins pre- people in collaborating with one an- pact on both students and community. sented the keynote AMBERG ROB BY PHOTO other—all based upon the outstanding It also provides a curriculum lesson tem- speech. Linda Martin (pictured above), work of the North Coast Rural Chal- plate that is engaging, easily replicable director of Challenge West Virginia and lenge Network (NCRCN). and includes standards and assessment a member of the Rural Trust board, For information, contact Kenneth methods for teachers wanting to connect brought a team of staff and community Matheson, NCRCN Project Director, at their classrooms with the community. To members who spoke about the group’s (707) 937-5164 or e-mail [email protected]; order, contact Julie Bartsch via e-mail at: efforts to stop the wholesale consolida- or, Deena Zarlin, NCRCN Mendocino [email protected] tion of West Virginia’s rural schools.