JULY 06, 2015
VOL.1 NUMBER 4
from the publisher of The Hispanic Outlook in Higher Education Magazine
Jorge Posada ALL-STAR
TELLS OUTLOOK-12
"My parents made my successes possible"
WWW.K12HISPANICOUTLOOK.COM
Photo courtesy of HarperCollins Publishers
PUBLISHER PRESIDENT AND CEO
JOSÉ LÓPEZ ISA TOMÁS CASTELLANOS NUÑEZ
VICE PRESIDENT
NICOLE LÓPEZ ISA
EDITOR IN CHIEF
MEREDITH COOPER
MANAGING EDITOR ART & PRODUCTION DIRECTOR
MARY ANN COOPER RICARDO CASTILLO
ACCOUNTING & FINANCE DIRECTOR
JAVIER SALAZAR CARRIÓN
MEDIA RELATIONS DIRECTOR
MARILYN ROCA ENRÍQUEZ
Editorial Policy The Hispanic OutlooK-12 Magazine Inc.® is a national magazine. Dedicated to exploring issues related to Hispanics in K-12, The Hispanic OutlooK-12 Magazine Inc.® is published for the members of the K-12 education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic OutlooK-12 Magazine Inc.®. From time to time, The Hispanic OutlooK-12 Magazine Inc® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic OutlooK-12 Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic OutlooK-12 Magazine®. Letters to the Editor The Hispanic OutlooK-12 Inc. ® E-MAIL: admin@k12hispanicoutlook.com
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CONTENT VOLUME 01, ISSUE 04
JORGE POSADA: "MY PARENTS MADE MY SUCCESSES POSSIBLE."
04
Yankee all-star talks about his family and career in his new book
MAKING THE GRADE
08
Veteran educator offers advice to teachers and parents
PUT AN END TO BULLYING
10 14 18
Innovative classroom approach turns bullies into leaders
READ ANY GOOD BOOKS LATELY?
PBS LearningMedia’s staff share their top summer picks
HOW DO ENGLISH LANGUAGE LEARNERS LEARN TO READ?
We’ve gone back to the “stacks” and “bookmarked” an insightful article that adds context and perspectives to today’s education topics
NEWS AND TRENDS
20
The latest education-related stories from across America
All photos courtesy of HarperCollins Publishers
4 路 July 06, 2015
Jorge Posada:
"My Parents Made My Successes Possible" Story by Mary Ann Cooper
M
any times sports figures are regarded as role models for society. It’s easy to see why. Their heroic accomplishments on the playing field or court speak volumes about how hard work and passion can lead to greatness. Unfortunately, some of the most talented and successful athletes conduct themselves in less than stellar ways in their personal lives. And then there’s Jorge Posada, a man who is an extraordinary role model both on and off the field. As impressive as it is that Posada, the beloved New York Yankee catcher, was a five-time World Champion, a five-time All-Star player, and won five Silver Slugger Awards, the story of his upbringing and triumph over personal adversity and his philanthropic efforts make Posada a true superstar. Millions of Yankee fans all over the world followed Posada’s 17year career as he earned the right to join the ranks of baseball greats. What few fans know is what it took for him to make it to the major leagues-and stay there. And now he is sharing his personal story with the world. Posada was on a book tour stop at Books & Greetings in Northern NJ when OutlooK-12 had a chance to speak to him about his memoir, “The Journey Home: My Life in Pinstripes”(HarperCollins' Dey Street Imprint, $27.99; ISBN: 9780062379627). Out of pinstripes and in suit and tie, Posada showed a different side of himself that evening. In the place of the intense gamer who would find ways to “grind” out wins was a soft-spoken, respectful, old fashioned gentleman with an easy smile and firm handshake.
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Considering the stories he tells about his upbringing in “The Journey Home,” his persona is not surprising. Posada’s “journey” is not just his migration to the Bronx from Puerto Rico, it is also the story of his father’s daring escape from Castro’s Cuba. The “journey” is also Posada’s traveling through the challenges he faced as he was groomed to be a major leaguer. In “The Journey,” he offers an unexpected, behind-the-plate view of how his past and his father helped mold him for success on the Big Apple’s brightest stage. Jorge’s father was determined to make him into a major league ball player. His dedication to shape his son into a professional athlete made the senior Posada into a tough and unwavering task master. Young Jorge did not always understand or appreciate the hard work he was told to do. His father’s tactics were unconventional and rigorous from running timed,
Photos courtesy of HarperCollins Publishers
6 · July 06, 2015
uphill 60-yard sprints in the hot Puerto Rican sun so that he could get his time under seven seconds and intense ping pong matches with his father who never let him win to hanging upside down on a pull-up bar to stretch his limbs and hard knocks boxing matches that tested his hand-eye coordination as well as emotional fortitude. From an early age each task, each chore, each challenge that Jorge faced was calculated by Jorge Sr. to instill in him the drive that young Jorge would need to succeed in the Bronx. While these lessons were difficult to fully grasp as a child, as an adult Posada came to appreciate his father more as a man and a mentor. And it was his father’s actions not words that made the biggest impression on young Jorge. “My father never had to say anything to me,” Posada told OutlooK-12 magazine. “I saw how hard he worked every day.
I learned from that example. He influenced me to develop the discipline that I needed to succeed.” And succeed he did. Posada went on to become part of the Core Four (along with Derek Jeter, Andy Pettitte and Mariano Rivera) as a vital component to Yankee teams that rank among the greatest in the franchise's history. The “journey” had its share of roadblocks along the way that threatened to derail his dream, including suffering a devastating injury early in his minor league career and having to learn a new position— catcher—after having trained in the infield his entire life. But the work ethic his father instilled in him allowed Jorge to push through the obstacles and become a New York Yankee. Posada also credits his mother’s influence in making him the successful man he became. “My mother always taught me to be a gentleman,” Posada also told Out-
Photos courtesy of HarperCollins Publishers
looK-12. “I was also encouraged to be humble. My mother and father were a great combination for me. My parents made my successes possible. They raised me in a way that I became an overachiever, and that made it possible for me to have the accomplishments I have had in life.” Posada’s resume reads like that of an overachiever. Debuting in the major leagues in 1995, Posada contributed to the Yankees’ late-1990s dynasty that won four World Series championships in five years. In 2003, he tied Yogi Berra’s record for most home runs by a Yankee catcher (30), and ranked third in the American League Most Valuable Player selection. In 2005, he recorded his 1,000th career hit with a seventh-inning double in an August 20 win at Chicago. At the start of the 2010 season, Jorge made his 11th straight Opening Day start at catcher, the most consecutive starts by a Yankee at catcher on Opening Day since Thurman Munson. It is not surprising that Posada is passing along a strong work ethic and the family values he learned from his own mother and father to his offspring. He and his wife, Laura, have two children, Jorge Luis and Paulina. It is important to Laura and Jorge that their children grow up to be self-reliant and proactive adults. Posada explained to OutlooK-12, “I tell my children 'stand up for what you believe. Stand up for yourself.' This is what my wife and I try to teach them.” In fact, the Posada family unit is strong and closely knit and has stood together through good times and tough times. One of the
hardest times was when Jorge Luis was diagnosed with craniosynostosis, a congenital birth defect that requires several surgeries to correct the condition. As a result, in the fall of 2000, the Posada family created The Jorge Posada Foundation which promoted awareness of craniosynostosis and provided emotional assistance to families with children affected by this condition through its Mentors Program. There’s an old saying that “men are judged by the company they keep.” If so, Posada reputation is unblemished. In “The Journey,” he discusses his close friendship with Derek Jeter who served as his best man and was the first person (outside of family) whom he told about his son’s illness. He also details the close bond he shared with his ‘father on the field’ Joe Torre and the special relationship they developed during his little Jorge’s early battles. And he spoke about the strong ties he developed working behind the plate with some of the greatest pitchers to ever take the mound like Mariano Rivera, Andy Pettitte, and numerous others. With the retirement of Derek Jeter last year, the Core Four now belong to Yankee history, but in 2012 when Posada had his emotional press conference to announce his retirement, he spoke about what his “journey” from Puerto Rico to the Bronx has meant to him and his family. “I grew up in front of the fans, my teammates. Playing for the New York Yankees has been an honor. I could never wear another uniform… I will forever be a Yankee.” • www.k12hispanicoutlook.com K
MAKING THE GRADE IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND IS ALSO A GUIDANCE COUNSELOR. IN ADDITION, GARY HAS WORKED AS AN ADMINISTRATOR, GRANT WRITER, CHANGE AGENT AND READING SPECIALIST.
Q: My daughter is 10 years
Q: I am a seven-year veteran
Q: Our eight-year-old son is a
A: Please, don’t move. First, explain to your daughter that she needs to avoid getting into a war of wills with her teacher. However, if a confrontation does occur, your daughter, as best as she can, has to remain as calm as she can. Second, create a positive dialogue with her teacher, encouraging her instructor to remain in contact with you regardless of circumstances. Third, listen to what your daughter has to say and advise her calmly. However, the most important aspect of your daughter’s learning experience is to make sure she does all of her work, prepares for all of her tests and puts forth her best efforts on all of her projects. No matter what happens in the relationship with her teacher, if your daughter’s educational gains are at grade level or better, everything will eventually fall into place.
A: Before leaving teaching try if
A: Your son needs to understand how uncomfortable his schoolmates feel around him. This surge of power that he feels from his actions can be achieved with some simple modifications. If you can redirect his thoughts to one of leadership, then you can encourage your son to seek a position of knowledge instead of physical and emotional dominance. Invite a friend or two of his over for a play date. Observe (from a distance) your son’s conduct. Unless he is completely overbearing, allow him to learn by trial and effect. Only offer advice after his friends have departed. Keep in contact with the school and together arrive at a plan to direct your child down a path of leadership and harmony.
old. Although she is a capable student, she can be very headstrong. The fifth grade teacher in our district school can be quite overbearing. My husband and I are considering moving rather than have our child have a damaging year. Can you help us?
teacher of the third grade. This year has been extremely rough. At this point, I want to quit but cannot afford to stop teaching. My friends have offered much advice. I feel overwhelmed and confused. I hope you can offer some insight.
possible either changing grades or transferring to a different school. In addition, try changing your style of teaching. I used a group learning method and found when other teachers adopted my methods, their plight improved. I wrote an article with further information about my group work methods entitled “Hope Dictates Effort in Classroom,” which ran in the April 1 issue of OutlooK-12. If you still feel overwhelmed, you could take a leave of absence either going to a new school district or taking employment outside of education. Most school systems will allow up to two years of unpaid leave. At the end of the second year, you could return to your previous position or move on with your life.
bully. He does not understand what he is doing is wrong. We have continuously punished him (as has his teachers at school) with no real impact. Is there a way to get him to have more appropriate behavior?
If you would like to write to Gary for advice, please email admin@k12hispanicoutlook.com
‘Illustration licensed by Ingram Image
K ids don’t get enough art these
the Greeks to be the highest cultural
Not in their schools. Not in
achievements of their people — the
their communities. Which is why
defining moment in their society.
the only Homer some kids know is
The Iliad and The Odyssey set Greek
the one who can’t write his own
character in stone.
last name.The original Homer created
If these classic texts can get
epic poetry. Homer was a storyteller.
passed down all the way from the
A philosopher. And he’s credited
eighth century b.c., then surely we
with writing the most important
can pass them down to our kids
literary texts in Greek history. Just a
today. Make sure your kids get their
thought: Maybe your kid should get to know him.
Homer was a man of philosophy, not all-you-can-eat buffets.
daily dose of art. Take them to a museum or the opera. The experience
Greek gods. Achilles heel. Trojan horse. All of
will for sure do more than
these icons are brought to us by one
entertain them. It’ll build
very ancient dude — Homer. In The Iliad
their capacity to learn
and in its sequel, The Odyssey, he
more. In fact, the more art
presented Greek mythology in every-
kids get, the smarter they
day language. In over 25,000 lines of
become in subjects like
lilting verse, Homer describes bravery,
math and science. And
Composing The Iliad didn’t require an atomic reaction, but it did require art.
violence and lust in ancient Greece. These Homeric works don’t just weave a tale of Greek and Trojan warfare; they are considered by
READIN’
ART
’RITING ’RITHMETIC
Give your kids a chance to succeed. Up their daily dose of art.
that’s enough reason to make a parent say, “D’oh!” For Ten Simple Ways to instill more art in your kids’ lives, visit AmericansForTheArts.org.
A mericAnsfort heA rts.orG
Image provided by © A A A/DanitaDelimont Stock Photography.
days.
Principal’s
Office PUT AN END TO BULLYING Story by Gary Cooper
10 · July 06, 2015
‘Illustration licensed by Ingram Image
I
n the 1950s a survey of American high school teachers asked what were teachers' greatest concern about their students. The answer given most frequently back then was chewing gum. Today bullying would rank if not at the top, certainly near the top for all grade levels from preschool through high school. It is a major problem plaguing our schools throughout our country. Bullying is any action to hurt or intimidate someone else deliberately and often repeatedly. These actions can be overt or subtle and even done anonymously over the Internet. I strongly urge every school and each teacher to make this your number one priority in starting off the school year. The first day of school I ask students to identify any type of bullying behavior. This initial writing assignment is to describe either being the victim of bullying or witnessing someone else being bullied. Students are instructed not to include any names either of the victims or perpetrators. I never had a single student ever at a lost for words, and usually the total list I receive back from my class exceeds 50 separate behaviors,
expressing a wide spectrum of unacceptable conduct. These compositions often reveal one overwhelmingly alarming fact: victims felt that no one cared and no one would take any action to assist them. Victims frequently felt adults would blame them. In addition, the students that identified themselves as bystanders either did not know what to do or believed they too would become a target of bullying. Although not part of this writing assignment, many students identified as a bully claimed that their actions were not really bullying. They were confronted with the concept that if the other person believes it is bullying, then, in fact, it is an improper act by the perpetrator. In my classroom experience, I’ve found that often I can turn a bully into a class leader. The metamorphosis occurs when students are taught how to suggest alternative ways to accomplish their immediate goal. Once armed with proper ways of communicating in a situation where all sides have an opportunity to express their thoughts, most incidents of bullying melt away.
I have had students come back and tell me that they never felt safer, that they truly understand how to work in groups and maybe most importantly of all, how to act like a caring leader.
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A subtler act of bullying is shunning another student or students. The act to isolate an individual can be at times crueler than more overt acts of bullying. During the school years, groups of students work on various school projects. The ostracized student is included in the group of usually four students. The students are judged and graded not only on the results of their efforts but also on how well they work together. I also encourage the student leaders in my class to reach out and include the alienated student. Beyond using group work to address bullying, I (from day one) put forth a simple set of rules. In
addressing my class, it is made clear that the teacher will be consistent and fair. First time offenders (depending on the severity of the deed) will merely be required to offer an apology but are given a warning. Future misbehavior whether similar in action to their “first offense” or something else involving a different victim will results in consequences ranging from making an anti-bullying poster to parental contact. My students are taught to avoid people who bully. Walk away from an act of bullying. Seek out friends and most of all tell someone. In my class students are encouraged to inform
me. Quickly, they learn that this is not snitching but a way to create a more harmonious classroom environment. Almost always the alleged bully (after a firm but gentle private discussion) is willing to cease any further acts of torment. By simply having students understand what are the various acts of bullying and that their teacher will not tolerate these actions during a given school year, acts of bullying are almost eradicated. I have had students come back and tell me that they never felt safer, that they truly understand how to work in groups and maybe most importantly of all, how to act like a caring leader. •
‘Image licensed by Ingram Image
12 · July 06, 2015
Cultiva nuevas ideas y hazlas realidad. Vive, aprende y trabaja en una comunidad extranjera. SĂŠ un Voluntario.
peacecorps.gov
READ ANY GOOD BOOKS LATELY PBS is synonymous with combining education and entertainment, and PBS LearningMedia’s new Summer of Reading collection combines videos, activities and interactive games to help students’ minds stay sharp while they are off from school. With this in mind, we are happy to feature the top summer reading book picks of the PBS LearningMedia’s staff. Please note, although PBS has recommended the entire Percy Jackson and the Olympians and Diary of a Wimpy Kid book series, we have selected a single title from each series to help showcase the kinds of stories that make up these books. For further information about the PBS LearningMedia’s Summer of Reading visit http://www.pbslearningmedia.org/
The Invention of Hugo Cabret
By Brian Selznick ISBN-13: 9780439813785 Publisher: Scholastic, Inc. PBS recommends for Grades 3-7 Orphan, clock keeper and thief, Hugo lives in the walls of a busy Paris train station where his survival depends on secrets and anonymity. But when his world suddenly interlocks with an eccentric, bookish girl and a bitter old man who runs a toy booth in the station, Hugo's undercover life and his most precious secret are put in jeopardy. A cryptic drawing, a treasured notebook, a stolen key, a mechanical man and a hidden message from Hugo's dead father form the backbone of this intricate, tender and spellbinding mystery.
14 · July 06, 2015
Because of Winn Dixie
By Kate DiCamillo ISBN-13: 9780763644321 Publisher: Candlewick Press PBS recommends for Grades 4-7 One summer day Opal goes into a supermarket and comes out with a scraggly dog that she names Winn-Dixie. Because of Winn-Dixie, her preacher father finally tells her ten things about her absentee mother, and Opal makes lots of unusual friends in her quirky Florida town. And because of Winn-Dixie, Opal grows to learn that friendship -- and forgiveness -- can sneak up on you like a sudden storm. This is the original Newbery Honor-winning book that inspired the major motion picture.
From the Mixed-up Files of Mrs. Basil E. Frankweiler
By E.L. Konigsburg ISBN-13: 9780689711817 Publisher: Atheneum Books for Young Readers PBS recommends for Grades 3-7 When Claudia Kincaid decides to run away, she chooses to go to the Metropolitan Museum of Art in New York City. Knowing that her younger brother, Jamie, can help her with a serious cash-flow problem, she invites him along. Once settled into the museum, Claudia and Jamie find themselves caught up in the mystery of an angel statue, possibly an early work of Michelangelo and worth millions. Her questions lead her to Mrs. Basil E. Frankweiler, the woman who sold the statue.
Ilustration by © Depositphotos.com/ johny007pandp
The Titan's Curse (Percy Jackson and the Olympians Series #3) By Rick Riordan ISBN-13: 9781423101482 Publisher: Disney-Hyperion PBS recommends for Grades 5-9 When the goddess Artemis goes missing, she is believed to have been kidnapped. It's up to Percy and his friends to find out what happened. They must find Artemis before the winter solstice when her influence on the Olympian Council could swing an important vote on the war with the titans. But first Percy will have to solve the mystery of a rare monster that Artemis was hunting when she disappeared -- a monster rumored to be so powerful it could destroy Olympus forever.
MANIAC MAGEE
By Jerry Spinelli ISBN-13: 9780316809061 Publisher: Little, Brown Books for Young Readers PBS recommends for Grades 4-6 He wasn’t born with the name Maniac Magee. He came into this world named Jeffrey Lionel Magee, but when his parents died and his life changed, so did his name. And Maniac Magee became a legend. Even today kids talk about how fast he could run; how he hit an insidethe-park “frog” homer and how no knot, no matter how snarled, would stay that way once he began to untie it. This is his story.
Charlotte’s Web
By E.B. White Garth Williams (Illustrator) ISBN-10: 0064400557 ISBN-13: 978-0064400558 Publisher: HarperCollins; English Language edition (April 10, 2012) PBS recommends for Grades 1-7 Some Pig. Humble. Radiant. These are the words in Charlotte's Web high up in Zuckerman's barn. Charlotte's spider web tells of her feelings for a little pig named Wilbur who simply wants a friend. They also express the love of a girl named Fern who saved Wilbur's life when he was born the runt of his litter. E. B. White's Newbery Honor Book is a tender novel of friendship, love, life and death that will continue to be enjoyed by generations to come.
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‘Illustration licensed by Ingram Image
Diary
of a Wimpy Kid Book 1
By Jeff Kinney ISBN-13: 9780810993136 Publisher: Abrams, Harry N., Inc. PBS recommends for Grades 2-8 Greg Heffley has always been in a hurry to grow up. But is getting older really all it’s cracked up to be? Greg suddenly finds himself dealing with the pressures of boy-girl parties, increased responsibilities and even the awkward changes that come with getting older—all without his best friend, Rowley, at his side. Can Greg make it through on his own? Or will he have to face the “ugly truth?”
Hello, Mrs. Piggle-Wiggle
By Betty MacDonald Alexandra Boiger (Illustrator) Hilary Knight (Illustrator) ISBN-13: 9780064401494 Publisher: HarperCollins Publishers PBS recommends for Grades 2-7 Mrs. Piggle-Wiggle loves children! Well-mannered and healthy children that is. And she has an old sea chest full of magic cures for any bad habit—like the powder that makes Phillip Carmody completely invisible when he shows off or the anti-slowpoke spray she uses to treat Harbin Quadrangle’s extra acute daydreaming disease. Of course, Mrs. Piggle-Wiggle’s cures have some comical consequences, too… making these remarkable adventures a cheerful prescription for just about anyone!
James and the Giant Peach
By Roald Dahl Quentin Blake (Illustrator) ISBN-10: 0142410365 ISBN-13: 978-0142410363 Publisher: Puffin Books; Reprint edition (August 16, 2007) PBS recommends for Grades 3-7 James Trotter loses his parents in a horrible accident and is forced to live miserably with his two wicked aunts. Then James is given some magic. But when he accidentally spills these crystals on an old peach tree, strange things begin to happen. A peach starts to grow and grow until James is able to climb inside and escape his awful aunts! And through this adventure, he makes some interesting friends, including Grasshopper, Earthworm, Miss Spider and Centipede and finally finds a place where he belongs.
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BOOKMARKS The 24 hour news cycle has turned us into a society that only values and looks for the latest news to stay informed. “Yesterday’s news” has become a derisive term to describe any news or information that isn’t hot off the presses, but there is a value and relevance to the vast archive of periodicals and books that have been written over the years. We’ve gone back to the “stacks” and “bookmarked” some of those insightful articles that add context and perspectives to the very topics in education that we are debating today. Here’s one on the challenge of teaching English Language Learners (ELLs).
Topic: “How Do English Language Learners Learn To Read? "Educational Leadership"; March 2004, by Robert E. Slavin and Alan Cheung
W
hat’s the best way for students who come from homes in which a language other than English is spoken -- so-called English language learners -- to achieve success in school and on standardized tests? According to research analyzed in the March 2004 issue of “Educational Leadership,” the prevailing thought that bilingual programs retard or are detrimental to English reading performances of English language readers is a misconception. In fact, the research shows just the opposite. Bilingual programs and innovations
‘Illustration licensed by Ingram Image
18 · July 06, 2015
spawned by those programs have actually improved the students’ reading skills. “How Do English Language Learners Learn To Read?” by professors Robert E. Slavin, Co-director of the Center for Research on the Education of Students Placed at Risk at Johns Hopkins University and Alan Cheung, scientist at the Success for All Foundation, illustrates that the importance of the study cannot be underestimated especially at this point in the new century. The current political climate has left many educational programs in the lurch, and there’s
no telling what the future holds. As the authors put it, “... Because many federal and state policies now mandate that schools demonstrate adequate yearly progress of every student subgroup, schools with large English language learner populations face serious consequences unless these students succeed.” The dilemma facing teachers of English language learners is simply this: how can students learn how to speak and read in a language that is not their own at the same time? Traditionally, the writers explain, phonics are used. Students
sound out the letters. This is the key element in teaching reading to native English speakers. However, it doesn’t help when English is not the primary language. That is why, writes Slavin and Cheung, “Advocates of native language, or bilingual, instruction argue that schools must teach reading in the student’s native language first; only after the student is proficient in that language and has developed substantial proficiency in spoken English should he or she be transitioned to English-only reading instruction.” By and large, the studies of elementary reading instruction found significant positive results -and few if any detrimental effects -- for bilingual education. And the authors were startled to discover that there was valid evidence to supporting the positive effects of... “Teaching students to read in both their native language and in English at different times of the day.” The researchers examined three studies that testing bilingual education versus other methodologies. These three in particular were focused on Spanish-dominant students in New Haven, Connecticut; Perth Amboy, New Jersey and Houston, Texas respectively. The students were randomly placed in English-only or Spanish and English reading classes in the New Haven trial as were the New Jersey students. In both instances, stu-
dents taught two languages were more successful. In the Houston study, 50 percent of the students were “randomly assigned to a class in which instruction was primarily in Spanish in kindergarten, in both Spanish and English in first grade and primarily in English in second grade.” The test scores in the English Comprehensive Tests of Basic Skills showed that the best results were among students taught in both languages. The authors came to the conclusion that how students are taught -- the methodology -- may be more significant than the language in which they’re instructed. The authors studied three different reading programs that have been evaluated by experimental researchers. All three, including Success For All, Direct Instruction and Jolly Phonics, employed both the English only and bilingual variations. In every program, both methods were equally successful. (And while Cheung and Slavin are connected to Success For All, their prejudice should not be cause for suspicion because of the additional studies analyzed.) Research also revealed that tutoring programs were also a good method for assisting beginning readers who were English-language learners. A study by K. Escamilla in 1994 analyzed the Reading Recovery tutoring, while B. Gunn, A. Biglan, K. Smolkowski and
D. Ary’s research in “The Journal of Special Education” in 2000, looked at Direct Instruction’s small group and one-to-one tutorials. In both cases, tutoring was deemed very successful. In the final analysis, Professors Cheung and Slavin sum up how the research can be applied to policy and practice. At the top of the list is their finding that the use of native language in reading instruction is overwhelmingly positive. In fact, there is no evidence of anything negative about it. And paired with bilingual instruction, it is even more effective especially from grade one and up. The second major finding, according to the authors, is that an increase in bilingual programs is warranted based on the success it has already enjoyed. They say that educators must be more aggressive in pursuing these programs, and further research should be done to evaluate the long-term effectiveness in the future. Finally, the writers’ third finding is that phonics works. They express their opinion that phonics are consistently positive in teaching reading and will continue to be used and supported by educators. In addition, they renew their enthusiasm for small group and tutoring programs. “These students can learn to read, and replicable programs and policies greatly accelerate their reading progress,” writes Slavin and Cheung. •
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News and Trends in K-12 Education from Across America Motion Math Awarded $1m Grant for Edtech Efficacy Platform
S
an Francisco--Educational software creator Motion Math announced a $1 million grant from the Bill & Melinda Gates Foundation to expand its efficacy platform, which measures and validates the effectiveness of digital math materials.
20 · July 06, 2015
“The promise of mobile technology is to make learning more personal, effective and delightful. However, our nascent field is hindered by a lack of actionable efficacy data,” Motion Math’s CEO Jacob Klein said. “We’re grateful for the
Foundation’s support as we strive to fill the gap.” The platform embeds mini-assessments in digital games and activities to power a data-driven feedback system that enables developers to continually improve their product efficacy and enables teachers to use validated materials in effective ways. The platform also evaluates the student mindset. “When students believe math ability can grow, it's transformative,” Stanford Professor of Education Jo Boaler, a Motion Math advisor, said. “This is a promising platform for measuring which activities help improve student mindset.” •
Mindprint Learning Democratizes Access to Personalized Learning
P
rinceton, NJ--Mindprint Learning, LLC, a Princeton-based educational technology start-up, announced the launch of the Mindprint assessment, the first ever valid online cognitive test that can be administered anywhere. Mindset enables families
and schools to reap the benefits of the latest advances in neuroscience research to help all children learn more effectively. Cognitive assessments like Mindprint measure the abilities and processes required for learning whereas standardized school
tests measure what has been learned. Historically, cognitive assessments were too time consuming, inconvenient and expensive to be administered to most children. Mindprint solves this problem with a one-hour assessment that can be taken anywhere. “A Mindprint is a blueprint of how your brain works. And like a fingerprint, each one is different. Everyone can learn, but not everyone can learn the same way,” Nancy Weinstein, Mindprint’s Founder and CEO, said adding teachers love Mindprint because it helps them “understand individual learners and differentiate instruction.” •
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News and Trends
Fund to Invest in Six Communities to Accelerate Education Impact
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incinnati, OH -- With help from some big-name funders, StriveTogether announced the first six communities to receive support from a $15 million investment fund designed to accelerate education-focused collective impact.
22 · July 06, 2015
After a competitive application process among the StriveTogether Cradle to Career Network, the organization chose the following communities: All Hands Raised (Portland, Oregon); Commit! Dallas (Dallas County, Texas); Graduate
Tacoma (Tacoma, Washington); Higher Expectations (Racine, Wisconsin); Seeding Success (Memphis, Tennessee), and StrivePartnership (Cincinnati, Ohio, and Northern Kentucky). “Each of these communities is committed to improving six cradle to career outcomes community-wide: kindergarten readiness, early grade reading, middle grade math, high school graduation, post-secondary enrollment and post-secondary degree completion,” Managing Director Jeff Edmondson said. “This additional support will help them overcome the hurdles that stand in the way of fully realizing the potential of quality collective impact and education success for every child.” •
CIEE Awards Nearly 400 Scholarships to Help High School Students Study Abroad in Global Navigator Program’s First year
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ortland, Maine -- CIEE: Council on International Educational Exchange announced it has awarded 391 Global Navigator scholarships totaling more than $1.6 million
to high school students to study abroad in summer 2015, the program’s pilot year. Forty-one high schools in six states were selected as Global Nav-
igator schools, qualifying them for scholarships that enable their students to participate in summer study abroad programs. The student scholarship recipients will each take part in one of 30 four-week language, culture and leadership programs this summer in one of 16 locations around the world. “The Global Navigator Scholarship program recognizes exemplary schools, then enables them to enhance student learning by providing real-world experiences for students who would not otherwise be able to study abroad,” James P. Pellow, Ed.D., president and chief executive officer of CIEE, said. “It levels the playing field for students from all backgrounds.” •
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Al Hicks Agency and Nonprofit “I’m Bully Free” Initiate New Charity Campaign in Texas to Help Raise Awareness Against Bullying
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riendswood, TX -- With a new community program in the Friendswood area, Al Hicks Agency has teamed up with I’m Bully Free and announced a new charity campaign to raise funds to support their mission of raising awareness of the significant and lifelong impact bullying can have on a child. I’m Bully Free is dedicated to creating a safe and secure environment by offering different classes to all the parties affected by bulling
News and Trends
24 · July 06, 2015
with the purpose on educating them on how to deal with this delicate situation and how to prevent it in the future. Al Hicks Agency will promote the current campaign during the summer, through its social media channels, email and text message communications, as well as through a monthly magazine, delivered to thousands of households in Texas, where the agency currently operates. •
Hands-on Science Improves High School Test Scores
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harleston, South Carolina -Empowering teachers and engaging students are two goals of the Charleston County School District, and the district is finding pathways to those goals with Inquiries in Science® kits from Carolina Biological Supply Company. “After using Inquiries in Science® kits over the last three years to improve students’ end-of-year biology state exam scores,” Rodney Moore, District Science.
Coordinator, stated, “We now have 85 percent or more of our students passing these exams. That is higher than the state average.” Moore explains that the kits “connect the teachers to the 5E learning cycle and enable them to make classroom teaching come alive.” Inquiries in Science® kits were designed around the 5E learning cycle of engagement, exploration, explanation, extension and evaluation with the underlying philosophy that
students have more success learning science when they develop their understanding through guided-inquiry experiences that model the scientific process. •
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Milwaukee Public Schools
Chief Operations Officer Milwaukee Public Schools, located in Wisconsin, seeks a Chief Operating Officer who would be responsible for leadership, management and accountability of the district’s operational areas to include: facilities and maintenance, environmental services, facilities design, school nutrition, transportation, technology and recreation. The salary will be in the range of $95,528 to $138,671. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting criteria. Interested candidates may apply online at www.rayassoc.com Ray and Associates, Inc. Ph: 319/393-3115 E-mail: glr@rayassoc.com Application Deadline: July 12, 2015 Please do not contact the Board or District directly.
Milwaukee Public Schools
Principal of Gifted and Talented Program Milwaukee Public Schools is seeking an innovative, forward-thinking, dynamic school leader who is able to cultivate a healthy environment for 700, 6th through 8th grade students. With a strong emphasis on academic excellence and a rigorous college-bound curriculum, the leader of this school must lead the school’s vision, mission and strategic goals to support college readiness for all students. The leader must also work collaboratively with stakeholders to provide a holistic, blended-learning experience that prepares students both academically and socially to excel in high school and beyond. The dynamic leader of the school must be highly visible, approachable, a strong advocate for the school and committed to promote the school locally, nationally and internationally. The salary will be in the range of $77,719 to $113,572. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting criteria. Interested candidates may apply online at www.rayassoc.com Ray and Associates, Inc. Ph: 319/393-3115 E-mail: glr@rayassoc.com Application Deadline: July 12, 2015 Please do not contact the Board or District directly.