UMS Journal 2012 Issue 3 by Daron Jones

UMS Celebrating University-Model Schools and Families ®

l a n r u o J

2012 • Issue 3

Venture

OFF Allowing Students To Experience God’s Beauty First-Hand

Classical Education. Biblical Foundation.

CHALLENGING MINDS AND STRENGTHENING FAITH.

You can be assured that a solid biblical foundation and strong evangelistic zeal will be reinforced in every class, every day. Our Bachelor of Arts in humanities provides intensive instruction in the Bible as well as the history of Western ideas.

For more information or to apply online:

call 1.800.SWBTS.01 or visit swbts.edu/college

Editorial Advisory Board Barbara Nicholson Freeman, M.Ed. Executive Director National Association of University-Model Schools® Arlington, Texas www.naums.net

2012 • Issue 3 Andrea Howey Director of Events & Marketing National Association of UniversityModel Schools® Arlington, Texas www.naums.net

Barbara Van Wart NAUMS Board of Directors National Association of University-Model Schools® Arlington, Texas www.naums.net

Bob Cree Administrator Community Christian School Westfield, Massachusetts www.ccsfamily.org

Audra May Executive Director Legacy Preparatory Christian Academy The Woodlands, Texas www.legacypca.org

Terri Turley Administrator Oaktree Academy Virginia Beach, Virginia www.oaktreeacademy.org

Tammy McIlvoy Administrator Logos Preparatory Academy Sugar Land, Texas www.logosprep.com

Volume III

HJP Published bimonthly by

Hudson Jones Publications, LLC Houston, Texas • Tulsa, Oklahoma 281-602-5400

Director of Advertising Jo Anne Hudson jhudson@umsjournal.com Editor Daron Jones djones@umsjournal.com ADVERTISING SALES Gayle Martin gmartin@umsjournal.com Entire contents ©2012, all rights reserved. Reproduction in whole or in part, without written permission of Hudson Jones Publications, LLC, is prohibited. The publisher accepts no responsibility for content of any advertisements solicited and/ or printed herein, including any liability arising out of any claims for infringement of any intellectual property rights, patents, trademarks, trade dress and/or copyrights; nor any liability for the text, misrepresentations, false or misleading statements, illustrations, such being the sole responsibility of the advertisers. All advertisers agree to defend, indemnify and hold the publisher harmless from all claims or suits regarding any advertisements. Due to printing and ink variances, the publisher does not guarantee exact color matching. Opinions expressed by writers are not necessarily those of the publisher or staff. Readers’ views are solicited. Publisher reserves the right to publish, in whole or in part, any materials or correspondence received from outside parties. Publisher assumes no responsibility for unsolicited material.

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2012 • Issue 3 2012

Parent-Based Education NAUMS Gets Back to Basics

Student Corner An Unknown Shot

By Barbara Freeman, M.Ed., NAUMS Executive Director

By Allie Talbert, 8th Grader, Lighthouse Preparatory Academy

What are We Really Doing Here? By Andrew Pudewa, Director, Excellence in Writing

Veritas Academy Waving the NAUMS Banner in Florida Nuggets of Wisdom from Veritas Leaders

Venture Off By Jeff Cooper, Administrator, University School of Colorado Springs

Harbingers of Spring (Semester) The SAT or ACT? By Julie Truono, MyClassConnection 2

Raising Healthy Kids in an Unhealthy World Gayle Martin Interviews Author Jordan Rubin www.umsjournal.com

2012 • Issue 3

Parent-Based Education a word from the executive director

NAUMS Gets Back to Basics for 10th Anniversary

By Barbara Freeman, M.Ed. Executive Director National Association of University-Model Schools® www.naums.net

2012 • Issue 3

s NAUMS celebrates its tenth anniversary since its inception in 2002, and Grace Preparatory Academy in Arlington, Texas, prepares to enter its 20th year of service as the nation’s first University-Model School (opening its doors in 1993), I believe it is important to remind the entire UMS constituency of the three major reasons that Parent-Based Education (PBE – later UMS) came into existence. Concern for the needed improvements in education did indeed play a major role in the development of the University-Model School. The unacceptable percentage of students who failed in college was of special concern. Education, however, was not seen as the ultimate goal of UMS, but as a means to an even higher end. Education was an avenue through which to minister to entire families – students, siblings, and parents alike. For that vehicle of ministry to be genuine, the founders understood that the UMS educational process must be demonstrably beyond merely credible. It had to be excellent in every phase; otherwise, its effectiveness as a true ministry avenue would be limited and short-lived. The need to prevent many of the problems of the youth of this culture led to reason number two: implementing a parent solutions system to logically address the common issues of youth. From its inception in 1993, this ministry has been about addressing such concerns as teen substance abuse (tobacco, alcohol, and drugs), unwed teen pregnancies, teen sexual promiscuity, lack of respect for authority, child abuse, teen suicide, youth runaways, teen criminal activity, and so forth. Each of these issues warrants America’s full attention. There is a multi-billion dollar network set up in this country to deal with such problems once they have occurred. Although this network is truly needed, who would not agree that prevention is the best solution? Unfortunately, too little is being done in this allimportant area. UMS was founded to address youth problems by systematically valuing, enlisting, involving, encouraging, and equipping every child’s first and most influential teachers – his or her parents! The results speak for themselves. UMS is proving that the greatest need of youth today as they battle life’s temptations is not more information but stronger relationships, beginning with Mom and Dad. To build these stronger relationships, the first ingredient needed is the indispensable commodity of time, which UMS provides by design. Reason number three and the fundamental reawww.umsjournal.com

son leading to the creation of the University-Model School is Christ’s Great Commission (Matt. 28:1820), in which the primary command is to “make disciples.” Dr. James Dobson, on his October 31, 2002 Focus on the Family program, passionately discussed this issue. While addressing an audience of parents, he asked them how far they would go to protect their children from the cultural influences that aim to steal their children’s souls. He continued by stressing that there is no job more important for a parent than that of making certain their children will one day join them in heaven. For a parent, what else really matters if this objective is not reached? Dr. Dobson went on to explain how recent statistics indicate that only 4% of all Christians come to a saving faith in Jesus Christ between the ages of 14 and 18, and only 6% from age 18 until they die. That means that before the age of 14 is the most critical period when boys and girls either will or will not become Christians (90%!). This is also the period when boys and girls are spending an ever increasing amount of their time in school, furthering the distance between parents and their children, with little educational benefit to show for the additional time spent. Most parents do not realize that they (parents themselves) are still the single most influential factor in their children coming to faith in Christ! It is not the church! The question, therefore, begs to be asked, “Why are so many parents willing to parent from a distance?” The simplest answer may be that they are not aware that this new educational model of parent-teacher partnership (UMS) exists. Although these reasons were identified and put in writing over 20 years ago, they are even more relevant today. As a mother, grandmother, and educator of 47 years, I challenge each person reading this article to share these significant reasons with parents during information meetings, with their own friends and family members, and with anyone else who will listen. If we are to “strengthen America’s Christian families and values by helping parents prepare college worthy, character witnesses of Christ for the next generation,” we must communicate these vital reasons why the University-Model School exists, and we must do our part to cast and renew the vision in our own schools, in our homes, in our communities, and in our nation and around the world! It is up to each of us! UMS Email Barbara at bfreeman@naums.net. 3

Venture

Off “Don’t ask yourself what the world needs. Ask yourself what makes you come alive and go do that. Because what the world needs is people who have come alive.” – Howard Thurman

By Jeff Cooper

Administrator University School of Colorado Springs 4

www.umsjournal.com

2012 • Issue 3

t all started with a flyer that advertised canyoneering*, posted in a Sports Chalet in Southern California. At the time, I was the Director of Student Life and Ministries at Spirit Academy, so I called the number on the flyer and asked if we could work out some kind of partnership. That was 2002, and it marked the beginning of the Adventure Leadership program at Spirit. In 2007, I became the administrator and brought the Adventure Leadership program with me. We soon realized it wasn’t enough to limit the program to the school year and to the students at our school. In 2009, we took our first summer trip as Venture Off. Traveling through the mountainous regions of Colorado as well as Southern Utah, Venture Off allows students to see and travel to places they might not get to experience otherwise. Students gain valuable leadership and outdoor training, as well as the opportunity to develop strong Christian character. During their time out in the field, students learn various outdoor disciplines such as backpacking, outdoor cooking, navigation, fire building, rock climbing, and canyoneering. As students live and interact in an outdoor setting, they face multiple challenges that stretch and grow their confidence and abilities. Leadership skills emerge and interpersonal communications are sharpened. Team-building is paramount as students make decisions on a daily basis regarding how

*canyoneering: to descend through canyons using technical means such as rappelling, swimming, climbing, and sometimes squeezing. 2012 • Issue 3

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best to live in community with one another. Devotional times conclude each day, and discipleship opportunities abound. Through Venture Off, our chief desire is to grow students in their faith by relating their field experiences to their lives at home. The Heavens really do proclaim the work of God, and we want our students to see that truth firsthand. Trips are open to NAUMS high 6

school students all across the country (minimum age: entering 9th grade in the fall of 2013). The minimum instructor-to-student ratio is one to four. If you would like to apply for a trip, you can find more information at www. ventureoff.com, as well as a link to an application form. Be aware that, due to the adventurous nature of Venture Off trips, there are certain physical requirements that must be www.umsjournal.com

met. The trips are very challenging physically, mentally, and spiritually. When you apply, we will send out details regarding our fitness standard, and instructions for conducting the fitness tests on your own. Applicants will also be required to fill out a questionnaire about their faith, their testimony, and what they hope to gain from participating in a Venture Off trip. UMS 2012 • Issue 3

Venture Off Trips for 2013 Canyoneering Utah June 5-12. 2013 $750 • Limited to 10 students On this trip, we will take the most unique part of the classic Venture Off trip and condense it down to a week of intense canyoneering. Included are a few days of training that will prepare you for a real adventure. During our time we will be squeezing, sliding, rappelling, and swimming through the most amazing canyons. Experience God in a whole new way as we venture to some of the most remote and desolate parts of the country. Canyoneering, Climbing, and Mountaineering Colorado, Utah June 20-30 $850 • Limited to 10 students During our time in we will be rock climbing and climbing 14ers in Colorado and descend slot canyons in Utah. The trip is designed to challenge you physically, mentally, and spiritually while teaching you valuable skills to live and thrive in the wilderness.

2012 • Issue 3

www.umsjournal.com

Harbingers of Spring (Semester)

The SAT or ACT? By Julie Truono

he overhead flock of northbound snow geese, the mulch-erupting green shoots of the Narcissus daffodil, the hungry eyes of the awakening groundhog; oh, and of course, the looming, ever present reminders of the college admissions tests – aka the SAT and ACT… for THESE are the Harbingers of Spring! Come second semester, many students will take a deep breath and resolve to embark on the SAT/ACT journey – one that typically begins junior year, with Spring a very popular time for this rite of passage into the college prep test initiation. Many high school College Counselors and Test Prep Professionals recommend Spring Test Dates for several reasons: 1) The near end of course work has better prepared students for content knowledge, 2) Summer months can be used along with the Spring test data to prepare

for the “2nd” test, fall of senior year, 3) College application and scholarship deadlines are approaching, and 4) Test result data from the PSAT and/or PLAN is delivered in December for student test prep to begin prior to the Spring. The scores of the SAT or ACT are consistently quoted by National colleges as being among the top two factors of college admission decisions. For this reason, the students should take these admissions tests very seriously, with the first consideration being, “WHICH TEST is BEST for ME?” Not too long ago, students were unable to choose the test for them, but instead were required a certain test based on the college of choice. Today, almost all colleges will accept either test, giving students the opportunity to prepare for the test that best matches his or her strengths.

PRAISE FROM THE NAUMS COMMUNITY “As Executive Director of NAUMS, it is both a privilege and a pleasure to recommend Mrs. Julie Truono to all NAUMS schools for her excellence in preparing upper level secondary students for the PSAT, SAT, and ACT tests through outstanding online courses which she offers at a discount to UM schools. Mrs. Truono holds a Master’s Degree in Education and has over twenty years’ experience in teaching and tutoring middle school and high school students in math. Direct testimonies from NAUMS’ school administrators, parents, and students verify the success of this program in preparing students for these extremely important college entrance exams. We hope you will take advantage of this excellent opportunity for your students.” – Barbara Freeman, M.Ed., NAUMS Executive Director “All sessions took place on-line and were tailored to my student’s specific needs. All three ladies were very knowledgeable about the ACT subject matter and testing strategies, and provided much encouragement throughout the prep process. My student increased his already good practice test results by four points, earning a spectacular ACT score and the desired scholarship monies. Mrs. Truono exceeded my expectations and not only provided superior tutoring, but excellent customer service as well. I would highly recommend her organization, even at the full price of $350 – which is still a bargain compared to some of the prep courses that we looked into. – A NAUMS parent (Heritage Academy, GA) after ACT sessions “Thanks so much for allowing NAUMS schools free access to SAT/ACT Webinars 1 and 2 – both excellent.” – Administrator of Heritage in MO

As teachers of a college test prep company, the question we receive the most often from students and parents is , “How do we decide which of the two tests to take?” We do not recommend a slipshod approach of “trying” them both – rather a focused , student-centered evaluation to determine the test that best showcases the student’s academic strengths. Because the SAT and ACT are very different in nature, a student’s time is better served perfecting one over the other. Once a student determines the best test for him or her, 8

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2012 • Issue 3

then time, resources and perhaps money will be dedicated to this one “best test”, rather than dividing time, resources and perhaps money between two individual test formats. So, how do you “prepare to prepare” ? We at MyClassConnection provide several free tools and resources to help the sophomore or junior make an informed choice of the test which will afford the highest score for the student. Our monthly free webinars (seminars conducted live over the computer) are a great place to start. The first of our two part series, “To SAT or ACT … THAT Is the QUESTION”… highlights the key differences in the two tests paralleled with student strengths relative to the test differences. In addition, we provide a short learning profile activity with a follow up SAT/ACT pretest diagnostic for the student to build a ranking system to quantitatively point to the preferred test. In the fall of the sophomore and junior years, it is recommended that the student take both the PSAT (Preliminary SAT) AND the PLAN (Preliminary ACT). These two modified “real” tests will provide the student with pertinent and detailed information that can be used as a compass to point not only to the more appropriate SAT or ACT, but also to point to the areas of weakness for the student to improve on before the spring test dates. Whichever college admissions test you choose, preparation is key! As a NAUMS School Sponsor, we offer both SAT and ACT Test Prep year round at a group discount for al NAUMS students. Our unique spring semester schedule includes options for a full 20-hour SAT or ACT course, or a more flexible plan where the student chooses the specific review sessions of need, based on PSAT results. A student may choose a few writing workshops and a few classes on Geometry content and strategies, for example. Spring is coming soon – flowing rivers of snowmelt, the red breasted robin in search of earthworms, the extended daylight hours with the outside laughter of children, and, oh, of course the college-bound high school student prepared to shine on the college admissions test! For information about MyClassConnection’s Virtual (Online, LIVE) Test Prep Classes and PSAT-result-driven spring workshop sessions for NAUMS students, visit www.myclassconnection. com/naums. UMS ABOUT THE AUTHOR Julie Truono, owner and master teacher of MyClassConnection, has a masters in education and over 20 years of experience teaching and tutoring middle and high school students in math. She offers in-person and online middle and high school math, language arts and science tutoring, as well as Virtual LIVE academic support and college prep. MyClassConnection is a school sponsor for NAUMS and offers PSAT, SAT, and ACT online courses at a group discounted rate for all NAUMS students. 10

student corner

An Unknown Shot By Allie Talbert, 8th grade Lighthouse Prepatory Academy

udaciously, Ruben Porter had departed from his beloved home in Boston, Massachusetts to join the minutemen in the fight against the British only seven months ago. The only person he told was his dear twin sister, Cassandra, who begged him not to go. The conversation they had was as familiar as grass and trees. Rueben could remember every word and high-pitched sound coming from Cassandra. “It wasn’t even a year ago when you risked your life in what everybody calls the ‘Boston Tea Party’! Please Rueben, don’t go. What will I do without you?” “Cassandra, I know I have to do this. We’re both almost seventeen now, you and I are both very capable of taking care of ourselves. Don’t forget the little tussle you had with that Brit a few weeks ago.” Cassandra smiled a little, “That was hardly what you would call a fight.” “That’s why I called it a tussle.” Rueben said arrogantly and smirked. “You’re impossible.” Cassandra shook her head. “Why thank you, dear sister,” Rueben said, hardly able to contain his laughter. Cassandra just glared at him. Now, Rueben and Cassandra were both seventeen, and Rueben was staying with a farmer and his wife, their names being Matthew and Samantha. They lived in a tiny village just outside of Lexington. Matthew was also a minuteman. The couple had generously opened their doors to Rueben when he was looking for a good place to stay. Matthew had told Rueben about the many clashes between indignant civilians and redcoats. Rueben and Matthew both believed that King George was purposely taking away the right to govern their own people. For this reason, they, along with other minutemen, began smuggling as much imperative ammunition out of Boston on over to Concord. On his way to Lexington, Rueben had brought as much gunpowder and bullets as possible. Late one night, a noisy pounding at the back door awoke Rueben and Matthew from their placid sleep. Rueben jumped at the sound. He pushed himself up from his pallet on the floor and ran to the back door, but Matthew swiftly tackled him and sent Rueben flying to the ground. “Hey, what was that for!?” Rueben whispered with animosity. “The first rule in being a minutemanwww.umsjournal.com

never open the door until you know who it is!” Matthew got up and opened his window. “Matthew! Rueben! What in the name of Heaven are you men doing? Stop your horsing around and come on,” Paul Revere shouted, “The regulars are coming!” Samantha was up by then and was filling a cloth-lined basket with apples, cheese, and cured meat. She covered it with a little more cloth, and handed it to Matthew, who had gathered his gun and few shots of bullets to prepare. Restlessly, Rueben waited at the door with his gun in hand. Matthew kissed his wife good-bye, and the two men ran off to join Revere. As Rueben arrived at Lexington Green with Matthew lagging behind a few steps, there where roughly seventy minutemen already there, ready to fight to the end. Rueben prayed to God that he would be safe, along with the other minutemen in their midst. Then, seven hundred British troops arrived. “Do not fire unless fired upon!” barked Captain John Parker, who was an officer of the minutemen. “Disperse, rebels,” the British officer commanded. “Never!” Rueben yelled, provoking the few Brits that heard him. Matthew shoved him, but no one moved an inch. Rueben wished he had enough money to send a letter to his family to let them know where he was. As the officer of the recoats spoke to the leader of the minutemen, Rueben noticed Matthew’s glazed eyes aimed at the British side. “Matthew, Matthew what are you doing!?” Reuben whispered loudly, his own eyes wide with peril. He didn’t answer, but instead put his finger on the trigger. Matthew raised his gun. He yanked the trigger. Shots began hurtling through the air. Matthew, why? Can’t you obey orders? But Reuben had to protect himself, and began shooting the British soldiers on the other side. At last, it stopped, but by then, eight minutemen and almost three hundred British soldiers were dead and gone, including Rueben’s dear friend, Matthew. Triumphantly, the British marched onto Concord. Minutemen were ready for them, and another hostile skirmish started. The redcoats finally arrived back in Boston, with Rueben cunningly trailing behind, far enough so they couldn’t see him, but close enough to where he could see them. They may not have known it right then, but they had started the beginning of the perilous Revolutionary War. UMS 2012 • Issue 3

what are

WE really

By Andrew Pudewa Director Excellence in Writing

DOINg HERE?

dorning our humble office, there are two things that always brighten my day and help restore my focus—a map, and a pile of papers. The map is an ordinary, somewhat faded Rand McNally World, but what makes it special are the forty-six pins representing the forty-six countries where we have sent Excellence in Writing materials. In every state of the U.S. and on every continent (excepting perhaps Antarctica), we have been privileged to support families and educators who are striving to do something exceptional, making the necessary sacrifices, and searching out ways to teach their students the most important thing in today’s troubled world—how to think and how to communicate. The pile of papers is tall, and evergrowing. It consists of correspondence from many of the teacher and students represented by the pins on the map who have felt compelled to share their excitement and joy in seeing how their students have grown from struggling students into competent and confident communicators. Years ago when I began this work, I was often surprised—and delighted—to hear that the Structure & Style approach was so educationally successful, but today the real effects of this work are becoming much clearer. As I look at the map and occasionally pick up a letter from the stack, I am filled with hope against the odds. With elections approaching, it is so easy for me to slip

2012 • Issue 3

into despair about the obvious lack of true leadership in our country. Sadly, the empty rhetoric constantly spewing from pundits and politicians makes it easy to imagine that indeed this is “The End of America” as Naomi Wolf puts it, and we look in vain for those who will speak the truth powerfully and persuasively in this world of lies. But I can see that now, unquestionably, there is a new force rising. We are part of something much, much greater than “improving basic skills” or “preparing our students for college.” We are engaged in the great work of empowering a wave of young people who will not only have access to the truth, but will have the means and the motivation to boldly enter the war of ideas, employing powerfully the spoken and written word. www.umsjournal.com

Although perhaps hyperbolic, it is said that Churchill defeated Hitler by “mobilizing the English language and sending it into battle.” How? The prime minister’s grandson explained it this way: His “unshakable resolve and puckish sense of humour…galvanized a nation that hung on his every word.” Ideas have consequences. Will we, in our time of need, have another Patrick Henry or Winston Churchill, whose rhetorical skills, combined with an uncompromising grasp of truth, can mobilize and motivate a complacent people into action and preserve our God-given rights and freedoms? I believe so. I believe that we will have many. Perhaps some of them are now sixteen, or twelve, or nine years old. Perhaps some of them are behind the pins on my map and have their names on the letters in my stack. If so, I will not be surprised. The Greek poet Euripides was possibly the first to note that “the tongue is mightier than the blade,” and Jefferson echoed this when he exhorted Paine: “Go on doing with your pen what in other times was done with the sword.” We now must exhort each other; let us continue to train our students in the use of this great weaponry—the skills of written and spoken English, so that when the time comes we will have a force ready to wield the word of truth when the coming crises arise. This truly is our great work, our Magnum Opus, and this is what we are really doing here. UMS 11

Veritas Academy

Waving the NAUMS Banner High in Florida

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What is new? Our school has instituted a monthly Student Lead Assembly designed to increase the cooperation of students in a public speaking forum. These assemblies provide leadership opportunities for students of all ages. Students lead the student body in opening announcements, pledge to the American Flag, pledge to the Christian Flag, review of monthly memory work, and the singing of “The Star Spangled Banner” and “God Bless America.” A character trait of the month, including the definition, as well as a corresponding Bible verse, is also recited in unison. An older student shares a testimony of how God’s word and His standards have and are affecting their life. The assemblies pro2012 • Issue 3

schedule. We are using the book, Long Story Short, by Machowski, which is divided into five weekly devotions per Old Testament story. Teachers use the book on classroom days and parents use the book while the children are home. At the middle School and high School levels, our Bible curriculum has been covered both by classroom instruction through Bible elective classes and scripture memory correlating to our Character Curriculum. Last year we expanded our homeroom time to include a discipleship component. Student work through a book and keep a Bible reading log throughout the year. They also have class time to discuss what they are reading and pray for each other. –Karen Hopping, Academic Advisor ON marketing We have tried a variety of approaches: website, radio, local “parent magazines”, direct mail and Informational Meetings. The most effective advertising is word of mouth: parents sharing their experience with others. The informational meetings we hold in the months of January-May has also been very helpful. We would benefit from learning what other schools have found successful. –Kira Wilson, Administrator

Wandering Veritas Academy in Largo, Florida, this semester you would have met Socrates, Plato, and Aristotle. Mrs. Wheeler, Mrs. Dohme, and Mrs. Estes played these great thinkers as they introduced kindergarten, first, and second graders to characters from ancient history.

vide opportunities for students to plan in advance, exercise the plan, and benefit from working together. –Shana Williams, 4th Grade Teacher ON Bible curriculum In previous years we have left the elementary Bible instruction to the parents. Most of our families were active in a local church and we felt that the Bible instruction was handled well within the families. Over the past few years our school demographics have changed and now many of our families either do not have a home church or do not attend regularly. In response to the growing need we saw in this area, we have added a family devotional to our booklist and classroom instructional 2012 • Issue 3

ON ATHLETICS Veritas Academy started with a small athletic program which offered soccer, softball, flag football, and basketball. By our third year almost 95% of the student body was involved in the athletic program, from kindergarten to high school. For the older students, most of the teams were co-ed, excluding basketball. We joined a small league of private schools in the area, which played all of our sports. One of our most cherished memories was from when we joined the 6-Man Football League of Central Florida. It was an exciting time for players and their families. Since we did not have our own sports complex we used city facilities and found it to be a successful and fulfilling experience for our players. We used city fields for soccer and football, and the Boys and Girls Club’s gym for basketball. For practices we would use our small field at the school and then rent city fields for home games. Now, as we partner with Indian Rocks Christian School (IRCS), our student athletes are able to join their well-developed programs. Currently, 70% of our middle and high school students participate in sports, representing Veritas Academy with high standards of sportsmanship and character. –Paola Hernandez, Student Activity Director www.umsjournal.com

ON extra-curricular programs We started our after school program, EXA (Extracurricular Activities), with different options each semester based on students’ interests. Some of the programs we had included: LEGO club, yearbook, drama, dance, and art. In order to cover the cost of the instructor, ten students were needed to open a class. Now that we have joined with IRCS our students can participate in their after school enrichment programs, including choir, soccer (for k-5th grades), drama, and music. This year we added The Arts at Veritas Academy, which is a Friday arts program for our kindergarten through 6th grade students. The idea of this class is to learn and explore the fine arts and the performing arts in a fun, nurturing environment. –Paola Hernandez, Student Activity Director ON keeping quality teachers The first few years were a challenge in retaining teachers. Teacher compensation has increased by 40% from our first year in operation. Teachers are the school’s greatest asset and should be paid as much as the budget will possibility allow. We love and appreciate our teachers. –Kira Wilson, Administrator ON YOUR favorite curriculum, I would recommend the Apologia Science at the middle school and high school levels. The layout of the lessons adapt well to both the classroom and home

reinforced yearly allowing students to firmly grasp the writing process. –Shana Williams, 4th grade Teacher

move to the campus of a large church with an existing traditional Christian school. When renting space from a church remember the importance of expressing gratitude and respecting property as if it is yours. –Kira Wilson, Administrator

Veritas also enjoys ON STUDENT WORKLOAD uses Mystery of History, Managing the student workload has by Linda Hobart. This been a continual challenge for Veritas. is a wonderful History Teachers are asked to survey parents each program that is written semester to determine the hours spent at chronologically and prohome taking into consideration character vides a story like account issues and aptitude of students. This gives of world history. It is teachers a pulse on the how their lessons are written from a Christian weighted. Middle and high school teachers worldview and treats meet to coordinate a test schedule so that all opposing faith with digniOperation Shoebox helped the students learn the real ty and respect, yet through subjects are not testing on Fridays. meaning of Christmas giving. Based on the fact the Veritas covers the grid of what the Bible the material in the textbooks on a 32-week says is true. instruction. The laboratory experiments can schedule, we have also looked at awarding The students have an up close and perbe implemented without extensive laborastudents with the credit they earn with this sonal experience with each story, as it holds tory equipment. We have also found that type of workload and have great drama and passion for our students are well prepared for collegedeemed that some classes what took place. The program level science work after using the Apologia deserve an honors distinction. includes activities, maps and Science program. –Kira Wilson, –Karen Hopping, Academic Advisor further reading to enhance the Administrator lessons. Through this program students learn that history is no One of our favorite curriculums used ON THE NAUMS mystery at all; that through God, at Veritas is the Institute for Excellence in CONFERENCE there are answers to all questions Writing (IEW) Program. It finally addresses Budget does not allow of life. the “lost in space,” staring at the blank piece Veritas Academy, Florida to –Shana Williams, 4th grade of paper entitled, “My Summer Vacation.” attend the NAUMS convenTeacher IEW breaks writing into nine units that tion frequently or in force. clearly help teachers in developing compeVeritas has sent two or three LOCATION, LOCATION, tency, independence, and creativity in their staff to the convention three LOCATION students, all with a system that provides times over our eight years in Veritas rented space from a for concrete evaluation and measurable operation. Nazarene church the first three achievement. The nine units of the program Jeremiah Maurer, –Kira Wilson, Adminis. UMS Years. We were then invited to correspond with the school year and are first grade.

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2012 • Issue 3

Let the Games Begin! The Athenians (kindergarten), Corinthians (first grade) and Spartans (second grade) took to the field in early November to compete in their own Olympic Games. Students designed their own Olympics t-shirts and laurel wreaths to wear for the event. Students competed in the discus throw, shot put, hoop race, and standing broad jump, and celebrated with a “torch” sweet (sugar cone) filled with orange sherbet with red sprinkles. This was a memorable way to learn about the culture of Ancient Greece.

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Raising

Healthy Kids In An

Exclusive Interview with Author Jordan Rubin By Gayle Martin

Unhealthy World

Free Book for UMS Journal Readers!

Jordan has offered his new book, Live Beyond Organic, FREE for UMS Journal readers. Go to www.JordansFreeBook.com to claim your book and read more about this fine author.

ordan Rubin is one of America’s most recognized and respected natural health experts. His battle and triumph over Crohn’s disease has resonated with millions around the world and is one of the most dramatic natural health stories ever told. Known as America’s Biblical Health Coach, he is a New York Times bestselling author of “The Maker’s Diet,” and 20 additional health titles, including his latest work “Live Beyond Organic.” An international motivational speaker and host of the weekly television show “Living Beyond Organic,” that reaches over 30 million households worldwide Jordan has lectured on natural health in 5 continents and 44 states in the US. Jordan is Founder and CEO of Garden of Life, a leading whole food nutritional supplement company. In 2009 he fulfilled a lifelong dream by starting Beyond Organic, a vertically integrated organic food and beverage company farming nearly 9,000 organic acres in Missouri and Georgia. Jordan’s message of health and wellness is a beacon to the masses looking for answers that will help them take control of their health. Gayle Martin recently had a chance to sit down and with him to explore his message of health and faith. I don’t think there is a parent out there who doesn’t know that it is important to feed your child a healthy diet, however, there is so much misleading and contradictory information out there, where is the best place for parents to get the correct information? This is really challenging. My own health journey led me to visiting 69 medical experts, trying to go through almost every popular diet at the time to deal with my own diseases. I was diagnosed with Chron’s disease, rheumatoid arthritis, and other diseases. I definitely went down some wrong paths. Ultimately for me I was able to find my answer in the Bible and history. Now despite what popular science or modern nutritional jargon was teaching, I was able to put something together that 16

has nourished our families for hundreds if not thousands of years. What I learned from that is information that is now put together in something we call Beyond Organic University. This university and also my recent book, Live Beyond Organic, give a great Biblical and historical perspective on eating, focusing on reducing toxins and maximizing nutrition. When it comes to children’s health we need to be very aware of what toxic material is out there. That includes foods and beverages that contain chemicals, but also contain ingredients www.umsjournal.com

with chemicals such as corn and soy-based ingredients that are genetically modified. We’ve got animal foods that contain residues of pesticides, herbicides, fungicides, antibiotics and hormones. Then, of course, fruits and vegetables that contain pesticide and fungicide residue. It can be a very daunting task for parents to find out what is, in fact, healthy. I believe that the fad of the day is usually the wrong way to look. We have tried over the years with multiple books. I’ve written a book called The Great Physicians Prescription for Children’s Health, and in my new book, Live Beyond Organic, we 2012 • Issue 3

have a message of food and eating that is applicable for all ages and we have Beyond Organic University. What is the most important thing we can remove from our children’s diet for optimum health and why? This is a great question. I could list many things. Our children have less ability to handle toxins than adults. In most of my books I have a list called The Dirty Dozen, which are the 12 worst foods or food-like substances that are in our diets. My first two, which are the worst, are what the Bible calls detestable animal foods, which are pork and shellfish. Number three are diet sweeteners in pink, yellow, or blue packets, which can be devastating especially to children because they disrupt neurological function. Number four would be oils that are hydrogenated containing trans fatty acids. There are many more things we need to remove from our diets and it can be overwhelming to try to do all at once. I recommend making subtle and strategic changes like these: • less fast food and more home-cooked meals; • fewer process meals-in-a-box and more grass-fed beef, free range chicken cooked in healthy fats like coconut oil and grass-fed butter; • fewer canned vegetables and fruit in syrup and more organic vegetables and fruits fresh from fields; • and fewer sugary treats and more snack-time discipline. What is the most important food that we can add to our children’s diet for optimum health? There are several groups of important foods to include in their diet. We have an epidemic of children in America whose brains are starved. Our brains are mainly made of fat and I believe that children need healthy fats from various categories. Let’s start with Omega 3 fats, found in cold water fish, which kids don’t like to eat very much. They are also found in nuts and seeds, like chia seeds, flax seeds and walnuts, also pumpkin and hemp seeds. As a matter of fact, my children consume snacks everyday that are loaded with these seeds, so I recommend finding snack foods that are made with these seeds or let them snack on the seeds all by themselves. The second group is Omega 6 fatty acids. Omega 3 and Omega 6’s are collectively known as essential because the body can’t make them. Omegas 6’s are also found in seeds and some grains. So in this case I would recommend seeds like sunflower, pumpkin as well as hemp. I would also recommend non-gluten grains like quinoa, amaranth, millet, buckwheat and brown rice. All of these have Omega 6 fatty acids. Omega 9 fats which are also known as monounsaturated fats come from sources like olives or olive oil, macadamia nuts and my 2012 • Issue 3

favorite two sources or monounsaturated are avocado, which I give my kids almost every day and almonds. Just 9 almonds a day can be a great source of monounsaturated fats. What about saturated fats? That is an area that many people think is harmful for our kids, and which I think is quite the opposite. My favorite sources of saturated fats are dairy products from 100% grass-fed cattle free of beta casein A1, such as cheese, cultured dairy, and butter. In addition, I am a fan of extra-virgin coconut oil and unrefined palm oil. All of those have stable sources of saturated fats that are wonderful for children and adults. Of course, there are other fats that are saturated that you can find in meats, particularly red meat and eggs. In fact, I believe children will do great when they consume beef, lamb, bison, buffalo, venison, and eggs, all raised and grown properly. All of these foods are not only high in the various fatty acids, but they are high in fat soluble vitamins A, D, E and K, which are critical to help the utilization of minerals. Look at indigenous cultures from around the world and how they feed their children. This was published in the work of Dr. Weston A. Price,

called Nutrition and Physical Degeneration, a standard textbook in many Naturopath and Chiropractic schools. This work is based on Dr. Price visiting the 14 healthiest cultures in the world at the time, noting that the children who consumed certain foods had stellar dental health and physical health, particularly bone structure. He found that those that lived in these indigenous cultures consumed ten times more fat soluble vitamins A, D, E and K, than the children who lived in the big cities and consumed the Standard American Diet. He also found that they consumed four times the water soluble vitamins and minerals. So those foods that I mentioned are critical to get in our kids’ diets. Also, if you look at most children’s diets, you will see they are largely absent, which is why we have an epidemic of malnourished children in America. The last group of foods to include in your diet are cultured foods. I believe that, in order to keep your kids digestion and immune system functionally optimally, cultured foods are the best. Cultured foods are loaded with probiotics that aid in digestion and provide the good gut flora missing in many people. I would look for cultured and grass-fed dairy products without beta casein A1, that’s a great way to get those in. You can also find probiotics in some cheeses, chocolate and fermented www.umsjournal.com

vegetables like sauerkraut. The way I get probiotics in my children is through good quality supplements, but also through foods like cultured dairy like Amasai and cheese, as well as living probiotic sodas. It seems like we have an epidemic of sick kids. What kind of illnesses are you seeing in children that you are worried about and what do you think is causing them? I think that the diseases that our children are experiencing in greater numbers today are caused by environmental toxins and the lack of nutrition. Some believe that this can come to challenges with vaccinations; some believe that they can come from dental amalgams, fluoride in our water. These are obviously controversial topics, but I believe they are going to be found as scientifically true. Of course, the amount of pesticides, herbicides, and fungicides that people are getting from their food supply, as well as chemicals – that combination is really too much for these children to handle. So what are they coming down with? There is an epidemic of Inflammatory Bowel Disease or IBS, Chrons Disease, Ulcerative Colitis, I’m also seeing many children with a disease called Eosinophilic esophagitis, or EE, which is an inflammation of the upper GI track causing failure to thrive syndrome. I also see Autism and Pervasive Developmental Disorder exploding. Of course ADHD, childhood Excema, Acne is growing to major proportions proportions, and probably the number one disease we are seeing more than ever is diabetes, based on our diet and lifestyle. All boiling down to an over abundance of toxicity and a lack of cellular nutrition. And the worst part is no one is teaching our kids about it. Healthy eating needs to become a part of children’s belief system. When we teach our children the principle, they are black and white, no gray. The Bible says, “Train up a child in the way he should go and when he is old he will not depart form it.” We as parents must stand up and learn about this for ourselves. We must understand that what we feed our kids, what they eat and drink and even put on their skin, can make a huge difference in their health. I believe it is our Biblical obligation to do so. UMS