RocketKids Magazine—Sarasota|Bradenton, Fall 2017

BIG ARTS HEART

PHILANTHROPY KEEPS KIDS ENGAGED IN THE ARTS

THESUPERS

BOWDEN AND GREEN ON EDUCATION TOMORROW

THENITWASUS

A MOM, HER OLIVE AND TYPE 1 DIABETES

TM

AN SRQ MAGAZINE ANNUAL 2018

| SARASOTA | MANATEE FAMILIES, KIDS, EDUCATION AND INNOVATION

Get ready for a fresh and authoritative new voice, a voice that was designed to benefit the vibrant families of the Gulf Coast. RocketKid is a compendium of deep-dive experiences in education, creativity, sciences, sports, technology, health, and innovation, and still a guide to your must-have panoply of goodies. RocketKid travels straight from the editor’s table to your kitchen table, and with it comes the journey of discovery that inspired it. The fuel in my own exploration rocket is my sweet, empathetic seven-year-old son and his independent, vivacious four-year-old sister. Together we celebrate just how lucky we are to have a regional backyard chockful of magical experiences, and things are only getting brighter for Gold Coast parents. We’ve recently been amazed by the Sarasota Ballet’s performance of The Secret Garden, complete with spectacular life-sized puppetry and we’ve satiated the kids with “DIY” pizza at Caragiulos. We’ve invested the morning paddling through mangroves looking for manatees and then followed it with an afternoon carving holiday ornaments on the high-tech CNC Router at the Suncoast Science Center.

Classes at the Circus Arts Conservatory teach kids not only the skills and confidence to perform the trapeze, juggling and acrobatics, but the complexity of working with teammates. Even ceramics classes, whether you’re painting and glazing or going full-out by creating your own three-dimensional objects, are accessible. Adventures await, from beaches and bays to fields and museums, from theaters and studios to circus tents and treetops. This is my very personal love letter to Bradenton, Sarasota, Siesta, Lakewood Ranch and everywhere else that has been so welcoming to my kids. With the power of SRQ behind us, this engagement platform will make every local nook and secret cranny accessible to families. Get in here, and find the opportunities that will launch the kids most important to you, to their dreams.

LISL LIANG, CEO / PRESIDENT / EDITOR IN CHIEF

CONTRIBUTING SENIOR EDITOR Jacob Ogles ART DIRECTOR | SENIOR DESIGNER Anthony Casto ART MANAGER | PHOTOGRAPHER Wyatt Kostygan ASSISTANT EDITOR | COPYEDITOR Phil Lederer CONTRIBUTING CREATIVES Amy Costantino Imerman Andrew Fabian Dylan Howell

EXECUTIVE PUBLISHER Wes Roberts VP, STRATEGIC PARTNERSHIPS Ashley Grant ASSOCIATE PUBLISHER Ashley Ryan Cannon SALES ACCOUNT EXECUTIVE Suzanne Munroe ASSOCIATE PRODUCER, MARKETING EVENTS, PROGRAMS Madeline Crotts ASSOCIATE PRODUCER, CLIENT SERVICES Phoebe Ray

PUBLISHERS OF SRQ MAGAZINE. © 2017 SRQ MEDIA LUX LIFE MAGAZINE. THRIVE MAGAZINE. MODERN HOME MAGAZINE. SRQ ACCESS, SRQ DAILY AND NOW ROCKETKIDS. 331 South Pineapple Ave., Sarasota, FL 34236 Phone 941-365-7702 Fax 941-365-0853 SRQMAG.COM The contents of RocketKids and ProjecThrive are copyrighted © SRQ MEDIA and cannot be reproduced in any manner.

WHICH SCHOOL BEST FITS YOUR FAMILY? 25

BRADENTON CHRISTIAN SCHOOL HERSHORIN SCHIFF COMMUNITY DAY SCHOOL MANATEE CHARTER SCHOOL MANGROVE SCHOOL OF SARASOTA THE MONTESSORI FOUNDATION AND NEWGATE SCHOOl SARASOTA CHRISTIAN SCHOOL

AN SRQ MAGAZINE ANNUAL 2018

HIDDEN GEMS FOR THE FAMILY 4

BIG ARTS HEART

ACTOR ETHAN HAWKE ON EDUCATION 16

PHILANTHROPY KEEP KIDS ENGAGED IN THE ARTS 10

WHOLE BRAIN INTEGRATION WITH DR. DAN SIEGEL 22 THE GIFTED MIND 40 EXPLORE PALMETTO AND JEWFISH KEY 44

THESUPERS BOWDEN AND GREEN ON EDUCATION TOMORROW 18

ROCKET KIDS Q&A COLUMNS 46 CULTIVATING PHILANTHROPY IN CHILDREN 48 FAMILY AND KIDS RESOURCES 50

THEN IT WAS US A MOM, HER OLIVE AND TYPE 1 DIABETES 41

CULTIVATING SARASOTA | MANATEE FAMILIES, KIDS, EDUCATION AND INNOVATION

SATURDAY, FEBRUARY 10, 2018

KIDSFEST 20 1 8 AT THE RINGLING COLLEGE OF ART AND DESIGN ALFRED R. GOLDSTEIN LIBRARY | 2700 N TAMIAMI TRAIL, SARASOTA REGISTRATION: 11:30AM | LUNCH ON THE LAWN WITH FOOD TRUCKS FAMILY BOOTHS: NOON | KIDFEST WORKSHOPS: 12:30PM-4PM | OPEN ACTIVITIES JOIN US FOR A VIBRANT, HANDS-ON FAMILY FESTIVAL CULTIVATING CREATIVITY, CRAFTS, ARTS AND INNOVATION — FOR CHILDREN AGES 4 TO 16-YEARS-OLD. FEATURING WORKSHOPS HOSTED BY THE FACULTY OF THE RINGLING COLLEGE OF ART AND DESIGN, LOCAL ARTISTS, EDUCATORS AND FAMILY-ENGAGED BUSINESSES.

In one afternoon program, SRQKidsFest will capture the power of imagination with interactive experiences with workshop such as bookmaking, musical instruments, storytelling, architecture, contemporary dance, arts and crafts and a variety of magical experiences designed to stir creativity. Parents will be able to peruse booths showcasing the thoughtful programming, education and family services available in our area from educational organizations to parenting resources, camps to sports and creative theatre to engineering. Limited spots available.SRQKIDSFEST.COM

PRODUCED BY SRQ MEDIA | PURCHASE TICKETS ONLINE AT SRQKIDSFEST.COM

EXPLORE HIDDEN GEMS FOR FAMILIES

Chapter 1

HiddenGems Family activites that engage minds in art, creativity and play.

WRITTEN BY JACOB OGLES | ANDREW FABIAN

Kids Make Their Own ‘Za

Across the Universe

Caragiulo’s offers diners with children an opportunity for foodie fun with a hands-on, make-your-own pizza from the kids’ menu. Going beyond the common freestyle choose-your-toppings trope, the raw pizza dough is brought to the table on a board along with ingredient options, allowing children to assemble their toppings into any fun shapes they desire. “The kids love it, they are very impressed when they see their own creation,” says Rob Caragiulo, father of three. Kids even get an extra piece of dough they can play around with at the table, bringing a higher level of enjoyment to the family dining experience. Bring your bambinos and bambinas for a celebration of food and life.—A.Fabian

Forget gazing at stars. The South Florida Museum lets you explore the galaxy. The Bishop Planetarium just debuted a remastered version of one of its most popular shows ever, Passport to the Universe. Settle in for a long trip. “Audiences y beneath the rings of Saturn, into the heart of the Orion Nebula, and out into the vastness of the observable universe, experiencing these and other stunning cosmic destinations as never before possible,” says Jessica Schubick, communications manager for the museum and planetarium. The Tom Hanks-narrated piece was developed by the American Museum of Natural History in partnership with NASA.

Caragiulos, 69 South Palm Ave., Sarasota, 941-951-0866.

—J.Ogles South Florida Museum, 201 10th St. W, Bradenton, 941-746-4131.

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Hidden Gems

Go-Go Gadget Robots Robots may enchant budding sci-fi fans, but students at Brookside iddle don’t stop there. The Sarasota school’s robotics team has consistently scored in national competitions with its futuristic inventions, with one team earning the No. 1 ranking among National Technology Student Associations [TSA] in Florida and another taking a No. 25 world ranking at the E Robotics Competition, hosted in entucky in April. “To our knowledge, this is the first year a school has earned this number of distinctions in the same year, and we are very excited to see what our students continue to achieve,” says instructor Joel Kaplan, himself honored this year as TSA Advisor of the Year at the National TSA Conference in Orlando.

—J.Ogles Brookside Middle School, 3636 South Shade Ave., Sarasota, 941-361-6472.

Arts @ The Ringling Left to right: Making your own pizza at Caragiulo’s, photo by Wyatt Kostygan. The David F. Bolger Playspace at The Ringling (also featured on page 3) and courtyard activities at The John and Mable Ringling Museum of Art.

From the super-tall slide at the David F. Bolger Playspace to art-making, The Ringling provides families with new ways to engage their children in the arts. The David F. Bolger Playspace is free to the public and features a tower and slide, basket swings, hand powered fountains and an outdoor playhouse perfect to launch new imaginative minds. Your toddlers and preschoolers will enjoy the ROAR! Ringling Order of Art Readers program on select Fridays a 10:30am, designed to connect art with early literacy. On Thursday nights, kids and parents get discounted admission to the museum, which includes a special art-making program related to the current exhibitions.

Stroller tours offer parents and caretakers a first-hand experience during this one-hour tour designed to foster adult conversation about the exhibitions while introducing little ones to this creative space. A must-do for the family, the Ringling International Arts Festival takes place every October and features innovative new performance from around the world in dance, music and theater. Many of the performances are kid-friendly and introduce them to cultural experiences that are often highly interactive and fun. Check online for current programs, dates and pricing.

—J.Ogles The Ringling, 5401 Bay Shore Road, Sarasota, 941-359-5700.

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Cultivate the Craft Crafts, something usually relegated to boisterous elementary classrooms, offer children the ability to exercise their creativity, hand-eye coordination and social skills but busy parents can’t always find time to put together supplies and plan an evening of shredded construction paper, Elmer’s glue, cotton balls and crayons. So, Betsy Wild founded We Craft Box, a subscription enterprise that hopes to take the legwork out of crafting. Each box comes with supplies and instructions for around two to three projects per week, including fixings for a classic gingerbread house around the holidays or a kit for making spooky masks for Halloween. “I want to make crafting and quality time between kids and parents easy and accessible,” she says, so parents can get busy crafting memories. —A.Fabian We Craft Box, wecraftbox.com

STEM for the Summer The end of the school year need not bring a break in the study of science, technology, engineering and math. State College of Florida, Manatee-Sarasota each summer hosts the Kids’ Summer Spectrum camp, an educational enrichment program for students ages 7 through 13 to explore any number of fun, interactive and, yes, educational activities to keep their skills sharp. That includes some STEM-focused programs where youngsters can program their own video games, create stop-motion animation or build and test engineering projects. Parents can enroll students for morning or afternoon sessions, or send the kids all day, so long as they bring a lunch. And plenty of other activities, like cooking and puppetry, exist for the bored-with-STEM siblings. Classes last year were held at the Bradenton and Lakewood Ranch campuses. —J.Ogles State College of Florida, Manatee-Sarasota,

A New Day, A New Flavor Embracing the good ol’ American burger joint vibe, but with a healthier modern angle, S’macks will put a smile on the face of every family member. In addition to a tasty array of burgers and award-winning fries, S’macks features an extensive menu of fresh custards so decadent that they beg to be eaten sitting down with eyes closed. “Custard is better than ice-cream, it’s a little bit lighter and healthier,” says anaging artner Alex loethe, who oversees the carousel of avored custard production for S’macks. Catering to the school-age population, the custards cycle through avors ranging from children’s cereals like Count Chocula to the meticulously crafted batch of Nutella S’Mores Donut avor inspired by local ive- Donut Co. —A.Fabian S’macks, 2407 Bee Ridge Rd., Sarasota, 941-922-7673.

5840 26th St. W, Bradenton, 941-752-5000.

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Hidden Gems Left to right: Crafts has never been more accessible with the WeCraftBox, S’macks custards change every day of the week, Suncoast Science Center’s RC Car Competition, and the CFAS Lego Architecture for Kids, photos by Wyatt Kostygan.

#SRQHacks Hackathon

CFAS Building

Explore Fab Lab

The Center for Architecture Sarasota produces exhibits, programming, tours and workshops throughout the year to engage the community in the creative process informed by architecture, the arts and design. They offer a Kids at the Center: Architecture 101 by Bricks4Kidz hands-on building workshop for kids during the annual Modern Show Festival in May of each year. Center for

The Suncoast Science Center was forged from the passion and vision of Dr. Fritz and Ping Faulhaber over a decade ago, who envisioned a place where makers, innovators, students and inventors could come to engage in technology, manufacturing, engineering and fabrication. The Faulhaber Fab Lab came together under the Suncoast Science Center to provide access to state-of-the-art equipment such as 3D printers, laser cutters and CNC routers, as well as offering a robust program of student camps, workshops and classes in STEAM, including VEX Robotics and DIY workshops. Most weekly classes require a minimum age of 12 years. Every summer, students entering 4th grade to 8th grade can enroll in science camps tailored to give kids a hands-on experience in a wide range of subjects, including ocean exploration, inventions, escape room engineering, rocket design and computer programming. They also often offer holiday craft workshops, introducing kids of all ages and their parents to the Fab Lab. Every spring, the Suncoast Science Center hosts an RC Custom Car Competition where students from the region apply science, math and technology to design a custom vehicle that competes head-to-head with other teams on agility, speed and endurance. Whenever you come by for a class or workshop, you’re likely to also see local inventors working in the space. To expose your kids to the creative world of technology, there is no better place. Suncoast Science Center, 4452 Beneva Rd., Sarasota, 941-840-4394.

Architecture Sarasota, 265 South Orange Ave., Sarasota, cfasrq.org.

The Education Foundation of Sarasota County produces the #SRQHacks hackathon every fall to engage children ages 13 to 18 in a weekend of competitive team-based project development in technology, innovation, marketing and entrepreneurship. Each team designs, creates and pitches a business concept featuring technology that addresses the theme that year. This past year, teams were asked to “hack” their education by creating digital website and app solutions that would make their education better. On the third day, teams present their creations and winning teams are selected by a panel of community judges. Education Foundation of Sarasota County, edfoundationsrq.org, 941-927-0965.

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Chapter 2

BIGARTSHEART | THESUPERS | INTERVIEW WITH ETHAN HAWKE | SIEGEL ON WHOLE BRAIN

WithHeart Local philanthropists keep students exposed to the inspiration and diversity of the arts.

WRITTEN BY JACOB OGLES

t

of the Sarasota Opera House, with The Italian Girl in Algiers playing out with force. The tale of a boy eeing the Bey of Algiers and his search for his beloved Isabella is performed with gusto over the course of three hours. It’s just one of the productions to grace Sarasota on one of the most celebrated opera stages in North America. But it’s not wealthy patrons downtown for an evening show who get to see the performance this afternoon.

The seats today fill with children bussed in from five area middle schools.

THE MUSIC OF GIOACHINO ROSSINI FLOODS THE HALLS

dance, though, has the power to change lives, according to efore the general public sees the producSarasota Ballet Development Director Marjorie Floyd, and the tion hit the stage for its official opening, studio doesn’t withhold its expertise for the wealthy and elite. these 400 students get to watch the final Dance—the Next Generation [DNG], a program run by the Sardress rehearsal, courtesy a culturally mindasota Ballet since 1991, makes available the international talents ed field trip funded courtesy the Commuof the company to low-income students and those statistically nity Foundation of Sarasota County. As the at risk of dropping out of school. About 40 to 50 students get program wraps up, students linger for a question-and-anenrolled each year in the program, Floyd says, and set upon a swer session with performers Tara Venditti and Hak Soo Kim. 10-year journey to understand how dance changes lives.

Children learn to sing in operatic style in a special workshop.

The sight of children embracing a 200-year-old play, celebrating an art form far removed from Katy Perry songs and video games, warms the heart of Sarasota opera lover Harry Leopold. A retired investment banker, the Sarasota philanthropist today devotes much of his energy making sure — Harry Leopold, Local Philanthropist students in the region see performances Every day, vans pick up students from school to take them like this. “Nothing brings out the emotion in people like the to facilities on Tallevast Road. A partnership with All Faiths Food performing arts,” Leopold says. “In my strong opinion, it has Bank guarantees a meal for students, and the Ballet provides a a greater impact than anything else humans could do. It’s the study area for the children to finish homework. And then, in visceral experience of a particularly good production, and it leotards and tights provided by the Ballet, they dance. cannot be matched by anything else.” Increasingly, exposure “These different kids, some come from dicey environments to such arts doesn’t hold reverence within the proper school where it’s easy to misstep,” Floyd says. “Instead, they stay tocurriculum. Amid standardized testing, budget cuts, workgether for years.” Cohorts form based on the age of students force programs and the latest political fight for dollars, the and when they joined the DNG program, and forge stronger arts, it seems, get dismissed with distinct indifference. But as they discover a shared love of ballet, jazz, hip hop or any of in a region rich in artistic heritage, a community practically the styles of dance taught by the world-class instructors, all founded upon the power of human performance on the stage, of whom are certified to teach the most demanding dances in be it in a band shell or under a big top, cultural organizations the world and most of whom themselves started as performwork with foundations and individual philanthropists to make ers in some of the most recognized companies from around sure children get their chance to step beyond the box office, the globe. Of course, not every one finishes the curriculum. or, short of that, to bring productions to the students in the Some kids quit or move. But in nearly 30 years of operation, classrooms where they study every day. every single child to complete the entire DNG program also graduated from high school, Floyd says. That’s the sort of sucPRANCING, PIROUETTES AND PINK TUTUS fill the pages of cess rate school programs covet in any field. It shows the sigchildren’s books and the dreams of little ones from all walks of nificance in keeping the arts a part of a school curriculum, life in Sarasota. And in a community where The Sarasota Ballet according to Nancy Roucher, chair of the education task force affords the chance for boys and girls not just to dance in stufor the Arts and Cultural Alliance of Sarasota County. The phidio recitals but in professional productions of The Nutcracklanthropist says backers of arts in the schools want to do more er each season, the art of dance comes alive on marley floors than entertain children with quality shows. Studying the arts when parents enroll them for after-school classes. The art of

B

“Nothing brings out the emotion in people like the performing arts. It’s the visceral experiences of a particularly good production, and it cannot be matched by anything else.”

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“We are truly bursting at the seams just accommodating kids who otherwise would not have a place to learn how to play an instrument.” — Anne Folsom Smith, Past Board Chair for the Sarasota Orchestra means learning a different lens through which to look at life.

“There’s a branch of philosophy and aesthetics at work in the arts,” Roucher says. “We try and teach kids to make judgments about what they like, why they like it and what speaks to them.” This helps students when they become adults, even if they enter work fields that seemingly have nothing to do with arts and culture. Floyd notes that even setting kids on a career in dance has always been a low priority for the Ballet. “When they leave here, we don’t care if they dance another day in their entire life,” she says. “We are using dance as another tool to teach discipline and to work with joy.” And that joy, the one that comes from exercise, creativity or engaging in harmonious synergy, can’t always be provided by teachers alone.

ANNE FOLSOM SMITH, current board member and past board chair for the Sarasota Orchestra, notes the public school system in Florida doesn’t offer the same level of support to arts programs as once expected, and organizations like the Orchestra today provide many of the resources to fill that gap.

“When we do a children’s program in the summer, there is not an inch of our building where someone isn’t practicing, performing or doing something,” she says. “We are truly bursting at the seams just accommodating kids who otherwise would not have a place to learn to play an instrument.”

Joseph McKenna, executive director for the Orchestra, says those demands have changed the mission and goals for his organization in marked ways. The youth program for the orchestra today has grown to about 347 students, when a couple years ago it was just 168. “We’ve outgrown our facilities,” he says. But the program continues to provide practice rooms for students to play their instruments and opportunities for youth to be involved performing alongside professional musicians.

Musicians with the Perlman Music Program/Suncoast, meanwhile, send some of the professional musicians working with the company into the classrooms. “They have an interest in giving back to the community and inspiring young musicians and potential musicians,” says Elizabeth Power, executive director for the program. The interactions open minds up to a love of classical music, which ensures people express an interest in attending chamber performances or orchestral productions for a lifetime. The program started after years of the Perlman Music Program [PMP] hosting summer workshops with rising musical talents, who would study under Itzhak Perlman, one of the most celebrated violinists of a generation, and a cadre of guest musicians connected with the program. After a number of successful years, graduates of that program became professionals themselves and looked for a way to continue participating.

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and musicians started visiting elementary, middle and high school classrooms to share their own stories of how classical music had reshaped their lives.

Sometimes, Power says, a small chamber will travel to perform in classrooms, or a larger group may take over a school auditorium to play for a large group of students in school. And since the musicians doing this type of outreach tend to be in their early 20s, not far removed from school days themselves, it means the students and performers can relate easily to one another. “Students can ask questions about what truly interests them,” Power says.

“The energy behind it is meant to be inspiring, and generally students respond very well to that.”

And musicians aren’t the only ones sending work normally spotted in large venues into the relative comfort of schools.

In this land of Ringling, with many a family rooted in big top culture, The Circus Arts Conservatory in Sarasota provides the training ground for a career in live entertainment. But the cultural organization also brings its traveling show to students where they learn and play every day. An education program sends clowns and acrobats into Manatee and Sarasota County classrooms, engaging students not only in theatrical performance but in science and language arts. The Conservatory engaged 29 elementary schools this year with a tailored program about science and the circus, according to Managing Director Jennifer Mitchell. “We’re talking about Newton’s Law and all these concepts like force and mass and unbalanced force,” she says. “To see how this applies to, say, the trapeze is not only visually amplifying the lesson but it helps as far as working through these ideas.” As more culturally focused programs dispatched talent in the direction of the schools, teachers in turn have only grown more hungry for continued chances to bring performers on campus and show professional quality art to students. And philanthropists on the Gulf Coast, long supporters of arts organizations, saw growing reason to connect charity efforts to filling the gaps in cultural education.

CRAFT TIME ISN’T THE ONLY PART of the school day for students to partake in the arts. The Arts and Cultural Alliance of Sarasota County for nearly 20 years has helped put teaching artists in the region’s schools, according to Executive Director Jim Shirley. “We have worked with artists who use their art form to teach, helping to organize groups and make them more easily approachable for the school system,” he says.

And for many artists, the classroom feels as inspiring a workspace as the studio. Ellen Goldberg Tishman, a Sarasota artist, has brought her skills into the student environment for decades. While still living in St. Petersburg, she worked on the education programs at The Dali Museum shortly after it opened, and would become a member of the Association of Teaching Artists, working with students at art centers, colleges and public schools. But integrating arts into curriculum isn’t always easy.

“You have to delve into the benchmarks and standards,” she says. “Having been trained that way I know how to do it, but it’s

Clockwise this page: Julius Caesar performed by the FSU/Asolo Conservato-

ry for Actor Training; D ance-the Next Gener ation produced by the S arasota Ballet, createSRQ’s juried artwork, “I Could Have Played All Night” b y student Alexis McKinnon and “Rustic Wonders” by student Brooke Foster; and, Circus Arts Conservatory on a school classroom visit.

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difficult for somebody that doesn’t have that background.”

Over time, Shirley says the Alliance developed that knowledge, and as an organization worked to keep up with changing education standards. Today, they can work with artists to align their work with Common Core expectations. But that expertise only provides value if everyone knows how to connect the creative world with the academic universe. For years, Shirley says, teaching artists were utilized as a resource by a small number of area educators. But leaders longed for a way to improve the program’s reach. Enter The Patterson Foundation, which has a history steeped in supporting families and the arts.

After Sarasota philanthropist Dorothy Patterson died in 2007 and left $200 million to form a foundation with an unfettered charter, it took a solid three years before The Patterson Foundation board of governors in 2010 announced a first set of initiatives aimed at improving cultural assets important to the family. Among the first offerings would be EdExploreSRQ, an effort to database education resources for teachers and enhance the classroom experience. In the near decade since, the program has grown to include a variety of potential field trip offerings and in-the-classroom opportunities to integrate a state education curriculum with cultural opportunities, all subsidized by philanthropic endowments.

Laurey Stryker, a former chancellor for the University of South Florida Sarasota-Manatee, would help get the initiative off the ground and marvels today at the way an online database could revolutionize something as tried and true as teaching the arts. She says Patterson, along with experienced partners from the Education Foundation of Sarasota County and the Community Foundation of Sarasota County, developed offerings hand-in-hand with the school district to ensure teachers didn’t just get the opportunity to do something fun with students, but the chance to enhance lesson plans in ways that helped pupils in a well-rounded way. “EdExplore is not just about field trips,” she says. “In fact, almost half of the experi-

into the classroom for three days. Over that time, Goldberg Tishman taught about both the history of the art, which by using materials that can weather the elements includes art that survived millennia in places like Ancient Greece, and also led the children in an activity creating mosaics out of various materials. With a grant from The Patterson Foundation, the lesson incorporated materials that would normally be cost-prohibitive for a grade school arts program.

Goldberg Tishman hopes to repeat that arts exploration again in the spring, but she’s also found that simply having a successful posting on EdExploreSRQ opened doors for her as a teaching artist. The posting verifies the artist already passed a district-required background check, so libraries reached out to her teach summer classes helping kids create logos and stickers. Private schools have reached out to her to offer services to their arts students.

And she’s become involved in the Sarasota Cooperative Learning Project, a network of resources for parents of home-schooled students that has turned to Goldberg Tish— Laurey Stryker, EdExplore Initiative man to lead groups of students in crafting mobiles and paintings. The team behind EdExploreSRQ, meanwhile, continuously ences available here are programs that come into the schools.” follows changes in state standards to ensure the history lesWant an actress who dresses like Harriet Tubman to come sons, for example, line up with what a fourth grader will be tell students the history of the Underground Railroad? How expected to know by the end of the school year. about a professional oboe player from the Sarasota Orchestra “The target for this,” says Stryker, “is really to make it easy to play the music from Peter and the Wolf? Teachers can go for teachers. Every education exploration is vetted by curriconline and punch in a variety of parameters connected to ulum experts.” Angela Hartvigsen at EdExplore SRQ, for extheir own lesson plans and learn about these classroom example, works through the arts and cultural offerings to make periences and more. Goldberg Tishman, for example, posted sure an opportunity to chill with a tightrope walker also can an exploration on EdExploreSRQ on teaching children about be a chance to incorporate core academia. And many of the the history of mosaic art following a field trip to Patriot Placultural organizations themselves have employed full-time za. She connected with a teacher at Laurel-Nokomis School education outreach specialists to keep their own programs up who took students to the plaza and then invited the artist to snuff with teachers’ expectations.

“The target for this is really to make it easy for teachers.

Every education exploration is vetted by curriculum experts.”

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Below: Sarasota Youth Opera and

Dance-the Next Generation.

TO BE OR NOT TO BE, perhaps the most famous six words William Shakespeare ever wrote, have been quoted by many as they pondered the purpose of life and questioned how best to move forward. Originally, of course, they were spoken by a fictional Danish prince questioning very literally if he should continue living or end his own life in a moment of despair.

While angst may be a sentiment with which many an eight-grader can relate, the famously dense words of the Renaissance bard unquestionably do confound many a reader on the page. A play in action, however, can bring meaning and life to the words. For that, teachers may want to place a call to the Asolo Repertory Theatre, which last fall executed 58 performances of Julius Caesar for students, bringing a traveling company of a dozen troubadours, all graduates of the FSU/Asolo Conservatory class, to schools in 10 Florida counties, the vast majority of those schools in Sarasota and Manatee counties.

“The play is adapted down to just about an hour in length,” says Kathryn Moroney, education and youth outreach director for the Asolo. “We make it more accessible and fit it within class time confines.” Sometimes, the company will perform the play twice over the course of the day as students come through in waves. One performance in November was done outdoors, at the Bay Preserve, sponsored by the Conservation Foundation of Sarasota County and free for any families who elected to go. But most showings played exclusively for middle schoolers.

Each year, Asolo artists choose one of Shakespeare’s plays to produce, and then the full producing power of the Asolo makes for a professional show for pupils only. And why not?

While not the marquis show every actor dreams of, the production of Hamlet this year ultimately played for a collective audience of 15,000 students. “It touches every department,” Moroney says, from directors that often fly in from out of state to a production design department that helps with any propping. Of course, with a traveling show like this, the performance stays pretty minimalistic, though Moroney notes that too is true

to history. “Shakespeare didn’t use much scenery either,” she says. “We let the language do the work.” And importantly, while the scripts get abridged for time, the words stay true. Directors carefully decide what plotlines must be preserved in a play and which can be expunged for brevity’s sake, but the text remains the same. No “contemporary translations.” Moroney works with state curriculum guidelines to know, for example, what parts of the Julius Caesar storyline remain essential to class lessons.

If the particulars of Metellus Cimber’s family beef with Caesar aren’t going to appear on the test, that dialogue can be cut.

It’s not just tales of yore that Asolo performers present to students. In the springtime, students get bussed in for special matinee shows of major Asolo productions. Two showings of Evita played exclusively for students this winter. In February, Moroney says pupils will attend a matinee show for Shakespeare in Love. And the play’s not just the thing. Before students come to the Asolo, company artists go to classrooms and discuss the plot of the play, introduce them to characters and the like. No major spoilers are given away, Moroney says, but young appetites are whetted. In total, teaching artists wind up giving an introductory workshop, including an interactive discussion and themes and important story elements. At show time, students get treated to lunch at intermission, and then can continue to discuss the plot with teachers at school.

WHEN IT COMES DOWN TO IT, Leopold loves seeing the faces of children brighten when they discover the power of stage.

He knows that many of children on a trip to the opera, especially those from low-income schools, will hear their first aria that day. “It gives me great pleasure,” he says. Leopold himself came from humble upbringings. His family immigrated to the US from Holland when he was eight years old, and he spent much of his childhood moving around with migrant workers tilling fields. He would be exposed to the arts at an older age and develop a passion for the opera. When he had children of his own late in life, he was able to take his daughter Rebecca to an outdoor performance in Philadelphia when she was just one year old. When his daughter accompanied him to a recent performance of Madama Butterfly at the Opera House, Rebecca reminded him that, at age 23, this was her fifth Butterfly.

But it’s not Leopold’s own children who benefit from his philanthropy today. It’s the group of Sarasota High students he covered tickets for to see a powerful production of Les Miserables five years ago, or the Booker students who got to see Madama Butterfly themselves for the price of writing essays about the experience (many wrote of the beautiful score, one wrote that it took the title character “too long to die.”)

So why put his own card on the counter at the box office?

Why spend his own time and treasure on this particular pet cause? “Let me take you to see Madama Butterfly and you will understand,” he says half-jokingly. His philanthropic activism certainly makes Leopold popular among the performer class in Sarasota. But he takes this responsibility seriously, and feels strongly that the cost of tickets will produce a tremendous return in the lives of these children, one that reaches beyond entertaining them for the afternoon. b RocketKids | 2018

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HOLLYWOOD ACTOR ETHAN HAWKE THINKS EDUCATION AND INDEPENDENT CINEMA HAVE A LONG FUTURE TOGETHER.

Onscreen Chemistry

From his Oscar-nominated turn in the Oscar-winning crime drama Training Day to modern science fiction classics like Gattaca and his acclaimed collaborations with Austin filmmaker Richard Linklater, Ethan Hawke has carved a career balancing big budget fare with independent cinema—all with time left over for the stage. Recently bringing four Ringling College students to the set of his latest film, a biopic about cult musician Blaze Foley, Hawke took a moment with SRQ to talk the joy of working with students, a lifelong love of music and why he pretends to have beef with Alfonso Cuarón.

WRITTEN BY PHIL LEDERER | PHOTOGRAPHY BY WYATT KOSTYGAN

Interview With Ethan Hawke

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ou led a master class for Ringling students while you were here. What were you hoping to impart? Hawke: That expression is dubious.

The whole idea of a master class is not really a title I feel I deserve. But I love being around students. Students have idealism in their eyes and in their questions and in their energy. The way that they look at the profession that I’ve dedicated my life to is with the eyes of someone who really sees the best in it and they see so much hope in it. ne of the things that is amazing after years of being an artist in the professional world is surviving all of the whips and scorns of professionalism, meaning reducing everything to finance or some lowest common denominator. I love being around students and I find that one of the most surprising things about getting older is the joy I get from being around young people.

What interested you in making Blaze? y first love is music.

It’s the truest art form. I made the documentary, Seymour: An Introduction, I played Chet Baker, a lot of the theater projects I’ve directed revolve around music and it’s something that really speaks to me and moves me. And as I get older, I get more and more interested in why. It’s something that transcends class and language, and I find it absolutely fascinating. One of the things that bothers me is that virtually every biopic is about somebody who became famous. I know so many people who are not as successful as they’d like to be or their talent has not been recognized or they haven’t made money off of it, but their talent and their voice is just as valid.

And you brought four interns from Ringling to work on the set. What was that experience like? I love the idea of incorporating school and work and apprenticeship and exposing young people [to the world]. A lot of young people, particularly with film, have these ideas of what ollywood is. eople are often shocked to find out that I live in New York. They have this idea that Hollywood is something you can touch, as if it’s a real thing. And it’s not. It’s imaginative. There is no ‘they.’ Exposing students to real life work helps break down that wall and helps them see that they too can be Hollywood.

Your breakout, Explorers, wasn’t terribly well-received.

How did you handle that as a young artist? y two first experiences were great learning lessons, because one was a colossal failure and one was a big success. And right off the bat I got a taste of both. Meaning, if your joy from the profession is derived from whether it was a success or a failure, you’re guaranteed to be unhappy. Because no project is successful enough. Explorers taught me that right off the bat. Working with Joe Dante was an incredible experience. e taught me about genre filmmaking and about how there is no high or low art, just people who put thought into what they do and people who don’t. There’s a lot of “high” art that’s a lot of posing and silliness and there’s a lot of stupid horror movies but there are a lot of great ones too. There’s a lot of artistry in comic books or video games.

Art can live wherever it goes. The movie was a failure, but it teaches you that success and failure are both temporary.

People made fun of me for being in that movie and now they’re trying to do a remake. Often when you learn about the arts, you learn about someone who is trumpeted. It lets a lot of young people feel like they’ve failed if they haven’t made it by the time they’re 35, which I call the talent myth— this idea that some people are so talented that they don’t have to work hard. It’s pretty much not true at all.

Why do you do what you do? Usually for me it’s putting yourself in a vulnerable position. I did a graphic novel last year and I learned so much from that experience about how to tell a story with a collection of images. Or given the challenge of playing Chet Baker—having to sing and play the trumpet. And sometimes it’s just pure fun, like The Magnificent Seven. My childhood fantasy is to be in a cowboy movie, and I got to ride a horse and wear a cowboy hat and talk tough with Denzel Washington. It’s like any job you try to shake it up between what pays your bills, what turns you on and what pushes you forward. If you’re always pushing, you get exhausted. You have to know when to hit the gas and when not to. I learn a lot about acting from directing or writing. Acting is always the center of my creative life, but I learn about it through doing other things. If it’s all I do, it becomes a little oppressive.

What advice would you have for aspiring artists? That’s always the biggest challenge for anyone who’s a serious thinker. If you walk into any bookstore or any great library, you can lose your mojo for writing because I haven’t read all of Melville. I haven’t read all of Victor Hugo. Why in the world should someone read my book? This canon is so huge and the world can feel overwhelming, but the world also always needs to know the voice now, and what’s happening right now. It’s not really up to you whether or not you’re talented; it’s up to you what kind of effort you put into it. What I love about schools and education is it’s a place where you’re not forced to compete in a commercial world, but you’re forced to compete to educate yourself. You may not feel you have permission to enter this universe, that is the way everyone feels. All of us are scared to have permission. You have to decide if you think the arts have value. And if you believe that any movie or any performance or any painting or any dance or any song has value, then it’s a worthy attempt to try and make such a thing. Then it’s up to the universe.

Is there potential for another collaboration with Ringling students and Semkhor? Cinema is such a young art form, that how to teach it is incredibly young. There really haven’t been film schools for very long at all. This place is very exciting because it’s trying to elevate its status as a film school.

And people who are ambitious like that have a tendency to push things forward. In the same way that Julliard works with Lincoln Center in New York, the same way that sculpture students with Rodin would work—there’s a great relationship to apprenticeship in the arts. I have for a long time had this dream—and I see this dream inside the school— that independent cinema could be aided by students and that students could be aided by independent cinema. b

TheSupers WE CONVENE OUR SUPERINTENDENTS TO TALK SCHOOL CHOICE, CHARTERS AND THE NEEDS OF TOMORROW’S WORKFORCE.

INTERVIEW BY JACOB OGLES

PHOTOGRAPHY BY WYATT KOSTYGAN

School Dialogue

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hen each of you started your jobs, what were the immediate things you needed to address to hit the ground running? Dr. Diana Greene: It was about bringing a sense of calmness, because the school district had been through, not just the previous superintendent, but, for at least four or five years, situation after situation with the financial crisis. I started off with the ive Cs Calmness, Consistency, Confidence, Civility and Community. We needed to calm this culture of intense nervousness that seemed to be permeating throughout the school district. Dr. Todd Bowden: I had been in Sarasota for years prior to becoming superintendent, replacing a superintendent who had an eight-year run, which is a long run. If you look at the national average, it’s two to three years. We had a district that had a great reputation, a superintendent who had a great reputation. Mine was a little different mission, which was just making sure we were maintaining our forward momentum and, to build on her Cs, mine was Consistency—it’s just continuing to move forward. So, it talks a little bit about the scenarios that we inherited.

What are the special challenges facing Manatee or facing Sarasota? Greene: Retaining and recruiting teachers and staff. We are not competitive. We are right smack dead in the middle between Sarasota and Pinellas, and our salaries are not as competitive as these two districts. So, if they are experiencing any type of a shortage, ours is just to the third power higher because we are competing against these two districts as it relates to salaries for teachers, bus drivers, a myriad of other positions where we are behind

the eight ball and we need to figure out a way to be more competitive. And that way is through a referendum of one mill, to increase those salaries so that we can attract high quality teachers. Nothing against Sarasota or Pinellas, but we do not have teachers and we’re experiencing growth. We’re in the process of building three schools. We need people to be in those schools to serve those students that are there. Bowden: I don’t think that you’ll see a greater contrast in March [when both districts vote on a sales tax referendum]. We will be seeking our fifth renewal. We’ve had the referendum for 16 years now, where they will be seeking implementation of the voter referendum, the one-mill, for operating. As we have a dialogue with our community, it’ll be what we’ve been able to accomplish with that additional funding and how we maintain that tradition of excellence, and the conversation about where we go next. You’ll see a different conversation in Manatee, where it will be very much aspirational, which is to get where they need to go, that they’re going to need funding. There’s no denying the role that finance plays in public education, and I firmly believe you get what you pay for, and you can see a contrast in performance in the two school districts. You can attribute that to the resources that the community has entrusted the districts with.

Speaking on the referendum, does it help to have the conversation going on simultaneously? Does it help that Sarasota and Manatee are pursuing this at the same time?

Greene: It brings strength. We can point to Sarasota. A perfect example of what they’ve been able to accomplish, if a student has been going to school minutes longer for

their academic career from K-12, they’ve actually had an additional year of instruction over our students. Manatee County, we have about a 65 percent free and reduced lunch rate, versus Sarasota. Bowden: [We have] 52 percent. Greene: We have maybe , more students. Bowden: And experiencing rapid growth. We had fewer than new students last year, whereas they have three schools under construction.

Greene: Last year we experienced almost , new students. ur demographics are different than Sarasota. I don’t think we have less-passionate teachers. We have high-quality teachers, but we can’t keep them. One of our community members at the board meeting indicated we were like a farm team. We’re like the Bradenton Marauders. We get them all ready, and then they go off to the pros somewhere else, because they can make more money somewhere else. We seem to put educators in some kind of bubble, like they don’t have expenses, they don’t have housing, they don’t have children to take care; they need to be able to earn a living so that their personal life isn’t a deterrent to them doing the job they were hired to do. We have to be competitive to our neighbors, because for every year we lose a teacher, we’ve lost the dollars we invested in training them, in preparing them to tackle the challenges that they will face going into our classrooms. Each year we’re starting over again at ground zero, and our teachers or bus drivers, they can still live in Manatee County and work in either Sarasota or Pinellas. It is not that long of a drive. Bowden: We don’t actively seek out teachers from other districts, but I will tell you it doesn’t disappoint us when experienced teachers apply at our schools when

Changes in the workforce and challenges in holding the attention of the modern child make the school system more vital and difficult to lead. anatee County Superintendent of Schools Diana Greene took over during a time of friction between the past administration and School Board, while the district still reeled from a financial scandal. Sarasota County Superintendent of Schools Todd Bowden faces more luxury problems, taking over this year from a popular superintendent in a highly ranked district, but at a time when the board grows politically divided on issues like charter schools. Both leaders deal with constant changes in state law and education needs. We convened the leaders to talk about the future of learning on the Gulf Coast.

RocketKids | 2018

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School Dialogue

“We spend a lot of time with our students exposing them to just literally hundreds of different careers.” — Todd Bowden, Sarasota County Superintendent we advertise jobs. Dr. Greene is absolutely right. articularly that first three years of a teacher’s development is so crucial; there’s a huge difference in a teacher that’s in their third year and a teacher that’s in their first year. I don’t begrudge our principals that when experienced teachers present themselves, they jump at the opportunity. We do the same thing, quite honestly, at the administrative level. Greene: The administrative level—it’s even more of a disparaging gap between what we pay our administrators versus what Sarasota pays their administrators. The name that keeps coming to the top is Steve Royce. He was one of the top three candidates for our Principal of the Year. He came from Manatee and got an opportunity with Sarasota. Bowden: He’s doing a great job. Greene: He was doing a great job in Manatee, but he’s probably making close to , more in Sarasota.

One controversial action out of Tallahassee this year was with the push for more charter schools to be funded. How will that affect the districts and your own planning efforts as far as schools. Greene: As someone who’s been in competition all her life—I actually went to college on a track scholarship—I have no problem with our traditional schools having to compete with charter schools. My problem comes if you’re not going to allow the same rules to apply. Then I have a problem with you taking money from our traditional schools to give to charter. For a perfect example, the “Recess Bill.” We’re re uired to have minutes of recess every day, in addition to minutes of .E. Recess is a wonderful thing, but we have some schools that may need to make modifications; they cannot by law. Charter schools can choose not to have recess. Another example: all of our facilities are required to be built on the SREF [State Requirement for Educational Facilities] standards. They want to give a portion of the 1.5 mill, which goes for capital spending, to charter schools, yet charter schools do not have the requirement to have their facilities as SREF. This year, when Hurricane Irma came, they had to depend on the traditional public schools because only our facilities are built to those standards, so we couldn’t possibly use their facilities as hurricane shelters. I have no

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P R O D U C E D

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problem with charter schools, and if they’re doing a great job for our students, then our parents should have them as an option for choice. My problem comes when you’re going to start taking away from the traditional schools that have so many regulations, so many guidelines, so many rules to follow, and then give it to schools that don’t have those same level of stringent, rigid requirements. Bowden: I don’t know if the general public knows, but when a school district is evaluated by the state, it includes the charter schools. When you look at kind of the distribution of grades for our charter school partners, it is absolutely true that a higher percentage of those schools are earning “A” grades than are district schools, but also, our only “D” school in Sarasota County is a charter school. So, you really get this wide range. It is difficult to paint charter schools with a broad brush. If you take Sarasota Military Academy here in Sarasota, it is kind of

the model charter school in that it has a local board, it is non-profit, it owns its buildings and it has a unique mission that would be difficult for a public school district to accomplish. To me, that is the intent of the charter school movement. It’s when you get into some of these real estate arrangements at the underbelly of the charter school industry, and you get into the for-profit management companies, that I think you get away from the original intent of charter schools, and to the kind of the unfulfilled promise of charter schools. At least from my perspective, I was hopeful charter schools would provide a case for less regulation of all public schools, and that has not been extended.

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M A G A Z I N E

You mentioned choice earlier. How does school choice work in our districts currently? Bowden:Whether you use the tern “magnet program” or choice programs, we have programs our students seek out.

My daughter is a 9th-grader at Sarasota High School, and we had a decision to make last year as to where she would go to high school. It wasn’t as simple as calling the district, giving them our address and them telling us what high school we would attend, which very well would have been the case years ago. We visited a number of schools.

We looked at the benefits of the AICE rogram versus the IB Program and ultimately made a decision. When you talk about choice, people immediately think of private schools, vouchers, charter schools, but there are choice options within our school district. We generate Mobility Reports on an annual basis so that we see the choices our students make, and we have a Performing Arts Academy at Booker High School, AICE Program at Sarasota High School, an IB Program at Riverview High School. Typically, the more active the parent, the more high-performing the student. There’s certainly a relationship to the parent involvement there.

Greene: For Manatee, they’ve been a leader in school choice for a long time. We are a district of choice. For us, our challenge is that we’re growing exponentially, and some of our schools are having to say, “You can’t choice there because ...” Lakewood Ranch was only built for , and today it’s sitting close to , students. We needed to bring online North River High School, the new elementary and middle school, so that we can continue to allow our parents to choose the school for their child. When they made this decision to come to this school, they’re going to be more engaged with that school community. One of the things that we are most proud of is that now, for pretty much percent of our schools, someone’s choicing into that school. That means that parents are satisfied whether that is their zone school or they’ve choiced there. We want our parents to have choice, but we also want our parents to be happy with the neighborhood school that’s serving them, and if we’re providing a high quality education at every single school, then they are being served by their choice. Bowden: I get stopped on a

School Dialogue regular basis and say, “I have a child in 5th grade. What’s the best middle school in Sarasota County?” And I’m like, “That’s just like asking me which one of my kids I love the best.” But Diana is absolutely right. ur first answer is, “You’re not going to find a better education then right there in your community, but we have a number of programs that you should explore.” Kids have different needs, and schools have different strategies, and you’ve got to find that match, and so, without knowing their child, I’m always slow to make recommendations. Greene: I tend to turn it around. “What’s your child’s interest?”

If your child’s interested in performing arts, here are the schools I would recommend. If your child’s interested in engineering, here are the schools I recommend. Every single high school has an Accelerated Program, an Academy, something that would be an attractor. Bayshore High School, the only Title I high school in our district, just received the AVID Demonstration School national designation, and we have a number of students choicing there because they want the opportunity to graduate with a high school diploma and an AA degree. It’s more about how we can best serve that student’s interests.

How do you balance serving the students that are in the greatest need versus making sure you’re still pumping out those exceptional graduates that are the role model students? Greene: We are actually set up to do those two ends very well. It’s the ones in the middle that really concern me as a superintendent. How is the education system going to benefit them That’s something we struggle with. We provide the resources for our students who are struggling, or if they need an IEP [individual education plan]. For our Harvard-bound Ivy League school student, that’s why we have IB, we have AICE, we have Early College. So, the real mystery we need to solve is, how do we engage those students in the middle? Our Academies are attracting those students. We have our Engineering Academy, our Health Services Academies. Manatee Technical College is working with our new high school to put in the first Automotive Academy. As part of the referendum, my goal is to put in dollars to continue to enhance our ca-

reer and technical programs, because what we’re hearing out there in our community is they can’t find employees. Bowden: Yeah, that’s really where I’ve spent the majority of my career, and I’ve always come to the field of education working backwards from the outcome. What is it that you’re trying to achieve? I’ve spent a lot of time with employers saying, “What is it you want from our system? What is it you’re looking for, for incoming employees?” We’ve also returned Career Advisors to our middle schools, making sure that every one of our 8th-graders leaves middle school with an actionable plan. When you talk to employers, you hear the term “skills gap” on a regular basis—that they have high-paying jobs, but there are no students with those skills. They lack those applicants at those high-wage, high-skilled jobs. What I’ve found is, workforce development is pretty easy. First of all you’ve got to have jobs, you’ve got to have training and you’ve got to have people that aspire to those jobs. It’s that third part where the system breaks down. You take machining, manufacturing. Great jobs right here in our community, great training programs at Suncoast Technical College and Manatee Technical College, but we have to work hard to fill those programs because there aren’t a lot of our students who aspire to be machinists. We have to spend a lot of time with our students exposing them to just literally hundreds of different careers. And a kid will say, “Hey, that’s me. I can do that.” The other is making sure our students develop their own definition of success. any times, schools and society force definitions of success onto kids. “All smart kids go to college.”

Okay, well, to me all smart kids have a plan, and for a lot of them college is part of that plan. But, college is not the outcome. The outcome is, “I want to be a teacher, and to become a teacher I need to go to college and I need to find a college of education, and so I’m going to Florida State University or the University of Florida.” You know what?

Sometimes smart kids go into an apprentice program. If you look at our apprentices, the way that they are learning while they earn, it’s a great model for some of our kids, and we’ve just got to make sure that our kids are developing their own definition of success.

Sometimes you guys are in competition, but can you tell me the ways that the school districts work cooperatively to achieve ends?

Greene: The Grade-Level Reading Initiative Campaign is probably our number-one initiative where we connect. We have a number of children who are coming to us not truly prepared for academics, and we need to support one another. He may not have as many Title I Schools as I do, but if a child is not ready to start school, they’re not ready to start school. But whatever the issue is, as a region, we want every 3rd-grader to be proficient by the time they leave rd grade.

Our data in Manatee shows that if they’re not, they are a good candidate for becoming a dropout. As Todd said, he’s looking at the very end. If you’re a dropout, you can’t even possibly have a career. Bowden: Long gone are the days where somebody with an 8th-grade education can show up at the local factory and say, “I’m ready to go to work.”

Those are technical skills that they’re looking for. The last time I checked, there wasn’t a wall down the middle of University Parkway.

There is not a hard and fast line between Sarasota and Manatee. We are connected in so many ways. We share a media market. Many of our employees live in Manatee County. All you have to do is watch the interstates in the morning. We are intertwined. We are competitive, but we share. We visit each other’s schools and we talk about what’s working there. I’m fascinated by some of the things that are happening in Manatee County with their Attendance Technicians. That’s something we haven’t done in Sarasota, so it’s something that we’re watching closely. b

“I have no problem with our traditional schools having to compete with charter schools. My problem comes if you’re not going to allow the same rules to apply to them.” — Dr. Diana Greene, Manatee County Superintendent

Parenting

WholeBrain

Dr. Dan Siegel, a neuropsychiatrist and best-selling author, was the honored speaker for Forty Carrots Family Center’s 15th annual series of education talks. SRQ interviews Dr. Siegel by video conference in August, a few days before the expected arrival of Hurricane Irma. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine, the author of numerous best-selling books including The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, the originator of the “mindsight” approach to mental health and an innovator in the field of interpersonal neurobiology.

et’s start with a description of your expertise.

Dr. Dan Siegel: Absolutely. I’m a psychiatrist, and I’m trained originally in pediatrics. Then I switched over to adult and child adolescent psychiatry. Next, I was trained as a researcher in attachment. The place I work is in a field called interpersonal neurobiology and what that means is we combine all the fields of science into one framework, and we understand what goes on in the brain when your child makes those beautiful drawings behind you, for example. [On video conference he can see the wall behind me.]

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How do you translate your book The Whole Brain Child for a parent? The way you as a dad, any attachment figure, communicate with a child, sends energy and information through the child’s brain.

It stimulates activity of the brain. And when you as a parent learn to do this in a way that integrates the child’s brain, you can use your relationships to change the structure of how the brain develops over time. In my book, The Developing Mind you’ll find over twelve-hundred papers that support what I’m about to say in a sentence; “That integration in the brain is the basis for optimal health.”

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What exactly do mean when you use the word “integration”? Integration is that a system has different stuff and then it’s linked. The linkage of differentiated parts.

In a relationship, it will be where you honor differences between what you expected and who your child actually is. So you would be differentiating who your child actually is, from what you wanted your child to be. When parents don’t do that, they’re not differentiated. They are too linked, and so the relationship isn’t integrated, and the child suffers. The amazing thing is every psychiatric disorder that’s ever been discovered has impaired integration in the brain. Recently a study came out that showed that every measS R Q

M A G A Z I N E

ure of well-being that you could come up with is associated with integration in the brain. This is an exciting moment where you’ve got a ton of research supporting what we’ve been saying, which is “integration is health, and, if that integration is in a relationship, it stimulates the growth of integration of the brain, which is the basis of well-being.” That’s it! That’s the whole thing.

You talk about the difference between your expectations of the child and the child’s capacities or unique assets. It’s the nature versus nurture debate. Some parents feel that “The child came as they are and there’s nothing I can do.” and

INTERVIEW BY EXECUTIVE PUBLISHER WES ROBERTS

other parents think, “Wow! Look at all the stuff we made this child become!”

Exactly. Here’s the thing. You know it’s a saying in addiction treatment, “There are certain things you can do, and certain things you can’t do. The issue is to have the wisdom to know the difference.”

So in that sense, if you think about two terms, one is “temperament”—your child is born with an innate proclivity of the nervous system to act in certain ways.

The other is “attachment,” which is a set of experiences you as the parents can provide. Attachment plus temperament leads to personality. So personality, the nature of your child, the ways they act, is an amalgam of what they’re born with genetically, called “temperament,” and how they adapt to experience, called “attachment.” You can’t change the genes that you gave your child unless you pick your spouse very carefully.

When you are giving your child love and connection, you can do things to generate the growth of integration in the brain. All forms of regulating—attention, emotion, thought, mood, memory, behavior, morality—depend on integration of the brain. So amazingly, whether it’s relational or neurological, integration is your friend. So then the key thing is, how do you teach this to a therapist? Which is what we’re doing at the professional meeting with the educators organized

by Forty Carrots]. And, how do you bring it to a parent? Which is what we’re doing at the parent meeting.

Do you ever feel push back on issues that you tackle that have to do with genetics or biological predictors of behavior or outcome? Or other areas in which people don’t want to hear the science because it conflicts with how they want things to be? When I re ect on that uestion, it is a very interesting question. I would say that the few pushbacks I’ve gotten have to do with people with children who have certain disorders, who are feeling that I’m accusing them of causing disorders. Like the old days, when child mental health people said that kids with autism were caused by what parents did in their behavior or kids with schizophrenia

had schizophrenia because of what parents did in their behavior. So one of the intense emotional reactions is really to the statement that, “parenting matters. ”Back in the early turn of the millennium, there was a lot of push back on those of us who were trying to support healthy parenting from the genetics folks at an academic level. So that was one push back. I try to be as careful as I can and say, “Some disorders just emerge from genetics or random things that happen and had nothing to do what parents do.

[And at the same time,] as you know as a parent, there is nothing more important

Parenting

Titanic; you are on this course of education that’s hard to change direction especially for public schools.

A really important issue and part of teaching mindsight skills is saying, “Look life is full of uncertainty.” The idea is to learn to embrace uncertainty, allow innovation and creativity to rise, let go of your absolute opinions and realize there are different perspectives.You may have a strong feeling that you know what is right and that’s fine. ther people will also have their own convictions.

People get along better when they understand this. And they also have the

“Personality, the nature of your child, the way they act, is an amalgamation of what they’re born with genetically called “temperment” and how they adapt to experiences, called “attachment.” — Dr. Dan Siegal, author of “The Whole-Brain Child to you than how you raise your kid.” So you want not to give guilt, you want to give tools and give inspiration and give science-based knowledge. Parents feel so guilty anyway, and I’ll just say “look there is no such thing as perfect parenting.” In every book, I’ve ever written on parenting, and I’ve written a few, I always put how I messed up as a parent.

And when I had my kids read it, they say, “Yeah, this is accurate but what’s wrong with you? You’re writing in public about what a jerk you are.” And I say, “That’s exactly right. Everyone should know that even if you write books on this subject, you can be a jerk, and the issue is to make a repair.”

You mentioned that part of your inspiration was your own experience in education, what do you think of the state of public education? You know I think if we started teaching what I call mindsight skills to kids in public and private education they would develop the resilience they need to get ready for the future. Instead what we’re doing is we’re teaching facts that are based on th century needs in a 21st-century world.

This is a serious problem. It’s like the

opportunity to be more innovative.

Parents can become aware of their inner process, what’s going on with them, and then liberate themselves from this clinging to their longing for certainty.

Give up the understandable desire for somebody to say what’s certain.

For example, thinking that going to an elite school will guarantee happiness and success, it’s just not true. I mean scientifically, it is just not true. But what it does is it creates this set-up for failure.

No one wants their kids jumping in front of a train, and I have spoken to a community where that was happening. This is literally a matter of life and death.

What should I do with my kids when I get home to them tonight? Love them.

Tune in to where they are. We have a phrase, “connect before your redirect.”

Find out what they’re feeling and going through before you change what their behavior is, to try to change where the brain is. There are some really simple steps we call a “connect and redirect,” and is always the first way to do it. ind out what is going on in their feelings and what has meaning for them. b RocketKids | 2018

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Chapter 3 LEARN HOW SCHOOLS IN THE REGION ENGAGE WITH CHILDREN

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BRADENTON CHRISTIAN SCHOOL

MISSION

BRADENTON CHRISTIAN SCHOOL is a Christ-centered school with over 860 students enrolled ranging from Pre-K to 12th grade. Students from all different backgrounds, ethnicities and cultures attend BCS for a rigorous academic program, including many honors and AP courses, taught from a Christian perspective. Opening its doors in 1960, BCS has always had a strong Christian perspective, incorporating it into every one of their courses. Operating for almost 60 years, they are currently the largest and oldest Christian private school in Manatee County. Their twenty-four acre campus includes an Elementary School Building, Secondary School Building, Gymnasium, Fine Arts and Technology Building, the Mary Jane Spencer Athletic Center and a brand new high tech Middle School Building. At any given point, you are bound to see something different going on around campus. For sports, BCS offers 35 different teams in an array of different options such as

Tennis, Volleyball, Football, Soccer, Softball, Track and Beach Volleyball. They also boast an outstanding Fine Arts program and offer creative options such as jazz band, orchestra, band, pep band, choir, strings, and both performing and studio arts. Students also participate in a weekly Chapel every Thursday, which is one of Superintendent Dan Vande Pol’s favorite parts of his week.

Along with the abundance of extra-curricular activities, BCS also offers voluntary Spring and Fall retreats where students spend a weekend at a camp where they have devotions, Bible study, praise time and fun games. It is an opportunity for students to bond outside of school and is truly a highlight for all attending. BCS provides multiple opportunities to try new things with a Christian perspective implemented in all that you learn. BCS has a real family feel with many generations of families continue to send their child to BCS due to the experience, academics and support from staff and students alike.

The mission of Bradenton Christian School is to provide a quality education rooted in God’s Word, and to prepare the hearts and minds of God’s children in partnership with the Christian community for service in God’s world.

BRADENTON CHRISTIAN SCHOOL | BCSPANTHERS.ORG

At Bradenton Christian School, the three main points of focus are the Christian perspective, excellent academics and a well-rounded experience. The abundance of extra-curricular activities such as band, choir and basketball gives each student the opportunity to try new things and to be involved in more than just academics.

Superintendent Dan Vande Pol — Nathaniel highlights how something is alMartinez, student ways going on around campus and how important these extracurricular activities are for the students. They are a great way for students to pad their college resumes; looking out for the students’ future after BCS and to provide that well-rounded experience. He explains that many three sport athletes are also in band and choir; giving students the ability to try many different varieties of activities. Vande Pol notes that BCS is a great place to have your child known, cared for and taught. One student who has had his life changed by BCS is Nathaniel Martinez. With a decision made by his mother for Nathaniel to start high school as a freshman at BCS, he at first was hesitant. He did not like the idea of going to a private school and had reservations. Throughout the year, Martinez became involved with sports, clubs and focused on his academics. Little by little, BCS started to grow on him and he began embracing the Christian spirit. Now a senior, Martinez is thankful for his mother’s decision, “To be honest, I am really thankful and blessed I come here.” He also goes on to say his mom now jokes that she will have to build a house at BCS because he is always at school; whether it be for football practice, after school studies or attending a club.

“It is a school that is not just focused on academic work but on your spiritual and whole self.” Thanks to BCS, Martinez now has a clear and exciting future, planning on attending college and hopefully play soccer and study Mechanical Engineering. Before attending BCS, he never really considered college as an option. We can all hope to have these types of success stories for our ourselves and our children. At BCS, these dreams are becoming a reality for students every day.

“It is a school that is not just focused on academic work but on your spiritual and whole self.”

Highlight Bradenton Christian School provides a Christian umbr ella that is the primary importance and what everything falls in line under. At BCS, they do not need to sacrifi e one thing for another because their excellence in academic, athletics and co-curricular programs can stand together strong under that umbrella. The most important program is the Christian perspective implemented into every class taught. In sci ence classes, implementation of tha t includes God created, God is cr eating and God is running th e universe. In English classes, students are analyzing characters and l ooking at the choices they make and the consequences of their choices from a Christian perspective. During math class, students are learning God’s order and creation. All families sending their children to BCS are church-affending as it is imp ortant that the students are getting the same message from church, home and school. BCS strives to ensure these standards are met and through teaching the Christian perspective in every class, students are able to continuously learn about the Christian faith and apply it to everyday life. BCS strives to grow strong Christian leaders and give them opportunities to learn about the Christian faith every day.

Stats • ADMISSIONS DEADLINE Rolling deadline until classes are full. 2018-2019 admissions season opens October 1st, 2017.

• ACCREDITATIONS Middle States, Christian Schools of Florida, National Council for Private Schools Accreditation • LANGUAGES TAUGHT English and Spanish.

Our FLVS Lab allows

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other languages to be taken for credit KEY PROGRAMS AP, Honors and College Prep Curriculums, Athletic & Clubs, Band & Strings TEACHING PHILOSOPHY Rigorous academics from a Christian perspective NUMBER OF FULL-TIME TEACHERS 70 NUMBER OF STUDENTS 865

BRADENTON CHRISTIAN SCHOOL 3304 43RD ST. WEST BRADENTON 941-792-5454 | BCSPANTHERS.ORG PK-12TH GRADE

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HERSHORIN SCHIFF COMMUNITY DAY SCHOOL

THE MISSION OF THE HERSHORIN SCHIFF COMMUNITY DAY SCHOOL is to impact the world by creating a community where children of all faiths demonstrate integrity, academic excellence, and a desire to improve the world. The school’s proud, purposeful diversity and project-based curriculum uniquely prepares students to be global citizens who are problem-solvers, who can work cooperatively, and who have empathy for and an understanding of people who may be very different from themselves.

High standards for academics and behavior create a courteous and respectful learning environment that values the beliefs and rights of every member of our community. Community Day School was originally established by Temple Beth Sholom in 1974 as preschool program; the K-8 Goldie Feldman Academy was founded in 1992 as an expansion of the preschool.

In 2015, with generous support from the Hershorin Schiff Community Schools Foundation, the school incorporated as an independent community day school and changed its name the following year.

Currently, Community Day is the only independent Jewish day school in southwest Florida. The preschool embraces the Reggio Emilia approach, which establishes that children are capable of constructing their own learning, the environment is a teacher, and children form an understanding of themselves and their place in the world through their interactions with others. By

kindergarten, the school’s student-centered, projectbased learning curriculum places students in the active role of critical thinkers and problem-solvers. Students of all ages engage in a rigorous, extended process of asking questions, finding resources, and applying information with the purpose of displaying and presenting solutions to challenges that extend far beyond the classroom.

As a small day school with a community focus, the academic program has been designed to take full advantage of the wealth of arts and cultural organizations throughout Sarasota County. Curriculum partnerships provide a robust slate of daily and weekly opportunities for students at all levels. These partnerships might include film production through the Sarasota Film Festival, performance through Florida Studio Theatre, dance through Sarasota Contemporary Dance, music through Sarasota Orchestra, science through Mote Marine Laboratory & Aquarium, philanthropy through The Jewish Federation of Sarasota-Manatee and Community Foundation of Sarasota County, and intergenerational programming with Aviva: A Campus for Senior Life, among numerous other opportunities.

Since incorporating in 2015, the school’s vision of ensuring that tomorrow’s leaders have the knowledge, skills and global perspective necessary to create a more peaceful, just, and compassionate world has translated into more than $1 million of pledged philanthropic support and an unprecedented 150% growth in enrollment. By providing what many forwardthinking families are seeking – cutting-edge education combined with pluralism and a diverse, global outlook – Community Day is quickly becoming the community touchpoint for affiliated and unaffiliated Jewish families as well as families of other faiths seeking an inclusive, values-based education.

“With our small classes and � exible curriculum, every grade level at Community Day is literally a van ride away from all that our community has to o� er. When students become engaged in a topic that can be explored more closely – and with greater interest – through a local resource, we are now able to load the kids into the van, with minimal scheduling and coordination, and go.”

– Dan Ceaser , Community Day Head of School

HERSHORIN SCHIFF COMMUNITY DAY SCHOOL | COMMUNITYDAY.ORG

The Hershorin Schiff Community Day School prides itself on providing an environment and structure that offers a rigorous curriculum enhanced through the Project-Based Learning approach. Students are encouraged to think outside the box and collaborate for maximum impact.

What distinguishes the school is “the unique diversity of our program and our Project-Based Learning philosophy,” says head of school Dan Ceaser. The diversity at Community Day is easily apparent, with 225 students of all faiths, from 26 different countries, coming together under one roof.

Ceaser notes, “More than 40% of our student body is composed of families of faiths other than Judaism.”

With a 1:9 student to teacher ratio, students receive the attention and care needed to thrive. Additionally, teachers are able to refocus lessons based on individual student strengths and interests. At any given time of day, you will likely find students participating in hands-on projects, which could range from tending to the organic garden or designing a new bunny cage for the school pet to researching recycling companies and renegotiating the school’s recycling contract. Instead of limiting learning to textbooks, Community Day teaches students – through doing – to lead as citizens, stewards and scholars.

Ceaser also emphasizes the importance of going outdoors for at least one hour per day in order to create a well-rounded and effective learning environment for the children. “We build our days so that kids are learning inside and outside the walls of a classroom. Kids need sunshine, they need to move, they should be getting dirty.” He continues, “It is healthier for the kids and it makes them better students.”

With plentiful opportunities for learning beyond the classroom walls, the students at Community Day are excited for each new school day. Once the students graduate, they are well prepared for advanced placement curriculum and poised for future success.

Stats

• ADMISSIONS DEADLINE Rolling admissions (if space is available in classroom of interest) • ACCREDITATIONS Florida Council of Independent Schools, Florida Kindergarten Council, and PRIZMAH: Center for Jewish Day Schools

Highlight Learning Expeditions at Community Day In 201 6, thanks to generous donors, the Hershorin Schiff Community Day School purchased a van to serve as a m obile classroom, taking students on the road for real-life educational opportunities.

Previously, students enjoyed numerous off-site experiences in the past thanks t o parents, who cheerfully carpooled the children to various locations; the vehicle made spontaneous and more frequent learning opportunities possible. The mobile classroom van was put into heavy use soon after purchase.

Community Day’s unique, expeditionary learning curriculum features deliberately small class sizes, allowing its students to pursue their natural interests by connecting learning to real life experiences – b oth inside the classroom and b eyond the walls of the school. Community Day partners with numerous area organizations and n onprofi s to provide students with hands-on, experiential educational opportunities. Partners include All Faiths Food Bank, Th e Jewish Federation of Sarasota-Manatee, Mote Marine Laboratory & Aquarium, Florida Studio Theatre, Sarasota Film Festival, Aviva: A C ampus for Senior Life, Children First, Visible Men Academy, area synagogues, the Sarasota Y, The Asolo Rep, The Players Centre for Performing Arts, Dynasty Dance Club, the Women’s Interfaith Network, and many more.

• LANGUAGES TAUGHT Hebrew, Spanish and French • KEY PROGRAMS Agricultural Science, Service Learning, STEAM (science, technology, engineering, arts, math) • TEACHING PHILOSOPHY Reggio Emilia-inspired, Project-

Based Learning that focuses on the whole child - social, emotional, intellectual • NUMBER OF FULL-TIME TEACHERS 50 • NUMBER OF STUDENTS 225

1050 S TUTTLE AVE, SARASOTA 941-552-2770 | COMMUNITYDAY.ORG 14 MONTHS - 8TH GRADE

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MANATEE CHARTER SCHOOL

“Manatee Charter School believes that every child can learn, and we provide the di� erentiated instruction to accommodate all learners.” –Principal Bonnie Breff MANATEE CHARTER SCHOOL (MCS), of Manatee County, Florida is a tuition-free public charter school educating students in grades K-8. Manatee Charter School is governed by the Southwest Charter Foundation, Inc. which consists of local community leaders: Ken Haiko, Dennis P. Clark, Thomas P. Wheeler, Margaret Wells, John O’Brien and Shane Strum, and is a member of the Charter Schools USA (CSUSA) family of schools. CSUSA is one of the nation’s leading charter school management companies, and the first education management company to receive corporation system-wide accreditation through AdvancED. Manatee Charter School is a Leadership Academy, with a proud mission to provide an inspiring and motivating educational environment that delivers real, measurable results and prepares our students to be the next generation of leaders. To help our students achieve this, MCS incorporated Stephen Covey’s The Leader in Me program, which instills The 7 Habits of Highly Effective People model into daily curriculum. As a result, our students are able to develop essential life skills needed to thrive in the 21st century.

Manatee Charter School is also a school wide Title I charter school, and has been awarded a U.S. Department of Education grant to become a 21st Century Community Learning Center for students in grades 5 through 8 and their families. This program provides free after-school and summer programs for at-risk students, allowing them to

participate in academically enriching activities that foster academic and social youth development. Manatee Charter School partners with Junior Achievement, the Manatee Technical Institute, Regions Bank and the Boys and Girls Club to assist in this program. Activities for families are also provided in technology, parenting, English classes, financial literacy and college informational workshops. At the core of Manatee Charter School’s education model is a guaranteed and viable curriculum, instilled by school leadership and a team dedicated to helping our students to achieve success in academics and in life. Personalized Learning Plans are created for each student based on an assessment of their learning style. At MCS we believe each child is unique and tailor lesson plans to support their individual growth. Community pride at our school is built by the required uniforms our students wear every day, allowing them to focus on their education instead of designer labels and fashion trends. We also believe that children enjoy greater success in school when the adults they admire most take an active part in their education.

Our student’s parents or guardians are encouraged to dedicate their time through volunteer hours each year for the school. These hours foster closer relationships and our students thrive with this support. Space is still available to have your child join our school family today. To learn more or to apply visit our website at www.manateecharter.org.

MANATEE CHARTER SCHOOL | MANATEECHARTER.ORG

MANATEE CHARTER SCHOOL educates students K-8 and is a tuition-free public charter school. Their focus is preparing students to be the next generation of leaders and help them develop relevant, essential life skills needed in the 21st century. At Manatee Charter, each child has a Personalized Learning Plan based on assessment of their learning style to ensure they get the most out of their education and time at school. “Manatee Charter School believes that every child can learn, and we provide the differentiated instruction to accommodate all learners” says Principal Bonnie Brett. “Each grade level follows a curriculum map to maintain and achieve mastery of the Florida state standards.” Manatee Charter wants every child to be successful in school and in the future. The passion Brett has for education started when she was able to assist a struggling student and help them achieve their goals. “I found that if I was able to find a way to inspire the students, they would start to believe in themselves. Now as Principal, I am able to work on a much larger scale of inspiring students, and now teachers.” Brett describes a recent article where the students were interviewed and could not have better things to say about their school and education. The students loved

what they were learning and they enjoyed their classes. Hearing the words come from the students was a proud moment for Brett and it validated the hard work everyone at Manatee Charter School has put in to making the students’ education rewarding. A favorite part of Brett’s day is student arrival. “I enjoy greeting all the students and seeing their smiling/or sleepy faces in the morning. They are so proud of how they look in their uniforms and are ready to learn.” At Manatee Charter, it goes beyond academics and as Brett describes, they are more than just a school. Students and families are put first.

They are a community and when children are happy and excited to learn, it makes both staff and families alike inspired and ecstatic. Parents or guardians are encouraged to volunteer throughout the school year and this helps foster the close relationships between parents, students and the school alike. Manatee Charter provides a space where students can learn leadership skills and help them prepare for their future. They are able to set their own goals and participate in many different school activities and clubs. Manatee Charter cares about each individual child and makes sure their individual needs are focused on, developed and catered to.

Highlight Manatee Charter Academy is proud to serve as a 21st Century Community Learning Center for students in grades 5 through 8 and their families. This program focuses on technology through our S TEM component, in w hich students build their technology skills through math and science activities. Students also participate in college readiness, health and nutrition, and literary arts. Students are provided with daily homework help and intervention instruction, and are able to participate in activities such as robotics, computers, hands on science projects, anti-bullying awareness, and lifelong skills such as career focus and business skills.

Stats

• ADMISSIONS DEADLINE Students will be accepted throughout the academic year • ACCREDITATIONS Manatee Charter School is an accredited school by the Northwest Association of Accredited Schools (NWAC)

• LANGUAGES TAUGHT Spanish • KEY PROGRAMS Franklin Covey’s The Leader In Me, Character Education, STEM • TEACHING PHILOSOPHY (Montessori, Reggio, etc): Guaranteed and viable curriculum including

Personalized Learning Plans to ensure students have the time and opportunity to learn in a manner most effective to their unique needs • NUMBER OF FULL-TIME TEACHERS 30 • NUMBER OF STUDENTS 650

MANATEE CHARTER SCHOOL 4550 30TH STREET E, BRADENTON 941-465-4296 | MANATEECHARTER.ORG INFO@MANATEECHARTER.ORG SERVES GRADES K-8

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MISSION

MANGROVE SCHOOL OF SARASOTA

WE ARE AN INTENTIONAL SCHOOL COMMUNITY founded by parents, teachers and friends seeking a unique, progressive education for our children. Serving early childhood through adolescence, Mangrove School of Sarasota honors imagination as the heart of every child’s learning foundation to cultivate creativity, courage, confidence and contribution to the world.

Our Vision is to honor childhood; your child only gets one, it should not be rushed! We respect that each child has their own journey and will unfold in their own time, thus we meet children’s needs at each stage of their development. We recognize that children are not empty vessels to pour information into – instead – we choose to nurture the child’s natural curiosity and sense of wonder that is essential for real, life-long learning.

We offer a rigorous yet dynamic academic curriculum, integrating arts, movement, music and meaningful activities into traditional academic subjects. We instill reverence for humanity, animal life, and the earth through frequent service and exploration opportunities and by fostering supportive relationships within the classrooms and community. We promote world peace

and responsibility for one’s actions, while challenging children to discover the full range of their capacities.

We instill children with the confidence to try new things and take calculated risks, while modelling and valuing creativity, innovation and problem solving. We challenge children to discover the full range of their capacities.

Mangrove School of Sarasota was founded in 2000 by a small group of dedicated parents and Waldorf teachers. What began as a playgroup swiftly expanded into much-needed nursery and kindergarten programs. Our grade school soon followed, as did more families and more exceptional teachers. Today, we offer early childhood programs and a comprehensive grades curriculum. Additionally, parent-child classes, homeschooling enrichment programs, adult practical art classes, free summer programming, and festivals are extended to the greater Sarasota area. We have attracted a community of extraordinary teachers and families, committed to growing a school inspired by the principles of Waldorf education, with a strong connection to nature, experiential learning, and service to those in need.

Mangrove School of Sarasota is dedicated to providing a nurturing and calm space in which children can love, learn, and grow. We seek to engage the whole child in their education – head, heart and hands, while also honoring our inherent connection to nature through frequent exploration of and hands-on experience in our majestic natural surroundings.

MANGROVE SCHOOL | MANGROVESARASOTA.COM

Mangrove School of Sarasota is inspired by the principles of Waldorf “We really education, serving children from see them for ages three through adolescence. where they’re Mangrove School of Sarasota at and who also provides parent child classes they are for children under the age of rather than three, and offers a homeschool fit them into enrichment program, which enables an unrealistic homeschooled children to attend agenda.” a full day of school at least once — Erin Melia, a week. Options for this program Director vary and they work with each family and their schedule to ensure they are getting the full value of this program depending on their motivation and interest. Director Erin Melia describes this program as innovative, as it allows homeschooled children to attend a full school day with their peers, choosing the days that offer the subjects or activities they are most drawn to. They are learning in a group setting with the same people, thus building strong social bonds, while experiencing a diverse curriculum. A typical day for a grades student may include, a main academic lesson, which could be any number of things, such as Zoology, Geometry, Shelter Building, or Ancient Civilizations, for example; singing, meditation class, watercolor painting, handwork, such as student designed cross stitch, crochet or 4 needle knitting, and ukulele or violin. All subjects are taught in a dynamic, creative way, that offers many opportunities for the students to collaborate with one another.

At Mangrove School, they focus on the developmental needs of children and treat each child as an individual, customizing their experience. “We really see them for where they’re at and who they are rather than fit them into an unrealistic agenda.” If the children are enjoying their learning, they’re going to learn more, and more deeply and they are going to always have a love of learning, because it doesn’t stop once school stops says Melia.

The curriculum is taught in academic blocks, ranging from a 3-4 week focus. Younger grades students focus on local topics such as local geography. These topics expand out as they grow older, for example older students then learn about North American geography. As Melia explains, the younger students start with what’s right before them; what they can see, taste, touch and feel.

Academics then expand from there. “There is a lot of opportunity for creativity. We always want to foster creativity in everything that we do, so it is not just about getting them to know this or that, we want them to be thinking deeply about and making connections between subjects.” The community also plays an important role at Mangrove. Families often attend events, volunteer, and chaperone field trips. “The children are doing amazing things, and we want to include parents. We want opportunities for parents to have the experiences as well. It’s just as much for them to feel part of something, to feel renewed and enriched as well” says Melia. The importance of each individual child is important at Mangrove and as Melia notes, they are very interested in not just developing one side of the child. “We want to develop their thinking capacities, feeling capacities and their willing capacities. We want to develop self-confident, well-rounded students, that go out into the world, inspired to help others.”

Highlight Nature Immersion Program The Nature Immersion Program at Mangrove Sarasota is three years old and thriving.

“It is about fostering this love of mother nature, and the connection to our surroundings” says Melia. With more and more people feeling disconnected, anxiety and depression results.

This program enables students to learn all about their immediate surroundings, to the vegetation, the wildlife, in a v ery hands on way, and this practice supports connection. Learning outside has many different benefi s, such as developing physical confi ence and strengthening the immune system.

The more students are outside, the less germ spreading and the more fresh air th ey take in. In na ture, the human eye is designed to re-focus quickly from near to far sight; studies have shown that children who spend more time outdoors are less likely to develop myopia. Students are also learning how to take safe risks, how to be persistent and resilient: They are checking for poison ivy before they head in a new direction, they are creating makeshift bridges acr oss ffiooded areas to get to the perfect location for building their fort, they are receiving fi st aid for inevitable small cuts or scrapes, rather than shying away from activities for the fear of geffing hurt.

With so many benefi s of this pr ogram, this year they have paired up with Crowley Museum and Nature Center and take a trip there weekly. Teachers and parents are joining as well, volunteering their time and h elping the students thrive in nature – it is good f or adults to be outside as well. This program helps the students build the desire to be active, to support our planet, and help them become active, interested adults. “This is their childhood.

School is w here they’re going t o be spending most of th eir time” says Melia. With this pr ogram, it helps the students get outside, learn to not be afraid of the outdoors and to become one with nature and the lifelong benefi s it provides.

Stats • ADMISSIONS DEADLINE Rolling Admissions • LANGUAGES TAUGHT Spanish, French • KEY PROGRAMS Forest Kindergarten, Grades Program, Homeschool Enrichment Program

• TEACHING PHILOSOPHY Inspired by the principles of Waldorf Education and Nature Immersion • NUMBER OF FULL-TIME TEACHERS 10 • NUMBER OF STUDENTS 63

MANGROVE SCHOOL OF SARASOTA 6210 CRESTWOOD AVE SARASOTA | 941-927-3711 MANGROVESARASOTA.COM MANGROVESARASOTA@GMAIL.COM

SERVING AGES NEWBORN THROUGH HIGH SCHOOL

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THE MONTESSORI FOUNDATION AND NEWGATE SCHOOL

NewGate School—Upper School in Lakewood Ranch for grades 7 to 12.

FOUNDED IN 1907 BY DR. MARIA MONTESSORI, the Montessori Method is considered the gold standard for early childhood education and is recognized for excellence in its programs up through high school.

The Montessori Foundation is based here in Sarasota and is an international non-profit organization dedicated to the advancement of Montessori education and school reform worldwide. It is a primary resource of assistance, encouragement, and support for the international Montessori community. It was established in 1992 by some of the top leaders in Montessori education, with offices originally in the nation’s capital. Today, The Montessori Foundation works with 5000 Montessori schools in 50 countries, regardless of affiliation, as well as parents, educators, schools, and school systems interested in the approach pioneered by Dr. Maria Montessori. In addition to working with public and charter schools across the United States, The Montessori Foundation also helps to establish schools and prepare Montessori teachers and leaders worldwide, including

the Middle East, Africa and Asia. It also works with Montessori schools, which implement an International Baccalaureate (IB) program at the diploma level for grades 11 and 12. “One of the reasons The Montessori Foundation is doing this work is to create an internationally replicable model of Montessori middle and high school programs that are a successful marriage of the two,” says President of The Montessori Foundation and Co-Head of NewGate School Tim Seldin.

In 2002, The Montessori Foundation sought to relocate and considered many options. The Foundation chose Sarasota because it is a city which represents the very best of Montessori’s commitment to the arts, to intellectual life, to natural beauty and it is home to New College—the undergraduate honors college that is most aligned with Montessori’s core values. Since 1993, our community has looked to the NewGate school as an exemplary educational model in which there is a strong, supportive daily connection between teachers, children, and parents.

NEWGATE SCHOOL | NEWGATE.EDU

THE NEWGATE SCHOOL which IN SARASOTA, “We believe has been supported by education The Montessori Foundation should since the early 1990s, is be a journey, an international universitynot a race.” preparatory school with IB — Tim Seldin, Diploma Program designation.

Head of School Montessori students are taught to think independently and every child is treated as gifted in order to cultivate and expand their talents and minds. “For years we have felt (IB) was an excellent match as an international school with approximately 40% of our student body coming to Sarasota from around the world. Being a Montessori IB program allows our students the option to enter into almost any university around the world. We believe education should be a journey, not a race,” says Seldin.

“It isn’t huge buildings and a huge campus that make success happen, but rather the cultivation of curiosity, creativity, imagination, self-confidence and self-discipline.”

With the support of The Montessori Foundation, the NewGate lab school has grown to include an internationally-recognized high school at the large upper school campus in Lakewoood Ranch. NewGate is an established, triple-accredited school in a region that is becoming increasingly more international every year. It is also known as a school for entrepreneurs. Students at every age at NewGate are taught and encouraged to think independently and learn self-reliance. NewGate provides many different programs to help ignite the minds of their students and help them understand the world of professionalism at a very young age. Programs at NewGate include annual internships for grades 7-12, an International Baccalaureate Diploma Program and summer camp which is designed to enlighten and challenge children ages 3-12 with memorable experiences. They also are one of the only schools to still teach cursive which begins at a very young age.

NewGate School works with each individual child to ensure they are learning at their best potential.

Highlight What distinguishes NewGate’s Montessori IB program is its focus on a balanced middle and high school life. It encourages deep learning, building strong friendships among students and teachers. It does so in a relaxed, warm and supportive learning community. The Montessori IB program helps students become more culturally aware and also develops a second language. Students become globally invested which in turn provides high school graduates many more opportunities as they prepare for universities both in the United States and in other parts of the world. NewGate prepares their students at every level to graduate with tools for success and professionalism as they enter university and the workforce. Typically students are admiffed to NewGate from other Montessori schools or may come from rigorous schools in which the student is no longer inspired to learn. Gifted students who feel burned out at large, highly-competitive and impersonal schools tend to fin a community of thoughtful learners and brilliant teachers. NewGate, for most families and students, feels like a sec ond home. This is an incredible statment that makes our school an extraordinary jewel in Sarasota and Mana tee. The work of Th e Montessori Foundation inspires a revolutionary change in education that is based on decades of brain research and the time-tested, world-wide success of more than 22,000 Montessori schools. Supporting The Montessori Foundation allows them to continue their work with schools such as NewGate, and supporting The Angel Fund which works to provides this education to children who would not otherwise have the opportunity to ffiourish.

Stats

• ADMISSIONS Rolling, competitive • ACCREDITATIONS AdvancEd/SACS; International Montessori Council, Interna tional Baccalaureate Organization • LANGUAGES TAUGHT Spanish and German • KEY PROGRAMS Fully implemented

Montessori–we are an international university preparatory school— strong arts—IB Diploma grades 11 and 12 • TEACHING PHILOSOPHY Montessori • NUMBER OF FULL-TIME TEACHERS 22 • NUMBER OF STUDENTS 175

The Montessori Foundation MONTESSORI.ORG SARASOTA CAMPUS, LOWER SCHOOL 5237 ASHTON RD., SARASOTA TODDLERS THROUGH 6TH GRADE

941-922-4949 LAKEWOOD RANCH CAMPUS, UPPER SCHOOL NEWGATE.EDU

5481 COMMUNICATIONS PKWY., SARASOTA GRADES 7 TO 12

941-222-0763 TIMSELDIN@MONTESSORI.ORG AGES ACCEPTED: 18 MONTHS TO 12TH GRADE

EXPLORE THE SCHOOL THAT’S RIGHT FOR YOU | SPECIAL MARKETING SECTION TO ROCKET KIDS MAGAZINE

SARASOTA CHRISTIAN SCHOOL

FOR 59 YEARS, THE SARASOTA CHRISTIAN SCHOOL (SCS) experience has focused on cultivating Christian values and a heart for Christ through exceptional academics for Pre-K – 12th grade students.

Biblical truth and values of honor, character, integrity, self-discipline, and kindness are seamlessly integrated into classrooms, extracurriculars and athletics.

SCS provides an accredited, faith-based education focused on student achievement. Learners are equipped to develop critical thinking and communication skills and to collaborate with others through varied learning opportunities. In high school, advanced academic offerings include Honors, Advanced Placement (AP) and on-site College Dual Enrollment courses where students can earn college credit while remaining in SCS’s safe, Christian environment. SCS is also the only private school in Sarasota County to offer students the option to graduate with an Associate of Arts Degree in Business from Southeastern University.

Sarasota Christian School provides students with many opportunities to discover their passions, develop their talents, and to seek God’s direction in life. In addition to rigorous academics, the innovative curriculum includes athletics, arts, Bible, character education, global world view, technology, foreign language, community service and leadership development. Student-led chapel services provide time

for worship through music and motivational speakers.

Creative expression and artistic talents are developed through a nationally recognized fine and performing arts program. Sarasota Christian offers an impressive 11 competitive athletic sports for both middle and high school students.For almost a decade, SCS students have advanced to the World Competition for Odyssey of the Mind, a program that focuses on developing critical thinking and problem solving skills; the school recently placed fourth in the world.

At the heart of the SCS experience, you’ll find a team of caring, highly qualified, passionate faculty and staff.

Committed to Christ and dedicated to each student’s academic, emotional and spiritual growth, they teach both in class and by example, expressing their faith on a daily basis. Low student to teacher ratios enable teachers to give students plenty of individual attention.

These mentoring student-teacher relationships provide an invaluable continuum of communication and are a hallmark of the SCS experience.

From the moment you step onto Sarasota Christian’s inviting 25-acre campus, you’re welcomed into an exceptional learning community. Family, Christcentered, and friendly are the words used to describe what makes SCS such a nurturing and positive learning environment. We invite you to experience the SCS difference for yourself by scheduling a campus visit.

SARASOTA CHRISTIAN SCHOOL | SARASOTACHRISTIAN.ORG

approach,” says Lehman. At SCS, students have the AT SARASOTA CHRISTIAN SCHOOL, your child’s opportunity to take on leadership roles in a variety of spiritual development and academic excellence are “It’s faith in programs, including ministry. Students have developed both top priority. The faculty continually monitors each action that a high school ministry team, worship bands, and prayer student to ensure their needs are being met and each is a hallmark groups. “It’s inspiring to watch our students grow in student achieves their maximum potential. Through of the SCS their faith, minister to each other, and commit their rigorous curriculum and differentiated instruction experience.” lives to Christ,” notes Lehman. SCS’s commitment to each student has the opportunity to excel and explore Christ goes beyond the classroom. Students are actheir passions. Superintendent Ryan Lehman notes — Ryan Lehman, tively engaged in service and mission opportunities that to develop the whole child, it’s not just about acSuperintendent such as an annual middle school mission trip to Miami, ademics, but providing spiritual, social and emotional a high school community service day and partnerships growth as well. Students benefit from a unique W.I.N. period during their school day that provides enrichment opportu- with schools around the world. Recently, a group of students and nities or academic assistance as needed. In addition, after school faculty spent their fall break helping a 92 year-old LaBelle resident enrichment classes in STEM, fine arts, athletics, and more help stu- rebuild her home after it was damaged during Hurricane Irma. “It’s dents explore new areas of interest. “It cannot be a one size fits all faith in action that is a hallmark of the SCS experience.”

Highlight Southeastern University Dual Enr ollment Program Sarasota Christian S chool announces an e xciting new program in partnership with Southeastern University. Expanding their already-abundant college course offerings, this new partnership provides students the opportunity to take additional college courses on their campus with Christian f aculty for only $25 per course plus a $5 0 book fee. This pr ogram will all ow students to earn an As sociate of Ar ts (AA) Degr ee in Business from the Southeastern University upon graduating from SCS, a value as much as $60,000 in college tuition. This not only is an incredible opportunity but also cost-effi ent, providing parents a savings of approximately $900 per credit hour. There are many students whose parents own businesses says Superintendent Ryan Lehman. SCS wanted to find a ay to help students accelerate their career and list ened to the desires of p arents and st udents. The skills developed while taking these classes will h elp family businesses continue their legacy and give students the best education and opportunities possible. He notes, “What is exciting for them is to leave ahead of the game, only needing two years for a BA after high school. We want to provide these opportunities for our students.” With this AA degree in business, students can explore additional educational opportunities in college such as declaring dual majors, studying abroad or pursuing a master’s degree early. Lehman reiterates just how important it is to listen to the needs of the community and what is needed in educational institutes today. “Faith, education, community and willingness to be responsive to the needs of our community, such as with this AA degree in business” says Lehman. Paving the way for Southwest Florida, Sarasota Christian School is one of the fi st schools to offer this advanced program.

Stats

• ADMISSIONS DEADLINE Rolling admissions • ACCREDITATIONS FCIS, FKC, SACS, & MEA • LANGUAGES TAUGHT Spanish • KEY PROGRAMS Associate of Arts Degree in Business through

Southeastern University, Honors, Dual Enrollment and Advanced Placements Courses, World-ranked Odyssey of the Mind Program, and International School Partnership Global Education Program • TEACHING PHILOSOPHY (Montessori, Reggio, etc) -

Exceptional and Academically Challenging, Biblically-Infused Education from Pre-K through 12th Grade • NUMBER OF FULL-TIME TEACHERS 38 • NUMBER OF STUDENTS 440

SARASOTA CHRISTIAN SCHOOL 5415 BAHIA VISTA STREET SARASOTA 941-371-6481 | SARASOTACHRISTIAN.ORG PK-12TH GRADE

Chapter 4 CONVERSATIONS IN PARENTING | HEALTH | EXPLORATION | PHILANTHROPY

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The Gifted Mind

Accelerated students enjoy signi•c ant resources on the Gulf Coast. WRITTEN BY JACOB OGLES

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tephen Covert saw brilliance in his first child from the start. But as his progeny started school, he realized it wasn’t just through a father’s eyes that Benjamin stood out. His son was outpacing the curriculum as soon as he entered elementary school, and, even after skipping a grade, teachers still found Benjamin quickly grasping material and teaching other children in the classroom. “He was almost like a teacher’s assistant,” Covert says. Of course, as a long-time teacher and school administrator himself, the academic prowess thrilled the father, but he also became concerned whether his son would ever be challenged. Benjamin could have skipped another grade but begged not to he already faced challenges as the youngest kid in his class.

Instead, Covert started searching for the right institution for his son. As it happened, Pine View School, an all-gifted school in Osprey, needed a new principal, and four and a half years ago, Covert landed the job and moved his family from Virginia to Sarasota County. He’s now in his fifth year as principal, where Benjamin is completing his sophomore year, and he has three other children enrolled as well. He’s as convinced as ever that the move was the best decision for the whole family. “In the whole country, there is only one Pine View,” he says.

The State of Florida defines gifted students as those with “superior intellectual development,” who are capable of high performance—something that demands special education practices. And the region’s public and private schools have employed certified professionals 40

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to provide the best curriculum for students who test and earn the designation as gifted. At Pine View, that means putting a student in an environment made up entirely of gifted peers, which Covert says translates to a group focus on performance and study. But at other institutions, like Community Day School, it also means creating a specific curriculum for the specific student that takes into account acceleration in particular subject matters. “We make the distinction of not just accelerated but accelerated and individualized,” says Dan Caesar, Community Day’s head of school. “A gifted child may need to accelerate learning by multiple levels in a certain discipline, yet in a different discipline may not benefit from that.” So the child that excels at mathematics but doesn’t find the same fascination in literature could end up studying algebra at a younger age while remaining in her age peer group for reading class.

What’s the main priority for keeping gifted students engaged? Caesar believes students who hold an ownership over what they learn will achieve at higher levels. If kids get bored in class, then studies become a chore. “Especially with younger children and adolescents, it’s about achieving but also creating positive associations with learning,” he says.

Covert believes educators must view educating gifted children as more than just an exercise in delivering more information. “You have to attend not only to instructional learning needs, but with social and emotional needs,” he says. Students who succeed academically, for example, need to be encouraged by peers, not derided. Fostering gifted children in the right environment reaps successes beyond academics as well. Students become engaged in social efforts, like food drives, with a greater sense of dedication and support. “There’s a synergistic effect of having gifted students in one place, to having a critical mass of like-minded students.

They see problems as opportunities and start to look at everything through a different lens.” Of course, while Pine View, which serves students from second through 12th grade, may be the only school serving a population entirely of students designated as gifted, Sarasota County Schools spokesman Scott Ferguson notes that’s only one of the resources for gifted students in the region, and schools throughout the Gulf Coast have magnet programs for gifted students enrolled there. b

This page: Olive on her 8th birthday, in front of her “Tea for T1D” stand at a school fundraiser and through it all, Olive’s still laughing and enjoying life (shown here with her little sister, Eva).

Type 1 Diabetes

A mom’s journey during her daughter’s diagnosis with this life-long disease.

WRITTEN BY AMY COSTANTINO IMERMAN

Five days after my sweet daughter Olive’s 8th birthday, she was diagnosed with Type 1 Diabetes and our lives were changed forever. A few weeks before her birthday, I noticed that Olive had lost some weight.

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few weeks before her birthday, I noticed that Olive had lost some

weight. But one day, when I was watching her in gymnastics class, I knew that something was wrong. She seemed tired, had dark circles under her eyes and her body was was just skin and bones. She didn’t even look like herself. My “mom” gut told me that something was very wrong and I needed to do something.

After class I had her step on the scale and she was 10 pounds lighter than her normal weight. The next morning, I called her pediatrician and asked if losing 10 pounds at this age was normal. Could it have been a growth spurt?

He explained that even with extreme exercise, losing 1 or 2 pounds would be normal, but not 10. He was worried that

she may have developed Type 1 Diabetes and asked me to closely monitor her to see if she was constantly thirsty and frequently using the bathroom.

That night, I witnessed her waking up and guzzling two glasses of water. Normally, she would not drink two sips of water so I knew something was wrong. The next morning, I told Olive that we needed to go to the pediatrician to do a couple of tests that they need to do now that she has turned eight. (Small white lie I didn’t want her to think that anything was wrong before we knew for sure.) When we visited the pediatrician’s office, the nurse checked her urine and did a finger prick to check her blood sugar. Her urine showed high ketones and her blood sugar was in the the high 300s. Her blood sugar should have been in the low 100s, so I knew this was not RocketKids | 2018

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good but we waited until the pediatrician came in to break the bad news. As we sat there, Olive wanted to know what was going on what did this mean? I didn’t know what to tell her but I knew this was not good. Thoughts began flashing through my mind—I started to think of the few people I knew of who had this disease—one of my friends’ grown daughter had Type 1 and she had decided to not have children because of the complications that go along with Type 1 and because she didn’t want to pass along the gene. Will my daughter

out that Type 1 (formerly known as Juvenile Diabetes) is an autoimmune disease and is a lifelong diagnosis. There is no “growing out of it.” There is currently no cure. It can run within families, but many times, as in our case, it is just random.

People often confuse it with Type 2 Diabetes, but it is not caused by being overweight or eating too much sugar (which I was very relieved to ear my r t t u t a t at a t e u ary treat r ded at e t rt day um er arty ad au ed t ). This is an autoimmune disease where the pancreas just stops making

Olive’s body basically started to attach her pancreas and now, her pancreas does not create enough insulin to process sugars. It will eventually stop producing insulin entirely. be able to have children? This was the time I needed to be strong for her. This perfect child, who loves to read, jump on trampolines, swim, eat ice cream, ride roller coasters, play tennis, play piano and perform in e ut ra er every year—this child is about to be weighted down with something that will change her carefree life forever. With tears welling up in my eyes I told her I needed to go to the bathroom so I left her alone. In the bathroom I called my husband and let all the tears out. He calmed me down and said, it’s ok, it’s manageable. And that’s became my mantra for the rest of the day and the days ahead—we can do this, it’s manageable. I returned to the patient room to find my brave girl and I hugged her until the doctor came in to tell us that we needed to go directly to All Children’s emergency room—do not let her eat anything on the way, she can only drink water. Olive was officially diagnosed with Type 1 and our new life began.

The hours that followed were a blur—in the ER they did many blood tests and luckily she had not gone into Ketoacidosis, which is usually what happens when people are diagnosed their blood sugar has been high for too long and their blood turns acidic and vomiting begins. When this happens, people end up in the ICU for days. We were very lucky that we caught Olive’s before she got to this point ( re r my y m m e e t at met a r t me ).

After a few hours in the ER, we were sent to the endocrinology unit and we met with the diabetes educator, who quickly started in on our exhausting “course” about this disease. We found 42

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insulin. At this point, they are not really sure why some people develop Type 1, but for some reason, Olive’s body basically started to attack her pancreas and now her pancreas does not create enough insulin to process sugars. It will eventually stop producing insulin entirely. People with Type 1 are insulin-dependent, so before every meal, Olive will need to be given an insulin injection. She will also be on 24-hour insulin so there is always some insulin in her body.

Over the next few hours at the hospital, we learned from the diabetes educator how to count carbs and check her blood glucose level, and how to draw up insulin and give our daughter injections. We learned about the pancreas and how insulin uses sugar in our bodies. We learned about diabetes camps and the JDRF organization, their research and their many outreach opportunities.

Olive was all ears. She was absorbing more of this information than my husband and I were (I think we were still in shock). Olive was eager to learn how to give herself her insulin shots and do what she needed to do to stay healthy. After an exhaustingly long day, we finally left the hospital after 7 pm with bags of insulin supplies and a head full of questions. We silently drove over the Skyway bridge too exhausted to talk about what we had just experienced and our future life ahead.

Each day, Olive has to monitor her blood sugar by doing several finger pricks a day and by wearing a Continuous Glucose Monitor, so we can see what her blood sugar level is at all times. By balancing the carbs and protein she eats, she must keep her glucose level in between

Conversations Left: Boating off of Anna Maria Island.

a certain range ( a r e t ed u t).

If it gets too low, she becomes shaky, confused and sweaty, and if she gets really low she can pass out and go into a diabetic coma. If her blood sugar goes too high, she can suffer from Ketoacidosis, where your blood becomes acidic, (which also means a trip to the ICU). Remaining high for long-periods of time can lead to longterm health problems like vision and limb loss.

We are learning that many things can affect the blood sugar—of course, eating, but activity, stress, hormones, and even doing a lot of thinking can cause your blood sugars to quickly drop. Each day has presented new challenges—just when you think you have her blood sugar and insulin level figured out, you can think again. From what I have learned from other Type 1 moms, you will never have it figured out. Each day is really a guessing game. So far, the hardest time to monitor her blood sugar has been overnight she has been running very low and usually I have to wake her up between one to three times per night to eat something so her blood sugar will go back up into the normal range. ( u a ma e t e m m me ate a er u at a ut rea y ate eed er u ar t e m dd e t e t t ut ru er teet a ter ard But rt u t a t er t ee ) Even though she doesn’t like having to wake up in the middle of the night, she is a trooper and does what she needs to do. Typically, she is keeping me on track reminding me that it’s time for her 24-hour insulin dose or time to calibrate her Glucose monitor. For an 8-year-old, she is handling this health challenge with such grace.

The past few months have been a roller coaster of new challenges, and I have learned a lot about this disease, but more than anything I have learned how strong my daughter is. She has tackled each and every day with a positive outlook and an “I can do this” attitude. She may have lost her carefree childhood, but the strength that she gained is inspiring to see in action. The day after being diagnosed, she set up an iced tea booth in our front yard. From what she learned the day before from the diabetes educator, she wanted to raise money to help find a cure. She decided to set up a tea stand instead of a lemonade stand because she could offer stevia to sweeten it with so it would have no carbs ( e ear a t). She raised a few dollars that day and we started a JDRF “jar” where we kept the money she had raised. A few weeks later, she started a “Type 1 to Type None” campaign at her school and set up a “Tea for T1D” booth at her school’s festival. During these two fundraisers, she raised over $1,300 that was donated towards Euphemia Haye restaurant’s annual JDRF walk.

Through our experience we have learned most what strength we have-as individuals and as a family. We can do this, we’ve got this. As so many people who face health challenges, we are learning how to navigate this new life and we’re going to be fine. It’s manageable. As the doctor told Olive—no, you can’t really sit down and have several cupcakes at a time, but that’s not really wise even for people who don’t have diabetes. We have found the strength inside ourselves to handle the difficult situation that it is. Olive has met a lot of “diabuddies” (other children who also have Type 1) through the wonderful local JDRF community which hosts monthly activities for children and families with Type 1. And last summer, she had an awesome experience at a Florida Diabetes Camp where children with Type 1 can go and enjoy normal camp-type activities with doctors and nurses on staff round-the-clock who make sure the children are always safe. I have also met a lot of other local moms, now friends, who also have Type 1 children and who have been of invaluable help 24-hours a day on our group Facebook page.

These mamas are the strongest group of support and so wise because of their collective experience. This group of moms has gotten us through the hardest moments and are truly lifesavers.

As we move forward, we are figuring out that diabetes is just one little part of who we are and learning how to gracefully handle this new life with love and support and, of course, a little bit of humor. We say, “in our house, we count our blessings and our carbs.” b RocketKids | 2018

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Parrish Play Ride the rails, explore nature and eat your heart out in this up-and-coming Manatee County community.

WRITTEN BY AMY COSTANTINO IMERMAN

ith affordable homes,

good schools and a convenient Northeastern Manatee County location (near I-75 and 301), Parrish is blossoming into the go-to spot for young families to purchase houses and settle down. The neighborhood’s family-friendly attractions and upand-coming restaurants make this neighborhood a perfect destination for a weekend day-trip with the fam.

Here are a few highlights that you and your brood will not want to miss.

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Florida Railroad Museum This living museum will no-doubt be your first stop on your arrish itinerary. ade up of restored trains, here you can tour historic classic cars and even “ride the exhibits” on the weekend when guests can board a diesel train and take a short excursion to Willow, a ghost town located about 20-minutes away. With only one paid employee, the museum is operated by train-loving volunteers who joyfully share their passion for riding the rails.

On the pretty ride to and from Willow, children will enjoy looking for some of the landscapes’ frequent visitors (sandhill cranes, deer and wild boars) and taking a walk through the cars where they can visit the dining car and buy a box of Chugga Chews—train-shaped graham cracker cookies that come in, of course, a train-shaped box. Parents will love getting a rarely seen viewpoint of the Big Bend power station and a large-scale solar pow-

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er project that provides power for 4,000 homes. The train volunteers will narrate the interesting history of Willow, a former lumber mill town that had 75 homes but was mostly vacated in the 1930s when Red Heart disease decimated the pine tree lumber business and the town. When the train arrives in Willow, passengers are welcomed to disembark and explore the “depot,” which includes memorabilia like classic posters, uniforms, ticket hole punchers and an original bell (which your little train rider will love to ring!).

If you have an adult who is a real train lover, sign them up for the museum’s Locomotive Rental, where you get a tutorial on how to drive the train and then a whole hour to have the controls to yourself. Families can also rent out the Party Caboose for a private spot for a birthday or family celebration where 16 guests can come “alll aboooaaard” for a private 1.5-hour ride. The caboose includes tables, benches, a bathroom and a cupola that kids will enjoy climbing up to have a look out the top of the train. The Railroad Museum prides itself on its monthly special events that include fun “theme” train rides including the “Hole in the Head Gang”—a staged train robbery that plays out right in front of you. Watch out for cowboys and can-can girls that you are right in the middle of. Also, don’t miss the annual “Pumpkin Patch Express” or the “Polar Express” where Willow is transformed into the North Pole and children get to visit with Santa. Hurry though, tickets for these events quickly sell out. Florida Railroad Museum, 12210 83rd St. E, Parrish, 941-776-0906.

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Sweetbay Nursery At this “sweet” little nursery that specializes in native Florida plants, you’ll feel like you stumbled upon a hidden nature preserve. Pick out a couple milkweed plants (that usually come with a few complimentary caterpillars) so you can start your own butter y garden at home and stick around to see the hummingbirds make their daily visit to the nursery—they typically do their y-through mid-morning, around 10am. Don’t miss the pleasant nature trail that surrounds the circumference of the property—path highlights include an unusual Paw Paw patch where swallowtail butter ies lay their eggs. Inside the nursery’s store, you can stock up on garden goodies like bird feeders and birdhouses. Sweetbay Nursery, 10824 Erie Rd., Parrish, 941-776-0501.

Shake Station After the train station, head over to the Shake Station. We know, this restaurant is not technically in Parrish, but it’s just down the street from it and a favorite of locals.

The whole family loves this kid-friendly 1950s-style diner that serves classic burger-joint fare and every kind of fried side dish you can imagine—tater tots, onion tanglers, onion rings, hush puppies and, of course, crinkle fries. On Saturdays, the Burger Special is the Mac N Cheese Burger, so be prepared to line up. And don’t forget the milkshake. At the old-fashioned Ice Cream Parlor, everyone will feel the urge to indulge in an ice cream cone (soft-serve or hand-dipped). Dig in! Shake Station, 4219 US-301, Ellenton, 941-722-7866. b

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Jewfish Critters

The Gulf is brimming with interesting sea critters at this picturesque Manatee County sand bar. Here, you can step away from everyday stress and become immersed in the island’s interesting underwater life. WRITTEN BY AMY COSTANTINO IMERMAN

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t ew sh ey a small island located between Anna Maria Island and Longboat Key,

the whole family (including your feisty toddler to your device-addicted teen) will be delighted by the cool sea creatures they can easily discover. Here, you can go wading in knee-deep water and find ocean treasures by just looking down—no special diving equipment needed. Jewfish Key, named after the Goliath grouper, is a 38-acre island located directly across from Longboat Pass and the bridge from Anna Maria Island to Longboat Key. The island was originally two islands named Pickett Key and Fisherman’s Key, but when the U.S. Army Corp of Engineers dredged the area to make the Intercoastal Waterway, they put the extra sand between the two islands and the two islands became one. Jewfish Key was born.

Only accessible by boat, Jewfish is shaded by Australian Pine trees and surrounded by gorgeous mangroves, but its most spectacular feature is the large sandbar on its western side. At low tide, the water is only a few inches deep and is as clear as a bell. You can see the critters with plain eyesight, however, a pair of polarized sunglasses help a lot. Think of it as your very own “touch tank.” Anchor your boat, jump in the water and start exploring.

Critter Scavenger Hunt HORSESHOE CRAB These prehistoric creatures are as old as dinosaurs, but this hardy species has survived and remains one of the most interesting animals to witness. The Horseshoe Crab is not actually a crab, but rather related to the land spider. It is often used in scientific research because its blood is unlike ours and made of copper (instead of iron).

Don’t worry, when you see the long barb coming from its back…it is not dangerous and does not sting. If the Horseshoe Crab gets ipped over, it uses the barb to ip itself back over, right-side-up.

A favorite shell of lefties. When you hold the shell in your hand (with the open side up), this shell is the only one that opens to the left. These shells can become very large in size— over one foot long. Native Americans frequently used these shells to make drills, hammers and decorations.

SPIDER CRAB With their long, skinny legs, these crabs are creepy and cool looking. They scoot along the sandy bottom, scavenging for tiny morsels to eat. When you approach, the crab may wave his pinchers over its head, as it does when it’s trying to ward off predators, and then quickly run away. Many crabs can only move side to side, but this crab is singular because it can also walk forward and backwards.

FLORIDA FIGHTING CONCH Get your guards up. Don’t try to pick these fellows up, because they are fighters which explains their name .

They pose no threat, but it is quite fun to watch them “jump” as their defense tactic.

The Fighting Conch’s shell is a beautiful caramel and orange color, but it will typically be covered in slimy algae. These conchs are prized amongst the shelling crowd, but please do not take the shell if there is a live animal inside. b

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FEAUTRED CONTENT MARKETING COLUMNISTS

RocketKids Q&A WHY CHOOSE OUT-OF-DOOR?

As the Director of Admissions at The Out of-Door Academy, I am asked all the time, “Why Out-of-Door?”

There are so many answers I could give for that question. However, my son probably owns the best response I can think of “Mom, college is not as hard as I thought it would be. Outof-Door really prepared me ” There is nothing better than watching your child run into school every day, stopping only when he could hug a teacher or two. From the first day of PK to the day he walked across the stage to receive his diploma, he loved his school. As in every life, there were a few ups and downs along the way, but every year at ODA he was stimulated, stretched and inspired to be the best that he could be. He was encouraged, and supported, to try every aspect of our program, from athletics to arts to a variety of academic and extracurricular pursuits. He learned that teachers were his allies he learned that learning is fun he learned that hard work pays dividends he learned who he is and how to advocate for himself.

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As a freshman at a liberal arts school in the northeast, he has been asked to speak to a group of high school college counselors about the transition to college. While he is eager to participate, he is also unsure what to tell them. As he explained to me on the phone last night, “How do I tell them that the reason I am so prepared is because of Out-of-Door?” That makes the Director of Admissions, and his mother, very proud and happy.

That is certainly music to a mother’s ears, but as the Director of Admissions at The Out-of-Door Academy, it validates what I have been sharing with families for years.

While I can talk about our core values, the strength of our curriculum, our college placement statistics, or the wonderful community of students, parents and faculty/ staff members, isn’t our goal as a college prep school to do just that, prepare our students for college?

I have been at The Out-of-Door Academy for many years, but as I lived it through my son’s eyes, I realized that this was the greatest gift I have been able to give him.

Now it is his job and he is prepared. t ue t e er at ta t aura Mur y re t r dm at e ut r ademy y ema er at mur y da edu r y e at

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Q&A

Q&A

We invited local columnists to share their insight on schools, education and the arts.

WHY IS TECHNOLOGY INTEGRATION IMPORTANT IN CLASS?

While children often only view computers and tablets as portals for “screen time” and video streaming, in the classroom they provide a world of opportunities to engage and cultivate student learning.

It is our goal to rewire students’ view of technology from a device that is used to consume, to a tool that can be used to modify and redefine the expression of learning.

Changing the focus from simply enhancing a lesson with technology to integrating technology into curriculum is an important shift in education. It can deepen understanding and mastery of concepts and provide students with the skills and agility to be successful in a constantly changing technological environment. Web-based programs provide real-time monitoring of student growth and the ability to differentiate instruction based on progress. Utilizing the SAMR (Substitution, Augmentation, Modification, Redefinition) Model helps guide the structure within classroom technology use. Sites

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Education and technology are ever-changing landscapes, and combined they are powerful in preparing students for the modern world.

Technology doesn’t replace paper and pencil or traditional books it expands our toolbox of educational options. t ue t e er at ta t arde eue a der t rd rade tea er at ara ta r t a y e at

such as Code Academy, Google Classroom, Moodle, Recap, Edpuzzle, Kahoot, Storybird and Actively Learn provide tools for innovative problem-solving and collaboration.

It is important to continuously ask questions about how technology is used within the classroom. For example, does a specific technology tool help students understand a concept in the most effective way?

Does it empower students to become problem-solvers and creative thinkers? Six years ago, SCS was the inaugural school in Sarasota County to have a classroom iPad lab. Three years later we launched a Br ur e e initiative for 6th-12th grade. What began as a dream to inject more technology through websites aligned with grade-level curriculum has grown into customizable classrooms that give students 24/7 access to resources for assignments and projects (e.g. digital textbooks, web links and videos), collaborative tools (e.g. real-time chat forums, peer and self-assessments, and surveys), as well as online testing capabilities.

WHAT YOUTH MUSIC EDUCATION PROGRAMS DOES THE VENICE SYMPHONY OFFER?

I don’t think people realize that The Venice Symphony has been bringing classical music to the youth in our community for more than 25 years,” says Gayle Heskett, Director of Music Education, who has supervised the programs from the beginning. “Now we’re seeing the children of our first students. ym y t e (SITS) brings musicians from the Symphony and an interactive curriculum to third-grade students in Sarasota County. This past year, The Symphony worked with 20 schools, homeschool groups and, for the first time, with students in special needs classrooms. We were thrilled when The Venice Symphony was one of only three groups in Florida chosen to participate in the Carnegie Hall - Weill Music Institute prestigious “Link Up” program.

For the grand finale of SITS, every third-grader who participated gets on a bus to The Venice Performing Arts Center for a concert by The

Symphony, and all this is at no cost to the schools. In 1990, The Symphony offered its first ummer Mu am to 25 students.

I can’t believe how much our camp has grown. This past summer nearly 200 students had the experience of playing an instrument, while also learning about the orchestra, music history, musical theater and much more. We’ve even added dance and chorus. It’s so rewarding when they get to perform on stage on the last day of camp, for family, friends and the public. Finally, The Venice Symphony’s Mu e Program is available to any school in Sarasota County.

Participating teachers receive curriculum packets, educational support, and visits from Venice Symphony musicians. I think the most popular part of the program is when we let the students hold and play the instruments. We like to call it an “Instrument Petting oo I believe so far we’ve reached more than 45,000 students through these programs. t ue t e er at ta t ay e e ett re t r du at at e e ym y y ema at ay e a m r y e at

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CONTRIBUTED BY MURRAY DEVINE OF THE COMMUNITY FOUNDATION OF SARASOTA COUNTY

Kids Giving

Cultivating the philanthropic spirit with your children

Three Lasting Tips

Through our work at the Community Foundation of Sarasota County, I am fortunate to meet and partner with caring individuals who strive to give back to our community every single day. Often, when first meeting with a potential donor, a question I ask is what inspired in them a passion to make the world a better place through their philanthropy. The varieties of responses are endless from the loss of a loved one, an idea that sprouted in their mind about a better way to address a social issue, the tax benefits, and oftentimes the philanthropic gene that was handed down to them by their family. The last one is important. While many philanthropists might suggest they’re born that way, the truth is that philanthropy is a learned behavior, and I often get asked by parents how they can pass on their generosity values to their kids. Charity starts at home, and it’s inspiring to work with so many families who pass on the generosity “gene.” Not only is philanthropy the right thing to do, but as we continue to pay-it-forward we grow our sense of community and create a brighter future for those that will come after us. Ask yourself what am I doing to help my children, grandchildren, nieces, nephews and other children in my life learn the value of giving to others?

Make It Social Just like with adults, kids like to share their passions with their friends, and their actions will also be shaped by their peers. Make sure you involve your children’s friends in the process. Task them with planning a small fundraiser together, for example they could run a lemonade stand together or do chores for neighbors and donate the proceeds to charity. Another growing trend is where kids are asking their friends to make donations to a charity of their choice rather than receiving presents for their birthday.

Start as Early as Possible When it comes to philanthropy, the earlier you can start explaining the concept of generosity and empathy to your child the easier it will be to make a lasting impact. It’s important that children see the physical outcome of a philanthropic act. Start by volunteering together, whether it’s walking shelter dogs or 48

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picking up trash on the beach. Then move on to the act of saving money in a piggy bank. Have them divide the savings into what they want to save, spend, and donate, and visit the organization of their choice first-hand when handing in the donation. It’s important to remember to also give your child space to make their own decision on what cause to support; their interests will not always align with yours.

Everyone Can Be a Philanthropist Our society often thinks of philanthropists as the mega-rich who donate millions of dollars at a time, but at the Community Foundation, we believe each of us has the potential to impact a person, a cause, a community. No matter what your resources are, you can be charitable. Philanthropy is more of a mindset than a dollar amount, and there are many ways to give back to your community. Volunteering is a great way to start. b

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Resources

FamilyTime Resources for kids play, parenting Circus Arts Conservatory

Children from 5 to 18 engage in the self-discipline, life management skills and teambuilding aspects of circus performance in weekly Saturday classes, intensive summer camp and the Sailor Circus Academy programs. From the high wire to trapeze and acrobatics to juggling, your children will build confidence in a positive environment with trained teachers and peers.

Beginners welcome. Visit circusarts.org for schedules an e ifi ga

Marie Selby Botanical Gardens Nestled on 14

acres among 12 buildings in a brick-laid residential section of Sarasota, Marie Selby Botanical Gardens is an openair and under-glass museum of thousands of colorful and exotic plants. From garden crafts to live music in the Ann Goldstein Children’s Rainforest Garden to the monthly pre-school program Little Sprouts Club where children enjoy storytime and hands-on activities, children will finds lots to explore. Children will enjoy the bayfront boardwalk and during the summer Selby Gardens hosts Splashin’ Saturdays with fun-themed water activities, slides and games, as well as Camp Lookout for children ages 6-11 interested in scientific and nature-based activities. Selby also features a Bonsai Garden, Cactus 50

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and families in Sarasota and Manatee.

and Succulent Garden, Fern Garden, Mangrove Forest and Towering Bamboo and Banyan Groves. 811 South Palm Ave., Sarasota, 10am–5pm daily. selby.org 941-366-5731.

Mote Marine Laboratory

Anybody can go to the beach, but to understand some of what’s going on beyond the edge of the surf, take the kids for a day at Mote Aquarium.

The research laboratory lets kids get up close to dolphins, sharks, manatees and sea turtles, and even touch stingrays, horseshoe crabs and sea stars. Or you can get to know the animals in their natural habitat with the Mommy and Me classes for kids ages 2-5 throughout the year or winter break, spring break and summer camps for children in grades 1 to 5. And if your kids enjoy video games, they’ll never forget Mote’s Immersion Cinema, which features an interactive game on a 40-footwide, HD screen. Host your child’s next birthday at Mote.

1600 Ken Thompson Pkwy., Sarasota. 10am–5pm daily. mote.org 941-388-4441.

Sarasota Children’s Garden Let your kids indulge

in the whimsical at Sarasota Children’s Garden, from Snuffy the Dragon to the Octopus Garden and from Hobbit Ville to the Amazing Maze, watch as fairy tales come alive in this creative land that’s especially

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magical for younger children.

The two-acre playground does charge a small fee, but once inside children can don costumes from fairy tales and superheroes while they run around within the maze of passion vines and a magical dome made of old soda bottles. Check for special programs like the Candy Cane Scavenger Hunt and Enchanted Fairy and Elf Tea. 1670 10th Way, Sarasota.

10am–5pm, closed Monday. sarasotachildrensgarden.com 941-330-1711.

Sarasota Jungle Gardens

Whether your kids enjoy animals or just acting like animals, Sarasota Jungle Gardens makes for a perfect half-day outing. Here, people of all ages can hold an alligator, talk to a parrot and feed a amingo while running around this 10-acre Old Florida attraction. Visitors can catch a glimpse of a black vulture, horned owl and macaw amidst lush cypress, red maple and royal palm trees. Wander through the jungle aimlessly or let kids run wild on the playground. Afterward, catch one of the many interactive shows, such as the “Reptile Encounter,” where you can hold an eight-foot Burmese python. 3701 Bay Shore Rd., Sarasota, 10am–5pm daily. sarasotajunglegardens.com 941-355-5305.

Public Parks

The region is chock full with public parks and playgrounds for kids. Here are a few of our favorites. Urfer Family Park features separate gated playgrounds for toddlers, childrens and teens who want to explore hanging, twirling, sliding, swinging and jumping.

Take a brisk walk along a milelong nature trail that winds through the wetlands and features intermittent exercise stations. Island Park is nestled on spit of land adjacent to Marina Jack along the Sarasota Bayfront and features lots of shaded chairs for the parents and picnic tables for a lunch before the playground.

When the water feature is open, the kids will be thrilled to splash in the fountains in their swimsuits. The Circus Playground at Payne Park is another must-try. The entire playground is softscaped in artificial turf and features rock climbing, swings, slides and lots of fun for toddlers. b