Up on Play: Schools by Landscape Structures

Up on Play

Schools Issue 1

The impact of outdoor learning environments In April 2011, nearly 100 principals came together to create a nature-inspired outdoor learning environment for Booker T. Washington Elementary School in Tampa, Fla. The learning space incorporated AdventureScapes®, Log Benches, the Log Crawl Tunnel, Log Balance Beam and custom Lady Bug Climbers. Additionally, volunteers helped build garden boxes where students grow healthy snacks. The project was a part of the National Association of Elementary School Principals’ (NAESP) Community Service Day during the Annual Convention and Exposition. Now nearly two years later, we’re catching up with B.T. Washington Principal Toynita Martinez to hear how the outdoor classroom concept is being embraced. “All of our teachers are taking advantage of the outdoor classroom,” said Martinez. “A lot of math and science classes take place outside. Plus, reading groups disperse in the space to finish a reading assignment and then come together to discuss.” When students saw the completed learning space, they were beyond excited. Students use the space for everything from reading and tutor time to burning off extra energy before getting back to their studies. “The outdoor classroom concept has helped improve the behaviors of some students,” Martinez explained. “It gives students a break from sitting inside and allows them to get fresh air in order to focus for the remainder of class.” Martinez is thrilled with the outcome of the outdoor classroom, and would definitely recommend it to other schools considering this concept. “There has been nothing negative to report about the learning space. It has been a great addition to our school, and teachers continue to incorporate the outdoor classroom into their lesson plans. Even more, the nature-inspired equipment is great! It really helps create a unique space for our students.” If you’d like to discuss the outdoor classroom concept with Principal Martinez, you can contact her at toynita.martinez@sdhc.k12.fl.us. You can also get step-by-step assistance in creating and outdoor learning environment from your local Landscape Structures playground consultant.

The building blocks of play

n his State of the Union address, President Obama called on Congress to expand access to high-quality preschool to every child in America. As part of that effort, the President will propose a series of new investments in high-quality early learning for children–beginning at birth and continuing to age 5. With an increased focus on early childhood education, it’s important to consider how to accommodate the potential influx of children ages 5 and under at your school. And one space in particular to consider is the playground. At Landscape Structures, we create age and developmentally appropriate play experiences for children. Our original structures were designed in partnership with the early childhood development center at Iowa State University. And today, all of our playground designs incorporate developmental standards put forth by the National Association for the Education of Young Children (NAEYC). We have playground products that are designed specifically for ages 6 to 23 months, which encourages infants and

toddlers to engage in new experiences as they learn to control and move their bodies. These playground components are proportioned for smaller hands and feet plus they offer just enough challenge for this age group. As kids grow and become more independent, they’re ready to take on more challenge. Our playstructures designed for ages 2 to 5 help fill this need. Scaled right for preschoolers, our PlayShaper®, Weevos® and PlaySense® playsystems help build physical strength, flexibility, balance and dexterity with age-appropriate challenges. Many of you already know and trust Landscape Structures to provide safe, quality playground equipment for your students ages 5 to 12. Be sure to look to us when you’re starting your early childhood-focused playground projects; we’ll help you accommodate a variety of ages, challenge levels, spaces and budgets. Contact your local playground consultant for more information; he or she will provide you with expert, personal guidance as you search for the perfect playground solution.

Acceptance of all...in a lunch box Socialization at school can be a tremendous struggle for children with disabilities, and the impact of isolation from play has a damaging effect. To help combat this, Shane’s Inspiration, the international nonprofit specializing in the design and educational programming of inclusive playgrounds, created the online Inclusion Lunch Box® program. The Inclusion Lunch Box program is an interactive and highly engaging elementary school program that promotes social inclusion and reduces bullying toward children with disabilities. The program works in a simple, three step process: 1. Students in kindergarten through grade 12 participate in a 60-minute ability awareness workshop, during which time they utilize written and hands-on exercises, a DVD, and group discussion to explore common misconceptions and perceptions about disabilities. They learn to distinguish between fact and fiction. 2. S tudents with and without disabilities are then paired at an inclusive playground to spend the day playing with and learning about each other. Using a variety of toys and games, children of all abilities are supported as they connect. 3. A post play date workshop in the classroom allows students to synthesize how their perceptions shifted about themselves and people with disabilities. An academic curriculum allows teachers to continue the ability awareness throughout the year via humanitiesbased activities that meet Common Core Standards.

With support from Landscape Structures, Shane’s Inspiration is able to make this program available to teachers throughout North America. Teachers can download the inclusion program at shanesinspiration.org/ education. The online program includes a step-by-step guide and materials to facilitate classroom workshops, inclusive play guide to help integrate students on school campuses or at inclusive community playgrounds, follow-up workshop guide and materials so students can implement their newly gained awareness and common core standards-based curriculum and resource list. Additionally, Shane’s Inspiration staff is available for ongoing support to teachers and administrators. Learn more about the Inclusion Lunch Box program from Shane’s Inspiration by visiting shanesinspiration.org.

Leave it to the professionals Landscape Structures is so honored to work with schools around the world. We’re constantly learning about fun and unique projects on which you’ve worked, obstacles that you face and innovative solutions that you create to overcome challenges. That’s why we’ve created this new feature that spotlights a school professional, introduces him or her, and gives you a glimpse into what projects and programs he or she has implemented. Our first featured professional is Mark Terry, president of the National Association of Elementary School Principals (NAESP) and principal of Eubanks Intermediate School in Southlake Texas. Read below to learn more about Mark, and his experience as an educator and school leader. Q: How long have you been involved with schools as an educator or school leader? A: I began my career as a fifth and sixth grade teacher in 1980. I was in Arlington, Texas, and the school had just implemented an open classroom concept. After that I moved into the assistant principal role in that elementary school followed by an assistant principal position in the high school. I was in the high school for three years, and then transitioned back to elementary schools as principal at an inner-city school and an elementary school in East Texas. In 1995, I was contacted to help open a school in Southlake, Texas, which combined 1,170 elementary and intermediate students in the same building. Once the school was open, we quickly moved to open an intermediate-only school, Eubanks Intermediate School, where I work as the principal of 630 5th and 6th grade students. Q: How did you become involved in NAESP, and what are some of your duties as president? A: I joined NAESP in 1993 because I was looking for professional development. After becoming a member and getting an understanding of the organization, I volunteered on a committee and then continued to get more involved. I saw that my volunteering was positively impacting the principals—and therefore students—and I continued to do more. I began my term as president of NAESP on July 1, 2012. Since then, I’ve been visiting affiliates around the country. During my visits, I spend time with local principals and learn about what they’re doing as well as provide updates on what’s happening with schools nationally. It’s great to have the opportunity to interact with so many principals; and I really enjoy visiting schools. Q: What has been your favorite initiative to tackle since being a principal? A: While I was working at the inner-city school, we had an influx of kids from Central America due to conflict happening in some of those countries. Many of the kids were unaware of American culture and didn’t speak much English. In order to help these new students adapt more quickly, we set up an experience for them to learn some common things about our culture. We had many parent and student volunteers help create this experience and teach common things like camping and money. The experience even went so far as to teach the kids how to get a loan, and then took them down to the school store to learn about entrepreneurship. It was a great program. Not only did the new students learn a lot, but so did the volunteers. It really helped our school build a solid community. Q: What do you enjoy most about your job? A: No matter if I’m in an elementary, intermediate or high school, I really enjoy interacting with the students. You can say the same affirming thing to kindergarteners through seniors, and it will have the same impact on them. I feel fortunate to be a role model for young people and know that I can make a positive impression on kids’ lives. I got to where I am because of the role models I had throughout my school years. Q: What are some of your personal hobbies when you’re not being a principal or president of NAESP? A: I have been married for 35 years to my wife, Karen, and we have three kids. I really enjoy spending time with my family, reading and jogging. I am also active with my church; I volunteer with a group that will help families in need or elderly people fix up their homes. Learn more about what Mark is doing on behalf of NAESP by visiting www.naesp.org.

Industry News Read about the latest happenings affecting schools, and then join the conversation on Facebook, Twitter, LinkedIn or Google+. Let us know what you think about the following topics: • State of our schools The Center for Green Schools at the U.S. Green Building Council (USGBC) today released its first “State of our Schools” report, highlighting the critical need to modernize school facilities to meet current health, safety and educational standards. Download the report.

Calendar of Events Looking forward to seeing you at the following events: March • EPCOT® International Flower & Garden Festival, Lake Buena Vista, Fla. April • Council on Exceptional Children, San Antonio, Texas • AOTA, San Diego, Calif. • PTO, various locations

• NAESP Day of Service • NAESP Foundation’s Jerseys and Jeans Fundraiser • AOTA Specialty Schools Conference, Minneapolis, Minn.

• Exercise key in keeping kids engaged in their studies A new study published in the Journal of Pediatrics may help ensure all parents understand the importance of raising healthy kids. The trials, which reviewed the standardized test scores of kids from fourth to eighth grade in Lincoln, Neb., compared the results to each child’s body mass index (BMI) rates to look for a connection. Read more. • First Lady Michelle Obama launches Let’s Move! Active Schools Let’s Move! Active Schools launched late last month, which aims to bring physical activity back to America’s schools. The program provides simple steps and tools to help schools create active environments where students get 60 minutes of physical activity before, during and after the school day. Read more.

July • NAESP Convention, Baltimore, Md.

Landscape Structures Inc. 601 7th St. South Delano, MN 55328-8605 888.438.6574 763.972.5200 playlsi.com

• NAESP: Principals need to know about early childhood development In an effort to better recruit, prepare and build the capacity of effective principals, the National Association of Elementary School Principals (NAESP) has proposed a new policy to strengthen elementary principals’ knowledge about early childhood development. Read more.