Living Education eMagazine Volume #3 Summer

Living Education eMagazine A magazine that discusses education in our everyday lives Volume #3

Staying Hydrated in the Heat

The Real House Wives of Home School

Disproportionality

Celebrating Living Education

Why Close the Academic Achievement Gap?Superintendent of Alexandria City Public Schools

Living Education Everyday

Living Education Everyday

Table of Content FEATURES (P. 30) College 101: Overview

By Kenneth L. Howard (P. 31) A Parent’s Role on Prom Night for 2013 and Beyond

By William Jackson (P. 33) Prepping For Prom—Advice for 2013

By Kristi Goines (P. 38) How to Grow a Career in Plant Biology

By Kati Engen (P. 41) Value of Professional Development for Board of Education Members

By Dr. Anna Bucy (P. 46) Leaving Tradition Behind

By Michael Albertson (P. 47) Staying Hydrated in the Heat

By Rebecca Mohning (P. 51) Not Where I thought I’d Be, But I am Glad That I’m Here

By George Stewart, II (P. 52) 5 Myths About Community Outreach

By Dr. Mike Robinson (P. 58) The Real House Wives of Education

By LEeM Community Engagement Department (P. 63) Barriers of Entry to College

By Yvette Mack (P. 66) Disproportionality

By Dr. Camilla Ferebee (P. 69) Parental Involvement: Personal Perspective

By Jennifer Harris (P. 72) Working with First Generation Students:

By Shonda L. Goward

(P. 74) Closing the Academic Achievement Gap is Serious Business

By Dr. Morton Sherman (P. 78) EWC Students Attend Teacher Town Hall

By William Jackson (P. 98) Positive Behavior Support System

By Kenneth and Kimberly Parker (P. 103) Is It Time for a National Education Agenda

By Dr. Mike Robinson (P. 105) 8 Rules for Selecting a College

By Dr. Stephen Jones

CONTENT (P. 9) Playlist from Around the World and Books for Summer Reading (P. 13) Organizations to know (P. 14) Note from Publisher (P. 16) Contributors (P. 26) Executive View (P. 44) Leaders to Watch (P. 49) Its Summertime (P. 71) Tradition (P. 99) What’s Trending

ANNUAL Save The Date

Men Are You Ready?

4

National Men Make A Difference Day For Academic Success

10.8.12 Join Thousands of men and take you child to school or volunteer at your child’s school on October 8, 2012 Go to www.menmakeadifferenceday.weebly.com

Playlist From Around the World and Books for Summer Reading We Are Young ((feat.

Janelle Monáe) Fun #1 U.K

Call Me Maybe Carly Rae Jepsen #1 U.S. Somebody That I Used to Know (feat.

Kimbra) Goye #1 France

Whistle Flo Rida #1 Germany

Back In Time (From "Men In Black III") Pitbull #1 Canada Tomgang Shaka Loveless #1 Denmark

Sarò libera (Sanremo Edition) Emma #1 Italy Continue on page 37

Living Education Everyday

Parent Talk Live Host: Dr. Mike Robinson

n Blogtalk Radio.

Parent Talk Live

Join Dr. Robinson every Sunday evening throughout the school year, as he discusses provocative topics in education with fascinating guests.

It’s live and it’s on Blogtalk Radio.

Organizations to Know

Now in its seventeenth year, Science Club for Girls (SCFG) has established an excellent reputation as a nonprofit organization with expertise in girls-specific programming in underserved communities.

SCFG was recognized with one of six national MetLife Afterschool Innovator Awards in Fall 2010 for the design and impact of our Science Clubs and CELLS program. We are also the recipient the Nonprofit of the Year award by Cambridge Chamber of Commerce in 2009. Currently, SCFG provides free, hands-on science and engineering programs to over 1,000 girls in five cities in eastern Massachusetts (Cambridge, Lawrence, Boston, Newton and Fitchburg), and in Pokuase, Ghana. Given that 80% of the fastest growing jobs in the next decade will require facility with science, technology, engineering and mathematics, efforts to increase interest and career awareness in these fields are essential to ensure the economic security for underrepresented groups and their communities.

The mission of the Partnership for Children and Youth is to ensure that school-age children and youth living in low-income communities have the support and the opportunities they need and deserve to be successful in school and in life. We help schools secure the resources necessary to provide after-school and summer programs, health care, and nutritious meals – the things we know children need to succeed and thrive.

The National Minority Educators Association for Charter Schools (NMEACS) was created to allow the diversity in education, talents and resources to be at the forefront of the Charter School Movement.

Note from

PUBLISHER

Entrepreneurship, K-12 Public and Post Secondary Education: A Blueprint for the War on Poverty, Economic Instability and the Mortgaging of the Future of a Generation of People As the debate continues across this country about the best methods and practices to improve the quality of education, I would like to add another perspective to the debate. I would suggest serious consideration be given for an inclusion, especially within our elementary schools of the study of entrepreneurship. It is critically important for American students to once again lead the world in academic performance and in creativity. However, it is equally important for children living in communities with few successful privately owned businesses and where there is extremely high unemployment or under-employment to have pathways to the American dream. Entrepreneurship is just one in a myriad of options that can lead to financial security. It is also a path toward community stabilization and a response to systemic unemployment for many minorities.

While a majority of communities across this country have been harmed by our nation’s financial crisis none have been more impacted than the African and Latino American communities. The African and Latino American communities have historically suffered from under-employment or delayed advancement in their careers and each have experienced record number of losses in home ownership. During the peak of the foreclosure crisis it was estimated as many as 2.5 million foreclosures were executed in the United States. Albeit, the majority of the families who lost their homes were not African or Latino Americans, disproportionately African and Latinos American families and their communities were negatively change by the home foreclosure crisis. The African American community was the hardest hit. According to Gruenstein, Bocian, and Li, among the most recent borrowers, nearly 8% of African and Latino American families have lost their homes to foreclosures, compared to just 4.5% of whites.

Many place blame and shame on aspiring home owners for wanting to have a piece of the American dream. There is without question additional factors that have contributed to the destabilization of African and Latino American communities. One of the more significant factors is the high rate of unemployment and the growing number of under-employed.

African and Latino Americans suffer the same disparity when seeking employment after obtaining education beyond high school. According to The Bureau of Labor Statistics, white unemployment is 3.9% for those possessing a bachelor's degree and higher. Conversely, for Latino Americans the unemployment rate is 5.7% with a college degree. The number increases dramatically when you examine African Americans with a college degree as the rate of unemployment is around 7.5%. African Americans with a four-year bachelor's degree earned $46,502 or about 78% of the salary of comparably educated whites. Hispanic/ Latino bachelor degree holders had an average salary of $44,696, amounting to roughly 75 cents for every dollar made by whites with bachelor degrees (The State of Black in America 2009).

Why is this information significant in relationship to the state of unemployment, underemployment and home ownership? Simply, it leads us to the present and pending future of economic stability for both African and Latino Americans. The unemployment rate and under-employment rate for both groups without a college degree will continue to rise, if the number of African and Latino American college graduates decline. Therefore, the war of poverty, economic instability and the mortgaging of the future of a generation of people will have to start with the K-12 public school system and the inclusion of entrepreneurialism into the curriculum.

There is a wealth of evidence, opinions and theories that attempt to explain why African and Latino American students have higher dropout rates than other demographics.

Perhaps one reason why these students do not pursue education despite barriers that may exist in their communities and schools is they may not see the dividends from the investment of an education. They see the educated members of their families struggling to make ends meet, while other ethnic groups with the same level of education appear to be thriving or at least maintaining. Additionally, they have witnessed family members without any form of postsecondary education struggle just as equally, resulting in one to question the value of a college education. The concern is crystallized for many when at the end of the day; you are unemployed or under-employed with massive college loan debt.

I truly believe education is the great equalizer and one way for the African and Latino American communities to gain from the benefits of education is to enhance their strategic application of education. Simply stated what are the best ways to utilize education today?

This theory has to be explored in the homes and school houses. Entrepreneurship is a road by which classroom theory and practical application can merge and create career and financial opportunities for generations. Therefore, when the big job does not come along and when the big promotion does not happen until that well experienced, qualified minority is in their mid to late 40s; if it ever happens; they will have the ability to produce revenue for their families and their communities and that is a great thing for America.

Michel S. Davis Robinson CEO and Founder Forest Of The Rain Productions

Contributors Michael Albertson Music Teacher Flushing High School Michael Albertson is a high School instrumental music teacher in Queens, New York. Michael will begin full-time doctoral studies at Teachers College Columbia University this fall.

Dr. Anna Bucy CEO Communication Education Service Bennett College Dr. Bucy is an educational consultant based in Ohio specializing in gender and bullying with local, state, and national speaking credits. She spent four years on her local school board and earned the Ohio School Boards Association’s lifetime distinction of Master Board Member in 2010. Dr. Bucy has been a college communication and humanities adjunct faculty for 20 years.

Kim Carrington Grant Manager United Health Heroes Kim Carrington is the grant manager for United Health Heroes, a schoolbased child-hood obesity program. As the grant manager, Kim makes monthly visits to local high schools in Maryland, where she teaches students in Consumer Science classes as well as other interested students about the benefits of health eating and how to cook healthy.

Contributors Katie Engen Education Coordinator American Society of Plant Biologists Founded in 1924, ASPB is a non-profit society of nearly 6,000 scientists, including more than 130 scientists in Missouri at Columbia, St. Louis, Chesterfield, Kansas City, Ballwin, Cape Girardeau, Maryville, Mountain Grove and St. Charles. ASPB publishes two of the most widely cited plant science journals in the world: The Plant Cell and Plant Physiology.

Dr. Camilla Ferebee Educational Administrator Virginia Public Schools Dr.Camilla “Mi-Mi” Ferebee has over 10 years of experience in public education.She has taught mathematics, science, special education, and served as anAssistant Principal. She earned a Bachelors Degree of Science in Biology and aMasters of Arts in Administration and Supervision K-12 from Norfolk State University. She earned aDoctorate of Education in Education Leadership from The University of Phoenix.

Kristi Goines Writer Radio Contributor Kristi Goines is a freelance writer who resides in Atlanta, Georgia. She received her bachelor’s degree in Journalism from Louisiana State University, where she was a writer for the newspaper The Reveille and an Assistant News Director for radio station KLSU. Her experience extends into the television industry, in which she worked at CNN for six years in the area of production.

Contributors Shonda Goward Senior Academic Advisor and Lecturer of Writing George Washington University Shonda Goward is an educator who holds a Master of Arts degree in English Language and Literature from Southern Connecticut State University and a bachelor of arts from the University of North Carolina at Chapel Hill with double majors in Journalism and Mass Communication and Political Science. She is also the Founder of First Generation University, which is an organization that provides free college advising online to first-generation college students.

Jennifer Harris Political and Educational Blogger Prince George’s Dist9 Jennifer Harris writes a weekly blog that focuses on keeping political and educational officials in Prince George's County Maryland accountable for their decisions and votes.

Kenneth L. Howard, L.P.C. Operations Manager Higher Education Financial Services Office of the State Superintendent of Education District of Columbia Public Schools

William Jackson Professor Edward Waters College Mr. William Jackson has over 20 years of teaching experience at the K-12 and higher education levels. He is the CEO of Jackson Educational Technology Instruction (JETI).

Contributors Dr. Stephen Jones President SAJ Publishing Dr. Jones is the President of SAJ Publishing, and as a Distinguished Toast Master, he is an in-demand speaker including regular appearances on Blog Talk Radio. He also serves as Associate Dean of Student & Strategic Programs in the College of Engineering at Villanova University.

Yvette Mack Bursar Pratt Institute Yvette Mack has a Bachelor of Science degree in Finance from St. John’s University. She holds a Master of Business Administration with a specialization in Management from Fordham University along with a Master of Science Education with emphasis on Counseling Psychology from Fordham University. Ms. Mack has lectured for ten years in various capacities and is currently a lecturer at University of Phoenix Online School of Business. She currently teaches Organizational Behavior and Ethics, and Management Theory in the Undergraduate College of Business and Leadership and Change is the M.B.A. program.

Rebecca Mohning M.S., R.D., L.D. Founder and CEO Expert Nutrition Rebecca Mohning M.S., R.D., L.D. is a registered dietitian and personal trainer who has worked in the field of weight loss for over 10 years. She received her Bachelor’s Degree in Dietetics and her Master’s Degree in Exercise and Sports Science from Iowa State University. She has specialized services in sports nutrition, wellness, food allergies, hypertension, diabetes, cholesterol, and weight management. She has devoted her life to health, nutrition, and fitness.

Contributors Kenneth A. Parker Program Director Reach for College Kenneth A. Parker, Ed.M. is currently pursuing his Doctorate of Education at NOVA University. His dissertation examines the impact of using PBS as an effective approach to reducing the number of disciplinary incidents in an urban school.

Kimberly K. Parker President and CEO Writing Momma Publishing, LLC Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC. She is a professional writer, author, publisher, and blogger who has written three books and helped nine children between the ages of nine and nineteen write and publish books of their own.

Dr. Michael Robinson CO-CEO Forest Of The Rain Productions Dr. Robinson has 30 years of community outreach involvement. He is an expert on the impact parental engagement has on academic success in students. He has served in various leadership roles throughout the educational landscape including Job Corps, K-12, community college and 4 year college/university institutions. His research is in the impact For-profit institutions are having on higher education. He is CoCEO of Forest Of The Rain Productions. Dr. Robinson is the host of Parent Talk Live, a weekly Blogtalk radio show which highlights educational topics germane to parents, educators and community stakeholders. Dr. Robinson is also the creator of the National Men Make A Difference Day for Academic Success.

Contributors Dr. Morton Sherman Superintendent Alexandria City Public Schools Dr. Morton Sherman is a nationally recognized educator with more than 30 years’ of administrative experience in raising academic standards, closing achievement gaps and uniting stakeholders. Since August 2008 he has served as the Superintendent of the Alexandria City Public Schools (ACPS) in Virginia. Dr. Sherman has initiated a number of reforms in Alexandria ,including creating five new middle schools out of two large ones, implementing a new 21st century curriculum design, and beginning the application process to become part of the International Baccalaureate Program.

George Stewart Social Studies Teacher Houston Independent School District George Stewart has served as a Social Studies teacher for over five years. He is writer, speaker and community leader.

George has been credited with rejuvenating the school’s PTA.

Living Education Everyday

Executive View Why Not Apply The Sarbanes-Oxley Act To Public K-12 By Dr. Michael A. Robinson CEO Forest Of The Rain Productions Editor and Chief Living education eMagazine Why not apply the Sarbanes-Oxley Act to public K-12 education? I ask this question because over the past several years we have witnessed public schools districts reduce their teacher workforce, eliminate academic programs, to include the arts, foreign languages, increase class sizes and in some cases eliminate middle school sports. However, these same systems refuse to reduce central office leaders, especially those closely align with top management. Additionally, we have seen public school systems that are trusted with public money squawk at the notion of providing real transparency with regard to how those public dollars are spent. Ineffective educational leadership will doom children to failing and low performing schools and should have controls that prevent them from mortgaging the future of generations of children.

Why Apply The Sarbanes-Oxley Act To Public K-12 Education In America?

What is the Sarbanes-Oxley Act? The SOX as it is called by some is a governmental regulator process that applies to U.S. publicly traded as well as international companies that are registered with the Securities and Exchange Commission. Additionally, the Act encompasses those auditing services that work with these public and international companies. The primary purpose behind the Sarbanes-Oxley Act is to re-establish public trust in the economic systems of America by creating standards for accounting firms and Boards of Trustees in the for-profit sector. In the case of public K-12 education, we are talking about superintendents of education and the Board of Education that govern their work.

There are three areas where the Sarbanes-Oxley Act could apply to public K-12 education.

Similar to what in the past had been recommended for community colleges to implement.

The three areas are independent auditing firms, senior management, and the audit committee. The Association of Community College Trustees in its assessment of where and how community colleges can benefit from the Sarbanes-Oxley Act believed the voluntary adoption and creation of accounting standards will show a willingness on the part of community colleges to address the changing environment surrounding corporate honesty and public trust to effectively manage fiduciary responsibilities. Public school districts would be wise to consider the advice offered to community colleges. Given the primary effort of the

Sarbanes-Oxley Act is to strengthen the governance of an organization, while enhancing its accountability and transparency, public school system should consider the implementation of the following: 

     

Members of the Board of Education and superintendents should sign-off (certify) that the systems internal audit is accurate and they will be subject to criminal penalties if information contained in their internal audit are deemed to be false and intentionally misleading The audit committee should not be appointed by the superintendent or the Board of Education, but by an independent government agency External auditing firms should be limited to five year continuous service to school boards formalizing and strengthening internal checks and balances instituting various new levels of control and sign-off designed ensure that financial reporting exercises full disclosure school governance is transacted with full transparency

During the times leading up to the massive collapse of the American economy public schools systems have been accused of mismanagement of public funds. Because of the growing concern with regards to the ability of many public school leaders to effectively serve as stewards of taxpayer’s money their public trust has eroded. To regain the public’s trust school systems should implement with fidelity the recommendations listed above. Implementing the Sarbanes-Oxley Act would combat fraud, improve the reliability of financial reporting, and restore confidence in school systems across America (T. Oliver, 2012).

Living Education Everyday

COLLEGE

By Kenneth L. Howard, L.P.C.

101 Overview

Many parents and students mistakenly believe the road to college is safely navigated once the eagerly awaited letter of acceptance is received.

How wrong they are! They have not anticipated the “sticker shock” that will follow once they finally receive the information regarding tuition and fees as well as room and board. It will be far worse once they learn about the astronomical costs of college textbooks. I normally invoke during the financial aid presentations that I give in this area a phrase that sums it all up, “College Ain’t Cheap, Ya’ll”!

Truer words were never spoken. The only thing going up faster than the cost of college is a balloon filled with helium! But all is not lost.

There are some proactive ways of combating unforeseen costs.

Among them are: 1. Reach out to the high school guidance counselor who should be able to give you a basic roadmap to use as a guide during this time of peril.

2. Reach out to the nearest Educational Opportunity Center Office. Their assistance is free and offices are located in Washington, DC with the College Board, the University of Maryland, College Park and in Baltimore, Maryland with the National Office of Delta Sigma Theta. These organizations can serve as a source of guidance for both financial aid and college in general.

3. Make sure the application for federal aid is done as soon as possible. That means the student and one of the parents must apply for their PIN numbers (www.pin.ed.gov) early in the process. The number should be one that is virtually impossible to forget (house number, date of birth, etc). It is not a deal breaker, if the federal return has not been completed. Estimates can be used. However, once the return is filed, corrections should be made as soon as possible.

Continue on page 54

A PARENT’S ROLE ON PROM NIGHT FOR 2013 AND BEYOND...

By William Jackson “On with the dance! Let joy be unconfined; No sleep till morning, when Youth and Pleasure meet to chase the glowing hours with flying feet”. These are the words of George Gordon, Lord Byron from Childe Harold's Pilgrimage.

What state of mind will parents and their children have on Prom Night? Prom Night is the culmination of a school year built from memories that will last a lifetime.

Prom Night is the conclusion of high school were many years of academic nurturing, psychological reasoning, mathematic calculation, scientific exploration, awakening social consciousness, emotional maturity are now seen in the realization that parents are sometimes correct in their guidance of their children.

Students will remember many of the relationships, friendships, embarrassing moments, happy times, stressful times and even times they wish to forget.

However, the Prom Night is an opportunity to close the proverbial book on the academic year and life as a high school student for the graduates of 2013.

Parents you should remember your high school Prom and the days leading up to it.

This is an exciting time for high school students in preparation for memories that will last the rest of their lives. Those among us who attended our high school Proms to this day remember the events that happened. Each hour of Prom was a journey in a new direction a realization the end of four years of high school life were coming to a close.

Parents choose wisely the words you instill in your children, this is also a stressful time for you because your child or children

are growing up. They are becoming the lady and gentleman you have worked so hard to see them become.

The Prom represents the closing of the doors of adolescents, immaturity, irresponsible behaviors and opens the door of adulthood, being responsible for one’s actions and in some cases in-actions which will determine the direction of their lives to an extent. What better way to conclude the school year than with music, friends, food and good times. A quote about high school life, “We could love and not be suckers. We could dream and not be losers. It was such a beautiful time.

Everything was possible because we didn't know anything yet.” (Hilary Winston) Parents you must remain vigilant and cautious of youthful exuberance; because with this joyous times comes the dangers of alcohol, drugs, sex and driving. Youth still think they are invulnerable to the tragedies that may occur in life. Living for this moment should be built on fun and joy, not the heartfelt pain of injury or death. Parents should balance humor and seriousness when reinforcing in their daughters an understanding of young men during the seasons of Prom Nights and blossoming Spring Days; are as writer Jayne Mansfield describes: “Men are those creatures with two legs and eight hands.” Instilling the virtues of being cautious is wise, prudent and parenting. As for young men; parents take time to temper their feelings with respect for the young lady they are escorting.

As a parent, a teacher and mentor my charge is for parents to be open and honest about their expectations for their child’s behavior and actions. Prom is the last opportunity to create wonderful life time memories, talking points for future reflections and sharing with family and friends regarding the high school years.

Parents share your concerns and your expectations with your child or children and their friends.

This is an important milestone in the life of young people and they deserve the benefit of your advice, wisdom and of course love. Just as the African proverb states it takes a village to raise a leader, it will also take a village to make a safe and happy Prom Night.

Prepping For Prom—Advice for 2013 Kristi Goines Prom season is will be here soon for the 2013 graduates!

For high school juniors and seniors it’s the long awaited big event that brings with it an opportunity to get together and have a major blast all night long (most of the night at least) before graduation. My senior prom was in 1994 (only a few years ago) and nothing has changed! For the teenagers and parents, it can be exciting—and a bit stressful. There’s the date, the dress, the tux, the limo, the hair, the limo—WOW— where are you going to get the money for this? Here are a few tips on making prom a wonderful and stress free experience on a budget in 2013!

HAVE A PLAN AND A BUDGET! As soon as you know your child is going to the prom is when you should start planning what your child will need to have a special evening. The early bird gets the worm and (in this case) the best deals! Also, keep in mind prom season is around the same time as wedding season, so there are future brides shopping too! You’ll have time to catch the best sales and promotions in stores and online, instead of sifting through leftovers in the last few weeks. Here are a few tips for the 2013 Prom Night: First, have a budget. Zakiya S. Kyles, CQO (Chief Queen Officer) of organization Queenly and Confident (www.queenlyandconfident.org), says a budget sets boundaries and saves you some stress: “Even though it’s a once in lifetime experience, don’t get in a frenzy! Have a budget and plan off that budget. Parents do your homework.” Bonita Johnson, President and CEO of Enchanted Closet, Inc., a non profit organization in Atlanta, GA (www.enchantedcloset.org), says according to The Atlanta Journal-Constitution, the average teen today spends more than $1,000 on prom materials. Johnson advises to make the shopping experience easier, by researching the cost of dresses and trends to get a realistic idea of what styles are available.

A second option is to see if there are boutiques that will allow you to rent a dress. It’s only for one night! Fashion changes with the seasons, and if your daughter is a high school junior, she is going to pick a different dress for the big prom her senior year!

Also, there may be nonprofit organizations and churches in your area that donate dresses and services to young ladies for proms. The ministers’ wives at my church started a project to give away prom dresses, and I was more than happy to donate my bridesmaid dress I wore in my sister’s wedding five years ago. Since 2003, the Enchanted Closet has hosted the Prom Dress Giveaway for disadvantaged teen girls from Metro Atlanta. The Prom Dress Giveaway offers a boutique-style setting and provides volunteer personal shoppers to help each girl select the dress, accessories and makeup for their special night. The organization also has hair stylists and makeup artists who volunteer hair and makeup consultations and services for the girls to use the day of their proms.

MAKE RESERVATIONS NOW! Joi Russell is a senior at Woodland High in Stockbridge, GA. She went to her junior prom, so she knows what to expect for her senior prom this year. ”Make sure you get those prom tickets, Ms. Russell says. ”My number one piece of advice for all young ladies going to their prom, whether you like it or not, is to, buy your tickets when they first come out,” she says. Parents this is very important you should call two months before prom night to schedule your daughter’s hair, makeup and nail appointments. You should set the appointments early because other girls are getting ready for the prom too” (Article “How to Get Ready For Prom Night”, www.ehow.com). Use that extra time to run last minute errands and get some rest, because it’s going to be a long night!

THE DRESS, SHOES, AND ACCESSORIES Parents have your young ladies to start shopping for the dress 2-3 months before prom. The earlier you pick your dress, the more time you have to take your dress in to make necessary alterations and buy the proper undergarments for the dress to compliments their figure. With many trendy styles to choose from, choose a dress that defines their uniqueness says Janie Deadwyler, a motivational speaker and Founder of Angels in Distress, Inc., a non profit organization that helps women who are victims of domestic violence (www.angelsindistress.org). “It is also perceived that they should be sexy, but this is a matter of perception. They can be elegant and sexy and not revealing everything.” Joi Russell says the dress

should be no more than $15-$20 over your budget. She adds that if the ideal dress is not in the store, order online and try on another dress similar to that designer’s dress. After you purchase the dress it is important to get properly fitted for the undergarments. Also have a trial walk in the dress at least two weeks before, not the day of the Prom! Make sure their shoes are cute and comfortable! Make sure they “break” in the shoes and learn how to walk in them. Being fabulous and in pain do not go together! And you do not have to overdo it with the accessories. A simple bracelet, a necklace and some dainty earrings will suffice.

BEAUTY ON A BUDGET For a natural or glamorous look, you can get a makeup artist, or a friend you know is good with applying makeup. First priority is skin care. “A good make-up artist will advise cleansing the skin as well as how to apply foundation. The cleansing of the skin is the first step before applying any moisturizer and foundation,” says Liaison Specialist Loraine Trammell, whose has for over 20 years provided make-up tips to young women and celebrities. The make-up goes much smoother on clean skin and gives the flawless look your daughter will want. Basic skin care regimen includes a cleanser and moisturizer.

Sonja Moguel, make-up artist for The Eyebrow Queen (www.ibrowqueen.com), a spa that provides eyebrow grooming and make-up services in Decatur, GA, recommends brands such as Neutrogena and Clinique for sensitive skin types.

Young ladies can also speak to a dermatologist for best skin care and makeup products that work best with their skin. A good makeup artist will also apply makeup to enhance the face, not “cover” it.

And for those that wear little to no makeup, Moguel says tinted moisturizers and mineral powders are ideal. She says tinted moisturizers do not have the heavy texture as a regular foundation and has ingredients such as sunscreen to help prevent acne. Moguel recommends teens to use a mineral powder, which gives a very sheer look and allows you to apply on their face as much as you

Continue on page 36

Continued from page 34

want. Powder along with mascara and a lip gloss can go a long way!

BE WELL GROOMED! Parents for young men this is a big night! James Kynes, Jr., owner of The Kings of Atlanta Grooming Lounge and Spa (www.thekingsofatlanta.com), a salon that prides itself on making men of all ages look their best. Kynes provides basic grooming tips for the guys to look sharp: Wash their hair.

Shampooing hair removes the dirt, grit and grime before getting one’s hair cut. Your son’s hair is going cut a lot cleaner, giving them a crispier haircut.

Get a facial. This is a good time to treat your young man to a facial, where their face gets washed, exfoliated (removing dead layers of skin) and moisturized. Or they can use simply use soap and moisturizer.

“You want to put your son in a position when he take those prom pictures, posing with his date, that his skin is looking almost as good as her skin at the end of the day,” he says.

Coordinate! Make sure his suit and corsage coordinates with his date’s color schemes.

ADVICE TO PARENTS & TEENS Parents, this is a good time to get acquainted with your teenager’s date and his or her parents.

Know what their plans are for the evening. You can lovingly admonish them, let them know they can have a good time, but be sure they make wise decisions and how making the wrong decisions can affect them now or years later.

To the young men and ladies, this is a good opportunity to act responsibly and make wise choices. Some of your friends may see it as an opportunity for “freedom” to engage in promiscuous behavior. “Prom is a celebration of academic success. Celebrate your success,” says Moguel. “Don’t celebrate ‘I’m young, my parents aren’t around, there’s no chaperone, I’m getting a hotel room, and this is my big night… You still have to graduate.

You still have to go to college. You still have to set a career path.” Blue Artistry Makeup Artist Nikki Campbell (www.BlueArtistryPro.com) says, “Always remember that one decision can change the rest of your entire life! Make sure you think before you act and THINK FOR YOURSELF. Surround yourself with positive friends that want the best for you and would not put you in harms way. Follow your intuitions and never be afraid to say "No." Enjoy yourself and make it memorable!”

Playlist Continued from page 9

Khalil’s Way Author: David Miller An exciting illustrated children's novel by author David Miller highlights the journey of Khalil Joseph an 11 year old boy growing up in a tough New Orleans community after Hurricane Katrina. Khalil's journey shows how a young boy who is gifted in math and chess but struggles with being diagnosed with ADHD, asthma, numerous food allergies and growing up with a single mother struggles to deal with being bullied every day in school. Khalil's Way is a funny yet serious journey that encourages children to make healthy decisions. When you finish reading Khalil's Way, you may be surprised at how the skinny kid with glasses was able to win over his bully, and deal with his own disappointment of growing up without his father. Khalil's Way is illustrated by award winning artist Jerry Craft.

That’s Not My Name Author: Anita Fendall Anita created an anti-bullying program in April 2000 called Tease Free Kids". She has conducted several assemblies and training sessions on the issues of teasing and bullying. It has been a long and constant battle but she is committed to fighting it. Anita reside with her family in the suburbs of Maryland.

Continue on page 102

How to Grow a Career in Plant Biology

By Katie Engen Education Coordinator American Society of Plant Biologists

The information in this article connects to the larger outreach efforts of ASPB. For more information visit www.aspb.org.

Why make a career of studying plants?

Well, it’s fun to discover the active, useful, beautiful, eco-friendly, and even bizarre things plants can do. But plants are serious business, too! They have influenced Earth since its beginning and continues to be important to all living creatures every day.

That’s why plant biologists eagerly study plants to dig up new and better ways to improve the health, food, nutrition, shelter, clothing materials, and fuels that everyone needs.

What skills and interests do plant biologists use?

• • • • • • • •

Curiosity Accuracy Critical thinking Success in math and science Communication Determination Motivation for college (Bachelor’s/Master’s/PhD) A fascination for plants

Agricultural research helps feed the world as plant scientists develop stronger plants that provide more nutritious food. For example, Norman Borlaug taught scientists everywhere how to improve wheat. This work started the Green Revolution and kept millions from starving in Mexico, India, Pakistan, China, and South America.

Borlaug won the Nobel Peace Prize, the Presidential Medal of Freedom, and the Congressional Gold Medal. Only Nelson Mandela, Elie Wiesel, Mother Teresa and Dr. Martin Luther King, Jr. could make the same claim. Today, the world still needs enhanced crops. To help with this in the US many basic and agricultural research programs are supported by the Agricultural Research Service, US Departments of Agriculture and of Energy, National Institute of Health and National Science Foundation.

What do plant biologists actually do?

Basic research one of the basic principles of plant biology at the root of most careers in this field. Basic researchers have labs at colleges, universities, agencies or non-profit organizations. They enjoy doing engrossing, sometimes painstaking work that leads to unique discoveries about the intricate lives of plants. These scientists often study one type of plant with special tools, growth chambers, and computers to increase scientific knowledge that can help improve daily life for everyone. For example, many experts are studying different ways to make biofuels; others are figuring out how plants defend themselves from disease.

Corporate research in plant biology suits scientists who like turning ideas into products that will sell and help the economy grow. Corporate research teams find safe methods to make enough affordable medicine, clothing fibers, building materials, or farm products that people will want to buy and use. When a product idea is new, scientists devote a lot of high-quality resources and time to test different options.

As discoveries develop there’s more pressure to finish a valuable product, so these scientists can’t mind intense deadlines.

Teaching is a big part of many plant biology careers. Researchers often blend their lab work with teaching and mentoring undergraduate and graduate students.

And some plant biology experts focus on K-12 students and schools. Plant biologists in any setting will develop educational materials and clever resources for fun learning. Many go to events like USASEF to help kids, teens, and adults think about the importance of plants.

without special science training, and professional scientists.

What other jobs stem from a background in plant biology?  

Public Service calls some plant biologists to leave the lab or classroom and work in government or professional societies.

These scientists study many types of problems that plant biology research can help solve. They review results coming from different labs and nurture the best projects, often by helping individual investigators work together. Expert plant biologists also can make sure lawmakers have clear information when making policies or laws about products or services that come from plants.

Communication gets everyone thinking about the fascinating world of plants. It includes creating newspaper articles, journals, web sites, web pages, blogs, and online posts. Scientists who write, publish or edit for a living analyze experiments that others have done to be sure the work is welldesigned and the results are explained properly. They use many media formats and writing styles to provide interesting and useful information to students, adults

     

Agronomist: Manage soil content and field crop production to develop new crop hybrids and varieties.

Botanist: Identify, classify and study algae, fungi, lichens, mosses, ferns, or flowering plants.

Conservationist: Manage the use and development of forests and other natural resources.

Ecologist: Collect, study, and report data on the quality of air, food, soil, and water.

Environmentalist: Find solutions for pollutants that affect people, wildlife, and their environments Horticulturist: Breed, grow, store, or transport fruits, nuts, berries, vegetables, flowers, bushes, & trees.

Naturalist: Research and develop educational programs for national and state parks.

Plant Geneticist: Isolate genes to develop certain plant traits.

Research Assistant: Conduct research for food, pharmaceutical, and pest management organizations.

Here are more jobs and career-building links. Here are more in-depth essays on plant biology careers.

Value of Professional Development for Board of Education Members

By Anna Bucy, Ed.D.

A school board member is an advocate for kids elected by the community who must make tough decisions for the greater good while fielding criticism from special interests inside and outside the school district. Clearly-stated district mission, vision, and goals help board members make consistent decisions, communicate clearly with the community, and work more harmoniously together. Training can make the difference between an effective board managing a complicated system meeting diverse needs and a collection of pieces functioning poorly alongside one another.

School boards have the responsibility to serve

the entire community that elected them, not just the fraction that happened to vote, or members’ own agendas. Effective training early and often in a school board member’s term can be the difference between objective, big-picture decision making and short-sighted impulsive decisions or constant bickering (CUBE, 2011). The job of a school board member is difficult, and requires more than just showing up at meetings. An effective board member, once elected, will seek new board member training with his or her state’s school boards association and continue to attend training to keep current

on the ever-changing laws in the state and federal governments that affect schools, including policy and training mandates.

Public schools have to navigate difficult, overlapping, and constantly changing governmental expectations. Getting bogged down in the minutiae of running a meeting or month-to-month agenda items inhibits board effectiveness. Board members must focus on leadership for learning (Dahlkemper, 2005).

Responsible boards seek training to understand these demands and their role in helping the schools and community understand and handle them.

In Ohio, like many states, school boards must present a five-year financial forecast that takes into consideration all fathomable economic issues. This must occur as the governor issues a biennial budget that includes education funding and regulatory changes, state and national legislator changes every two years, a new president election every four years, and federal and state legislative mandates changing annually.

For most districts these days, their five-year forecasts are little more than an educated guess while gazing in a crystal ball. Local control of schools, though, is critical when student demographics can vary dramatically between districts a few miles apart.

A school board’s job is to set mission, vision, and goals for a school district, with help from the community it serves, and to set policy that reflects those big-picture elements. A board must also hire a superintendent and treasurer to be responsible for implementing those elements. School boards must also evaluate those top administrators annually to determine whether progress is being made toward the goals, vision, and mission of the district.

Effective boards also conduct self-evaluations at least annually and attend training together.

While board members should work to be familiar with all the activities

activities in a district and be friendly and available for discussions with employees and community members, board members should not engage in micromanaging.

The immense use of data in the running of today’s schools means that effective boards are continually updated on how the district is managing available data to improve student achievement, including what training needs to occur to remedy gaps in achievement or for data management changes. School board members serve as advocates for their districts up the political food chain, and can be instrumental in making lawmakers listen when many boards work together to reach out to legislators. Boards must stay abreast of educational and legal changes, including state and national trends, to effectively prepare the students for life after high school.

School boards manage public funds. The public expects expert management of those funds by novices sitting on the board. When board members attend training to become better board members, and share that learning with other board members and the community, they are demonstrating that they are trying to be good stewards of the resources with which they have been entrusted—human and financial. Many districts are out of compliance with state or national regulations purely because they are not aware of the mandates.

Districts can also save money by participating in training that helps them find more costeffective tools for data management, utilities purchasing, and other services. Being a good board member means being a real leader, often a transformational leader, which requires training and support.

The National School Boards Association (NSBA) provides support to all state school boards associations and the nation’s more than 90,000 board members via publications (books, emails about laws and policy changes, and the monthly American School Board Journal), online resources, research, and an annual national conference (NSBA, 2012). education and state school boards.

Continue on page 45

Living Education Everyday

Dr. Robert L. Barchi President Rutgers University Continue on page 62

LEADERS TO WATCH

Dr. Mildred Garcia President California State University, Fullerton

Newly Appointed University Presidents

Dr. Cynthia Jackson Hammond President Central State University

Continued from page 42

All state school boards associations offer varying degrees of training for board members and administrators. Ohio has one of the most active school boards associations in the nation with an annual conference that regularly draws 10,000 or more participants.

The Southwest Region Executive Committee of the Ohio School Boards Association developed a board selfevaluation tool and the Effective School Board Award to jumpstart focus and interest in boards’ self-evaluation (OSBA, 2012). Students, teachers, administrators, and staff are evaluated annually. School boards members only typically face election campaigns every four years. Engaging in voluntary and sincere self-evaluation will help school boards remember their role and how to do it more effectively.

Training for board members is not required; however, several states have entertained laws mandating training for board members. Some school boards associations even offer training for prospective board candidates so they know what they are facing if they choose to run for school board. New board member workshops are also available in many states so newly elected board members do not have to face on-the-job training for this complicated job. Due to financial limitations of school districts, some state boards of education are posting free training videos on their web pages so training can be available to all regardless of a district’s ability to pay.

Communing (often commiserating) with other board members is a valuable asset to any board member. No need to reinvent the wheel, just seek advice from those already rolling.

An effective school board member is a passionate, though objective, decision maker who seeks knowledge and stays above the fray. Difficult decisions face school board members (i.e., downsizing,

Training for board members is not required; however, several states have entertained laws mandating training for board members. Some school boards associations even offer training for prospective board school board. -Dr. Anna Bucy

An effective school board member is a passionate, though objective, decision maker who seeks knowledge and stays above the fray.

Difficult decisions face school board members (i.e., downsizing, school).

The role of school board members has changed over the last 20 years from a reactionary body representing community interests to a proactive body focused on student achievement. To satisfy the demand of being an effective board member, training is essential and easily found in myriad situations. The board member must own the enormous responsibility the highest job in a school district requires if the board and the district can be successful.

References Council of Urban Boards of Education (2011, Winter). Value of ‘process’ often overlooked by school boards. Urban Advocate.

Alexandria, VA: National School Boards Association, 1, 8-9. Retrieved from http://www.nsba.org/Services/CUBE/Public ations/UrbanAdvocate/UA-winter-2011.pdf National School Boards Association (2012). http://www.nsba.org/About Ohio School Boards Association (2012). 2012 Southwest Region effective school board purpose letter and nomination form. Southwest Region. Retrieved from: http://www.ohioschoolboards.org/sw-region Dahlkemper, L. (2005). Making the grade: School board members navigate education challenges. SEDL Letter,17(2). Retrieved from http://www.sedl.org/pubs/sedlletter/v17n02/school-board.html

Leaving Tradition Behind: Music Education for All

By Michael Albertson When someone asks me, "When did you know that you wanted to become a music teacher?" I have a difficult time answering — I honestly do not remember. As a professor of mine once pointed out, "Your first love of music came from playing and listening, not a desire to teach".

It is true, most of my colleagues and I became musicians because playing music is fun. Unfortunately, many of us have since forgotten the excitement we first enjoyed as children, trading in experimentation and free-form play for knowledge of theory and structure.

(Nachmanovitch, 1990) It is this idea — the one of the "trained" musician as "qualified" — that I believe leads those without "formal" music training to so quickly identify themselves as tone-deaf, or not "real" musicians. One can hear it everywhere: "I only sing in the shower." "I play guitar in my church, but I can't read music."

The process used by a highly-trained jazz saxophonist performing a complex melody is essentially no different than the person who plays rock guitar with his/her friends in the basement — indeed, she/he is actively engaged in music-making, too.

How can music educators translate this into their classrooms, thereby making ALL students feel comfortable identifying themselves as musicians?

Stephen Nachmanovitch (1990) gives us a great starting point: "The teacher's art is to connect, in real time, the living bodies of the students with the living body of the knowledge." (p. 20) Incorporating popular music into one’s curriculum is a possibility. When music educators refuse to

discuss popular music in their classrooms there is a missed opportunity to connect with students. Popular is not the opposite of quality. For high school students enrolled in a general music class (also commonly referred to as music appreciation) rhythm, melody and harmony can be covered just as thoroughly through study of a Michael Jackson song as they can with a Mozart symphony. Music purists may argue, "The level of musicianship between the two cannot be compared, as Mozart was scoring for an orchestra using advanced compositional techniques." In order to keep music education relevant, this argument must be refuted with, "but what are our objectives for our students?"

While constantly evolving, my philosophy of music education is rooted in the idea of providing students with the skills, knowledge and information to become lifelong participants in music — whether as performers, composers, producers or patrons. Explaining how Mozart used voice leading in his harmonic progressions may benefit the one percent of my students who plan to study music in college, but is alienating the majority who will have a more casual relationship with music.

Everybody listens to music and bringing up a generation of young people to have a passion for music — no matter what form it takes — will help create a populace that values the arts and will hopefully advocate for quality programs in their children’s' schools one day.

Sources: Nachmanovitch, Stephen. Free Play: Improvisation in Life and Art. Tarcher/Putnam: New York, 1990.

Staying Hydrated in the Heat

By Rebecca Mohning M.S., R.D., L.D. As the summer months approach maintaining adequate hydration moves to the top of the priority list for many coaches, trainers, parents, and athletes.

Dehydration and the resulting problem of hyperthermia are two major factors that can impair athletic performance.

Lack of water can lead to dehydration, and even mild dehydration can drain your energy and make you feel tired. It is important to know that thirst is not a good indicator of dehydration, because you do not get thirsty until the body is already dehydrated. When just 5%-6% of your body is dehydrated, you can have less energy and an increased heart rate, while dehydration at 7%-9% of your body weight could cause low blood pressure and even result in a coma.

Did you know? 

Water makes up 60% of your body



Mild dehydration decreases your metabolism by 3%



Drinking 8 cups (C) of water/day burns approximately 100 calories

Being dehydrated at the start of exercise can negatively impact performance. It is stated that “no other nutritional intervention comes close to providing the performanceenhancing effects of staying well hydrated.” Hydration during prolonged exercise is even more challenging,

because fluid intake often fails to match sweat losses.

Some common situations in which athletes are less likely to achieve full hydration include:  Competitions held in hot environments, where large sweat losses are expected, and/or where the competitions are long  More than one competition or training session taking place on the same day  Weightcategory events where athletes deliberately dehydrate themselves to achieve a specific weight Teaching athletes to become better drinkers It is important that athletes get plenty of fluid before the start of exercise in order to have adequate hydration when they start their exercise and to

dehydration during exercise. This is accomplished by remembering to drink fluids throughout the day, then hydrating 2–3 hours before exercise with 16 fluid ounces or 2 cups of fluid, and again 10–20 minutes before exercise with 8 fl oz of fluid. During exercise, athletes are encouraged to drink 8–12 fl oz every 15– 20 minutes.

The goal of fluid replacement is to replace 100% of sweat lost during exercise. The best way for an athlete to determine how much sweat is lost during exercise is to obtain a weight immediately before and after exercise. Any weight loss reflects a failure to drink adequately. An athlete must drink at least 16– 24 fl oz of fluid per pound of weight lost to make up for additional fluid losses in urine.

Choosing the best beverage It is important to drink plenty of water on a daily basis to help maintain general health and hydration. Water is a refreshing, calorie-free beverage option for individuals trying to manage their body weight. However, while water is a great thirst quencher, thirst is not a great indicator of hydration status.

Therefore, water sometimes is not the best choice for rehydration for those who are exercising for extended periods of time (more than 1 hour).

Unless water is consumed with food, it cannot replace the electrolytes (mainly sodium and potassium) that also are lost in sweat. That is why noncarbonated sports drinks are better than water at encouraging more fluid intake and promoting more rapid rehydration. Because sports drinks also contain varying amounts of sugar, they serve the additional purposes of sparing muscle glycogen during exercise and replacing muscle glycogen during recovery. So be sure to have a sports drink with electrolytes on hand for any continued exercise that last more than 60 minutes.

Being dehydrated at the start of exercise can negatively impact performance. It is stated that “no other nutritional intervention comes close to providing the performance enhancing effects of staying well hydrated.” Hydration during prolonged exercise is even more challenging, Rebecca Mohning M.S., R.D., L.D.

Continue on page 54

It’s Summertime!

Cool recipes for the long hot days of summer

By Kim Carrington Mint Lemonade Ingredients: 1 cup raw sugar (of course, you can also use white) 1 1/2 cups boiling water 4 large organic lemons washed more filtered water to fill container Directions: 1. Boil water in a saucepan.

2. When the water is fully boiling, pour in sugar, and stir occasionally until fully dissolved. Remove from heat.

3. Cut 3 thin slices from each lemon.

4. Squeeze the juice from the lemons and pour juice and slices into a 1 quart container.

5. Pour dissolved sugar syrup into the same container.

6. Add ice and stir allowing the warm sugar mixture to melt the ice. Taste. You may need to add more ice or filtered water.

Garnish with a few sprigs of mint leaves or basil leaves. Enjoy!

Party Lemonade To prepare for a party, use the same lemonade recipe above; but do not add ice or extra water. The day before the party, follow steps 1-5. Then pour the mixture into a plastic container and freeze. When ready to serve your party, remove container from freezer and run hot water over the container to loosen the frozen lemonade. Invert container to turn the frozen lemonade into a punch bowl. Add 2 3-liter bottles of ginger ale and garnish with sprigs of mint. You can also add a little freshly ground ginger and a little pineapple juice if you like.

Continue on page 55

Not Where I Thought I’d Be But I’m Glad That I’m Here

By George E. Stewart II To say that I always wanted to be a teacher would be dishonest. The truth is teaching was the last thing on my mind. As a matter of fact, teaching was never even on my mind. I earned my degree is in Sports Administration with a Minor in Business Administration. My goal was to land a coveted position in the sports business, specifically sports marketing and promotions. So that’s what I set out to do.

After college, I landed a prestigious internship in Los Angeles, CA working for an advertising company where I helped with developing Adidas’ new “Impossible is Nothing” ad campaign. It was in this internship was a position were I gained priceless experience and contacts. However, there were two major problems. I did not like the work environment or the work that I was doing. It was there, I realized corporate America was not for me. So I went back to the drawing board.

Shortly after my internship experience, I landed a job working in customer service in Gulfport, Mississippi. It was not my dream job, but it paid the bills. It was in Gulfport my purpose was starting to unfold. Hurricane Katrina came through Gulfport and turned the city upside down and I was left trying to figure out what would be my next step. I decided to move out to Houston, Texas.

Once again, I took a job that I did not love, but I needed to pay the bills. It was during this time I met a retired teacher who would give me some advice that changed my life. This lady saw potential in me and suggested I take that potential inside the classroom where I could make a difference.

After careful consideration I did exactly that, I sought to become a teacher.

I didn’t start out as a teacher. I started out as a teacher’s aide, while I completed my alternative teacher certification program. A lot of people complain about teacher salaries, but here is what I say to those people. “Those

School does not fully prepare you for life in the classroom. My first year as a teacher was rough, but I survived.

George E. Stewart II-Teacher

of you, who complain about teacher pay, never had to cash one of those teacher aide checks.”

Although the pay was low, being a teacher’s aide is where I was given my first classroom experience. I am thankful for that experience, because it prepared me for my later opportunity as a full time teacher.

School does not fully prepare you for life in the classroom. My first year as a teacher was rough, but I survived. They say that “if you make it past your first year, every year after that is easy.” Though my first year was rough, I gained valuable knowledge and experience.

The biggest thing I learned from that first year was; the drill sergeant mentality does not work in most cases; especially in urban schools. If you do not knock down some walls first and build positive relationships with your students, you will never reach them.

I must admit, I did not really become passionate about teaching until my second year. This was the year that I applied the lessons I learned from my first year. I started to loosen up, knock down those walls and build positive relationships. By doing this, I learned that a lot of students I taught lived in very unfortunate situations. Some of these situations I could completely relate with and understand.

Continue on page 64

5

Myths About Community Outreach Educational Institutions Need To Know

By Michael Robinson, Ed.D.

Many organizations, to include public K-12 school systems and institutions of higher education believe a connection with their local communities is imperative to their ability to achieve their mission.

However, there is a belief among organizational leaders that community outreach is simply a matter of knocking on doors or passing out flyers at local community events. Albeit, those are several of the methods one can use to reach their constituents, the fact is community outreach is much more than that!

Community outreach requires a strategic approach, a methodology that ensures your efforts garner the optimal results and that those reached are best able at the time of your outreach to benefit from your services, desire your services and understand your services.

Here are five myths regarding community outreach

every organizational leader needs to know, as they will assist in creating an effective community outreach program with a solid strategy.

Myth # 1 It Is Community Outreach, It Cannot Be That Hard: Community outreach can be done over the phone or simply from behind a desk. This is perhaps the most damaging of all the myths, as it the one typically accepted by those leaders with the least understanding of the mission of the organization and what is community outreach.

Truth is, effective community outreach has a strong base of research that does have a need for a level of office work. But the more effective outreach research is conducted on the ground within the communities one seeks to serve.

Myth # 2 They Have To Want Our Help: Communities are always amenable to organizations entering their neighborhoods promoting programs, services and opportunities. Organizations that assume, because we are a high profile institution or because we are addressing a need that impacts residents of this community they will accept us with open arms is to discount the uniqueness, characteristics and diversities of each neighborhood which makes up a community.

Myth # 3 Community Outreach Cannot Contribute To The Bottom Line: Community outreach is not a major avenue to produce a revenue stream or provide fiscal opportunities for an organization. Many organizations, especially community colleges have come to understand an effective community outreach program, grounded in research and an understanding of community norms can create funding opportunities. For community colleges, community outreach has increased enrollment, expanded the education and workforce training revenue options, while serving as an economic engine of the community. Community colleges have come to understand the revenue generating potential of an effective community outreach program is enormous, the time is now for K-12 public education to follow the model.

Myth # 4 Strategy Not Needed: Community outreach does not require a strategic assessment and implementation and can be effectively conducted via a haphazard approach. In these times of fiscal challenges, tight budgets and competing initiatives, failure to take a strategic perspective on how best to reach those who can and will access your programs or services can result in a waste of revenue, manpower and other organizational resources.

Myth # 5 Staff Departure: Community outreach personnel are not really performing outreach, but they are out looking for a job.

Continue on page 64

Continue on page

Staying Hydrated Continued from page 48

How much water is enough?

Even if the weather is not hot we still lose water every day for a variety of reasons. Water needs vary from individual to individual, but most people need 6-12 cups per day. The Institute of medicine of the National Academies advises men to drink 13 C fluid/day and women to drink 9 C of fluid/day.

Carry a water bottle around during the day and have one handy for any workouts or sports practice over the summer.

Parent Talk Live Host: Dr. Mike Robinson Join Dr. Robinson every Sunday evening throughout the school year, as he discusses provocative topics in education with fascinating guests. It’s live and it’s on Blogtalk Radio.

College 101 Continued from page 30

4. Apply for funding from the state (Maryland, DC or Virginia, depending on your residence) as quickly as you can. Funds are awarded on a “first-come” basis.

Contact the agency for information as needed.

5. Throughout the process, ask questions and get answers as needed. The lack of knowledge can be costly, so learn as much as possible and apply to all funding sources. Keep in mind that an application not submitted is one that is not funded.

These tools are a start but the guiding principle throughout this process and your entire college career is to be Early, to Read and to be Accurate in all that you do.

Parent Talk Live

We wish you success as you start down the road to college!!

Recipes continued from page 49

Grilled Curry Sweet Potatoes Serves 4 to 6 Ingredients: 2 to 3 large sweet potatoes cut crosswise into 1-inch slices 3 tablespoons olive oil 2 tablespoons curry powder Salt and freshly ground black pepper Grated zest and juice of 1 lime Directions: 1. In a large bowl, toss potatoes, oil, and curry to combine; season with salt and pepper and toss again; set aside.

2. Preheat grill to medium; oil the grate; place potatoes in a single layer on grate and grill, turning every 2 to 3 minutes; brush with oil occasionally, until they are tender and lightly browned 3. Transfer potatoes to a large bowl and gently toss with lime zest and juice and mint; serve with ketchup.

Pasta Salad Serves small crowd Ingredients: 2 lbs. of favorite pasta noodles cooked according to directions 1 large green pepper diced 1 large red pepper diced 1/2 half red or Vidalia onion diced Handful of coarsely chopped cilantro Handful of coarsely chopped basil Handful of coarsely chopped oregano 1 small bottle of capers 2 large finely shredded carrots 1 large head of broccoli coarsely chopped 1/2 lb. of cooked shelled shrimp Kosher salt and black pepper to taste 1 bottle of favorite oil/vinegar salad dressing Directions: 1. Cook pasta according to directions, drain, set aside to cool.

2. Wash and chop all vegetables and herbs.

3. Mix all ingredients--pasta, vegetables, herbs, capers, salad dressing (add shrimp last).

Serve either room temperature or chilled

Continued on page 56

Turkey Burgers Makes 12 patties Ingredients 3 pounds ground turkey 1/4 cup coarsely chopped mushrooms 1/4 cup finely diced onion 1 egg white, lightly beaten 1/4 cup chopped fresh parsley 1/4 cup chopped each red & green peppers 1 clove garlic, peeled and minced 1 teaspoon salt 1/4 teaspoon ground black pepper Directions (1) In a large bowl, mix ground turkey, onion, egg white, herbs and seasonings. (2) Form into 12 patties. (3) Cook the patties in a medium skillet over medium heat, turning once, to an internal temperature of 180 degrees F (85 degrees C). OR grill

Basil Lime Sorbet Makes 8 servings Ingredients : 1 1/4 cups sugar 1 cup water 1 cup (approximately 6 limes) fresh lime juice 18 to 20 fresh basil leaves, finely chopped Directions: (1) Combine sugar and water in a pot over medium heat. Cook (stirring, until mixture comes to a boil). Boil for 1 minute or until sugar dissolves. Remove from heat and let cool. (2) Puree sugar mixture, lime juice, and basil leaves in a blender or food processor until smooth. (3) Pour sorbet mixture into a shallow container, cover, and place in freezer. When mixture is partially frozen, scrape it with a fork and put back in freezer. When frozen, puree in a blender or food processor to make it creamy, and then freeze again. If you prefer, you can skip step 3 and just use an ice cream maker--pour mixture into an ice cream maker and freeze by following manufacturer's instructions. Serve with a fresh basil leaf and thin slice of lime.

Living Education Everyday Living Education Everyday

The

Real

Housewives

Of Home School

A conversation on what home schooling is from two moms who say it is a legitimate option for families to consider when finding the best environment to educate their children.

Real Housewives of Home School Living Education eMagazine Staff The staff of Living Education eMagazine talked with Tia Yisrael and Erin Miller. two remarkable educators turned home school parents. These mom/educators discussed facts, myths and benefits of home schooling from their perspectives as former public school educators.

LEeM: What Schooling?

are

the

benefits

of

Home

Tia: The one-on-one instruction, the direct instruction you can give to your child. It allows you to be more creative in the lesson planning, specifically in executing the lesson plan. You have more time to allow your child to master a subject. While in public schools there is a time frame for any subject matter, regardless if the students have mastered the subject or not, they move on.

Erin: I completely agree with Tia. As a mother of two you can see it play out in their individual learning. I home school two children, so you can see the difference in two children from the same family, the same experiences, but they have different learning styles. So the benefit from home schooling would be the fact that I can use several different variations of something as simple as the phonics program.

One child may do better with the pictures and one child my do better looking at the letters.

The ability to craft the learning for your child’s needs is a huge benefit. The ability to do the small one-on-one, while in a classroom you have to do the curriculum. The all over curriculum is limiting, however, while as a home schooling parent, you can tie into what interest them. For example, my child does not like phonics, but if you are able to go over it at the same time everyday, we can be done with kindergarten in 2 ½ hours Tia: As a home school parent you can focus on their strengths, so if they are strong in an area you can move on. In a public school setting the curriculum can be at times prohibiting.

LEeM: Why did you decide to Home School?

Was the prohibiting public school curriculum the reason you both chose to home school?

Erin: Yes it was along with a million other different reasons. I use to be a public school teacher in California. I left the profession because as a mother of three, my salary did not afford me the opportunity to pay for child care and while pregnant with our third child my husband was deployed.

We kind of gradually went into it, when we moved to the area from California, I thought this would be a wonderful place to home school.

There are great libraries and hands on history sites. I was a History major and Social Studies teacher. I thought this is cool! There are different aspects of home schooling here. In the suburbia areas you have the city culture, you are not on a farm and you are not isolated.

Tia: It was a little different for my family. I have

three children. My two older children are in public school. When we moved to the area, my two oldest were in public school. What I found was that for my two older children there was no need to home school, they were successful.

The battle with them for a quality education was not there. I did consider bringing them home, because the battle was with the public school system itself. The battle for me was with my four year old son who was headed to kindergarten, where kindergarten looked like first grade. It was all seat work. There was no exploration and no hands on. I had to really dig deep to even recognize where was the Center work, it drove me crazy.

As a license school counselor, I did not feel right working with parents and their children, while being so concerned about my own child’s primary education. Primary education is so important; these are the foundation years, so many things happen. I thought that he did not love school. He did not love to learn. What my children received in primary education in our home town of Cincinnati would look different today compared to what I am seeing now in my current school district. Because the specter of No Child Left Behind had not been implemented, NCLB has changed what primary education looks like today. Kindergarten teachers from state to state and primary teachers are struggling, because, everything has to be so structured. I did not want my child to fall through those cracks. My son attended kindergarten and first grade at a public school.

I told my husband, if we cannot afford private school I will stay at home. I will teach him. We can do the things he needs in his primary years.

After first grade, I said two years into public schools he does not like it and I need him to love it.

Erin: Looking at the homework requirements for primary grades, doing homework in kindergarten is not good. I feel for the teacher. It is okay for students not to get a 100% on a test.

That is the student’s work. It is okay for young students to explore. They are working and they are working hard from that 8:00am-2:30pm time frame or whatever those time blocks are and when they are done their brains should be mush and they should go out and play. That is how they learn, especially when you think of their age groups. You have primary, intermediate and high school. When children are in Pre-K through third grade they learn so much through doing, that is their language. There is nothing in the way of learning taking place when students at this age are sitting down.

LEeM: How many families in your area are homeschooling?

Erin: My first year there was only one professional from the local school district assigned to review the curriculum portfolios of parents seeking to home school. Three years later, there are as many as seven professionals assigned to review curriculum portfolios. I was told by the person reviewing my lesson plans that as many as 5,000 families are homeschooling.

LEeM: How do you address the concern that home schooling limit or stagnate the socialization/developmental skills of children who have been home schooled?

Tia: That is not accurate; we are not just in our homes. For example, Erin and I are from different cultures. In our kids swim class there are other cultures. This recreational experience

is diverse. When my son entered the science program at the local park, it was rich in diversity.

Socialization happens because learning is everywhere. Home schooling allows flexibility, we are not stuck coming to school MondayFriday at 8:30am. Our day is structured so much differently than that.

When you are talking about socialization, which is something that I teach my children. We review social norms and what are appropriate manners and when we are talking socializing with peers. I provide opportunities for him to do just that, he plays basketball and attends swim classes. I keep him connected with the kids he met while attending public school. Just yesterday he had four friends over; they went to the park, played basketball and came back to the house. That is the least of my worries as a home school parent. Sometimes he mentions, he misses going to lunch with his friends, but we talk about that and his feelings. I plan field trips that include kids from our community.

Home school children are able to have the same classes as children in public or private schools. They experience filed trips to museums as well as other learning through exploration environments,

to talk, and they are told to be silent all the time.

Meanwhile our home school group is walking as a group, which is the way adults visit a museum. They are talking about the artwork, you are saying to the group what do you like and what is it you do not like, while walking listening and interacting with the guide.

I understand there needs to be rules. I understand when you have 40 kids and two adults there is a need to have control, but if you are able to give them just an inch of freedom it would be amazing what you would see. It is important to teach kids, my children proper socialization. It is okay to scream at a ballgame, but in an art class you have to talk nicely to someone across the room, use appropriate voice tones and manners.

Erin: The only thing these kids are missing is the bus experience. Everything else they are getting. They are in girl scouts; they are in two different cooperative home schooling groups.

We go to museums with groups of home school kids. They act like normal children, so they are very social anyway.

What is real interesting, we have been at an art museum with a home schooling group and we have seen a public school doing their tour at the same time. I want my kids to have fun. The kids in the public school are walking in a single line, they are told to be quite, they are told not

Dr. S. Dallas Dance Superintendent Baltimore County Public Schools

Dr. Kevin Smith Superintendent Bethel Public Schools

LEADERS TO WATCH

Mike Laub Superintendent Avon Local School District

Newly Appointed Superintendents

Cami Anderson Superintendent Newark Public Schools

Barriers of Entry to College

By Yvette Mack There are a variety of reasons barriers of entry to college exist. The solutions are holistically based and required parents, administrators, teachers and students to work together to develop comprehensive results.

systems from K-12 to post secondary. One of the more frequently discussed concerns regarding K-12 public education is the lack of student preparedness for college or the workforce and the number of failing schools.

The landscape of higher education has changed over the past 25 years. There was a time when the family expected contribution toward college costs was low and the need for financial aid was high, but tuition costs were relatively low. Therefore, it made college

Many students are not prepared for the rigors of college life. There is gap between high school learning and the preparedness of students for college. When freshman college students are assessed many often fall below required standards and as a result remedial courses are needed.

The crisis of the underprepared student has gained national attention around the educational system, as focus centered on it's failure to prepare students for college. While the focus of “No Child Left Behind� seems to combat this, some are suggesting. The

more affordable with meager savings and a decent financial aid package.

In recent years, college tuition rates have outpaced inflation and most average American incomes, as a result financial aid packages rely heavily on loans that must be repaid.

College costs vary widely between state and private colleges and as a result there are a disproportionate number of lower income students who do not attempt to go to college.

In addition, many students and parents alike also struggle with the complexity of the Free Federal Financial Student Aid Form (FAFSA) and often miss deadlines or simply don't qualify for a full financial aid package.

Add to the financial strain families have with paying for college with the ever-growing debate about the U.S. educational

program is having adverse effects in certain communities. Unfortunately, the barriers often affect minority and poor students.

Whether you agree with the debate or not, the answer lies in the solutions aimed at addressing the factors which are widening the barriers to entry.

My own experiences as an educator have shown me there are students who are not prepared and lack the basic critical thinking skills to compete in class. Reading, writing Continue on page 64

Continued from page 51

I made the decision that I would be the alternative to what a lot of those kids saw at home and in their neighborhoods.

If my students were asked to describe me, most of them would say that I’m nice. I’m sure they say that because I NEVER yell, which is what they are used to experiencing. One student asked me, “Mr. Stewart why are you always so calm?” If my goal is to be a positive influence on my students, why would I yell at them? Besides, through positive relationships, consistency, and fairness, classroom management is not one of my biggest issues.

If my students were asked what their toughest subject is, they would almost unanimously say SOCIAL STUDIES. I always say that “my class is not tough because the students don’t understand the material. It’s tough because they are NEVER comfortable.” Research projects, essays, and public speaking are the norm in my class. I told my students that “if you don’t learn to do anything else in my class, you will learn to write

one of my former students says to me, “Mr. Stewart, Thank You for all you did for me. I am going to be the first person in my family to go to college.” And I will say what I always say. “I did not do anything. You did it.”

Although I never set out to be teacher, I am glad that I kept an open mind about it, because nothing beats the feeling of watching these kids SUCCEED.

5 Myths Continued from page 53

This is one of the most ridiculous myths in the field of community outreach. Effective community outreach staff will meet and network with countless community and business leaders and on a few occasions they will be offered opportunities to work with other organizations.

While staff turnover is not good for any organization or a department it does negatively impact a community outreach division. However, the possibility of staff finding employment elsewhere does not justify unprofessional scrutiny and mistrust by leadership. When this occurs the effectiveness of an organization’s community outreach is doomed for failure.

Barriers of Entry continued from page 63

effectively and talk in front of your peers.”

Communication skills are a primary proficiency employers look for in today’s job market. When I look at what my kids have to face down the road, it is a must that I challenge them.

I enjoy what I do, because what I do goes beyond the classroom. What I am doing is developing future community leaders. My students do not just learn about important events in United States History. My students also learn what it means to be a productive citizen.

I enjoy watching my students’ growth. I love to see a student who said that “I can’t do it” stand before his/her peers and give a presentation.

As I am writing this article, I am still full of pride because of my students’ recent benchmark scores. I am looking forward to the day that

and critical thinking are the primary areas students need to strengthen. There is a direct correlation between reading, writing, critical thinking and college success.

The standardized testing debate often sparks questions regarding testing and how students prepare for them. Test taking for some students is an exercise in memorization. That is not an effective strategy as a result many students are not college ready and struggle with basic courses. Are the schools and bureaucracy to blame? Some argue yes. Others suggest it’s a cross between schools, administrators, teachers and parents.

The solutions sought need to be holistically based;

Continue on page 76

Living Education Everyday

By Dr. Camilla Ferebee

DISPROPORTIONALITY

One of the most persistent and controversial issues in education is the overrepresentation of African Americans in special education. Disproportionality has been an issue in education for over 50 years.. During this time of integrating schools, blacks were subject to low expectations, and measures were taken to keep them separated from their white peers. Disproportionality has been associated with minority students being at higher risk for lack of assess to the general education curriculum and a higher rate of discipline.

Dr. Camilla Ferebee

One of the most persistent and controversial issues in education is the overrepresentation of African Americans in special education.

Disproportionality has been an issue in education for over 50 years. Many think it began with Brown vs. Board of Education in 1954. During this time of integrating schools, blacks were subject to low expectations, and measures were taken to keep them separated from their white peers.

Disproportionality has been associated with minority students being at higher risk for lack of access to the general education curriculum and a higher rate of discipline for years. For the purpose of this article, disproportionality will be defined as the under or over representation of a particular race/ethnic group receiving special education services when compared to the overall student population (National Association for Bilingual Education, 2002). According to the U.S. Department of Education, 16.4% of students in Elementary and Secondary schools were black during the 2009-2010 school year.

Nationally, 13.2 % of students attending public schools during this time frame were identified as students with disabilities. When analyzed by ethnicity, the report revealed that 28% of blacks were identified as Emotional Disturbance (ED), 31% Intellectually Disabled (ID), and 21% Specific Learning Disability (SLD).

Knowing that a problem exists, how are so many African American students continuously placed into special education? After a review of data, I believe that many minority students are placed in special education because of cultural misunderstandings (stereotypes) and behaviors. There is no current disability that is solely based on behaviors, so if a child is exhibiting behaviors the first suggestion should not be special education. Since many African American students are placed in the following categories, it is necessary to understand the qualifications to address appropriateness of placement. For a student to be labeled as ED difficulty with interpersonal relationships and exhibit inappropriate behaviors under normal circumstances, ID, significantly impaired adaptive behaviors; SLD does not achieve

adequately for his/her age. It is suggest that many students were placed in these three categories, because they are widely regarded as “judgmental” categories because of relatively vague federal and state disability definitions that necessitate a high degree of professional judgment in making normative comparisons to determine eligibility (Klingner et al., 2005).

How do we address this issue effectively and equitably if individuals involved who should be making decisions based on data continue to incorporate biases? Harry and Klinger (2007) stated that several conditions seriously marred the placement process; lack of adequate classroom to aid in decreasing the disproportional placement of minorities in special education. Specific guidelines have been developed along with qualification worksheets to help ensure eligibility and classifications are appropriate based on data.

Currently decisions should not be made solely on psychological scores. “IQ test are test of general achievement, reflecting broad, culturally rooted ways of thinking and problem solving” (Donovan & Cross, 2002, pg. 284). The decision making process involves general education and special education teachers producing data collected by incorporating research to intervention (RtI). According to the Virginia Department of Education (2009), RtI is defined as “general education process that uses high quality instruction tiers of interventions and student performance data to help students learn.” Before a referral is made, RtI should be implemented. Implementation of RtT requires the use of research based interventions (RBI), repeated assessments, and data collected and analyzed.

When minority students are incorrectly identified, the following problems have been identified: children are stagnated, promote negative stereotypes, low expectations, and do not encourage adjustments to curriculum and teaching methods. An example of this would be an African American male identified as ID, he is currently being educated in a general education inclusion classroom. At his Individual Education Plan (IEP) meeting the teacher suggests that due to his low performance he should be retested and that he possibly may be in the wrong setting. The monitoring/teacher of record explained that according to his previous psychological scores and other data, he is placed in the least restrictive environment. The IEP is signed and the next day, the teacher sends an email again requesting that the student be retested. Now, the question is why it is probably not in the best interest of the child to be retested. First, the teacher has not implemented any RtI, specially designed instruction, or collected any data. When the case reaches central eligibility, due to the schools lack of data the student could possibly be declassified. Now who does this benefit, definitely not the child who needs additional support?

Before making a referral to special education, someone has to examine the question “is special education the best placement”? It has been my experience that students in special education classes are not held to same standards as their nondisabled peers. Many teachers are not using specially designed instruction, modifying instruction, or teaching to the various learning styles. When interventions are not being implemented, teachers are afforded excuses as to why students are not performing. It seems to me that placement in special education is being used as a means to justify why students are not performing and removing teachers from being accountable for showing academic achievement for all students. When African American students are referred and considered without following the process, inequalities that influence educational access base on race is promoted. So we have to being to think have we really come that far in regards to equal access to education. African American students are entitled to rigorous

How do we address this issue effectively and equitably if individuals involved who should be making decisions based on data continue to incorporate biases?

--Dr. Camilla Ferebee

instruction, high expectations, and equal access.

“Some educators, with good intentions, sympathize with African American learners and simplify the curriculum rather than provide challenging opportunities needed for school achievement” (Kearns et al., 2005, p. 299).

Addressing the problem begins with involving parents, specially designing instruction, and incorporating RtI. Beginning with these three areas, will help ensure that students are appropriately identified. This will help begin the process of using additional data to place students in special education. This will also help with removing some of the biases associated with present placement in certain special education classifications.

Conclusion Although criteria has changed, guidelines have been updated, and additional data is taken into consideration when making eligibility determinations; disproportionality will continue to be an issue. African Americans will continue to be placed in special education because individuals will continue to institute biases when making eligibility decisions. Social workers will not want to approve declassification or reclassification when school personnel does not present RtI data, psychologist will want to use psychological/educational data only, school personnel will continue to avoid using RBI and presenting data that lesson/activities are specially designed, parents will trust that the experts know what is best, and experience will allow all to remember when…..and not change the way decisions are made. The end result, African Americans will continue to be under or overly represented in special education depending on geographic locations.

Parental Involvement. A personal Perspective

By Jennifer Harris When I think about parent involvement in schools, my own childhood memories greatly influence the way I think about the importance of this issue. My father was a middle school science teacher, and then later a high school physical education teacher and wrestling coach. In a small town like the one that I grew up in, it meant that one of my parents wasn’t just involved in my school, he was present throughout my secondary education. He drove me to school, after-school athletic events, piano lessons, and any other extracurricular activities in which I participated. Needless to say, as a parent he was well involved with my studies and behavior in the classroom.

Because of my father’s own profession, education was a top priority in our home. Both of my parents spent a great deal of time in communication with my teachers, administrators , and of course, my fellow

students. They were also uniquely aware of how elected officials on a School Board could affect the classroom. Additionally, because of my father’s position working within the school system, he also was able to observe how parental involvement was linked to his students’ performance. It is from this perspective that I approach my own dedication to parental involvement.

The most important lesson I have learned is that being present matters, perhaps more than anything else. I remember from my own childhood how much I appreciated knowing that my dad was just down the hall, and I derived both a sense of security and self-confidence that he was available when I needed him. My children are only three and five years old, but I have committed myself to showing up whenever possible to contribute to their learning and growth. Although I work full-time in an office located nearly an hour away from my oldest daughter’s school, I volunteered to be a room parent for her kindergarten classroom this year. Although not everybody has the freedom to take leave from their professional work to be inside the classroom, I think it’s vitally important for parents to know what is being taught, how children are being taught, who their classmates are, and even what they enjoy doing at recess. My daughter’s face lights up every time I am able to visit and volunteer at her school, and her teacher and classmates appreciate having a parent there to see all they are learning and doing every day.

I learned firsthand that education requires teamwork. My father spent countless hours after school tutoring children who needed extra help, meeting with parents to collaborate on educational goals,

and coordinating with administrators to make necessary changes inside the classroom. The same kind of dedication is needed among parents, teachers, administrators, and elected officials to make sure our children receive the education they deserve. If each of us gave an hour of volunteer service to our local schools once a month, imagine what a difference we could make! One hour of tutoring, one hour of coaching, one hour restocking

I have learned is that being present matters, -Jennifer Harris

library books, or one hour attending a PTA meeting really adds up when an entire neighborhood is committed to the public school down the street.

Finally, let’s seriously consider who we elect to make the decisions that shape the future of our schools. Since I grew up in a small town, candidates for the School Board were usually well known before they showed up on the ballot, and quite often were concerned parents and community leaders who were seriously invested in making our schools great. In a large, urban school district, we often don’t have the benefit of personally knowing the candidates, nor do we realize how much influence they have over the performance of the school system. Many voters do not realize that while state and local government officials allocate money, they have little influence on the performance of the school system. They do not determine how money is spent and what policies are developed to educate our children.

Too often, we overlook the bottom of an election ballot when we vote for our school board members. We not only need dedicated and informed leaders on our School Board, but we desperately need parents and educators! We also need experienced individuals who are skilled in budgeting limited resources that continue to be stretched even further. We need youthful perspectives to bring their recent experience in public schools into the policy process, and we need a diversity of perspectives that can help us achieve better outcomes. I encourage every person, whether a parent or not, to become informed and get involved, because the quality of our children’s education eventually affects all of us. We must all be responsible “parents” and stewards of the outcomes.

Did You

Know

The tradition of class rings has its roots in West Point. According to Anne Marshall of eHow.com the tradition of class rings started at the United States Military Academy at West Point in 1835. At that time, it was a symbol of honor to the institution, country and academic achievement. The rings did not change in style from year to year. The only change traditionally was the date of completion of studies or graduation of the wearer. This furthered the kinship of graduates in the academy as they left West Point.

The class rings of West Point were made of solid gold, something that is rarely found in class ring choices today. Chris Carson of eHow.com states, traditionally, the wearer is supposed to wear the ring with the insignia facing the wearer while she/he is still attending the school. Upon graduation, the ring is to be turned so the insignia faces outward.

In the early 1900s, the class ring grew in popularity. As time passed, other universities began to take the West Point tradition of rings and encouraged their graduating students to have class rings as a symbol of pride for their institutions.

The symbolic purpose of the West Point tradition of the graduating cadets celebrating their accomplishments with a class ring also served to share their pride for the institution to those outside of the Academy. It is a reflection of the wearer’s hard work, dedication and the achievement of a great milestone in their life.

Working with First Generation Student: a Professional Advisor’s Take

By Shonda L. Goward Academic affairs professionals are working with more identified populations than ever, and most are trying their level best to ensure that each student has the tools and resources he or she needs to succeed. Some of these professional advisors only work with students until they declare a major, and then they are transitioned to faculty advisors in their major. Some academic advising models utilize faculty advisors solely. Many schools have adopted a hybrid model that gives the student both the professional advisor and a faculty advisor in his or her major. This model allows for continuity from the first-year to the last, and expertise in a particular field. Whichever model is utilized what can become difficult is finding ways to engage students especially when one’s case load is large.

Academic Advising at a large, private, four-year university has its challenges with regard to student outreach and engagement. In my case I meet students as they enter during newstudent orientation. I am able to talk with them in groups of approximately 10 to discuss

academic rules, the general education curriculum, and campus life. Outside of this time it us up to the student to schedule an appointment with me during the semester. The first-year student will have to see me at least two more times per year to discuss their courses in order to have a hold lifted. None of the aforementioned practices are outside of the norm. Nonetheless, we are striving to determine if there are better ways to serve students, and how we should go about addressing special populations such as those on academic probation, those with financial difficulties, and first generation students.

My primary area of interest is on first generation and low-income students. These students are often thrown together in conversation, but are actually not necessarily one and the same. Some students are first generation only, low income only, and some face, what sociologist Deborah King would call the “multiple jeopardy” of being both. How do we as practitioners with limited time address the nuances of any smaller population

let alone a first generation population that has had a name for only about 25 years? Research is showing that even if we do not yet have the answers we would be remiss to not try to figure it out as the first generation population is quickly growing (Davis, 2010).

In The First-Generation Experience: Implications for Campus Practice and Strategies for Improving Persistence and Success Jeff Davis highlights several factors that impede first generation student progress.

One of the most glaring is that many institutions do not count their first generation students, and thus, do not know who may or may not need extended services. In addition, he speaks about negative parental involvement, first generation student attitudes about themselves, and lack of understanding regarding how a system of higher education works. He mentions several times that academic affairs and student affairs professionals would be remiss to not notice when our students belong to this group and to take proactive steps accordingly. While I believe Davis is right in that as professionals we ought to be in the process of developing all of our students based on their needs, the challenge I have with Davis’ work is our daily demands as academic administrators.

In a world where students are autonomous it is my experience that of course the most motivated student sees me the most often. The motivated student is the one who will most likely apply for a selective major, apply for the honors program, likely thinking about graduate school in their first year, etc. The next largest group for me is the students in distress. These students are usually in crisis or on the verge of emotional breakdown and are coming to me to help them find a resource to help them through their ordeal. However, the middling student, and in this category falls the students which are often first generation, low income, or both, the one we want to assist most does not come to workshops, no shows for appointments, and does not respond to email.

In my experience, hiring more advisors cannot help change the attitude of the student, nor can the idea that more people be trained to be

advisors as Davis argues. What has been most useful for me is connecting with my students through my personal narrative on that first day of orientation. I explain a bit about my life the choices I made as a first generation student, my first job at a major television network, and finally why I made the choice to be right there with them. Until we are able to devote more funds and time to services for underrepresented groups, personal narrative may be one way to draw them into self-identify who they are and Academic Advising at a large, private, four-year university has its challenges with regard to student outreach and engagement. In my case I meet students as they enter during newstudent orientation.

Shonda l. Goward

what they need. I have encouraged students to come in to talk about the changing of the weather if that will help them stay on track. Of course these discussions often lead to other topics, but at least the students do not feel they have to make up a reason to come see me, which is a barrier students erect not only with their academic advisors, but also their professors.

Although our time is often limited as we try to balance student interaction with the mounds of paperwork we need to process, and emails that need responses, I encourage advisors to share a bit of themselves with their students. In my office some people share by putting up art that reflects who they are on their walls. Some connect by displaying family pictures. Others connect based on their love of sports. The key is that as administrators we cannot expect any student, let alone a non-traditional student, to trust us if we give nothing first.

Reference Davis, J. (2010). The First-Generation Student Experience. Sterling, VA: ACPA, College Student Educators International

Why Closing the Achievement Gap is Serious Business for the Superintendent of Alexandria City Public Schools Dr. Morton Sherman

The staff of Living Education eMagazine (LEeM) sat down with the Superintendent of the Alexandria City Public Schools, Dr. Morton Sherman and discussed why closing the academic achievement gap in Alexandria City Public Schools is serious business for him.

LEeM: Dr. Sherman why is it so important for ACPS to close the academic achievement gap?

ACPS

Dr. Sherman: Closing the achievement gap is a civil rights issue. We must not have different levels of achievement among our students.

Beyond obvious, necessary, and stirring responses such as the civil rights focus, closing the achievement gap has implications for our economy and our democracy. Our country’s future is dependent on a citizenry which is literate and productive.

LEeM: How is the achievement gap defined by ACPS? Dr. Sherman: Our definition has several layers, e.g., the achievement gap can be on an individual level (do individual students achieve at the highest possible levels?) or it can be on a group level (how do NCLB subgroups compare to one another?). Achievement and learning gaps are measured not just by state assessments, but can also be revealed as we look at participation in Talented and Gifted programs, advanced courses, SAT scores, discipline, and participation in school activities.

LEeM: What happens if the achievement gap continues to widen? What does that mean for the students, citizens, business and the state of Virginia?

Dr. Sherman: ACPS is no different from the rest of the country in our responsibility to reduce and eliminate the achievement gap. Your question is on target as the impact of not eliminating the achievement gap impacts individuals, our democracy, and our economy.

LEeM: ACPS recently was awarded First Place Honors in 2012 Magna Awards. What are the Magna Awards and how does it validate the work taking place in ACPS to close the achievement gap?

Continue on page 77

Continued from page 64

Everyone plays a part in the success of a child entering (and completing) college. 

 



The family must start earlier preparing and understanding the financial responsibilities associated with choosing and paying for a college. There are programs including savings bonds and 529 savings plans that assist with putting away money for college at an early age. Understand the costs associated with college are more than tuition and fees. Choosing the best college should include not only looking at academic majors but also the financial viability of staying at a school for a minimum of four-five years.

Choosing a school for some is often not based on affordability. Encourage your child’s dreams, but be realistic and have a conversation about money with your child.

It is the students' responsibility to learn all they can. Be prepared. Understand that test taking is an art and master it.

Seek to learn and understand. Do not memorize the work to get by. Students should take advanced placement courses if they can. It looks great on the college application. Write a great essay. This refers back to reading and writing which is the backbone of comprehending college level courses.

Our educational system is in need of repair. The number of students dropping out nation wide is staggering and perhaps leaving states to implement individual programs isn't the answer. The Department of Education now has an emphasis on Common Core Learning Standards. The concept is simple but powerful: Reading, writing and critical thinking. The students who are readers will always have an increased vocabulary and are typically more analytical.

We must encourage reading and understanding the learning styles of children. Not all children learn the same yet our classrooms have traditionally been designed to "mass market " learning. Critical reasoning and thought must be the standard as opposed to fill-in and, multiple-choice learning which almost always doesn't guarantee a level of comprehension. Repetition is important.

For teachers it's important that we stop trying to live by the " one answer rule.” We need to reward students who attempt to answer questions differently and achieve the "right " answer.

The ability of freshman college students often fall below required standards such that remedial courses are needed.

-Yvette Mack

Barriers Continued from page 76

Finally what role does technology play in learning? Is the digital divide real? Is the answer always related to those school districts that have more money poured into programs?

To effectively deal with the barriers of entry to college, the holistic approach must be taken and all parties involved including parents, teachers, administrators and students must equally do their part.

References http://www.corestandards.org/ http://www2.ed.gov/nclb/landing.jhtml http://studentaid.ed.gov/ Dr Morton ACPS Continued from page 75

Dr. Sherman: Thank you for your recognition of this award.

One of the first responsibilities asked of me by our School Board when I started here four years ago was to create a strategic plan.

The community response and involvement were exceptional. The resulting documents have guided our work for the past three years.

Included in our plan are some basic, yet transformational areas of focus: individual achievement plans, a new curriculum, and high achievement for all. While the award is very important to us, what is even better is that we are seeing results in student performance.

LEeM: What are some of the milestones or indicators that reflect ACPS is closing the achievement gap?

Dr. Sherman: When I started here in 2008, about 17% of our students were taking Algebra I or Geometry in 8th grade. Last year over 50% of our 8th graders took Algebra I or Geometry with a pass rate of over 95% on the state assessments. There were no discernible achievement gaps among our student groups.

One of our elementary schools with a high percentage of free and reduced lunch (FARM) (84%) and a high majority of students of color (over 90%), had the highest math scores ever for any elementary school in ACPS‌ 98%. In fact, 100% of our third graders passed the state assessments.

Our high school is the largest in Virginia with 3000 students on two campuses. Two years ago it was given the PLA (Persistently Lowest Achieving) school designation. Last year we had the highest state assessment results ever, with over a 90% pass rate in reading and writing, and an 84% pass rate in math.

LEeM: Dr. Sherman, what types of programs, interventions, creative pedagogies are being used at ACPS to address the achievement gap or does it simply come down to having engaged parents, dedicated educators and an involved community?

Dr. Sherman: Our foundational and guiding transformation document is labeled “Common Sense.�

There is no magic bullet or golden handbook on the shelf. We have created a simple ACPS Learning Model with three parts: Curriculum, Instruction, and Relationships.

We believe that what goes on the classroom has an impact on every student. Our focus has been on supporting our teachers, creating a new curriculum, and ensuring that our schools are safe and caring places for students.

Insight EWC Students Attend Teacher Town Hall

By William Jackson Brittany Glover and Michelle McNealy, students from Edward Waters College (EWC) had the opportunity to attend WJCT and the Florida Public Broadcasting Service event Teacher Town Hall forum. Teachers across the state Florida were invited to have their voices heard in a taped forum addressing state's high school dropout crisis.

This unique opportunity allowed these two students to hear educators’ perspectives, experiences, suggestions and ideas about the urgent issue of the increasing dropout rate of high school students and the implications of failing the FCAT Florida Comprehensive Assessment Test.

The WJCT Studios was a great setting to gather teachers from around the state including Duval, Clay, Putnam and surrounding areas. The program was taped and will be re-broadcasted across the state on PBS and NPR stations in May and June.

Al Letson of NPR's State of the Re: Union hosted and guided the dialogue. Brittany Glover a Mass Communications major had the unique opportunity to see firsthand how technology is used to broadcast programming. Michelle McNealy had the opportunity to hear strategies while seeing how the use of benchmarks, standards and other measurements to assess student success, challenges and progression are impacting decisions. As a Psychology major, Michelle was able to confirm her understanding of the relevancy of data as it relates to her chosen profession. EWC was well represented by these talented young ladies. The opportunity to take a photograph was also provided with Mr. Letson who encouraged them to continue their education.

Michelle McNealy is blogging at: http://michelle7dotme.wordpress.com/ Brittany Glover is blogging at: http://brittneglover.wordpress.com/tag/brittany-glover/ Prof. William Jackson is blogging at: http://WilliamDJackson.com/ For more information on this and future events: Circe LeNoble Grant & Community Relations Manager Phone: 904.358.6329 – office E-mail: americangraduate@wjct.org

Place your ad here! or anywhere in this publication for maximum exposure at great rates.

Contact our ad department for details forestoftherain.advertise.com

Class of

Parent Perspective POSITIVE BEHAVIOR SUPPORT SYSTEM

By Kenneth and Kimberly Parker Our son had a most challenging fourth grade year at school. A bit too much for our liking, we received a call, email, or note regarding his behavior. Whether he got out of his seat without permission, he became a vigilante for one of his meek classmates, or acted in selfdefense, he was reprimanded often.

In our ongoing attempts to support our son and the school, we developed a one-two-three strategy that helped decrease and/or eradicate the behavior: 1. List our top five expectations on small strips of paper that neatly fit on each weekly page in his agenda book.

2. Have him recite the list daily before leaving for school.

3. Track his progress on a color coded chart and reward his progress.

This is called a Positive Behavior Support System.

A Positive Behavior Support System (PBS) is a decision-making framework that guides the selection, integration, and implementation of the best evidence based academic and behavioral practices for improving academic and behavioral outcomes for all students. According to Warren et al. (2002) PBS is comprised of a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students.

Since 1999, schools in the state of Maryland have been successfully implementing PBS. Sixty four percent or 650 schools in 24 school systems have been trained and are implementing this system consistently. As an intervention strategy, PBS researchers have documented its success in reducing the percentage of students who receive office discipline referrals and suspensions.

Schools that have used PBS have witnessed up to a 40% reduction in discipline incidents.

Perhaps our experience mirrors yours and you’ve not quite found a way to help your child modify their behavior. Well, we’d like to recommend PBS. Since implementing it consistently, our son has made great progress. While PBS is not a cure-all, it certainly merits our praise for its effectiveness.

WHAT’S TRENDING Three under 21 college students are seeking to lead the 18 th largest school district in the United States.

Prince George’s County Public Schools is the 18th largest school district with an annual operating budget of $1.6 billion dollars.

Mr. Edward Burroughs (19) and currently serving as member of the Prince George’s County Board of Education recently won by primary election with more than 65% of his district’s votes.

Ms. Raaheela Ahmed (18) who is a 2011 graduate of Prince George’ s County Public Schools won her primary district election for the BOE education with over 32% of the vote. She beat an experience field which included a six term incumbent who is currently serving as the Chair the Board of Education.

David Murray (20) is of seeking to win the district one Board of Education seat for the second time. In his first attempt, he lost by slim margin and despite his challenger’s endorsement from current incumbent member who has elected not to seek re-election; Mr. Murray won with more than 53% of the votes in his district.

To read more follow the links below: http://schoolsofthought.blogs.cnn.com/2012/04/06/young-politicos-run-forschool-board-seats-in-maryland/

Louisiana to Receive Over $10 Million to Turn Around Lowest-Performing Schools U.S. Secretary of Education Arne Duncan today announced that Louisiana will receive $10.1 million to turn around its persistently lowest-achieving schools through the Education Department's School Improvement Grants (SIG) program.

The funds are part of $535 million provided through the fiscal year 2011 budget and made available to states under the program. To date, Louisiana has received $88.8 million since the SIG program was redesigned in 2009. http://www.education.gov/news/press-releases/louisiana-receive-over-10-million-turn-around-lowestperforming-schools

May 16, 2012, 12:27 pm College Board Selects Backer of Common Core School Curriculum as New President

By TANYA CALDWELL The College Board has chosen David Coleman, an “often criticized” architect of the common core curriculum standards that are being adopted around the country, as its new president, our colleague Tamar Lewin reports. http://thechoice.blogs.nytimes.com/2012/05/16/college-boardselects-backer-of-common-core-school-curriculum-as-newpresident/

For the First Time, Number of Unemployed Who Attended College Outnumber Those Who Didn’t Contributed by: AllGov on May 24, 2012.

Parents may have a tougher time winning the argument with their children about the importance of attending college if their

offspring hear the latest news from the U.S. Department of Labor.

As of April, the number of unemployed people (age 25 and older) who went to college was greater than the total of jobless workers with only a high school education. This is the first time in U.S. history that college-educated individuals have outnumbered those who never continued their formal education after high school. http://govinthelab.com/for-the-first-time-number-of-unemployed-who-attended-college-outnumber-thosewho-didnt/

Save the Date National Men Make A Difference Day For Academic Success

October 8, 2012 Meet

Mr. William E. Rogers One of the millions of Engaged Fathers

William E. Rogers is a single father of four children who works extremely hard as an entrepreneur. He does not take his role as a dad lightly. He is very determined to help his children become successful in every area of their lives! Déjà, who is 13 years old, attends Science and Technology High School. She is in the 9th grade and has a 4.0 GPA. She, scored advanced on the state assessment test in both Reading and Math, takes Honors English. Déjà scored a 275 on the science and tech entrance exam, even though a score of 212 was needed for acceptance into the program, participates in the Science Bowl competition and takes Algebra 2/Trigonometry.

Déjà who attended a French Immersion school prior to transferring became the President of the Student Government Association, played on the girls’ soccer team, and helped the girls’ basketball team reach the playoffs for the first time! She is an all-around super daughter.

Talia, who is nine years old, attends a French Immersion School. She is in the fourth grade and has a 3.97 GPA. She scored advanced on the State assessment test in both reading and math, and is currently taking 5th grade math. She is a Tae Kwon Do student and her instructor expressed that her skill level is ahead of kids that have been there longer. She is definitely a leader in the making.

William, III and Edward are seven year old twins. They are in the second grade and are both above grade level in reading and math, testing on a third grade level. They are Tae Kwon Do students and enjoy the movements. They are very energetic and loving sons who have interests in Computers and Science.

Join men across the country on October 8, 2012 and celebrate the importance of being a father and its impact on student success in school and in life.

Playlist continued from page 37

The Hard Truth: Problems and Issues in Urban School Reform Author: Dr. Sean B. Yisrael The Hard Truth is a book written for principals and school administrators who want to implement effective change. The topics of the book candidly discuss the problems, people, and issues that get in the way of true school reform; and what building level principals can personally do attain the best possible outcomes.

12 Laws For The Urban School Principal Author: Dr. Sean B. Yisrael This book was written to provide urban school principals practical knowledge of the various issues faced when trying to lead an urban/inner-city school – especially one with a history of failure. Most urban/inner-city schools present problems that many school administrators aren’t prepared to deal with. The twelve laws outlined in this book will serve as the bridge between what most school leaders learn while in graduate school, and what really goes on when school is in session; covering everything from building a positive school culture, to dealing with ineffective staff members. Dr. Yisrael candidly discusses the tough issues in a manner that’s beneficial to both veteran and novice principals. If followed and implemented correctly, the twelve laws will serve as the principal’s roadmap for success.

Classroom Management Author: Dr. Sean B. Yisrael "Many teachers who work in urban schools find classroom management to be very problematic. Their university course work did not prepare them for the heavy demands of being an urban school teacher. Urban educators need to be equipped with the knowledge and skills needed to effectively manage adverse behaviors which may occur, and still deliver a quality education to all students. The Urban Teachers’ Guide to Classroom Management is designed to give urban classroom teachers practical strategies that will help them deal with the unique challenges faced by urban school teachers today. Whether the teacher is just starting their career, or considered to be a veteran, he/she will be able to learn how to establish and maintain control over the classroom environment, effectively deal with the most extreme student misbehaviors, establish rapport with students and parents, and reduce the amount of students sent to the principal's office on referrals. After reading this book, teachers will be able to combat the negative forces that adversely affect urban students, and concentrate on teaching and learning."

Final Thought from Our Executive’s Corner

Is It Time For A National Educational Agenda For The African American Community?

By Dr. Mike Robinson What is the future of education for African Americans relative to the academic achievement of African American children? If you or anyone working as a civil rights advocate, community organizer or civic leader knows, please share it with the rest of us. Because from where most of the African American community sits the vision and pathway is not really clear.

The ongoing failure of school systems to educate an increasingly high percentage of African American young men is frightening. In some urban school districts the dropout rate is as high as 70%. What become of those who leave the thousands of school systems? Where do they go?

What do they do? Those are just a few of the many questions that confront the African American community.

Is it time for a massive nationwide protest for our rights for a quality education. Should we march and rally on our State capitals demanding justice in education? Maybe we need to galvanize on Twitter and Facebook and any other forms of social media to get the word out; that we want quality education for our communities and we want it now!

It is likely that an approach using those methods above will generate some public responses from civic leaders and community advocates. There is even a likelihood that some forms of legislation requiring access, increase funding may come out of the outcry for educational justice. However, herein lies the issue, “been there, done that and have the T-shirt.” So at the end of the day, we eventually find ourselves right back where we started. A community with high dropout rates among African American young men; African American female students graduating at a lower rate than white and Asian females; fewer African Americans entering college; a disproportionate number of African American students entering college unprepared and needing remedial educational courses; the steady decline in the number of African American men matriculating through institutions of higher education. I could go on and on, but we get the picture and in many cases, we have lived or we are living it. With an unemployment rate hovering near 15% (probably higher) our only solid hope to turn this tide for future African American generations is to emphasis the need for an educational system that is filled with academic rigor, demanding and competitive classes and state of the art equipment which ensures our children can compete nationally and internationally.

It is time for a National Educational Agenda for the African American community? This would be agenda should outline the expectations of the academic achievement for African American students from a nationwide perspective. What would such an agenda look like? Well let me offer the first few components:  

Increase in the number of African American male teachers in the classroom A national meeting between all HBCUs, the United States Department of Education and the 50 Secretaries of Education representing each state in the Union create MOUs to hire

   



over 100,000 male teachers by 2025 Every African American church should adopt at least one school in their community to provide educational support not religious doctrine Entrepreneurial based curriculum should be included in the academic courses starting as early as 4th grade Extend the learning day Increase multicultural training for teachers and staff as a means to reduce the disproportionate number of African American students suspended or placed in special education Parental involvement that is supported by schools, churches and employers

These are just a few of the components that should make up the National Educational Agenda for African Americans. We have to demand more academic rigors and once we have it, demand performance from our children and their friends. Respect and celebrate the academic achiever, make them the rule, not the exception.

Commentary 8 Rules for Selecting a College

By Dr. Stephen Jones During the senior year parents engage in the annual ritual and conversation about selecting a college. Today college cost is frequently at the top of the list of issues that parent’s must confront. Even today money should not be the only reason that you select a college. The ability of your student to live within the philosophy of a college can make a big difference in their success. Sure colleges can put up an advertisement and send you a mailing every week but there is nothing like visiting a campus and talking to the faculty and students who have made a commitment to a particular college. The truth is there are over 6,000 colleges that a student can select from and all; very in size and mission. Some colleges are owned by your state, some private and others are community colleges.

There are eight rules that will help you to select a college that fits your needs. There are some simple rules that you can follow to reduce your stress. These practices will help you to make a reasonable decision about the top colleges that you select. Here are the 8 rules: 1. When you go on a college tour always arrange a meeting with a faculty member and student.

2. Always talk to the financial aid office after you have received their financial aid package.

3. Attend a classroom lecture to get a sense of the class sizes.

4. Check out what students are saying about the college on the internet.

5. Ask if advising is mandatory or voluntary. Advisors can be a critical part of a student’s success.

6. Ask if their professors teach classes or mostly teaching assistants.

7. Ask how many students from your high school have attended the college. It could be a sign that your former classmates really liked the college.

8. Take several friends with you and go on a campus tour together. Sometimes it is good to get more than one perspective on the college you are visiting.

You should find ways to creatively engage in conversations with their students and alumni. You want to know how happy they are about their college experience. It’s even better when you can talk with students who are in a particular major. They can share their success and also talk about

their challenges with their major. The beauty of a campus is not the only thing to consider. You want your son/daughter to have an enjoyable experience. Take the time to compare the colleges you have selected and what they offer.

Another thing that you can do is pick up a few books that the faculty has written. These writings will reveal their opinions and thoughts. It is a great way to know if the faculty is keeping up with current trends. Get started to day and you will have an easier time making a college decision that you won’t regret.

Living Education Everyday

We would like to hear from you.

Email us at editor.forestoftherain@gmail.com Also follow us on @anaturalbridge