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VOLUME 37, ISSUE 1 SCATTER CHATTER

JANUARY 2017 CONGRATULATIONS 2016 FALL SCATTER GRADUATES! SCATTER SCATTER

HIGHLIGHTS IN THIS ISSUE:

 CONGRATULATIONS TO THE 2016 FALL SCATTER GRADUATES

 SCATTER INTERVIEW: ELLY KRETCHMAN

 REASONS TO JOIN SCAT- TER—ORIENTATIONS

 FREE WORKSHOPS AND SCATTER WORKSHOPS

 POVERTY AND FOOD

 STATE & NATIONAL CON- FERENCES

 SPONSOR A SCATTER

Above (L-R): Andrea Thompson, Dr. Kaywell, Stephanie Wilson, Erika Watts, Sagan Tully, Rossana Marquez, Elly Kretchman, Jessica Solano Below: The poster of the graduates that is now hanging outside of TECO Hall.

SunCoast Area Teacher Train- ing and Educational Research (SCATTER) Honors Program Dr. Joan F. Kaywell, Director E-mail: [email protected] Andrea Thompson, Assistant E-mail: [email protected] Office Phone: (813) 974-2421 VOLUME 37, ISSUE 1 PAGE 2 INSIDE THIS ISSUE: A MESSAGE FROM DR. KAYWELL PAGE 3 FALL 2016 SCATTER HONORS CELEBRATION PP. 4-5 S SCATTER GRADUATE FEATURE: AN INTERVIEW PP. 6-8 WITH ELLY KRETCHMAN C SCATTERS PROVIDE SERVICE TO THE COMMUNI- PP. 9-12 TY, HAVE FUN, & GET SPECIAL OPPORTUNITIES- TAKING AN ACTIVE ROLE IN LEADERSHIP A UNDERSTANDING YOUR ROLE WHEN POVERTY PP. 14-15 COMES TO CLASS T HOW AUTHOR GREG NERI AND LIBRARIAN KIM- PP. 16-17 BERLY DEFUSCO CHANGED A LIFE

TAMPA BAY NETWORK TO END HUNGER’S 6TH AN- PP. 18-20 T NUAL CONFERENCE FOOD, FIELD TRIPS, AND SWEETWATER FARMS PP. 21-24 E FLORIDA READING ASSOCIATION CONFERENCE PP. 25-26 LLC’S PANEL OF EDUCATORS PAGE 27 R AFRICAN AMERICAN AND LATINX HISTORIES IN PP. 28-29 THE AMERICAS USF SAFE ZONE ALLY TRAINING, UNDOCUALLY PP. 30-33 TRAINING AND HOW TO WRITE WELL LECTURES HEY INTERNS! WHERE DO YOU HAVE LUNCH? PAGE 34 C WHERE HAVE ALL THE SCATTERS GONE? PP. 35-37 2017 SPRING SCATTER WORKSHOPS PP. 38-40 H STATE AND NATIONAL CONFERENCES PAGE 41

Go to the SCATTER Store January 2017 A to order for When I Grow Newsletter Contributors: Up, I’ll Be a Bull!. Julie Allen, Mekayla Cook, Omar Cosme, T Caylee Fredette, Ennis Cruz Gonzelez, Henry Leng, Lindsey Moser, Elizabet Rivera-Singletary, Molly Rivas, Gretchan Stewart T The purpose of the SCATTER Chatter Newsletter is to inform, enhance and educate the members of the SCATTER organization E as they seek and contribute to SCATTER’s Legacy of Excellence.

Would you like to be a permanent reporter for the SCATTER Chatter Newsletter? R Would you like to write an article for service hours? Do you have an idea for an article that you would like to share with a reporter? Please contact Omar Cosme for more information. VOLUME 37, ISSUE 1 PAGE 3

A MESSAGE FROM DR. KAYWELL First and foremost, I want to extend my heartfelt congratula- All students who tions to this past fall’s SCATTER graduates. A student must go want to become a above and beyond and fulfill cer- SCATTER member tain requirements to graduate as a MUST attend an SCATTER. All SCATTERs must graduate with a minimum of a 3.5 orientation in GPA, attend minimally five (5) TECO Hall: workshops each semester, perform ten (10) service hours; and all must attend SCATTER Senior 1/17 (T) 5:00-6:30 Seminars, now called Success 1/18 (W) 5:00-6:30 Summits, Parts One and Two. 1/19 (R) 3:00-4:30 1/19 (R) 4:30-6:00 For ambitious SCATTERs, the 1/24 (T) 8:00-9:30 a.m next level is High Honors and these 1/24 (T) 9:30-11:00 a.m. students must graduate with a minimum of a 3.5 GPA, must have at- 1/27 (F) 5:00-6:30 tended seven (7) workshops, & Photo Credit: Sonya Sones performed 20 service hours in one to attend Busch Gardens semester. “Educators After Dark Sleepover” freshmen through doctoral stu- at a discounted rate on February 18, dents. To join us. Now is the time! The highest level of SCATTER is 2017 (Animal Adaptations) and/or All students who want to join must one who graduates as V.I.T.A.L. March 11, 2017 (Zookeeper for fill out an application and attend an These students must graduate with Night). We meet at 5:30 p.m. and orientation, and I will do the rest. a minimum 3.5 GPA, must have finish the experience at 9:00 a.m.

attended eight (8) workshops in the next morning. This just-for- Something particularly exciting one semester, performed 40 service educators night will allow them to this year is that 15 lucky SCAT- hours in one semester, & complet- network with teachers from around TERs will have two opportunities ed “something extraordinary” in the state, share ideas, and brain- their programs. storm a plan of action that encourages their students to get involved with animals and habitats. “The mission of the SCATTER is to Another exciting opportunity avail- enhance the able for COEDU students is a study abroad experience for two weeks teaching profession in Costa Rica (May 28-June 11). by producing The program features an immersion exemplary teachers into Costa Rican culture while ob- who exhibit a serving classrooms, visiting cultur- passion for lifetime al landmarks, and reading its litera- Above (L to R): Emily Lehman, Bibor learning for them- ture. If you are interested in learn- Hivatal, Amy Bolick, Caylee Fredette ing more about this opportunity, spreading the good news about SCAT- selves and for the TER events and activities during Week of please attend an information ses- Welcome. students whose lives sion on either February 1 (W) 5:00 they touch.” Second, I want to invite all students -6:30 or February 3 (F) 1:00-1:30; who are interested in education— both are in TECO Hall.▪ PAGE 4 THE FALL 2016 SCATTER HONORS CELEBRATION (12-9-16)

Above: Jessica Solano, the 2017 Florida teacher of the Year, address SCATTER graduates and their families on “Solving for Why” and spoke of the need for teachers to be WILLING, have a HEART and know that some of the students have not learned “whatever” YET.

Above (L to R): Leaders for Education President Caylee Fredette welcomes everyone; V.I.T.A.L. graduate Ellie Kretchman, Jessica Solano, and Dr. Kaywell; Ms. Solano, V.I.T.A.L. graduate Stephanie Wilson, and Dr. Kaywell.

Below (L to R): Rosanna Marquez, Erika Watts, and Sagan Tully pose with Diane McKee and Dr. Kaywell. PAGE 5 THE FALL 2016 SCATTER HONORS CELEBRATION & RECEPTION (12-9-16)

SCATTER graduates promise to stay in teaching for a minimum of five years to give their life’s dream of being THE TEACHER a chance to take hold.”

Above: Andrea Thompson reminds students to be thankful of their families: Middle: SCATTERs promise to stay in teaching for a minimum of five years. Right: As a child (Jessica on screen), she was not considered as smart as her peers - YET! Now Jessica Solano s the 2017 Teacher of the Year. Below Left: Families enjoy their time with the graduates during the reception. Below Right: Mast Chef Frank Johnson, Dr. Kaywell’s husband, served some delicious food for all to enjoy. VOLUME 37, ISSUE 1 PAGE 6 2016 FALL V.I.T.A.L. SCATTER GRADUATE FEATURE: AN INTERVIEW WITH ELLY KRETCHMAN By: Ennis Cruz Gonzalez A great way to welcome the new year is by making sure that we make the most out of education. Elly Kretchman is the per- fect role model for those looking to do just this. It’s not easy to find a motivated and highly deco- rated individual such as Elly. She not only graduated as a King O’Neal Scholar (received a 4.0 GPA every year) and a V.I.T.A.L. SCATTER, but she was also a USF Sun Doll and volunteered at a camp where she helped teach girls live a healthy lifestyle through dance. When I found out that she did all this is, I had to find out what her secret to juggl- ing all this was. You can’t imag- ine how surprised I was to find out that the secret to her success was SCATTER!

So, you’re the King O’Neal Scholar, which is not easy to do at all. How did you manage to do this and how do you feel about it?

I didn’t really plan on it but when Dr. Kaywell told me about it on my second-to-last semester, I just said to myself that I might as well Above: President Judy Genshaft with Elly Kretchman, a King O’Neal Scholar for just keep it up! For my last two graduating with a 4.0 GPA and a 2016 Fall V.I.T.A.L. SCATTER Graduate. semesters, which were my intern- ships, I was just determined to on stage and hang out but President Between the Sun Dolls and work harder than ever. It was re- Genshaft talked about me in her SCATTER requirements, it was ally hard but I enjoy school so it opening speech. When she started difficult for me to get my work- made it a bit easier to get good talking about me, I thought to my- shops in and my community ser- grades and to want to give it my self, “Oh my gosh. I’m going to pass vice hours performed. For that 100%. I thought it was cool that I out!” reason, I get defensive when peo- could get some type of recogni- ple say, “You got a 4.0 because tion for having a 4.0 GPA, but I Some people say that being in Edu- your classes are easy.” “Uhm, no. honestly didn’t even know it was cation makes it easy to get those I can’t even tell you how many 20 going to be as big of a deal as it good grades, how do you respond to page papers I’ve had to write.” was until I got to the ceremony. I those type of comments? It’s just a different format. In oth- thought I was just going to get up er majors, they’re not writing Continued on page 7 VOLUME 37, ISSUE 1 PAGE 7 about content that takes a week to and then apply it in the classes I was I really enjoyed the Principals’ develop. Going into the schools is taking. The workshops inspired new Panel. I think it’s a good idea to the most important part of being ideas and helped me when I was see what principals are looking for in the College of Education, but it writing papers. in an employee, and I took notes can also be really uncomfortable at times. Taking over some else’s class, having to handle students, and weird situations with all happens. It’s so important to practice with a Cooperating Teacher and University Supervisor to help.

Has there been one (or two) specific people that have helped you throughout this process?

Definitely my family has helped me during my time at USF. I spend a lot of time with them, especially with my mom. Whenever I would get frustrated or anxious about school or an assignment, I would call her. She would just talk to me until I could figure it out and calm down to focus again. Above: Elly Kretchman does an airplane with Dr. Kaywell in the crater of the I would say that she was definite- Irazú Volcano in Costa Rica during the summer of 2015. ly a huge part of my success at USF. Do you have any advice for young- on what I needed to do in an inter- er SCATTERs? view. Just getting a lot of advice Someone else who helped me a from people who run the school lot was Dr. Kaywell. The first Take advantage of all of the work- is an awesome opportunity. I also time I met her, I walked into her shops that you can. They seriously really liked the Sweetwater Farms office because I wanted to get a apply to everything. In my intern- Workshops. It’s really fun! You form to join SCATTER. She was ship, I remember thinking back to a learn about what you would do for the only one in the office and I workshop I attended and being able field trips, which is something you was like “Hi, I’m Elly” and she to relate the information to my class- don’t learn in class. As a teacher said “Hi, I’m Dr. Kaywell. Want room. You learn about a lot of strat- you’ll likely have the chance to go to go to Costa Rica?” I said, egies, all types of useful strategies, on field trips so it’s a great way to “Sure!” and then that summer I that really will apply to your job. think about that before you actual- went to Costa Rica for her World They’re going to help you in the ly start teaching. Attending both Literature class! She has just been classroom. Also, remember to take parts of the Sweetwater Farms a great influence on me, and every time for yourself. Dr. Kaywell al- workshop puts you in the right time I see her she’s giving me ways says this too. You’re going to mindset. The first part is all about something new to reach for next. be so busy and sometimes frustrated. thinking like a teacher; you learn It’s important to take one day off a to think about having a system Has SCATTER helped you to- week to just relax and do something that makes sure all your students wards this feat? How so? you want to do, something you en- are where they need to be. In the joy. second part, you actually put Definitely! All of the workshops yourself in the shoes of the stu- helped in almost all of my classes. What has been your favorite SCAT- dents when you get to go to the I would learn about a recent study TER workshop and why? farm. Continued on page 8 VOLUME 37, ISSUE 1 PAGE 8 Who was your favorite teacher in think is important for young girls they get an offer, but SCATTER the past and why? How have they to learn. You’d be surprised how taught me the importance of finding impacted your life up to this many girls don’t have anyone tell- the right fit for you. Every school point? ing them or giving them any rea- has a different vibe, and you really sons to be confident. The drama have to test it out. That’s what I My senior year while taking AP starts so young for girls. Both of want to do.▪ literature with Ms. McCarthy. my cousins were a part of the camp Although I didn’t know it at the and they would tell me things like, 2016 Fall Graduating Class time, looking back, I think she is “Oh, on this social media, she said the one who inspired me to be a this” and “She’s anorexic.” I was 1. Danielle Day (Social Studies) teacher. We don’t keep in touch, surprised because they are just so 2. Kacey Kelly (Elementary Educa- but she was just a really amazing young! They should not be dealing tion) teacher. As the year went by, I with these kinds of things. 3. Elly Kretchman (English Edu never realized that I was learning cation) so much until I went to take the Talking about eating disorders is 4. *Rossana Marquez (English Edu- AP literature exam and passed; I also important, especially in dance, cation) wasn’t expecting it. The way she because if you go on to dance in 5. Sagan Tully (Social Studies) taught made kids want to stay in college (depending on the studio) 6. Erika Watts (English Education) her class. there can be a lot of pressure to 7. Stephanie Wilson (English Ed- lose weight or look a certain way. I ucation) thought that was an important topic that we covered because it’s an epi- King O’Neal Scholar demic with young girls. SCATTER Graduate *SCATTER High Honors That sounds like an accomplish- V.I.T.A.L. SCATTERS ment by itself, but can you tell me about the most important project Elly Kretchman, English Educa- or accomplishment that you have tion, fall 2016 had so far? Graduating with a 4.0 GPA for her entire college career and receiving I can’t say that there’s one specific the King O’Neal Scholar Award; thing that has made me feel accom- nominated for the College of Edu- plished. Everything that I’ve done cation Graduate with Distinction Above: Elly Kretchman was both a in college combined has become Award; and studied abroad in Costa USF Sundoll and a SCATTER Honors the best experience ever: SCAT- Rica in June 2015. Student; both kept her very busy. TER, Sundolls, going to study What other programs were you a abroad in Costa Rica. It’s all just Stephanie Wilson, English Educa- part of (volunteer, internship, been an accumulation of really tion, fall 2016 clubs, etc.) while a student at great experiences that have helped Co-presented with Professor USF? me become who I am now. Joanelle Morales "What's New and What’s Hot in YA Lit" at the Flori- The Sun Dolls and SCATTER So, what’s the plan for this year? da Council of Teachers of English really kept me occupied so I did (FCTE) Conference in Cocoa most of my volunteering during I intend to continue to work hard Beach, Florida, October 2016. the summer when I was less busy. and hopefully find the school Calling all SCATTERS to partici- I volunteered at a dance camp where I want to permanently pate in the USF Bulls for Kids called “Believe, Achieve, Suc- teach. I’m going to start substitute Dance Marathon. Join SCATTER ceed” in North Dakota where we teaching and jump around from Team B.E.L.I.E.V.E. and dance on taught girls how to dance. We al- school to school until I find the February 25, 2017, from 11:00 a.m. so offered little classes about be- right fit for me. I think a lot of until 11 p.m. and receive 15 hours ing healthy and confident, which I people jump into a job because of service. PAGE 9 SCATTERS PROVIDE SERVICE TO THE COMMUNITY

Above (L to R): SCATTERs Yu-Ting Tsai, Amanda Silebi, Andrea Thompson, Caylee Fredette and Dr. Joan Kaywell volunteered at Champions for Children (pictured below) during the holidays.

Below: SCATTERs Yu-Ting Tsai, Kory Wallace, & Matthew Greene and several others participated in BATTLE OF THE BOOKS at Belle Witter Elementary School. PAGE 10 SCATTERS PROVIDE SERVICE TO THE COMMUNITY

Above: Omar Cosme and Caylee Fredette co-presented “Thanksgiving Then and Now” to USF International students, per Interim Dean Roger Brindley’s request. Below: SCATTERs decorate shoeboxes for the Crayon Initiative, a project that recycles unwanted crayons to schools and hospitals.

Below: SCATTERs Yu-Ting Tsai, Kory Wallace, & Matthew Greene and several others participated in BATTLE OF THE BOOKS at Belle Witter Elementary School.

Below: SCATTERs Team B.E.L.I.E.V.E. needs volunteers for Bulls for Kids Dance Marathon and Relay for Life. Sign up now and get involved. Contact SCATTER Events Coordinator Grace Gardner for information.

Be the Click here to sign up for USF’s Bulls for Kids Dance Marathon Educators who and dance from 11:00 am until 11:00 p.m. on February 25, 2017. Live to Inspire & Empower Click here to sign up for USF’s Relay for Life Event and walk Via Excellence! from 3:00 pm until 6:00 am on April 8, 3017.

Team B.E.L.I.E.V.E. PAGE 11 SCATTERS HAVE FUN JINGLE MINGLE AT RIVERFRONT PARK

Above: Every year SCATTERs bring toys to put in Salvation Army Christmas stockings, and this year was no excep-

SCATTER SPRING SOCIAL MARCH 4, 2017, 3:00—6:00 AT RIVERFRONT PARK.

Above: Caylee Fredette (2nd from left) was the winner of the Ugly Sweater Contest. Right: Click here to see what happens when you lose at Gigantic JENGA. PAGE 12 SCATTERS GET SPECIAL OPPORTUNITIES

Educators After Dark Sleepovers  March 11, 2017, Zookeeper for a Night from 5:30 p.m.—9:00 a.m.  February 18, 2017, Animal Adapta‐ tions from 5:30 p.m.—9:00 a.m.

Above: Fifteen (15) SCATTERs may attend each sleepover for $25.00 instead of $58.00. Registration required First come first

served. Come by the SCATTER Office (DAC 201) for details.

Above: Current SCATTERs may receive training from Spencer Kagan for $65.00 instead of $219.00 on February

11, 2017. Come by the SCATTER Office (DAC 201) for details.

All students who want SCATTERs who to become a SCATTER want to learn how to get funding for member MUST attend conferences need an orientation in TECO to attend the Hall: SCATTER Town Hall scheduled on February, 20, 1/17 (T) 5:00-6:30 2017, from 5:30 - 1/18 (W) 5:00-6:30 7:30 p.m. in TECO 1/19 (R) 3:00-4:30 1/19 (R) 4:30-6:00 1/24 (T) 8:00-9:30 a.m 1/24 (T) 9:30-11:00 a.m. 1/27 (F) 5:00-6:30 VOLUME 37, ISSUE 1 PAGE 13 TAKING AN ACTIVE ROLE IN LEADERSHIP AND THE REWARDS OF BEING INVOLVED (9/17/16) By: Caylee Fredette children (your students) ques- time! There are several benefits to tions. It is important to keep in joining: belonging to a network and mind that these conferences community of professionals, receiving should not be used to discuss im- legal representation and reduced legal portant matters such as promotion fees if ever necessary, the expense to or retention. Also, teacher leaders join is tax deductible, and there are will be sure to build strong rela- insurance discounts available to its tionships with the custodians and members. the principal’s secretary. After explaining the various leader- Teacher as Team Leader ship roles, we were then given a script The team leader is responsible for and were asked to role play a situation being the liaison between the on the topic of bullying. Parents were principal and their grade level. called in to resolve the bullying issue Not only do they advocate for and regain a safe learning environ- their team, but they lead their ment for all students. I was asked to team in making decisions. play the role of the teacher but my peers (a.k.a. the parents) were given Above: Brandi Grafer is a Teacher Tal- Teacher as Steering Facilitator roles such as being in complete denial ent Developer for Hillsborough County. The steering committee consists that a problem exists, throwing the of all the team leaders who get to responsibility solely onto the teacher’s Brandi Grafer began our develop policy. There is a pay in- shoulders, being totally disinterested workshop by showing us a short centive for serving as a member in the discussion, dominating the dis- video of the dancing guy who of this committee. cussion, disagreeing with everything started a movement even though it the teacher says, agreeing with every- seemed crazy at first. It takes one Teacher as Student Advisory thing one parent says and so on. person to start a movement, but Committee Chair/Member the first person to join it ignites The Student Advisory Committee, The experience made a lasting impres- the movement so others will fol- commonly referred to as SAC, is sion. As teachers, we need to learn low. According to Ms. Grafer, “A directly related to the diversity of how to not take things personally, good leader serves the people.” the school in regards to de- form personal relationships with par- mographics. The main responsi- ents and colleagues, be knowledgea- As a teacher there are many types bility of this committee is creat- ble about our profession, and appreci- of leadership opportunities availa- ing, developing, and maintaining ate individuals’ strengths by delegat- ble: the school improvement plan. ing tasks. By being a leader, you will earn the respect from colleagues, stu- Teacher as a Leader Teacher as Classroom Teacher dents, parents, and administrators.▪ As a teacher we have the oppor- Association Member Repre- tunity to impact our school com- sentative munity by the way we dress, our The Classroom Teacher Associa- attitude, punctuality, and how we tion is a major teachers’ union in develop and handle relationships. Hillsborough County. It costs ap- Teacher leaders facilitate learning proximately $35 per paycheck or by encouraging student ownership $650 per year to be a member. of learning. Implement strategies The best time to join is at the be- such as student-led conferences in ginning of the school year during which the format mirrors job in- new teacher training because dis- terviews where parents ask their counts are often given at that VOLUME 37, ISSUE 1 PAGE 14 UNDERSTANDING YOUR ROLE AS AN INSTRUCTIONAL LEADER WHEN POVERTY COMES TO CLASS (10/17/16) By: Elizabet Rivera-Singletary Woodland Johnson, Principal of Mort Elementary School; Greg Neri, author of Chess Rumbles, Yummy and Ghetto Cowboy; Caitlyn Peacock, Net- work Manager for Tampa Bay Network to End Hunger; Heidi Petracco, MSW, LCSW, and Associate Director of Clini- cal & Preventions Services at USF Counseling Center; and Dr. Georgina Rivera-Singletary, Education Specialist for Florida and the Islands Comprehen- sive Center (FLICC) @ Educational Testing Services (ETS) helped SCAT- TERs explore the looming and complex issue of hunger among youth. I chose to focus on what Dr. Rivera-Singletary had to say.

Dr. Georgina Rivera-Singletary graduated with a Doctoral Degree in Special Education from the University of South Florida. Dr. Rivera-Singletary’s experience working with both migrant children as well as children who come from homes with food instability is extensive. She worked as the Supervisor for Mi- Above: Dr. Gerogina Rivera-Singletary Skyped in from Puerto Rico to join the poverty grant Education in Hillsborough County panel. for four years. As Dr. Rivera-Singletary spoke, her passion for helping migrant As future teachers and Florida residents Thanksgiving break, winter break, spring students become academically successful this is a topic that is very relevant to our break, etc.. Dr. Rivera-Singletary also was obvious. In some ways, this passion careers. Florida has the fourth largest mi- mentioned the book Voices from the is derived from the fact that Dr. Rivera- grant student population with a whopping Fields as a great resource to help both Singletary was a migrant student and 4,800 migrant students populating our teachers and students understand what it is worker herself. schools. Migrant students are in our neigh- like to be a migrant student. She also men- borhoods, schools, and many times their tioned the YouTube video Harvest of Dr. Rivera-Singletary explained that the families play an instrumental part in the Shame, a 1960 video that depicts the life- barriers facing migrant students are plen- fruits and vegetables that we eat everyday. style of migrant families and how that tiful. Migrant students travel with their It is important to be conscious of the back- lifestyle affects the education of migrant parents as they harvest fruits and vegeta- ground knowledge that migrant students children and a CBS News Special Harvest bles, which leads to an increased level of bring into the classroom as well as the bar- of Shame 50 Year Later. mobility and means that many migrant riers that migrant students face. That students bounce around from school to knowledge enables teachers to make them Dr. Rivera-Singletary referenced the auto- school. Many times students have to feel like a valuable part of their classroom biography by Alfredo Quiñones-Hinojosa withdraw from school or enter school community. Some of the ways that teachers Becoming Dr. Q, a migrant worker who later in the year because they have to can do this is by being aware of resources ended up becoming a neurosurgeon; an- wait for their parents to finish the har- that they can provide migrant students (and other autobiography by José Hernández vest. Furthermore, on average most mi- students with food instability) with. Reaching for the Stars, a migrant worker grant students live off of $14,000 a year, who traveled to space as a Mission Spe- which is well below the poverty line in One of the resources that Dr. Rivera- cialist to The International Space Station the United States. Many times parents Singletary mentioned is the Backpack Pro- and started his own foundation for STEM work from sun up to sun down, which gram. Hillsborough county provides stu- college programs; and reminded us that means that many migrant students come dents with backpacks that are filled with she went from being a high school drop home to an empty house because their food that has been provided by partner out to an educated professional with a parents are working. Children might not companies. Students that live in food un- Ph.D. to emphasize the point that migrant eat dinner until 8:00 p.m. or 9:00 p.m. stable homes will receive this backpack the students--and any student facing strenuous Friday before school breaks, such as circumstance--can do the same. All they Continued on page 15 VOLUME 37, ISSUE 1 PAGE 15 need is to be provided with the appropriate support. In many cases teachers hold the power to provide that support within their classrooms.▪

Resources for Florida Educators

Children’s Defense Fund Child Poverty in America 2015: National Analysis Education of Migratory Children, Title I, Part C are federally funded grants to further the education of migrants. Florida Migrant Education Program Comprehensive Needs Assessment Final Report Florida Migrant Education Program Services Delivery Plan Florida Migrant Education Program Evaluation

Migrant Student Population: Nationally: 347,634; Florida: 27, 214 (2013-2014); Hillsborough County (approx.): (4,800) Ranks (highest to lowest): CA,TX, WA, FL, OR Migrant student national and state level statistical and academic data A PRACTICAL WAY FOR STUDENTS TO SHARE THEIR VOICES By: Gretchen Stewart

If you attended the Understanding Poverty SCATTER poet who was comfortable working with children, had her com- workshop, you'll recall author Greg Neri talking about the plete the appropriate school district paperwork and background transformative power of children’s voices being heard. A stu- checks, and then scheduled the project. As a team, we crafted a dent voice project can grow your relationships with students sequence for exposing the students to poetry, as well as move and parents by leaps and bounds. During my first year teach- them from simple writings to more complex expressions of voice. ing, I taught a 5th grade bilingual Spanish class in a school with 98% free and reduced lunch. Although it has been almost Step 4: Let parents know about the project. We wrote a team let- 20 years since I did this project, I remember it like it was yes- ter to let parents know about the project. Parents were invited to terday. The voices students shared changed me as a teacher. a culminating celebration of voice. Many parents were stunned at As a person working with students living in poverty, many of the poems their children wrote. It was an emotional and powerful them migrant students, I encourage you to consider doing a presentation. student voice project in your own classrooms. Step 5: Start the project! We experienced that things will not al- Below are seven (7) steps to create a student voice project ways come off without a hitch (poet got sick and we had to re- linked to an English language arts classroom. After each step, I schedule a day, students needed more processing or writing time have included in italics what we did to produce the Building than we anticipated, etc.). The important thing is to be flexible Poetry Student Voice Project. E-mail me if you want to check and find ways to maintain the integrity of the project while being out the entire finished product. responsive to the needs of the students.

Step 1: Write a one page description of your student voice pro- Step 6: Publish the final work in your format(s) of choice. It is ject that includes the learning goals, the duration of the project, always nice to have printed copies that you can put in your any needed resources, and the proposed collaborators. Share schools library for students to check out! We created a printed with your team members and get feedback, then finalize it. book. Each student got a copy to keep (simple copy machine pa- Whittier School was surrounded by a vital local arts communi- per book), and we placed several copies in the classroom and ty and a strong faith base. Our principal pushed us to engage school library. If I had this project to do all over again today, I the community in diverse ways. One way was to expose artists would integrate a digital sharing component in addition to the and the arts to the children. Partnering with another teacher, print. we chose a local poet to expose our children to poetry, encourage writing, and explore students voices. We proposed a two Step 7: Write all appropriate letters of thanks, especially to your (2) month project with one 45 min. session per week. Because collaborating poet! Too, journal in your reflective educator jour- Whittier was literally a brand new school in a new, unfinished nal, about the experience. You will never regret time spent in building, we used building or creating, as the theme. reflection! We thanked our poet during the culminating celebration with a classroom letter signed by all of the students, and a Step 2: Get your project approved by your administrator(s). sharing of what the experience meant to us.▪ Our principal approved the project after we discussed it with Below: A migrant student voice poetry project example. her, and she took it to the school leadership team.

Step 3: Reach out to a community/local poet to partner with. Ask fellow teachers, your local arts community, or an English professor for contacts. Make sure the person knows they will be volunteering his or her time, unless you have secured a sti- pend or other funding. We had the benefit of having an arts coordinator at the school who helped us to secure a small sti- pend for a poet, donated by a local church. We then found a

VOLUME 37, ISSUE 1 PAGE 16 HOW AUTHOR GREG NERI AND LIBRARIAN KIMBERLY DEFUSCO CHANGED A LIFE By: G. Neri, Kimberly Defusco, and Raequon P. G. Neri: In 2009, Kim DeFusco, the media specialist at Young Middle Mag- net school here in Tampa, invited me to come to her school to give a talk. She told me about one particular student, Raequon, who loved my first book Chess Rumble, a free-verse graphic novella about a troubled boy whose life is turned around by the game of chess. Raequon was dying to meet me. But like many kids in his situation, come the day of my visit, he was not to be found.

“He’s been suspended,” Kim said, as if it were a common occurrence with him. It was. She was such a believer in this kid, though, that she kept sending me updates about him because my books seemed to be having such an impact on his life.

I’ve been lucky to hear stories like this from librarians and teachers all over the country. Many times, I’ve even seen first -hand my books help turn non-readers Above (L to R): G. Neri, Raequon P., and Kimberly DeFusco. Photo courtesy of G. into readers. Literally. I’ve seen boys in Neri. the back of the room who’ve never read a book in their lives pick up one of mine (usually drawn in by the bold art of Jesse Watson or Randy DuBurke), and by the end of the day, I hear from the librarian something like “Remember that disruptive kid sitting in the back? He just finished reading your book.”

That kind of reaction means a lot to me. It happened to me back when I was one of those kids in fifth grade. I was a visual person who loved to draw, but once pictures were no longer part of the books I was seeing, text became a wall I could not overcome. That is, until my teacher put The Phantom Tollbooth (Random, 1961) in my hands and the whole idea of what a book was went out the window. It was a revelation. That teacher recognized who I was and had matched me with a book that would speak to me. That was the start of a long and powerful journey into reading and, eventually, writing.

It’s this triangle of change among author, librarian/teacher, and student that seems to affect so many young lives I’ve come across. I’ve always believed that for every non-reader out there is a book just waiting to be discovered. And often, it’s a teacher or librarian who facilitates that match-up. For me, a book without a facilitator is just a quaint collection of words gathering dust on a shelf. For many of the kids I meet, a book only falls into their hands because a librarian or teacher made the connection. For some kids, these books mean so much, they want to keep them. Sometimes sustenance comes in many forms. If you’re hungry, you might steal food. If you’re hungry for something that speaks to you—it might be a book you hold precious. I understand that hunger. Among the librarians and kids I’ve met, Kim’s relationship to Raequon stood out. Here’s why.

Kimberly DeFusco: I first met Raequon in 2009 when he came into our grade six Intensive Reading Class. He was a very vocal non -reader, often a distraction to other students, and a behavioral handful. One day, I brought Raequon back to my office to talk to him about his behavior. I became agitated because he was looking at the wall and not paying any attention. I harshly asked, “Is there something up there more interesting than listening to me?”

He was looking at a picture of me posing with you during one of your visits to his school. He asked me, “Isn’t that G. Neri?” I told him that indeed it was. He was so excited to see I had a picture taken with G. Neri that he began telling me how much he loved Chess Rumble and that he’d read it over and over throughout fifth grade. All of a sudden, it was like I was talking to a completely different Raequon. He lit up, talking about how he related to the character Marcus and how he was jealous of me for having met G. Neri. Over the next couple years, Raequon continued to be a very vocal non-reader with his class, but would also come to the

Continued on page 17 VOLUME 37, ISSUE 1 PAGE 17 library on his own and ask for books, hiding them in his binder or bag and never bringing them out in class. When I convinced him to read You Hear Me?: Poems and Writings by Teenage Boys, edited by Betsy Franco (Candlewick, 2000), he became obsessed with poetry books. He was constantly checking out huge poetry anthologies. I had a hard time keeping enough of them.

One day, he came to me and asked if I had anything by Shakespeare. He’d read a poem in one of the anthologies, and he liked it. I asked him which poem it was and he said something like, “I don’t know exactly, ‘cause it was hard to read, but that man really loved that woman–more than you should love someone. It was good.” We didn’t have any Shakespeare anthologies. One of our English teachers brought in her Norton Shakespeare Anthology and gave it to him.

During the spring of his sixth grade, we were able to host you—Greg—again and Raequon was so excited to meet you. I only learned later that he’d saved his “snack” money from home for a couple weeks in order to buy a copy of Chess Rumble for you to sign. I took a picture of you guys together and he kept that in his school binder for years.

Sometime during his sixth grade year, Raequon began to write poetry. By seventh grade, he had two notebooks full before he ever told me that he was writing. He told me not to say anything, because he didn’t want anyone to know. He said that when he was in elementary school he did well in school, but that he was bullied for being smart and skinny. He said, “Smart white kids have it easy. It’s not cool to be black and smart, and I can’t stop being black.” He had made a conscious decision to not be “smart” in middle school so he wouldn’t be bullied. He put on this tough-guy, joker persona and started goofing off in school. He did not want anyone to know he was a poet. All during seventh grade, Raequon was a huge behavior concern with referrals in the double digits for classroom disruptions. He was going through a lot of distress in his home life and was acting out more and more at school. A few of us who saw his potential had a big challenge in advocating for him that year.

During eighth grade, Raequon had the opportunity to talk with you in person. Not long after that, he began to open up to his classmates about his writing. He shared poems with his teachers and allowed them to display them in class. He became dedicated to getting into Blake High School’s creative writing program. He put his pain and joy on paper and was not afraid to share it with others. Raequon’s home life was often not stable, and he stopped keeping that to himself. He wrote about the struggles inside himself; trying to make decisions about what was the right path when his role models weren’t positive. He wrote about school, about love, about heartbreak, about family.

Through his writing, some of his teachers began to understand more about Raequon and had more patience with him. It was a transformation. No joke, when he showed me his high school acceptance paper, he had watery eyes. He gave me a hug and said, “They want me.” His next sentence was “Will you tell G. Neri?”

He’s gone from getting Ds and Fs to As and Bs. Of course, I know there are a lot of kids out there who struggle like Raequon. What makes me smile is that there are also lots of librarians, teachers, and authors looking out for them.

Raequon: In fifth grade, our librarian picked out a book for us and had it out on the table. I was looking at it like, Hmmm. Chess. I don’t want to read it! It’s about chess! And she was like, “Read it. You’ll like it.” So we started reading Chess Rumble, and actually, I did like it! I was like Oh…this is dope! And we had to do a report on it, and we were talking about it and talking about it, and I read it a few more times, and I couldn’t get it out of my head.

So when I came [to Young Magnet Middle school] in sixth grade, I was in the library for the first time and I saw a familiar cover and I was like wait, wait wait—this can’t be the book. And I found it, and I was like Oooohhhhh! It’s the book! And I went over to Ms. DeFusco, and I told her it was my favorite book. She said something like, “Oh, yeah, I was reading it at the beach and was so into it, I forgot to turn over and it gave me a sunburn—that’s how hot this book is.”

Later on, when Greg came here to talk to us and I finally got to see him in person, I started thinking, well, if he could do it, maybe I could do it, and that’s when I started writing. It took me a long time before I showed my writing to my best friend and he was shocked, like, “Wow, are you serious?” But later he was like, “This is good.”

People are surprised when I say I write poems. They say, “You don’t look like a writer.” Well, what does a writer look like?

G. Neri: Hearing those comments from Kim and Raequon makes me realize that books can open doors, act as stepping stones toward greater understanding, offer moments of clarity. For me, it’s amazing that one librarian could take such an interest in one student, even after graduation. On the flip side, Raequon would probably be shocked to hear that he’s been an inspiration to us both. We writers hope that something we create will be meaningful for someone—inspire them, enlighten them, intrigue them, make them think. Librarians hope for the chance to make a difference through books—planting seeds that will spark an imagination, making connections that will grow into informed minds. When you hear back from teens that what you do or say actually makes a difference, believe me, it keeps us going.▪ NOTE: This article was originally publish in School Library Journal, April 28, 2014. VOLUME 37, ISSUE 1 PAGE 18 TAMPA BAY NETWORK TO END HUNGER’S 6TH ANNUAL CONFERENCE: TURNING SOLUTIONS INTO ACTION REGARDING CHILDHOOD HUNGER (10/21/16) By: Henry Leng Childhood hunger is an tion Center (FRAC). She views important issue that is pervasive the issue of childhood hunger as in education as multifaceted is- part of the larger economic and sues such as poverty and equality social justice issues in the United proliferate in our society. The States. She stresses the importance Tampa Bay Network to End Hun- of being aware and a part of the ger hosts an annual conference political process in order to incite open to the public in order to fos- change. ter collaboration, embrace change, inspire hope, increase awareness, Susan Zanatta is the Assistant promote health, create impact and Director of Pasco County Food measure results. Caitlyn Peacock, and Nutrition. She is passionate one of the panelists at the SCAT- about children and fulfilling their TER Workshop “When Poverty needs in order to help them Comes to Class” invited our own achieve. Dr. Kaywell to moderate a panel on “Childhood Hunger” at this What should teachers know conference. Dr. Joan Kaywell about childhood hunger? asked influential women--Lynn school and that is very difficult Geist, MaryKate Harrison, Dan- when they are hungry. Hintz: One in four children are ielle Hintz, Ellen Vollinger and food insecure. Teachers should be Susan Zanatta--questions about MaryKate Harrison is the General aware if their school has a week- how educators can help. Manager of Hillsborough County end backpack program which is Public Schools in the Student Nutri- usually handled by the social tion Department. She did not initial- worker. ly comprehend the magnitude of childhood hunger, but as she Geist: In Pinellas County, 56% of worked as the GM, she learned the students are enrolled for free from the lunch staff in the kitchens and reduced lunch. Breakfast is and she saw students in schools go- very important, and the state only ing hungry. Today, she is very pas- stipulates that schools must pro- sionate about addressing childhood vide an adequate time to eat. It can hunger to promote student success. differ as much as 5 minutes or 45 minutes before the first bell rings. Danielle Hintz is a Community Principals determine this time. Projects Manager at the Juvenile Above: Caitlyn Peacock is the Project Welfare Board and she saw the need Harrison: In Hillsborough Coun- Coordinator for the Tampa Bay Net- to address childhood hunger in or- work to End Hunger. ty, teachers are given a list of stu- der to promote school readiness, dents who never participate in the Lynn Geist is the Director of school success and family stability. school breakfast program, which Food Service for Pinellas County By fulfilling the basic needs of stu- may lead to behavioral and cogni- Schools. She became involved dents, they can be successful in tive issues in the classroom. With with childhood hunger as she school. this information, teachers and ad- could not fathom children and ministrators can reach out to fami- hunger in the same sentence. She Ellen Vollinger is the Legal Direc- lies and students to determine if wants students to be successful in tor for the Food Research and Ac- Continued on page 19 VOLUME 37, ISSUE 1 PAGE 19 they need further support. Princi- When did it become the responsi- pals are very important as pro- bility of the teacher to make sure grams fail where principals do not my child is fed? (Question from a care. concerned single mom)

How can the state agency help Harrison: We try to engage parents with childhood hunger? to ensure they are not left out in the (Question from Corky Stern, Flor- discussion. Hillsborough County ida Department of Agriculture) received a lot of criticism for providing free lunch for all stu- Harrison: The State Legislators dents. We have to understand that it have helped by mandating break- is not only low income students not fast in all elementary schools. In eating breakfast. 2000, Hillsborough County provides free breakfast for all stu- Kaywell: As a teacher, it is my re- dents in all schools. The biggest sponsibility to ensure that all my issue of breakfast and lunch is not students learn and have the tools to Above: Dr. Kaywell and Henry Leng having an adequate amount of be successful. When students are acting silly at the Tampa Bay Network time to eat. So many times, we going hungry, this is an impediment to End Hunger Annual Conference. see students being yelled at in the to learning so it becomes my re- morning to eat faster and be sponsibility to ensure my students Harrison: Hillsborough County forced to throw away food. If we are fed and able to learn. discontinued share bins because could define what an “adequate just last year we had 15,000 stu- time to eat” is, it would help tre- dents with special diets and aller- mendously. “Teachers have a gies. Share bins are not monitored and there is a concern that students Vollinger: The State Legislators tremendous voice are picking up items that they can- can influence nutrition programs that really not eat. This is not a concern in the and provide model practices. In a resonates with lunch line as cashiers are given a comparative study of states by red warning that the student has a states, there remains so much left lawmakers. special diet. over federal funding that is not Teachers need to used. If Florida can effectively know their voices Geist: Breakfast in the classroom take advantage of the funding pro- has been a wonderful benefit vided, we can improve programs are strong and where students can pick up their in the State. Also, teachers have a can influence breakfast and head to class. tremendous voice that really reso- public policy.” nates with lawmakers. Teachers What can we do at the federal lev- need to know their voices are ~Ellen Vollinger el to change local wellness? strong and can influence public (Question from federal wellness policy. advocate) What can we do about food waste Zanatta: Teachers can also help and the time allowed for eating? Vollinger: The Supplemental Nu- by eating with students, allowing (Question from Darla Fernandez trition Assistance Program (SNAP) students to eat in class, and en- from USF) needs to be improved upon to bet- couraging student participation in ter serve the community. Under the breakfast/lunch programs. In Pas- Zanatta: We have a share bin, Affordable Care Act, hospitals can co County, three million students sometimes called a share table, that perform community assessments participated in breakfast last year we can stock with food that are and we need to develop partner- but that only accounts for 30% of closed and wrapped items for stu- ships to help screen for food inse- the student population in the dents to pick up if needed. curity and wellness. county. Continued on page 20 VOLUME 37, ISSUE 1 PAGE 20 Hintz: There are Healthy School How does hunger affect learning? Team Initiatives led by a group of principals, food managers, par- Hintz: Hunger has been shown to ents, school officers, and nurses cause development delays in chil- that monitor the climate of health dren. The Juvenile Welfare Board and wellness in the community. has a great partnership with Pinellas There are programs and groups County in creating year-round pro- out there, but we need to support grams and breakfast spots for stu- them and build further partner- dents. In general, hunger is a deter- ships. rent to learning in the classroom and we must work together to solve Vollinger: There has also been this issue. attempts to increase Supplemental Nutrition Assistance Program (SNAP) benefits for families in the summer; students in the summer do not have their schools providing them with meals. We have to understand that SNAP was not designed to be adequate to meet the needs of the population. We need to incorporate pri- Final Thoughts vate and public partnerships and make SNAP a more robust benefit Vollinger: Hunger is solvable and program. There is Bill H.R.5215 FRAC has eight essential strategies that is being reviewed prior to go- to end hunger in America. I want to ing before the House of Repre- emphasize that we must build politi- Above: Newbery Medal-Winning Author sentative and Senate that proposes cal will in teachers and the commu- Katherine Applegate has hosted a Cren- shaw Food Drive. to increase SNAP benefits and to nity to pay attention and get in- revise the calculations of benefits volved. to include differences in cost de- Did you know. . . pending on where one lives. Be- Harrison: Get involved in the leg- islative process. ing aware of these policies are  Nearly one in five important so that we can use our kids in America lives political influence to pass laws Zanatta: Encourage students to eat. in a household that that produce change. Hintz: Work with your community struggles to put food Have there been SNAP outreach organizations. on the table. through the schools?  Three out of five K–8 Geist: Join in partnerships. public school Vollinger: The Food Reseacrch teachers say they and Action Center (FRAC) has As teachers, we have an ability to regularly see students models for outreach. In Chicago, make a difference. We make a dif- come to school for example, there are community ference when we buy snacks for our hungry. workers to help families in apply- students so they don’t go hungry.  Teachers of hungry ing and understanding SNAP. We make a difference by working kids spend, on with the community in providing average, about $37 of Geist: The food banks on the opportunities to alleviate hunger. their own money campuses of our schools in Pinel- We make a difference when we las County provides outreach to change legislation and use our each month to buy families. voice. Use your voice so that our food for students. children can be heard.▪ VOLUME 37, ISSUE 1 PAGE 21

FOOD, FIELD TRIPS, AND SWEETWATER ORGANIC FARM

10/21-22/16 By: Mekayla Cook Sustainable Farming in Tampa’s Backyard ing experience to share with parents, the school, and Sweetwater Organic Community Farm was to be used in later lessons. After field trips, it is espe- established in 1995 as a nonprofit, certified organic cially important for students to have the opportunity vegetable farm and education center founded by to reflect on their learning and build upon new under- Rick Martinez. The urban farm grows produce on six standings by applying their experience in subsequent acres of residential land. Sweetwater Organic Farm lessons or extension activities. From her own famili- promotes sustainability, farming without chemicals, arity with hosting students, Caroline Garber remarked and strives to build community in Tampa. On Sun- that she is especially appreciative of student-created days, a Farmer’s Market is hosted that offers com- “Thank you,” notes. munity members the opportunity to check out the farm, listen to great music, have a picnic lunch, shop for local produce and environmentally-friendly products, meet like-minded individuals, and enjoy Sweet- water Farm’s orchard and gardens. On Sunday mornings, yoga classes in the Kundalini tradition and Vinyasa style are held.

DAY ONE - “Food, Field Trips, and Sweetwater Organic Farm” Workshop (TECO HALL) Dr. Jane Applegate hosted the “Food, Field Trips, and Sweetwater Organic Farm” workshop as an outstanding member of the College of Education and Sweetwater’s Board of Directors. Caroline Gar- ber, Sweetwater’s Education Program Manager, co- ordinates and leads the farm’s field trips, builds and develops the education program, and maintains the education gardens. These inspiring and down-to- Above: Dr. Jane Applegate, former Dean and Professor earth women led discussions on the teacher’s role for Emeritus of USF’s College of Education led a discussion re- field trips, experiential learning opportunities, and garding the teacher’s role before, during, and after a fieldtrip to maximize learning. what Sweetwater Organic Farms offers.

The Teacher’s Role for Field Trips Experiential Learning at Sweetwater Organic Dr. Applegate led a discussion regarding the educa- Farm tor’s role prior to, throughout, and after field trips. Sweetwater Organic Farm offers learners of all ages, Before taking students on an out-of-the-classroom from pre-school to adult, the opportunity to partici- learning experience, an effective educator is knowl- pate in experience-based, hands-on learning to discov- edgeable about the location of the trip and front- er how organic farming contributes to people’s lives. loads learning for students by building on prior Learning in a natural environment allows students to knowledge so students can apply their learning in an make personally meaningful connections between authentic context. The educator should also ensure their academic studies and the real life applications of that students are aware of appropriate behaviors and math, science, and other disciplines in their own life maintain corresponding behavior management spaces. Field trips or experiential learning opportuni- throughout the duration of the field trip. During ex- ties at Sweetwater Farm offer life-changing enrich- periential learning, the teacher should keep students ment that complements the curriculum and engages engaged, focused, and involved through guiding students through interactive exploration of local and questions and modeling participation. An innovative organic agriculture, life sciences, sustainability, and idea was shared that promoted recording video clips nutrition. or taking photographs of students during their learn- Continued on page 22 VOLUME 37, ISSUE 1 PAGE 22 a compost area, a seed life cycle learning station, a greenhouse, a water and well station, an herb garden, and the newly constructed plant trail and butterfly garden. Learners will meet “Sweetie” the pig and hand feed chickens as they discover animals’ contri- butions to a healthy environment. Finally, lunch time will include the student-harvested salad and a focus on the importance of nutrition. Throughout the tour, students will have opportunities to touch, taste, and smell the process of organic farming.

What’s Your Vegetable IQ? In a delicious component of the workshop, attendees had the opportunity to sample some of Sweetwater Above: Caroline Garber, the Education Program Director for Farm’s freshly grown, organic produce. In my own Sweetwater Farm, is the person to contact when you want to experience, I had never thought that I would enjoy schedule a fieldtrip with your students. the flavor of a raw radish. Caroline Garber proved me wrong. After we munched on garlic chives, star Prior to attending a field trip at Sweetwater Organic fruit, and other Sweetwater produce, Caroline tested Farm, educators are provided with an introductory our “Veggie IQ.” Those delicious radishes can be PowerPoint presentation that addresses behavior ex- grown in the short time of 25 days; hot weather pro- pectations and what students should wear. This Power- duces spicier radishes and cooler weather grows Point builds excitement as students are introduced to milder radishes. Seed-bearing tomatoes and cucum- concepts they will be discovering at the farm. For each bers were identified as fruit, and we learned of a gi- component of the field trip, there is a photograph, key ant cucumber that was 5 feet long and 154 pounds. vocabulary, and questions to foster discussion. The Kale is extremely nutrient dense, as well as some Sweetwater Organic Farm is accessible to students varieties of kohlrabi, dill, bok choi and other vegeta- with exceptionalities, bles. Romanesco cauliflower is featured in Salvador Dali’s Still Life-Fast Moving piece for the vegeta- During the workshop, Caroline Garber recalled a ques- ble’s strikingly fractal appearance resulting from the tion from a 3rd grade farm visitor that has driven branched meristem formation of a logarithmic spiral. Sweetwater’s Education Program: “Why did you put that carrot in the dirt?” he asked. Interactive learning experiences at the farm raises awareness of food (where or how it grows), familiarizes students with sustainability concepts, offers hands-on learning of Earth and Life Science Standards, provides students with the opportunity to explore the natural world, and provokes discussions about healthy eating and the value of good nutrition.

Over 20,000 students from the Tampa Bay area, 6,000 during last year alone, have been a part of Sweetwa- ter’s learning experiences. Led by a knowledgeable field guide, the program involves nine work stations that allow attendees to participate in the major steps of farming, including taking home a potted plant and har- vesting a fresh, organic salad for lunch. The seed pot Above: In Salvador Dali’s Still Life-Fast Moving, he paints a that students bring back from Sweetwater Farm would Romanesco cauliflower (top right) because its form is fractal make an excellent long-term science investigation. Stu- in nature; each bud is comprised of a series of smaller buds arranged in a logarithmic spiral. dents will discover and engage in hands-on learning at Continued on page 23 VOLUME 37, ISSUE 1 PAGE 23

FOOD, FIELD TRIPS, AND SWEETWATER ORGANIC FARM

10/21-22/16 By: Mekayla Cook DAY TWO- “Food, Field Trips, and Sweetwater even break down and also to introduce oxygen to aid Organic Farm” Workshop (SWEETWATER in the break down process. As the process finalizes, FARM) the compost cools and becomes organic, nutrient rich On the second day of our workshop, we were material that is safe for handling. able to witness Sweetwater Organic Farm’s outstanding fields, orchards, greenhouse, and well. The weather was cool, complemented by the charm of our host, and SCATTER members had the opportunity to see, smell, touch, and taste organic community farming. Every student benefitted from their visit at Sweetwater as they plant, harvest and enjoyed he benefits of sustainable, organic farming.

Above: Earth boxes are great if you want to have your own vegetable garden in a small living space. “Commercial farmers use earth boxes because weather patterns in Florida are unpredictable and they are useful for setting up pollination stations to attract Above: At the compost station, Elementary Education Major bees.” Brianna Cahoo (in pink hat) learned that “you can actually ~Cody Chernoff, make a small compost area right outside of your house by turning your compost material—vegetable scraps, coffee Physical Education grounds, egg shells, fruit peels (not meat or cheese)—regularly.”

Compost Station Compost is decayed organic (carbon-based) material used as plant fertilizer. Sweetwater uses hay and manure for composting. The manure is from the Lowery Park Zoo, mostly the hoof stock, but also includes elephant manure. Carnivore manure is not used. Elementary Education Major LaMicah Lind- sey encourages us to “remember F.B.I. which stands for fungus, bacteria, and insects which help the breakdown of compost.” These are decomposers, whose job it is to break down the organic material. While they are doing their jobs (munching on the materials), they create a lot of energy. That energy Above: In the greenhouse, SCATTERs learned that seeds need translates to heat which adds to the decomposition water, air (CO2 and O2), the right temperature, light, and nu- process. The piles of manure are mixed to ensure an trients to grow. Continued on page 24 VOLUME 37, ISSUE 1 PAGE 16

FOOD, FIELD TRIPS, AND SWEETWATER ORGANIC FARM

10/21-22/16 By: Mekayla Cook Greenhouse Station farm’s organic status. Well water is drawn from an under- A greenhouse is a building or structure that is used ground water source (the water table or an aquifer).▪ to house baby plants or seedlings so they have the best possible chance of survival. Greenhouses pro- tect new plants from animals, insects, and harsh weather. It also allows people to control the temperature and amount of water the plants are exposed to. Young plants are given a baby formula—a mix of seaweed and fish emulsion—as a jump-start fertilizer (all organic). The seaweed/fish emulsion is added to water inside the troughs in the greenhouse, and the trays plants are set inside, allowing the formula to be soaked into the soil.

Above: By the well, SCATTERs even got Caroline Garber (middle with checkered shirt) to give a shout out to the bulls. Even SCATTER Jessica Cranford got her son (far right) into the act.

Above: Elementary Education Major, Mekayla Cook (third from left) learned that “you can actually pet the plants to Above: SCATTERs made their own pots and planted seeds into com- imitate wind to stimulate plant growth and strength.” post material. Below Left: Jessica Cranford son participated fully and enjoyed every minute of the day, especially the worm station. Water Station Below Right: Jacqueline Wotasek is proud of her seedlings after ten Sweetwater Farms uses well water rather than city weeks; come by the SCATTER Office and see them for yourself. water to water their plants. Well water usually has not been treated; whereas, city water is treated with chlorine, fluoride, and other chemicals in order to make it safe for people (not necessarily for plants). Chlorine can bio accumulate—the process by which the chemical becomes more concentrated in the tis- sues of organisms because it is acquired faster than it is released—and persist in the environment. This can be bad for plants, and cause them to have growing problems. Using city water could also affect the VOLUME 37, ISSUE 1 PAGE 25 FLORIDA READING ASSOCIATION CONFERENCE 10/21-23/16 By: Lindsey Moser

This year I went to my very first conference – the 54th Florida Reading Association (FRA) 2016 Conference – and it was amazing! I left for my trip to Orlando feeling nervous, not knowing what to expect. To say I was feeling a bit shy is an understatement; however, the welcoming presentation was sure to clear my stomach of many of the butterflies it held. The FRA committee members introduced themselves as they gave a warm welcome to all our fellow re- tired, active, and pre-service teachers present. As FRA President Dr. Kathleen Fontaine introduced our guest speaker, New York Times Bestselling author becomes part of the story by living it before she be- Mary Alice Monroe, I began to feel more at ease with gins to write. While I could write about the experi- the setting. By the time Monroe had finished her ence of discovering this brilliant author at my first speech, I was so swept up in the moment, that I had conference, there are several other aspects that made totally forgotten about my earlier unease. the trip well worth it.

Mrs. Monroe is a talented and brilliant author, with a Following the welcome, my friend and I headed off focus on using her books to promote conservation of to the exhibition room. where there were more than our wildlife (dolphins, sea turtles, shrimp, birds, but- 50 educational companies set up to sell and advertise terflies) and Earth in general. As I listened to her their products. You wouldn’t believe how much I speak, I recognized the DWIT attitude she possessed. got from entering in their free drawings, taking sam- She had always wanted to become an author, but life ples, and simply speaking to the representatives. seemed to be passing her by as she pushed it off until Communicating with these representatives was also the day she had an accident and broke her leg. Instead one of my first opportunities to practice my profes- of blaming fate and cursing the winds, she made the sional dialogue outside of my course professors and most of her unfortunate situation. During her weeks collaborating teachers (CTs). These representatives of recovery, while she was strictly on bed rest, she were essentially throwing things our way, especially wrote her first book and it was published! after they found out we were pre-service teachers. They were so excited for us to go back and tell our The most exciting part of Mrs. Monroe’s speech was CTs, the schools, and our classmates about their her description of the writing process. It is wonderful products! I must admit, that was a tad overwhelm- and inspiring to hear how deeply involved she becomes with her topics. Essentially, the inspiration slowly forms in her head as she is out traveling or simply completing errands around her hometown in South Carolina. Then, when the spark of inspiration is glowing, she kindles it into a small flame through research. Her research is conducted through books, academic journals, and experts in the subject. Her small flame becomes fully on fire as she completes her last step of the writing process--experiencing the story. In order to most accurately recreate the environment and dire consequences of the ecological threat to animals, Mrs. Monroe spends weeks or months volunteering at shelters, rehabilitation centers, and various organiza- Above: Some of the free swag I picked up at the FRA Con- tions to gather as much detail as she can. She truly ference. Continued on page 26 VOLUME 37, ISSUE 1 PAGE 26 ing, but who could say no to free things? Besides, Ode to a Toad by Anne-Marie Wulfsberg they can be super useful to you and your students!

Finally, after weaving our way through the maze of people, products, and advertisements, my friend and I split ways in order to go to different sessions. I abso- lutely fell in love with the session I chose to attend – “Ode to a Toad? Science and Poetry Pairings for Inte- grated Instruction in K-5 Classroom” given by Barba- ra Peterson, a USF doctoral student. We are all learning about how important it is to manage our time and I was out one day for my usual jog, to integrate reading and writing with other core sub- (I go kinda easy, rarely full-hog) jects, and that is exactly what this session focused on- When I happened to see, right there on the road -the integration of science and poetry. While the topic The squishy remains of a little green toad. itself was interesting, the presenter Barbara Peterson, made you want to love it just as much as she does. I thought to myself, where is his home? Her attitude, enthusiasm, and spunk were contagious, Down yonder green valley, how far did he roam? and I became hooked on her every word. She intro- From out on the pond I heard sorrowful croaks, duced to us all a wide array of authors that are well- Could that be the wailing of some of his folks? known for science poetry and the resources that they offer alongside their books. I can say that I left the I felt for the toad and his pitiful state, room feeling completely confident in my ability to But the day was now fading, and such was his find books I could use in my own classroom and fate. some outline ideas for how to effectively implement In the grand scheme of things, now I confess, these resources in my classroom. What's one little froggie, more or less?

Ultimately, the day was nerve-wracking, exhausting, the chance to have some of your conference fees and above all, thrilling. Do not be like me and wait paid for. That’s how I got to go on my very first con- until late in your studies to go to a conference; go as ference. Come talk to us in the office about how you soon as you possibly can. I promise it is worth the can experience a conference and save some money travel and money! Plus, being a SCATTER gives you in the process!▪

Above: Lindsey Moser left the conference feeling completely confident in her ability to find books she could use in her own classroom to integrate reading and writing with other core subjects. VOLUME 37, ISSUE 1 PAGE 27

THE LIVING LEARNING COMMUNITY (LLC)’S: PANEL OF EDUCATORS 10-24-16 By: Julie AllenBy: Caylee & Molly Fredette Rivas Four panelists—Mary Beth Radigan, Kara finding a counseling job but eventually found one in Smucker, Rennex Franklin, and Lakesia Dupree— a high school. He helps connect content areas with presented this two-hour workshop in TECO Hall. This his counseling and always aims to be accessible to Panel of Educators, all working different jobs in the all students. He is honored and privileged to do what educational field, discussed their experiences and ca- the does, and is always teaching and learning. reer paths to where they are today. Mary Radigan has taught for 30 years and teaches ESE in high school. Lakesia Dupree, another SCATTER, received her She said teaching "is the best job in the world." Kara bachelor’s degree in Psychology because she wanted Smucker is the current principal of Quail Elementary to be a child psychologist. Like Franklin, she had a School. She was also a principal coach for about two hard time finding a job, and continued her education years and told us that she had trouble balancing her to receive a master’s degree in the art of teaching. home life and school life sometimes. Rennex Franklin Previously a third grade teacher, she discovered her has had various jobs in education, including a teacher love for mathematics and currently teaches math in regular classes, a gifted teacher, and is now a guid- method courses. She works with preservice teachers ance counselor at an elementary school. Lakesia and trains them on best practices for teaching mathe- Dupree is a doctoral student in the College of Educa- matics and increasing student learning at the elemen- tion. She has her bachelor's in psychology and believes tary level. teaching math is more difficult to teach compared to years ago. Three of the four panelists—Kara, Rennex, No matter what your educational path may be, every and Lakesia—are SCATTER graduates!!! student should make a well-written vision statement. A vision statement explains one’s life work, accom- Kara Smucker, a SCATTER, moved her school from plishments, and provides a thorough overview of being an F school to a C school over the course of only who you are. Writing your vision statement helps one year when she first became a principal. The district you organize your life, find your purpose, and can be asked her to become a principal coach to help other used to guide your choices. It is important to specif- schools, so she changed jobs for a while but missed ically focus on your professional goals, while being being a principal in her own school. As a principal, her philosophy is always help teachers to make their jobs clear and concise. It should be a short statement that the easiest she can. She always aims to have a solid describes your goals and aspirations. administration to assist teachers. Furthermore, she con- Your vision statement is a huge part of a larger pro- tinues to spend time with students through the use of ject called the curriculum vitae, or CV for short. intervention groups and teaches classes when deter- Your CV is where you state your credentials. As mining if she ought to implement something new to you acquire skills or experiences, such as tutoring or help the students learn. She asserts that not all principals stop teaching, and she tries to be in the classroom assisting a professor with research, you are building as much as possible. your credential. It is a good idea to prepare a CV soon so you can add to it as you continue with your Rennex Franklin is a counselor at a high needs school. education; a good length for a CV is 2-3 pages. A Also a SCATTER alumni, he always aims to be the CV with a strong vision statement is very helpful students’ advocate and their voice. He is constantly when applying for a job or interviewing for a posi- talking to teachers and doing his best to increase all tion in research. You must sell yourself and focus student learning. He began his career teaching elemen- on the strong qualities and credentials that you have tary education at the fourth grade level but realized that that make you the best candidate for the position. a lot of his time was focused on the students’ personal issues rather than giving his all to teaching the content. In summary, hearing about the career paths of happy This sparked his interest in counseling, and he went and successful educators was a great opportunity. back to school to get a master’s degree in School Guid- They were passionate, and we hope to be able to in- ance and Counseling. Franklin had a difficult time spire new SCATTERs ourselves some day.▪ VOLUME 37, ISSUE 1 PAGE 28 USF OFFICE OF COMMUNITY ENGAGEMENT AND PARTNERSHIPS PRESENTS AFRICAN AMERICAN AND LATINX HISTORIES IN THE AMERICAS By: Henry Leng The final lecture of the 2016 Lecture and Con- as it would not affect them or there was too much versation Series of Poverty, Equity, and Social Justice historical tension. Others believed that a large per- presented by the USF Office of Community Engage- centage of black voters would support this measure ment & Partnerships was on October 28, 2016. The through their understanding of their own history of lecture was presented by Paul Ortiz, a U.F Professor enslavement and lacking citizenship status. It was of history, about his forthcoming book, An African revealed that 81% of black voters supported this American and Latinx History of the United States. measure. This shows that alliances may be built The outline of American history offered by Professor through solidarity between these two groups in cre- Ortiz highlights the centrality of freedom struggles of ating change in the Americas. African Americans and Latinos in the United States.

Professor Ortiz is writing his upcoming book to rein- terpret the history of the U.S. with Latin and African- American perspectives. He believes we must look outside the U.S. to learn any meaningful type of history. He gives an example where history is rewritten by others. Evo Morales was the first elected leader in the Americas to identify himself with the indigenous people. In a statement, he stated “Above all, I want to say to our indigenous brothers and sisters who have gathered here in Bolivia; the campaign of 500 years of indigenous-black-popular resistance has not been in vain.” While Professor Ortiz was in Europe, he at- tempted to find transcripts of Evo Morales’s speech, but in all the different translations, they omitted the quote recognizing the 500 years of Black and Brown struggles in the Americas.

Above: W.E.B. Du Bois (2/23/1868-8/27/1963) was an Amer- ican sociologist, historian, activist and writer.

During the 1862 French Mexican War, the same year Cinco de Mayo became a national holiday, the Mexicans defeated the French. During this time, the US was divided in the Civil War. African Americans Professor Ortiz presented a question. Given that 77% viewed the victory by the Mexicans at the Battle of of Latino voters support a “pathway to citizenship” in Puebla as a triumph against slavery and the Confed- a Washington Post exit poll, how many black voters eracy. They believed that if Mexico fell to the support a pathway to citizenship? At first, commenta- French, the French would aid the South in the Civil tors from the audience debated the answer. Some be- War. There are accounts by black Union soldiers lieved very few black voters supported this measure, where they state that after they win the war against Continued on page 29 VOLUME 37, ISSUE 1 PAGE 29 the Confederacy, they must head towards Mexico and spired many, including Simon Bolivar, C.L.R. help their Mexican brothers in their fight. James, and Augusto Cesar Sandino.

Professor Ortiz went on to speak about racism and the Moving to modern politics, Professor Ortiz asked centrality of racial capitalism in the Americas as peo- why President Obama went to Las Vegas to give his ple dueled for labor control. Despite abolishing slav- immigration speech. First, Las Vegas is a large un- ery in 1865, he contends that slavery has not ended in ion city, and the Culinary Workers Local #226, gave the United States. An audience member from the their support to President Obama during his election Black Lives Matter Movement gave an example campaign of 2008. After their endorsement, many where women in American Samoa are still treated as other Latino organizations gave their support to him second class citizens even though 80% of young and it can be seen as solidarity between Latin and women serve in the United States military. African Americans.

To end the lecture, Professor Ortiz said that he sees a new political movement. He does not know where it will end, but he believes we can create change by building coalitions and creating solidarity between different groups of people. Black Lives Matter and the Coalition of Immokalee Workers are two exam- ples of organizations that are working on issues of social justice and dealing with the intersectionality of a range of issues. The Coalition of Immokalee Workers works with the Alliance for Fair Food to eliminate modern-day slavery, sexual violence, improve farmworker wages, and guarantee basic pro- tections for workers. ▪

Professor Ortiz gave an example of Haiti as a solidarity movement in the Americas. When Haiti defeated the French, the National Banks in New York wanted Haitian occupancy by the U.S.; this began the finan- cialization of global commerce. W.E.B. Du Bois and the NAACP sought re-enfranchisement to get the bal- lot back from American National Banks because of the great power over American foreign policy. Haiti became a “contagion of liberty” in the Western Hemi- sphere, and the U.S worked with the other Western powers to contain this contagion. Although, Haiti became independent from France, Haiti was made to pay reparations to France. FREE 1-Hour Workshop: “The Power of the Baton: An Inspirational Tale of a Family United” 2/9 (R) 6:00 - 7:30 Britain by that time was supposedly anti-slavery. MSC 3709 Britain ended slavery in 1812; but, Britain can be Daniel Labossiere will talk about his book, an inspirational seen in history to support abolition movements in tale of a family’s battle to escape political persecution and countries where they were economically competitive poverty in Haiti by migrating to the United States. The sto- (such as the U.S.). Once Haiti defeated the French, ry depicts life in Haiti under the ruthless dictatorship of Britain sent 100,000 troops to re-enslave Haiti, and Francois Duvalier (aka Papa Doc) and the measures that the Haitians recall that it seemed as if the entire world families were willing to take to escape his reign. However, once in the US, the family found itself facing similar eco- came to re-enslave them. Despite the history of Haiti nomic conditions and dealing with a whole new set of op- after independence, many saw Haiti as a model for pressors who resented the presence of Haitian immigrants. revolutionary struggle. The Haitian Revolution in- VOLUME 37, ISSUE 1 PAGE 30 USF SAFE ZONE ALLY TRAINING By: Molly Rivas I attended the Safe Zone Ally Training at the University of South Florida as one of the free SCAT- ing something derogatory, it is our responsibility to TER workshop offerings. This workshop is held to explain why that is an insulting thing to say. We educate university members on LGBTQ+ peers and should realize that sexuality and gender identities are issues and how to be an advocate for every diverse not choices or phases, and we ought to support eve- student. To begin, the presenter taught us how pro- ryone. nouns work for individuals, and that it is okay to ask for people’s preferred pronouns. Then they gave a Overall, this workshop presented a solid base under- Bingo activity where attendees talked to each other in standing of the basics of the LGBTQ+ community order to see if anyone knew any facts presented. and the varied ways and fluidity of many people’s identities toward their gender and sexuality. It ex- Subsequently, we learned what the full term of plained the wide-ranging experiences people have LGBTQ+ is, which is LGBTQQIAP+, lesbian, gay, coming out to their peers and family and effectively bisexual, transgender/trans+, queer, questioning, in- described what a great ally to the LGBTQ+ really is tersex, asexual, and pansexual. This led into a discus- and how we can all help these individuals in our so- sion on the different ways people can self-identify. As ciety. ▪ far as gender identity goes, there is a spectrum of man, woman, or genderqueer, someone who identifies their gender somewhere between man and woman. This leads to gender self-expression, in which someone may express their gender as feminine, masculine, or androgynous, where their identity may not be ex- plicitly one way or the other. Finally, sexual orientation is the way someone is attracted to others, where they can identify as heterosexual, bisexual, homosex- ual, pansexual, or asexual.

Furthermore, the presenters shared what life is like for those within the LGBTQ+ community. They walked us through the life of three different members of the LGBTQ+ community who recently decided to come out: one who had no rejection from their parents, peers or workplace; another who was met with some resistance from their community and workplace; and a third who had complete rejection from society. These were real situations that many go FREE 3-Hour Workshop (you may take this one through, and this is why it is so important to be a time for credit): “Safe Zone Ally Training Ses- good ally so we can help prevent negative experienc- sion” You must register in advance by accessing es for all. Bullsync, searching for the "Office of Multicultural Affairs" page, and completing the Safe Zone regis- Conclusively, we discussed how to be a good ally. tration form. Write up required for credit. They started by explaining what heteronormativity is; heterosexuality is the default position for everyone. It 1/27 (F) 10:00 – 1:00 MSC 3709 is important to not assume that everyone is heterosex- 2/13 (M) 1:00 – 4:00 MSC 3709 ual or that they identify with the gender they appear 2/28 (T) 2:00 - 5:00 MSC 3709 to be. Moreover, we ought to be more understanding 3/8 (W) 3:00 - 6:00 MSC 3709 and careful of the language we decide to use because 3/30 (R) 4:00 - 7:00 MSC 3709 it can be found to be offensive. When someone is say- VOLUME 37, ISSUE 1 PAGE 31 USF UNDOCUALLY TRAINING By: Henry Leng The USF Office of Multicultural Affairs and the Department of Anthropology created the UndocuAL- LY training for the USF community so that a more inclusive environment may be created at USF for undocumented students. The UndocuALLY symbol is the monarch butterfly because they travel across Amer- ica’s borders without visas. It is an image of the Immi- grant Rights Movement. Undocumented immigrants are also “coming out” and opening up about their dreams of equality and justice, often risking themselves to arrest and deportation.

At the training, I learned that illegal is an offensive term to undocumented immigrants. Actions are illegal, but individuals cannot be illegal. This is relevant for future teachers so we can be considerate of the student population we are working with. We do not want to alienate undocumented students, and we hope that we FREE 3-Hour Workshop (you may take this one create an inclusive environment so our students are time for credit/remember three 1-hour work- comfortable with sharing their stories and asking for shops equal one SCATTER Workshop): help. “UndocuALLY” RSVP IS REQUIRED-Go to the USF Office of Multicultural Affairs Webpage! There are many myths about being undocumented http://www.usf.edu/student-affairs/multicultural- which were discredited at the training. Being undocu- affairs/programs/undocually.aspx. Write up re- mented is not by choice. In many cases, there is no quired for credit. line to wait in to become a citizen easily for undocu- 2/13 (M) 5:00 - 8:00 MSC 2703 mented immigrants. Anchor babies do not exist in 3/7 (T) 5:00 - 8:00 MSC 2703 America, and parents can still be deported even if they 4/5 (W) 5:00 - 8:00 MSC 2703 have a child born in the United States. People with immigration status such as Deferred Action for Childhood their own, and they are at a larger risk of deporta- Arrivals (DACA), refugee status, or have a green card tion. may still be deported. The process of immigration and becoming a citizen is a long, complicated process. Florida allows undocumented students to attend col-

lege/university. States such as Georgia ban undocu- Deferred Action for Childhood Arrivals is an executive mented students from going to college. Florida action by President Obama that allows the Department passed a bipartisan bill under Governor Rick Scott, of Homeland Security to exercise its discretion and not Florida House Bill 851, which allows a student who deport low priority undocumented individuals. This allows many undocumented students graduating from graduates from a high school in Florida to have a high school to get work permits, to have a social secu- partial tuition waiver. Undocumented students are rity number, to get a driver’s license ,and to possibly considered international students, but with the tui- travel abroad. tion waiver, they are able to pay essentially the tuition cost of an in-state Florida student. HB 851 does DACA allows individuals to benefit from the status for not grant eligibility for government financial aid. two years. Every two years, individuals must reapply. Undocumented students in Florida do not benefit There has been an overwhelming number of applicants, from any state financial aid. All undocumented stu- especially due to the 2016 Presidential election. These dents are not eligible for federal financial aid (FAFSA). people have lost their DACA status out of no fault of Continued on page 32 VOLUME 37, ISSUE 1 PAGE 32 The training included a panel of brave undocumented students who shared their stories. Many did not know they were undocumented until they couldn’t apply for college with a social security number or they weren’t able to apply for a driver’s license; they couldn’t work. After DACA was in action, they had new hope as they could work to finance their own college education, and they didn’t have to pay out-of-state tuition rates. They also talked about their many struggles to hide their status from others. Many peers do not understand that they cannot simply become a citizen even if they have lived in the USA their entire childhood. It is illegal for an undocumented immigrant to marry a US citizen for the sake of a green card. They are not eligible for aid from USF. Many were offered a scholarship by USF, but when it was discovered that the student had DACA status, the scholarships were taken away. Although undocumented students have many struggles, the students on the panel have used their status to educate others which empowers them to work harder. They had one request--that we use our right to vote whoever we vote for. They have no voice and no right to vote.

This training was an eye opening experience. Voting and attending college is a privilege that many students do not value. For undocumented students, their wish to college to follow their dreams is not always possible. As a future teacher, I will have students who will be undocumented. They have dreams like any other student to succeed and go to college, but they may not know what their options are. I learned about many resources and scholarships that are eligible to undocumented and/or DACA students. I hope that being an Un- docuALLY, I will be able to better serve my students and bring greater awareness to those who vilify and de- monize these children who just want a chance like any other child does.▪ USF HOW TO WRITE WELL LECTURE 3 By: Henry Leng The Office of National Scholarships at USF offers a lecture series to help students become better writers in “Facing It” by Yusef Komunyakaa, 1947

preparation for the many national scholarship opportuni- My black face fades, ties available that allow students to travel to different hiding inside the black granite. countries, learn new languages, and pay for graduate I said I wouldn’t, school. The first lecture of the series highlighted the im- dammit: No tears. portance of the precision of language especially for schol- I’m stone. I’m flesh. arships that have maximum word counts. The second lec- My clouded reflection eyes me ture of the series discussed the development of a personal like a bird of prey, the profile of night narrative to create a piece that was unique and memorable. slanted against morning. I turn This third lecture is about ekphrasis writing. this way--the stone lets me go. I turn that way--I’m inside the Vietnam Veterans Memorial Ekphrasis poetry is writing that takes inspiration from a again, depending on the light piece of art. Usually a visual piece of art is chosen, and the to make a difference. poem is created utilizing aspects of the art in order to cre- I go down the 58,022 names, ate a new piece of work altogether. Ekphrastic poetry half-expecting to find does not conform to any one type of poem. It can be free my own in letters like smoke. verse or take the shape of a sonnet. As long as the piece I touch the name Andrew Johnson; draws direct inspiration to an existing piece of art, it is an I see the booby trap’s white flash. ekphrastic piece. While ekphrasis poetry may not be used Names shimmer on a woman’s blouse in writing a scholarship essay, learning to write an ek- but when she walks away phrastic piece allows one to make connections with the art. the names stay on the wall. Brushstrokes flash, a red bird’s This is similar to making connections to the essay question wings cutting across my stare. and relating it to yourself. By developing the skills to con- The sky. A plane in the sky. nect to a given question or prompt, a better essay in re- A white vet’s image floats sponse to it may be written. closer to me, then his pale eyes look through mine. I’m a window. In the lecture, we read and dissected the poem Facing It He’s lost his right arm by Yusef Komunyakaa. As a veteran of the Vietnam War, inside the stone. In the black mirror he wrote an ekphrastic poem about the Vietnam War Me- a woman’s trying to erase names: morial. No, she’s brushing a boy’s hair. Continued on page 33 VOLUME 37, ISSUE 1 PAGE 33

He uses the physical description of the memorial in his “The Dark Abyss” by Henry Leng poem, but then further discusses his own connection to the war memorial as a surviving veteran. Notice how Do you remember he is able to use the features of the monument as a way When you go home? to look deeper into his own life and experiences during The pupil of my eye the Vietnam War. This allows the poem to stand as its Straining and dilated own piece of art rather than simply being a companion To see. piece to the war memorial. Am I an alien to you? Is it the Moon? Full when you care; New when I’m gone. Eyes tainted erythematous, My body painted eggshell, Full of holes. I jump through Microscopic, Cyanotic. My new wall Our home.

I then learned that the photograph is a painting of a Above: 58,022 names are listed on the Vietnam War Memorial. black dot on a canvas. Although the painting may Above: Dr. Gerogina Rivera-Singletary have only been a black dot, I was able to make a At the end of the lecture, we created an ekphrastic connection to something in my own life. By writ- piece of our own. I chose a photo that I thought to be a ing an ekphrastic piece, I was able to practice mak- close up of a crater on the moon. As I studied the pho- ing deeper connections to a topic than what I may tograph, I then thought it was a close up of the pupil of initially have. This will be useful as I pursue na- an eye. I proceeded to write a piece about what I tional scholarships to make a deeper connection to learned about the experiences of undocumented people the topic and to the opportunity that the scholar- living in the United States. ship affords me.

The Office of National Scholarships offers many workshops for students interested in pursuing the many scholarships available. You may RSVP at the ONS website or walk in during the designated workshop time. The ONS staff are there to help you in the process and hopefully more of students from USF earn more national scholarships.▪ FREE 1-Hour Workshops (remember three 1- hour workshops equal one SCATTER Work- shop): “How to Write Well Series” RSVP IS RE- QUIRED--Go to the USF Office of National Scholarships Webpage! https://ons.usf.edu/ calendarlist.asp Write up required for credit.

2/10 (F) 1:00 - 2:00 ALN 233, Seminar 1 2/24 (F) 2:00 - 3:00 ALN 233, Seminar 2 3/10 (F) 1:00 - 2:00 ALN 233, Seminar 3 3/24 (F) 1:00 - 2:00 ALN 233, Seminar 4 Above: This is the picture I used to develop my ekphrastic poem. PAGE 34 VOLUME 37, ISSUE 1

Original Cartoon by Omar Cosme

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Above: SCATTER Facebook SCATTER Website Leaders for Education VOLUME 37, ISSUE 1 PAGE 35 WHERE HAVE ALL THE SCATTERS GONE? By: Joan F. Kaywell Beginning with the SCATTER Dr. Susan Wegmann Dr. Monica Chatter Newsletter (September 2014), I Verra-Tirado included all of the responses given to me Class of 1986 J. Michael Woods by former SCATTERs to three questions: Candace Cannon 1. What year did they graduate and what COL Jay R. Popejoy Class of 1993 are they doing now; 2. What was their fa- Karen Getty Stewart Dr. Paula Clark vorite SCATTER memory; and 3. What Krysten Benenati Douglas did SCATT(er) teach them that has served Class of 1987 Kimberlee Fowler them well? I compiled all of their respons- Dr. Gloria Howard Armstrong Dr. Julia Fuller es to these aforementioned questions and Dawn Coffin Stephanie Georgiades published them in the SCATTER Chatter Constance J. Biggs Doughton Irma Lucy Lancheros Newsletter (July 2016). I will continue to Melissa Sawyer Hill Pamela Rimby publish new names and their responses as I Lois McKee Dr. Cara A. Walsh meet former SCATTERs. Jill S. Middleton Anne Newsome Class of 1994 If you know of SCATTER graduates not Virginia “Gini” Pake Paula Cimillo on this list, please ask them to contact me Karen Fullam at [email protected] or send me their con- Class of 1988 Kelly McMillan tact information. Thanks much. Robb Bingham Seth Hoffman Dr. Jeany McCarthy (Gonzales) Dr. Jeanine Romano If you know of Dorothy Taylor Andrea Weaver (Tracy)

SCATTER Class of 1989 Class of 1995 graduates not on this Dianne Azzarelli Alberto Danny Camacho list, please ask them Stefano Biancardi Tracy Graves Rose Bland Angela Helm to contact me at AnnMarie Courtney Kimberly D. Jones [email protected] or Jodi Hacket Kathy Ogilby Langdon Liam Lehn send me their Hennie Moss 1996 - 1998 Director, Dr. Hilda contact information. Jan Pritchett Ottinger Rosselli Dr. Jenifer Schneider

1981 - 1990 Director, Dr. Mar- Class of 1996 1990 - 1996 Director, Dr. Joyce cia Mann & Assistant Director, Shirley A. (Gabbard) Rutter Swarzman Mike Hill Dr. Joyce Swarzman Carol L. LaVallee (Hitchcock) Class of 1990 Kristy Jones Class of 1981 Michele Fisher Michele C. Martinez Celeste D. Nelson Ben Johnston Karen Sochor (Mynes) Terri Mossgrove Stacy Pedrick Class of 1983 Raegan Rodriguez Jennifer Hale (Stickler) Florence (Flo) Bailey Lori Delk Hartwig Class of 1991 Class of 1997 Brett Taylor Sherry Chappell Elizabeth Bolstridge Cindie Donahue Susanna Deck Condon Class of 1984 Dr. Wendy Drexler Susie M. Hardee Vicki Guercia Caruana Vicki (Kusler) Horton Kimberly Koparan Teresa Joslyn Tammie Keyes Roy Moral Sophia Manoulian Kugeares Diane Leikam Christie Ray Mark Nash Dr. Jennifer Morrow Lynn Pabst Darlene Wagner 1998 - 2005 Director, Dr. Jean Jeanne Petronio Linder Dr. Yvette Powell Robitaille Class of 1992

Joy Baldree Class of 1998 Class of 1985 Lorinda Gamsom Crista Banks Bruce Burnham Linda Peterson Alicia Burgos Dr. Rebecca “Becky” Kaskeski Tammy Quinn

Continued on page 36 VOLUME 37, ISSUE 1 PAGE 36 Dr. Christi Hildebrand just before graduation where we learned Class of 2006 Diana Jorgenson valuable tips on interviewing and choos- Keith Fedor Joe Kelly ing a school that fits our personality. It Brandi Grafer Rhonda Mau was a great opportunity to interact with Rachel Pepper (Kirby) Amber Norris other teachers entering the field as well Kimberly Riesenberger Deborah Pettingill as seasoned veterans who had a wealth of Tanya Stanley Heather Vanderveen information to share about the practical Dalila Lumpkin (Vasquez) issues concerning the profession. I felt 2007 - 2013 Director, Lori Yusko better prepared for getting a job after (Delk) Erin K. Schult, Class of 1998 going to this training. Of course, I also th I am currently in my 10 year of teaching enjoyed the honors celebration held at Class of 2007 English and am now at Brooks DeBarto- the end of the training as well. One of the Kathleen “Kat” DiLorenzo lo, just moved this year from Freedom most important things I took away from Magalie Frederic High School. I think what I got most out SCATT(er) is knowing that it is im- Dan Penoff of SCATT was the extra practice we re- portant to have a job, but it is more im- Kodie Petrangeli (Rogers) ceived and the awesome guest speakers portant to have a job that you love at a Nichole Styron we heard. I still remember some of the school where you feel you belong. challenges we were told we would en- Class of 2008 counter, and it has always helped me feel Lakesia Dupree like I could handle them because I was J. Booker (Preiner) forewarned and so many others before “One of the most Jessica Teston-Loadholtes me had handled them well. I fondly re- important things I Lorena Lucas member decorating the sidewalk with took away from Jenalisa Zummo chalk drawings, making a contribution to the Children’s Festival. SCATT(er) is Class of 2009

knowing that it is Robin Bishop Class of 1999 Jonathan Broner Joseph Bockus important to have a Sherree Brown Wes Holtey job, but it is more Kenny Gil Tammie Keyes important to have a Debbie Goodwin Shaun Kunz Michael Hosea Zoie Wikert job that you love at a Dawn Hudak-Puckhaber school where you feel Trudy Hutchinson Class of 2000 Heidi Johnson Mechel Albano you belong.” Yesenia Mejia Jennifer Campbell ~ Kylie Aliberto, Greg Morgan Mary Freitas Andrea M. O'Sullivan Tara Tahmosh-Newell Class of 2003 Holly Crum (Pfriem) Jael Noda Vera Class of 2001 Stacey Conrad (Wallace) David Richtberg Pam Widlak Class of 2004 Class of 2010 Rachel Ann Foster Ashley Arnold Class of 2002 Micky Gerding Kelly Budnick Cynthia Bauman Amy Butler (Givens) Jennifer Larson Jennifer Conrad Jaclyn Lockhart (Dubois) Jenna Moore 2005 - 2006 Director, Dr. Roger Vincent Natoli Kacie Nadeau Brindley Tara Rowe Stephanie (Jay) O'Rourke Rebecca Wilson Class of 2005 Class of 2011 Jennifer Heinze Jennifer Austin Class of 2003 Cassie Hernández Dylan Barnes Nancy Erickson Renee Bowser (Prianos) Alex Dashner Jessica Iredale Allison Rick Taylor Catherine Davis Nadia Helton (King) Tracy Tilotta Jacob Dunn Audra Kondash Nicole Brandt (Weingart) Jamie Karnetsky Breanna McBride Kylie Aliberto, Class of 2003 2006 - 2007 Director, Dr. Roger Emma Powers I work at Clearwater High School and Brindley & Assistant Director, Cari Sadler currently teach AICE Language and Lori Yusko (Delk) Valerie Rey (Wozniak) Yearbook. I remember the training held Continued on page 37 VOLUME 37, ISSUE 1 PAGE 37 Class of 2012 Class of 2015 How to Use #IamaSCATTER Alexia Taylor (Baldwin) Rachel Albrecht By: Caylee Fredette Megan Bender Chasity Anderson Shannon Fleming (Bock) K. Brandy (Browning) Yopp Instructions Step by Step: Alexis Cranendonk Patricia Gillezeau Sara Destree Allison Heflin 1. In your post tell us: Blanka Fuzvolgyi Paola Lopez A. What makes you a SCATTER; Kelsey Harrell Karla Molina B. What is your favorite memory as Zac Lewis Rebekah Plourde a SCATTER; Meghan Masciarelli Kathleen Sheridan C. How has SCATTER helped you; Kaitlin Vaccarello (Riesenberger) Amina Stevens and/or Kristen Tavolaro Veronica Uzar D. What have you learned being a Sarah Turner SCATTER. Class of 2016 2013 - 2014 Director, Dr. Joan F. Donna Heath ▪ 2. Hold the SHIFT key and press the # Kaywell Button.

Class of 2013 3. Begin typing the phrase “I am a Megan Ackerman SCATTER” without any spaces or Milissa Francis symbols so it will look like this: Lexi Gaber #IamaSCATTER. Jessica Hagood Maranda Holley 4. Share your post! Kira Mark Erica Martin Rules to keep in mind: Alexandra Munzing Mariam Razak 1. Don’t put spaces in between any Heather Stocks (Rice) thing. Chelsea Swann Melissa Whitcher 2. Capitalization doesn’t matter.

2014 - Director, Dr. Joan F. 3. When you use a hashtag your post Kaywell & Assistant Director, is no longer considered private and anyone who searches that hashtag Andrea Thompson will be able to see your post.

Class of 2014 See example post below. Janeli Acosta Jessica Feth Alea Frazier Ashley Gondek Julie Johnson Rachel Kline Kelly Koch Meghan Krstyen Elizabeth Kubiak Stacy Mairs Tammy Mangrum Elizabeth Moran Geornesia Moses Erica Nelson Theresa Novak Jessica Pickett Eloah Ramalho Amber Rodgers Alexia Ruiz Nathalie Sainval Susannah Spear Trista Willard

Continued on page 17 VOLUME 37, ISSUE 1 PAGE 38

SPRING 2017 SCATTER WORKSHOPS

To attend any of the SCATTER Workshops, YOU MUST REGISTER by going to the SCATTER Store, email- ing [email protected], or calling the SCATTER Office at 813-974-2061. Please remember to give 48 hours’ notice for your RSVP and at least 24 hours’ notice to cancel. Failure to cancel within 24 hours negates any credit; credit applies only to SCATTERs.

FEE SCHEDULE  COEDU students who are not SCATTER members pay $15.00 per workshop. No deals. No refunds.  USF students who are not COEDU students pay $20.00 per workshop. No deals. No refunds.  Educators who are USF graduates pay $20.00 per workshop. No deals. No refunds.  Educators who are not USF graduates and are not registered as a COEDU student pay $25.00 per workshop. No deals. No refunds. Educators who are USF SCATTER graduates pay $10.00 per workshop; once a SCATTER, always a SCATTER. No deals. No refunds.

“What Every Teacher Needs to Know about Supporting Students’ Metacognitive Thinking and Self-Regulated Learning” 1/23 (M) 4:00 - 7:00 pm USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

Metacognition – thinking about one’s own thinking – and regulating one’s own learning are critical yet under- explored aspects of student success in school. This workshop will focus on how teachers can enhance students’ metacognitive thinking and self-regulated learning using research-based best practices. Participants will apply their knowledge of metacognitive thinking and self-regulated learning to supporting their own learning as well as the learning of K-12 students.

Sarah M. Kiefer, Ph.D., Associate Professor & Program Coordinator in USF’s Educational Psychology Program Katie Jansen, a former high school psychologist & current USF doctoral student

Continued on page 39 VOLUME 37, ISSUE 1 PAGE 39

“Scholarships: The Value of Professional Development, Networking, and Being a Leader” 2/3 (F) 10:00 – 1:00 USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

Have you ever thought about applying for a scholarship but didn’t follow through? Have you heard your professors say they are going to an “acronym” (ACTFL, AERA, AMLE, FETC, ILA, LRA, MCTE, NAEYC, NAGC, NASET, NCTE, NSTE, SSTE, AERA) Conference and weren’t exactly sure what they meant? Have you heard Dr. Kaywell talk about attending your professional conferences and didn’t quite understand their importance? If you answered yes to any of these, then this workshop is a must. If you are an awesome student and want to become and stay an awesome educator, please attend and learn some of the VITAL resources available to you.

Robert Annis, advisor in the Office of National Scholarships and the Honors College Susan Houser, President-elect of the National Council of Teachers of English (NCTE) Joan F. Kaywell, Ph.D., Professor of English Education & Director of SCATTER

“FIELDTRIP: Educators after Dark Sleepover: Animal Adaptations” 2/18 (S-S) 5:30 pm – 9:00 am @ Busch Gardens. Limited to 15 SCATTERs. Regularly $58.00 per night.

Kids aren't the only ones having fun at the zoo! These just-for-teachers nights will allow you to network with educators from around the state, share ideas, and brainstorm a plan of action that encourages students to get involved. Busch Gardens' Education staff facilitates standards-based, interdisciplinary activities for grades K- 12 and provides take-home curriculum. As the lights go down, come with us to investigate the park after dark. See firsthand the amazing transformation of nocturnal species—and visit a few animals with some very special traits face-to-face. Access Teacher Guides, Classroom Activities, and Saving a Species videos here.

“Healthy Routines and Stress Management for Educators” 3/3 (F) 3:00 - 6:00 pm USF CO- EDU’s TECO Hall. To register, go to the SCATTER Store.

Representatives from USF’s Center for Student Well-Being will deliver this workshop to help you manage your life. Having a healthy lifestyle is important to maintaining lifelong wellness. College is stressful and so is being a teacher! Everyone handles stress differently and we want to help find a way that works best for you. In this program, you'll focus on recognizing stressors and finding ways to cope with interactive activities and, of course, lots of laughter.

“Award-Winning Teachers Share Insights on Becoming and Staying Successful Educators” 3/11 (S) 9:30 - 12:30 pm USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

In this panel-presentation, award-winning teachers will share their insights on what it takes to become and stay a happy and successful educator. Bring your questions to this interactive session.

Christie Bassett, 2015 Florida Department of Education Macy’s Teacher of the Year, Highlands Grove Ele- mentary, Polk County Paula Berry, Wiregrass Ranch High School English teacher & 2013 Pasco Teacher of the Year Joanna Hapner, Booker Middle School English teacher & 2014 International River of Words Teacher of the Year Diane McKee, 2016 Florida Department of Education Macy’s Teacher of the Year (Williams Middle Magnet in Hillsborough County) Christopher Pauling, Booker Middle School English teacher & 2012 FCTE Beginning Teacher of the Year Continued on page 40 VOLUME 37, ISSUE 1 PAGE 40

“Teaching ALL Students from Below-Level to Gifted” 3/11 (S) 1:00 - 4:00 pm USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

Chances are you feel like you have a great grasp on how to teach on-level students and provide interventions for below-level students. But what about meeting the needs of advanced and gifted students? This workshop will give you a more substantial grasp on teaching this unique exceptionality prior to stepping foot in the classroom.

Alyssa Quina, USF Graduate and Pasco County Gifted Resource Teacher

“FIELDTRIP: Educators after Dark Sleepover: Zookeeper for a Night”3/11 (S-S) 5:30 pm – 9:00 am @ Busch Gardens. Limited to 15 SCATTERs. Regularly $58.00 per night.

Zookeeper for a Night offers a unique opportunity to see what goes into caring for over 12,000 animals in a world-class zoo first-hand. This special sleepover incorporates behind-the-scenes activities to explore the concepts of animal behavior, exotic veterinary medicine, conservation education, nutrition and enrichment. Ac- cess Teacher Guides, Classroom Activities, and Saving a Species videos here.

“Principals’ Panel: What Every Teacher Needs to Know about Being a Successful Educa- tor” 3/22 (W) 5:30 - 8:30 pm USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

In this panel-presentation, administrators will share their insights on what it takes to be a successful educator in today’s high-stakes testing and common core world. Bring your questions to this interactive session. (NOTE: SCATTERs in Part 2 of Senior Seminar attend for free).

Heath Beauregard, Principal at Adams Middle School A. Danny Camacho, Former Assistant Principal at Seminole Heights Charter School, Current Academic Assistant Dean of Associate in Arts at HCC, & 1995 SCATTer graduate Dr. Paula Clark, Former Assistant Principal of Winding Waters Elementary K-8, Supervisor of Federal Programs and Professional Development, & 1993 SCATTer Graduate AnnMarie Courtney, Former Principal of Aparicio-Levy Technical Center, now Supervisor, Career & Technical and Adult Education & 1989 SCATTer Graduate Vincent Natoli, Assistant Principal of Tarpon Spring High School & 2010 SCATTer Graduate

“Becoming a Master Digital Educator: Using an iPad and an Apple TV to Transform Your Classroom” 4/10 (M) 3:00 - 6:00 pm USF COEDU’s TECO Hall. To register, go to the SCATTER Store.

Creating change in your classroom may be easier than you think. During this live, hands-on demonstration, see the tools that some teachers use to transform their classroom learning environments. You will see how a few devices can be combined to solve many different problems. Think these tools are beyond your reach? We will also cover strategies for acquiring these tools without going broke. An iPad is not required, but bring your own if you have one.

James Welsh Assistant Director, Florida Center for Instructional Technology University of South Florida

VOLUME 37, ISSUE 1 PAGE 41 *2017 SPRING NATIONAL CONFERENCES

All levels, all content areas: March 9-11, 2017, National Association for Professional Development Schools (NAPDS) Conference – DoubleTree-Crystal City, Washington, D.C. For registration information, go to http://napds.org/conference/

Elementary & Secondary Physical Education: March 14-18, 2017, Society of Health and Physical Edu- cators (SHAPE America) Convention – Boston, MA. For registration information, go to http:// www.shapeamerica.org/events/convention2016/

Elementary & Secondary Science: March 30-April 2, 2017, National Science Teachers Association (NSTA) Convention “Sun, Surf & Science” – Los Angeles, CA. For registration information, go to http:// www.nsta.org/conferences/national.aspx

Elementary & Secondary Math: April 5 - 8, 2017, National Council of Teachers of Mathematics (NCTM) Convention - San Antonio, TX. For registration information, go to http://www.nctm.org/ Conferences-and-Professional-Development/Annual-Meeting-and-Exposition/

All levels, all content areas: April 27 – May 1, 2017, American Educational Research Association (AERA) – San Antonio, TX. For registration information, go to http://www.aera.net/EventsMeetings/ AnnualMeeting/tabid/10208/Default.aspx *2017 SPRING STATE CONFERENCES

All levels, all content areas: May 12-14, 2017, Sunshine State Teachers of English to Speakers of Other Languages (SSTESOL) 38th Annual Conference – West Palm Beach, FL. For registration information, go to http://sstesol.org/wp-content/uploads/2010/02/conflogoimage.png

*2017 SUMMER CONFERENCES Elementary: June 22 - 24, 2017, Children’s Literature Association Conference - Tampa, FL. For registration information, go to http://www.childlitassn.org/annual-conference and visit their Facebook Page at https://www.facebook.com/chla2017

Elementary & Secondary English: July 15 - 17, 2017, International Literacy Conference - Orlando, FL. For registration information, go to ilaconference.org

*NOT SCATTER-sponsored events, but you earn workshop credit for attending and can obtain VITAL for presenting as long as other requirements are met; a separate registration is required! Student pricing may vary. VOLUME 37, ISSUE 1 PAGE 42

$100.00 SPONSORS A SCATTER

The SunCoast Area Teacher Training and Education Research (SCATTER) Honors Program is continuing the “Legacy of Excellence” that was started with its “Mission of Excellence” in 1981. In the words of the 1986 SCATT Graduates (to the tune of WE ARE THE WORLD):

“They are the world. We are the TEACHERS. They need the BEST that we can give, so let’s keep giving. There’s a goal we’re seeking, a vision in our minds, A mission in excellence for you and me. A mission in excellence for you and me.”

Leave a legacy and buy a personalized brick: - 4 Lines (21 characters each line) for $100.00. Click here for an order form. Your $100.00 donation supports the SCATTER Program— materials, scholarships, and events for SCATTER students, especially for those in need. Please help us by contributing $100.00 or give what you can.

**Please make your check payable to USF Foundation, and mail it to the SCATTER Office, USF College of Education, STOP 105, Tampa, FL 33620-5650 or pay by credit card on line HERE by scrolling down and clicking on 210040 SCATT-SunCoast Area Teacher Training Fund.

* Do Whatever It Takes **Your name will be listed in the Honors’ Celebration Program the semester following your gift, upon request.

If you have questions about the SCATTER Honors Program, please contact the Director of SCATTER Dr. Joan F. Kaywell at (813) 974-3516.