Saturday, September 28, 2013

School Gardens Important Sources in Teaching Healthy Eating

This article gives us a glimpse at what growing your own food can do for the nutrition of students at a Mendocino continuation high school.  Unfortunately, these school gardens are in jeopardy for lack of continued funding.

Mendocino County students get taste of healthy eating through school garden

By GLENDA ANDERSON
THE PRESS DEMOCRAT
September 21, 2013, 3:51 PM
It’s a sweltering summer morning but a group of teens are happy to be toiling in their school garden, where dozens of varieties of fruits and vegetables are ripening.
“It’s fun,” said Daemon Seilhan, 17.
“It makes me happy,” said Deja Johnson, 16.

New Beginnings School Garden

It’s also been a life-changing experience for many of the students at New Beginnings, a continuation school based at the Mendocino County Office of Education in Talmage.
“They’re becoming more aware of what good food is,” said Jonna Weidaw, a teacher at the eighth- through 12th-grade school.
That’s so important, especially for children who have grown up on unhealthy foods, including some subsidies from the federal government, she said. The families of her Native American students typically are given lard, processed cheese and flour in their federal food packages, Weidaw said. It’s no surprise that there’s an epidemic of obesity and diabetes among that population, she said.
The subsidized food offerings are surprising because the government, at the same time, is funding advertising campaigns to encourage people to eat healthier, Weidaw noted.
As part of their nutrition education, her students have learned to read labels. They’re appalled at what’s in packaged food, like the “pink slime” that comprises protein substances in some fast food burgers.
“When the kids become aware of this, they say, ‘Wait a minute, I don’t want to eat that,’” Weidaw said.
Thanks to their garden and nutrition programs, the students now are shunning unhealthy foods, she said. They used to show up for class in the mornings with sugary coffee drinks. Now they head into the garden first thing to pick fresh ingredients for tea.
On Friday, it was lemon leaves and fresh mint, Weidaw said. Other favorites include strawberry and kale smoothies and cucumber mint water.
“They’re making these choices on their own,” Weidaw said.
The experience has helped some of the students with more than nutrition.
Seilhan has become more outgoing, Weidaw said. “Getting him really enthusiastic about food has given him an avenue to communicate,” she said.
He enjoys cooking and is planning to prepare a meal of enchiladas for his classmates next week. The focus on food also led to a part-time job. He recently was elevated from a volunteer cook to paid cook at the adjacent preschool.
“It’s interesting working with little kids,” Seilhan said.
Similar nutritional programs with gardens are in place in about 19 Mendocino County public schools, but many are now in danger.
The U.S. Department of Agriculture funding that most of the schools rely on to pay their garden coordinators is ending next month, said Terry D’Selkie, program director of the county’s Schools Network for a Healthy California.
The state health department, the recipient of the federal funding, has decided the $840,000 schools once received should now be spent on advertisements urging people to practice better nutrition, D’Selkie said.
To save the garden programs, D’Selkie and others have been scrambling to find new funding sources.
“We need to campaign and do outreach,” she said.
Their campaign includes setting up a fund through the Community Foundation of Mendocino County, www.communityfound.org.

Sunday, September 22, 2013

Teachers Changed In Zambia and In Seattle

This news story is more of a focus on educators rather than students, however, these are the individuals leading our children.  This is a heartwarming story of a service project that not only touched the lives of the educators and students in Zambia, but also equally touched the lives of those educators involved from the Queen Anne Elementary school in Seattle.  I can imagine an impact as great as this experience, might translate into the classroom with their students.  

Originally published September 11, 2013 at 9:19 PM | Page modified September 12, 2013 at 5:55 AM

Volunteers from Seattle learn a lot from school in Zambia

Queen Anne Elementary School is part of a partnership with an African school in which mutual benefit and fairness outweigh charity.
Seattle Times staff columnist
Seattle’s Queen Anne Elementary School and the Dwankhozi Basic School in Zambia are trying to forge a relationship deep enough to be nourished by both differences and similarities.
Ties between the schools are the latest fruit of Dwankhozi Hope, an organization founded in 2006 by an emigrant from Zambia and friends who are part of the Queen Anne community.
Charles Masala is an engineer and one of 10 brothers and sisters who grew up in the Dwankhozi area, all of whom graduated from college. His family wanted other children to have the kind of success they have had, so when one of his sisters-in-law started a small school there, Masala asked members of his church, Bethany Presbyterian, to help.
Matt and Beth MacLean said yes, and pretty soon there were a dozen people who formed the core of the organization — relatives, church members and teachers and parents of children at Queen Anne Elementary School, which the MacLeans’ son attends.
The MacLeans are inclined toward helping. Matt is a recruiter for the Bill & Melinda Gates Foundation and Beth is a nurse.
The volunteers they attracted represented a broad spectrum of expertise that would not have been available in a less-fortunate community — doctors, nurses, teachers, managers, specialists in fundraising and communications, among others.
What they did not bring to the effort was an assumption that they have all the answers. They came with material and educational resources and open ears.
Dwankhozi Hope makes a simple declaration about its mission: “Dwankhozi Hope is not about charity, it’s about justice.” Charity is good, but not if it erodes the respect of one party for the other, something attempts to help haven’t always recognized.
Matt MacLean told me the people of Dwankhozi started the school, they know what they want and they were already working toward their goals; parents in Dwankhozi even make the bricks and mortar for the school buildings. The Seattle volunteers wanted to be a partner in the Zambians’ project.
Masala has since moved to Vancouver, B.C., but he remains on the board of Dwankhozi Hope, and family members in Zambia are involved as well.
During an after-school report to the school community last week, Queen Anne Principal David Elliot listed some of the accomplishments so far.
There was one school building to start with; now the campus has six buildings, including living quarters for teachers, some of whom are a long way from home and family. There is electricity, which helped with something else, the lack of books. Dwankhozi Hope worked with Worldreader.org to deliver Kindles loaded with books.
The Dwankhozi community consists of a cluster of villages, and the school serves 600 students in grades K-9. The Seattle group decided that being partners required getting to know each other, so they visit Zambia to work and socialize with the people there.
Beth MacLean, who has visited Dwankhozi several times, said the first time she met mothers in the village, “I realized these are moms just like I’m a mom, and they want for their children what I want for mine.”
The Seattle school got involved last year. Kindergarten teacher Katie Cryan Leary said that when she first arrived, “Kids grabbed my hands, which is exactly what would happen here if I walked through the school.”
She was impressed by the teachers there and the “amazing work they are doing there without the tools we have here.”
“There is a lot we can learn from them and a lot they can learn from us.”
Rene Yokoyama, another kindergarten teacher, said the teachers in both schools share a goal, to empower the children in their classes.
And third-grade teacher Megan Klope said, “You go thinking there are so many things we could give them, but they can teach us.” She was impressed by the work ethic of the students who she saw studying late into the evening and by ingenuity of children who crafted toys from trash.
Yokoyama said the Seattle visitors got lessons in resiliency and perseverance and even in sharing. She and Elliott recalled a group of older students sharing a bag of nuts and offering their visitors some. And when some younger children came over, Yokoyama said, the older kids didn’t say no, they placed nuts into the palms of the little children.
Cryan Leary said, “I was struck by how much we have in common as teachers and as parents, and by how different our access is to resources.” She said she saw no evidence of their hardship in the way the people carried themselves. Instead, Klope added, “they celebrate the great things in their lives.”
The visitors said they recognized how much where people happen to be born affects their life prospects.
The Seattle educators see the connection between the two schools as a way to open a door to the wider world for their students. And Elliott said Queen Anne is working on a similar relationship with a demographically different school closer to home, which can present its own challenges and rewards.
Matt MacLean told me after the meeting that what he sees happening is mutual transformation. “You think you’re getting involved to help out, but you find out you are being helped.”
And in a video from June’s trip, the headmaster of Dwankhozi School said, “ ... this week you have motivated our students. And hopefully someday we can come to Queen Anne and motivate yours as well.”

Friday, September 20, 2013

Bronx High School Gets Technical & Creative with Curriculum

This traditional public school, The Bronx Compass, is infusing creative and at the same time, technical curriculum options into their classrooms.  This article is from June but it's definitely worth highlighting!  


Students log on to higher learning at Bronx Compass

When Art meets Technology, STEM turns to STEAM!



NYC PAPERS OUT. Social media use restricted to low res file max 184 x 128 pixels and 72 dpi

ENID ALVAREZ/NEW YORK DAILY NEWS

Renalddy Then, 14, plays electric guitar for a project in his digital music class at Bronx Compass High School.

The teens sat hunched over MacBook Pro laptops, silently maneuvering their fingers over the keyboards while hypnotic beats thumped through black headphones covering their ears.

Behind them, a boy sat in a chair on a small stage and played the electric guitar, the sharp notes filling the darkly lit basement room.

“They’re off exploring things they didn’t have access to before,” said teacher Anthony Dimasso, watching his students’ intense focus on digital recording.

The scenario may not evoke memories of high school music class, but it’s the norm at Bronx Compass High School, where principal Stacy McCoy and her staff make every effort to incorporate art into a heavily STEM-focused curriculum. 

STEM — science, technology, engineering and math — is rarely thought of in conjunction with painting, writing and making music, but the young school was devised with exactly that fusion in mind to create “STEAM,” with the addition of art.

“It’s really about being creative and understanding how digital technologies are completely linked to science and technology,” said technology teacher Cory Beder. “So if you’re someone who wouldn’t necessarily identify yourself as a math or science person, it’s still critical that you have these opportunities to work with a variety of different technologies.”

The Castle Hill school, which opened last year, offers classes and programs in video game design, robotics, film, media and software engineering. It will add fashion design — or “intelligent clothing” with electronics — next school year.

Instead of using textbooks, students complete all their work in Google Docs. They write essays and create their own podcasts. They produce and screen films.

And on a recent day, students were immersed in finishing up video games they had created based on serious topics like the Holocaust and life in the Bronx. 

Jessika Cintron decided to build her video game around a family that deals with bullying and violence against women in the Boogie Down.

“I live in the Bronx, and I kind of wish these things wouldn’t happen,” the 14-year-old explained about her idea for the game. “My game shows awareness of bad things going on, and maybe people would realize how much it affects families.”

Other students fueled their artistic pursuits in the music class, using GarageBand and Audiotool programs to mix their beats.

“I’m not gonna lie, creating is really hard,” said Armando Reynoso, 15. “It takes a lot of concentration. But when it’s done, it’s a great feeling.”

Bronx Compass is not just about shaping future music producers, artists and video game designers — it was also selected as one of 20 city schools to create a software engineering program to be piloted across the five boroughs.

The fledgling program, announced by Mayor Bloomberg and Schools Chancellor Dennis Walcott in February, seeks to expand computer science and engineering classes for the city’s growing technology sector.

“Through this pilot we are training our students for the jobs of today and tomorrow,” Walcott told The News.

About 1,000 students will participate when the program launches this fall; by 2016, roughly 3,500 students are expected to be involved.

Beder will help outline a citywide program that includes topics like computer programming, embedded electronics, Web design and programming, e-textiles, robotics and mobile computing — subject matter with which Bronx Compass students are already familiar.

“It’s really exciting to see students so engaged,” said McCoy, the principal. “When I try to get them to pay attention, they ignore me because they’re so focused on what they’re doing — which is a good problem to have.”

http://www.nydailynews.com/new-york/education/stem/students-log-higher-learning-bronx-compass-article-1.1375348

Friday, September 13, 2013

Waldorf Public Charter School Purchases Land for Future Facilities

I love seeing a facilities success story for a public charter school since facilities is one of the biggest challenges for charter schools.  As you read this article, you'll see how this school is in multiple locations which is often the case for public charters.  As we move forward, I hope to see more positive relationships develop between districts and charter schools especially where facilities are concerned as many charter schools do not have a feasible option to purchase land and build a new facility such as this school.  

Monday, September 9, 2013

New York Charter School Teacher Uses Error Analysis

New Ed Tech Helps Bronx Teacher Increase Her Impact on Students

 | 
By: Zacc Dukowitz
1
Bronx, NY- Julissa Soriano, a teacher of ninth grade Algebra at the Frederick Douglas Academy III charter school in the Bronx, believes strongly in error analysis as a means to helping students improve their understanding of math.  Error analysis is the use of errors to understand what a student needs to work on, also called a student’s knowledge gaps.  Error analysis is often used in teaching mathematics, where a student’s grasp of key concepts and skills can be readily identified as weak or strong by having students provide answers to a series of problems that require those concepts and skills.
One-on-one attention is crucial to student improvement.  Ms. Soriano’s error analysis approach replicates one-on-one attention.  By identifying the exact concepts and skills each student needs to study and then assigning topics based on those concepts and skills, she has attempted to maximize her impact on her students.  Though she can’t reduce class sizes, this is one way she can try to improve the learning experience for all of her students.
In the past, Ms. Soriano has done all of the error analysis for her classes on her own.  She would distribute assessments, collect and analyze the data, and then address student knowledge gaps based on what she found.
“I could ask myself, ‘Based on this mistake, what is this student’s knowledge gap?’” she said in a recent interview, detailing her old approach to using error analysis.  Her method was straightforward and effective, but also time consuming for a full-time teacher with a heavy course load, and hundreds of students with errors to analyze.
A solution arrived in the form of a new online math program called LearnBop.  While using the program students are able to ask for hints.  Each hint addresses a specific concept or skill needed to answer the problem.  The program records individual student performance and overall class performance using the problems and hints, producing in-depth diagnostic reports that can be used immediately by teachers for error analysis.
Ms. Soriano said she’d tried other programs that did similar things, “but none of the other programs were as useful as LearnBop.  All of the side work was done for me.”
Since Julissa didn’t have to spend time collecting and organizing error analysis data, she was freed to turn all of her attention to her students and their needs.  She says she now uses LearnBop’s color coordination for student knowledge gaps to group students into similar knowledge groups, so they can work on the topics of most importance to them.  The wide implementation of such programs in public schools could represent a real step toward closing the achievement gap.
LearnBop is currently offering a free, month-long pilot to teachers this Fall.  Click here to learn more: http://go.learnbop.net/schools

The Value in Parent Outreach Shows in Student Performance

Marcos Breton: A reason for hope at Father Keith B. Kenny Elementary School

Published: Wednesday, Sep. 4, 2013 - 12:00 am | Page 1B
Last Modified: Wednesday, Sep. 4, 2013 - 7:47 am
On the first day of school, on a campus recently on life support, hope greeted children Tuesday morning as the bell rang for instruction at Father Keith B. Kenny Elementary.
It's not false hope, either. Test scores are up at the campus on Martin Luther King Jr. Boulevard in the heart of Oak Park, recently considered one of the worst schools in the Sacramento City Unified School District. 
Now Kenny kids have scored over 800 – the state's target – in the Academic Performance Index. That's a departure from 70 percent of schools in the county that didn't.
Since it was made a "priority school" by Superintendent Jonathan Raymond, Kenny has seen a 182-point increase in API scores since 2009 – from 631 to 813.
How was this possible on a campus of 420 kids who are all eligible for free or reduced-price lunches?
Put simply: a break from teacher union seniority rules. Amid high teacher turnover due to layoffs and budget cuts, Raymond's handpicked principal, Gail Johnson, used Education Code rules on training and experience to bypass seniority requirements and maintain a stable teaching staff.
This was possible because teachers at Kenny and the district's other priority schools were trained in analyzing detailed data, making home visits to promote parent involvement, and teaching lessons on largely minority campuses with materials that didn't ignore the students' cultures as school materials in the past might have.
With this specialized training, exemptions to seniority rules were upheld in court after the local teachers union sued Sacramento City Unified to stop the practice.
That's critical, because a school like Kenny might otherwise have seen a revolving door of teachers.
Continuity in Kenny's staff created stability. Stability allowed teachers to take a step back and determine where students were stumbling. "It was a sad situation here before," Johnson said Tuesday. "This wasn't a place filled with hope."
Now comprehension in math and English is the mantra. Teachers at Kenny emphasize critical thinking – not simply reading pages but digesting the curriculum.
At nearby Oak Ridge Elementary, another formerly troubled school, teachers plan together. They built teamwork by gathering before the school year started. They made 205 after-hours home visits last year, up from 51 in 2011.
In this way, they connected with the people living with the students they send home every day.
Oak Ridge has also seen big gains in API scores. The campus was alive with enthusiasm Tuesday.
"We're trying to show the community we can change a lot of things in our schools," said Raymond, who utilized federal funding to pump $4 million a year into priority schools.
"We changed a lot of things, but we didn't change the children."

Read more here: http://www.sacbee.com/2013/09/04/5705144/marcos-breton-a-reason-for-hope.html#storylink=cpy

Sunday, September 8, 2013

Schools That Change Communities Trailer

DVR this documentary on your public channel because it's worth the watch.  I was able to watch "Schools That Change Communities" on KVIE here in Sacramento.  The documentary highlights several public schools throughout the country and how they are connecting with their communities to create meaningful understanding and change for both students and communities.  



Saturday, September 7, 2013

A Look at the Political Environment of Charter Schools in California

Viewpoints: Education board can save these great schools

Published: Saturday, Jul. 27, 2013 - 12:00 am | Page 11A
Last Modified: Thursday, Aug. 8, 2013 - 9:50 pm
One of the best elementary schools in California isn't in San Francisco or Beverly Hills. It happens to be located at 171 12th Street in Oakland, of all places, next to a trash-strewn lot and across the street from one of the most hideous parking garages I've ever seen.
About 650 elementary school kids attend American Indian Public Charter School II in what used to be a Wells Fargo Bank office. In the 2011-12 school year, the students scored a remarkable 981 out of 1,000 on the state's academic performance index, ranking fourth in the state. No wonder parents from across the downtrodden city clamor to get their children enrolled there.
Yet by the end of this coming school year, odds are AIPCS II and its equally high-performing sisters, American Indian Public Charter School and American Indian Public Charter High School, will lose their charters and be forced to close. More than 1,200 students will be scattered to inferior public schools across Oakland Unified School District, which itself may be on the cusp of returning to state receivership for the second time in a decade.
All that's left between American Indian's kids and bureaucratic oblivion is a reprieve from theCalifornia State Board of Education, which isn't as charter-friendly as it used to be.
It might seem strange – downright immoral, even – that the trustees of a school board which can't manage to keep its own house in order would vote to strip three highly successful schools of their charters. It may appear stranger that the Alameda County Board of Education last month would affirm the district's decision, giving lip service to the students' tremendous achievements before voting to cast them out.
The revocation rests on an "extraordinary audit" of the schools last year by the state's Fiscal Crisis and Management Assistance Team, which alleged the school's former executive director, Ben Chavis, and his wife made more than $3.8 million from the schools on construction, leases and consulting deals in violation of California's Political Reform Act.
Chavis is outspoken, profane and politically incorrect. When he took over American Indian in 2000, it was the worst school in Oakland and the district was one vote away from closing it for good. Within a few years, Chavis added two campuses – he owned the buildings and rented them out at below-market rates – and his no-nonsense model disproved once and for all the notion that poor, minority kids can't excel. Graduates from the schools attend MIT, Stanford and UC Berkeley.
He also made enemies. When the extraordinary audit came out, Chavis stepped down. Although he has nothing to do with the daily operations of the schools, he is still their landlord. I met him last week at the 12th Street campus, which had been visited by the FBI and IRS a week earlier. The feds executed a sealed warrant on the schools, as well as Chavis' home. They want to know whether Chavis misused a federal afterschool program grant.
"If I did what they say," Chavis told me, "then I should go to jail." But he insists he did nothing wrong. Everything was disclosed on the schools' IRS 990 forms, which is required by law, and independently audited, which is not.
Most people would find it noteworthy that the Alameda County district attorney chose not to pursue any criminal charges against Chavis. Alameda County school officials, however, are not "most people." According to the county, "It is irrelevant that the contracts were reviewed by the (American Indian) Board, or that Dr. Chavis gave (the schools) a favorable rental rate, or that (the school) has separated itself from Dr. Chavis, or that Dr. Chavis has not been criminally prosecuted for his actions."
Actually, it's highly relevant to the families whose children will need to find new schools if the local and county board rulings hold up. It's relevant, too, because a number of other charter operators have faced serious prison time for similar allegations of corruption involving far lesser sums of money.
But all of the handwringing about Chavis' alleged conflicts of interest obscures the real issue: the American Indian schools are an embarrassment to the education establishment. Even district officials concede the schools are successful.
Trouble is, they're too successful. American Indian doubled its enrollment in the 18 months leading to the audit. "We're costing them $18 (million) to $20 million a year" in average daily attendance money, Chavis says, adding that American Indian's per-pupil costs are substantially less than the district schools.
American Indian's current leadership hopes the State Board of Education will look kindly on their appeal. The question for board members is whether they'll let raw politics and disdain for charter schools trump extraordinary student achievement. We'll know soon enough.

Read more here: http://www.sacbee.com/2013/07/27/5600228/education-board-can-save-these.html#storylink=cpy

KIPP Public Charter Schools

Charter school experiment a success: Our view
The Editorial Board, USA TODAY  8:39 p.m. EDT April 1, 2013
The arrival of charter schools in any city usually starts a fight.
Critics — whether district superintendents or teachers' unions or school boards or a traveling band of academic doubters — snipe at the newcomers, arguing that they're siphoning students and money from traditional public schools.
But as evidence from the 20-year-old charter experiment mounts, the snipers are in need of a new argument. There's little doubt left that top-performing charters have introduced new educational models that have already achieved startling results in even the most difficult circumstances.
That doesn't mean all charters are automatically good. They're not. But it's indisputable that the good ones — most prominently, KIPP — are onto something. The non-profit company, which now has 125 schools, operates on a model that demands much more of students, parents and teachers than the typical school does. School days are longer, sometimes including Saturday classes. Homework burdens are higher, typically two hours a night. Grading is tougher. Expectations are high, as is the quality of teachers and principals, and so are the results.
KIPP's eighth-grade graduates go to college at twice the national rate for low-income students, according to its own tracking. After three years, scores on math tests rise as if students had four years of schooling, according to an independent study.
The question isn't whether such successful models should be replicated, but how best to do it. In some forward-thinking communities, that reality is altering the stale charter debate.
Houston's Spring Branch school district, for instance, courted two proven charter companies — KIPP and YES Prep — to open schools with their own teachers and principals inside two existing public schools. Finding and paying for space is one of the biggest obstacles charters face.
The charters started last fall with fifth- and sixth-grade classrooms, and they plan to expand over the next few years. They're sharing ideas and programs with district teachers and principals. In exchange, the district is providing the extracurricular activities, from band classes to sports, that charters often lack.
Richard Barth, CEO of the KIPP Foundation, says similar collaborations have sprung up across the country, where civic leaders have moved past the "charter vs. district debate" and are asking themselves: "How do we just make sure that every child in the city gets to wake up in the morning and go to a great school?"
This revolutionary change is coming at a propitious moment: A rigorous new study of KIPP, the nation's best known and most scrutinized charter network, blew away criticism that has fueled the charter fight. Critics have long contended that KIPP's success with minority and low-income children is less about its methods than about skimming the best students with the most motivated parents. Not so, the five-year study of 43 KIPP middle schools concluded.
Instead, Mathematica Policy Research found that KIPP schools improved student achievement in math, reading, science and social studies. Researchers compared students who had won lotteries to enter KIPP schools against students in the lotteries who lost out. Thus, students and their parents were equally motivated. Even so, the KIPP students did better.
The sooner educators figure out how to replicate charter successes, the better off students will be.