A MAGAZINE FOR EDUCATORS ACROSS VIRGINIA
March - April 2012
VIRGINIA’S EDUCATIONAL MARATHON INSIDE
LU N C H R O O M
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Letter From the Editor Century, students are now being coached to pass the test so schools can meet accreditation – or “win the race.”
Imagine running a marathon tied to two other people. That is exactly what three members of my church are training to do. The marathon trio hopes to finish in less than 3 hours and 27 minutes, breaking the current record. It will, no doubt, be extremely difficult. After all, their pace will not be determined by the fastest or strongest runner, but by that of the slowest and weakest. If one member falls, they all fall. This scenario had me thinking about No Child Left Behind and the predicament it has placed on teachers. The goals of NCLB are lofty: get all children up to par in math and reading by 2014. Unfortunately, the standards used to help students achieve these goals have damaged education. Instead of teaching a rich curriculum that prepares students for the 21st
NCLB is flawed because it doesn’t support the same philosophy as the marathon trio. Just as the three bound runners must adjust their pace to accommodate the weakest runner, teachers must adjust instruction in order to accommodate the capabilities of their weakest students. Yet, today’s educators are forced to adhere to a “one size fits all” approach to education, supported mostly by high stakes standardized tests. All the while, they have the additional pressure of making sure these test scores meet the benchmarks set by NCLB. Teachers have no choice but to keep “running”, forcing every student in the class to maintain the pace despite their ability or comprehension. Teaching to the test has become the short-cut necessary to get every student to “cross the finish line” by 2014.
is defined. It is simply impossible, and flat out not fair, to hold every teacher across the United States accountable to the same criteria. Expectations and success are completely different for each teacher because expectations and success are completely dependent on the diversity of students each teacher is “bound” with. This issue of Virginia Teacher substantiates that a departure from the “race” mentality is both possible and necessary. You will find very viable solutions to help you and your students escape from the exhausting, never ending marathon. No matter what the outcome, the marathon trio will be winners in my book. For in the process of training they have learned the importance of commitment, hard work, tolerance, cooperation, and sacrifice - all very valuable life lessons that will never be found on any standardized test. Yours in Education,
I have no problem with high expectations and striving for success. But I do have a problem with who sets those expectations and how success
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Contributors HEATHER MCGINLEY Heather earned her Bachelor of Arts in English with a concentration in Journalism from Christopher Newport University. She continued her education at CNU earning a Master of Arts in Teaching with a concentration in English 6-10 and an endorsement in Journalism. She fell in love with Journalism in ninth grade while working on her high school newspaper. She is currently pursuing her passion, freelancing for The Virginian-Pilot community tabs and The Health Journal.
BUD LIVERS, PH.D. Bud is the Learning Standards Officer at the Center for Naval Intelligence in Virginia Beach, Virginia, and is senior adjunct faculty for Cambridge College, Chesapeake Virginia Campus, in the M.Ed., Special Education program. He taught students with an emotional disturbance at a regional public day school, and was an Assistant Professor in the department of Teacher Education at Chowan University in North Carolina. He headed the Jails Education Program in Virginia Beach, Virginia, tasked with providing special education services for incarcerated youth and young adults. Bud received his BA from University of California, Berkeley, and his M.S.Ed. in elementary education with endorsement in special education from Old Dominion University in Norfolk, Virginia. He received his Ph.D. in Educational Planning, Policy, and Leadership, with emphasis in Special Education Administration from The College of William & Mary, in Williamsburg, Virginia.
Publisher and Editor-in-Chief Dory Suttmiller Production, Design and Distribution Breeger Media Group Writers Brandy Centolanza Bud Livers, PhD Heather McGinley Colby Preston Kristin Vischer Mission Statement The mission of Virginia Teacher Magazine is to inform and inspire educators in Virginia by providing current and relevant information on career development, educational enrichment and personal growth. Disclaimer The views and opinions of writers and contributors that appear in Virginia Teacher Magazine do not necessarily reflect the views and opinions of Virginia Teacher Magazine’s publisher, editor, staff and affiliates. The information in Virginia Teacher Magazine is provided as a service to the readers of Virginia Teacher Magazine for information purposes only. Virginia Teacher Magazine is not responsible for problems arising out of reference to the included material. Information on a commercial product or service does not imply an endorsement by Virginia Teacher Magazine. Reproduction without permission is prohibited. All photographs are property of and credited to Virginia Teacher Magazine, unless otherwise noted. Advertise To advertise or to obtain a current rate card call 757-620-2631 or email at advertise@NichePublicationsLLC.com
BRANDY CENTOLANZA Brandy Centolanza is a freelance writer who covers education, health, parenting, travel and community issues in Hampton Roads and Richmond. She has written for several local publications, including The Virginia Gazette, The Daily Press, The Health Journal, Next Door Neighbors Magazine, Richmond Family, and Virginia Teacher. She lives in Williamsburg with her husband, two children and two cats.
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Table of Contents Competing in Virginia’s Educational Marathon
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What is working, what is not and ways educators can begin to make changes to alter the culture and education as we know it
Lunch Room Topic
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The Lunch Room Renaissance: how schools across Virginia are improving school nutrition
Partners in Education
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Untamed Spirit Therapeutic & Educational Program: brings healing to special needs riders
Beyond the Classroom
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The Battleship Wisconsin: where science and history unite
Old School vs. New School
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Floating Classrooms: hands-on environmental learning with the Chesapeake Bay Foundation
Class Reunion
Math, M at th, Science, Science, Heal lt th and Health Charac ter D evelopment Character Development
ACTIVE ACTIVE LEARNIN LEARNING G For more information, contact Jennifer Barnes, Director of Education at barnesj@vshfm.com 757-393-8031 ext. 14 V Virginia irginia Sports Hall of Fame & Museum 206 High Street P ortsmouth, V A 23705 Portsmouth, VA (757) 393-8031 www w.vshfm.com . www.vshfm.com
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Lanett Brailey, Hampton High, Class of ‘75
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VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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COMPETING IN VIRGINIA’S EDUCATIONAL MARATHON By: Heather McGinley Students and teachers seem to be in a race to nowhere. In schools across the country and in our own backyard, students and educators are being asked to compete to win grant money through initiatives like Race to the Top and status through test scores and college admission.
WHAT CAUSES THIS IMBALANCE?
Nowhere” to launch discussions about the need for a work-life According to Vicki Abeles, writer and balance. director of “Race to Nowhere”, a “This is a conversation that needs to cultural shift is necessary to end happen in the work place,” Abeles the race. says. “Why wouldn’t we expect the “Our schools are a microcosm of our same from our kids?” larger culture,” Abeles says. “[The Students are on the go 24/7 with In the same way that vacations film] is an inside look at our extracurriculars to pad their college students and teachers in this sooner, and downtime promote entrance applications while teachers faster and more culture.” productivity and innovation in find themselves hyper-focused on businesspersons, vacations and state and national standards– As demonstrated in the film, students downtime inspire productivity and over-testing and lacking time to today compete in highly competitive, innovation in students and teachers, review the basics and teach character professionalized sports activities Abeles explains. education and problem solving skills beginning at a young age. High “Our children need to develop in all that will help students in life after school students, often encouraged high school. kinds of ways,” Abeles says adding by their parents, participate in a plethora of extracurricular activities that there are opportunities for According to Vicki Abeles’ film, “Race that look good on college entrance children to learn outside of school to Nowhere”, the never-ending and structured time. “We are limiting applications, but take away from competition steals childhood, the ways they are developing.” necessary downtime and social family time and creativity from its time with family and friends. participants and awards stomach “There are many factors which have cramps, headaches and sleepless Advances in technology have created come together to create what I’ll call nights to its champions. a 24/7 working culture, Abeles says. the perfect storm,” Abeles says. Abeles, educators in Virginia schools Companies like Google and Pixar Among those factors are overand two educators in California involved parents who have a difficult have hosted viewings of “Race to schools where the “Race to Nowhere” movement first caught on cash in on We really need to be mindful that these kids what is working, what is not and belong to a community… We are part of that, ways that educators across the so we have to be very careful about what we country can begin making changes to alter the culture and education as do and how we do it and of the relationships we know it. we have with our students.
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time letting go, ineffective national initiatives like Nation at Risk and No Child Left Behind, rankings, competition surrounding college admission, high stakes testing, inequity in resources, the pressure cooker culture, outdated educational strategies, a one-size fits all approach to education and teachers voices not being heard in educational reform.
San Ramon Valley High School has spent the last four years developing student services, student life groups and programs to make sure students feel connected to the school.
“We really need to be mindful that these kids belong to a community… We are part of that, so we have to be very careful about what we do and how we do it and of the relationships “When everyone is waiting for policy we have with our students,” to change, we can start making Ianora says. changes today that can maybe influREVISING HOMEWORK ence the culture,” Abeles says.
POLICIES HOW CAN WE CHANGE THE After reviewing research on effective CULTURE OF TODAY’S homework strategies; viewing “Race EDUCATION SYSTEM? to Nowhere” as a school; and hold-
“If all you nurture is the academic side, you are going to get a lopsided kid” says, Joseph Ianora, Principal of San Ramon Valley High School in Danville, California.
ing several strategic meetings involving the teachers, school psychologist, gifted coordinator, school social worker, child study coordinator and parents, the
Teachers and parents need to teach students strategies to manage their anxieties and work through failure, so that they can become stronger. Ianora says he has met students who are highly literate but cannot hold a conversation or shake hands. “It’s our job to educate the whole child,” he says.
administration at J. B. Watkins Elementary in Midlothian, Virginia determined that the best course of action was to revise the homework policy.
Fourth and fifth grade students complete meaningful homework and review activities involving flashcards and activities their teachers post on-line. Fourth and fifth grade teachers assign a minimal amount of homework to prepare students for the SOL tests and the more rigorous homework patterns of the feeder middle schools. But for the most part as Scott explains, “Books don’t go home.” Students at Watkins complete projects and practice activities at school. When Watkins took homework out of the equation, students became more engaged and motivated to complete schoolwork, Scott says. Going against the flow has been challenging, Scott explains. Although she has the support of the school system and her colleagues at other schools, who have dubbed the educators at Watkins, “pioneers,” everyone is waiting to see Watkins’ SOL scores. “We feel it is more than just the quantitative data,” Scott says. “Are they happier?”
PUTTING THE STUDENTS’ NEEDS FIRST
Three years ago, when Headmaster Trenton Stinson recognized a tremendous decline in his students’ quality of work, Southside Baptist Christian School (a private urban school in the heart of Richmond, Devon Marvin, the thirteen-year-old girl who killed herself after receiving Teachers at each grade level developed Virginia) established a no homework an “F” in her math class—discussed their own homework policies, which policy for grades K through twelve. in the film–was from that community. the administration approved. HomeShe would have attended a school a work for students in grades K through Before implementing the no homework policy, he saw parents few miles from SRVHS. three is no longer mandatory. arguing with teachers about “Our kids were really getting Parents, who want additional practice homework, parents unable to stressed out over stuff that was for their students, can complete on- monitor their children’s completion manageable,” Ianora says. “This has line, standards aligned activities with of homework because their work been something that has been their children, which promote critical schedule prevented it, students’ stewing for quite some time. We just thinking and problem solving rather grades suffering because they did not complete homework and needed to do something different.” than just regurgitation of facts. Much of “Race to Nowhere” was filmed in the San Ramon Valley United School District where San Ramon Valley High School is one of four high schools.
“From what the teachers were saying to us, we felt that it was time to make a change,” Principal Marlene Scott says. “The emotional psyche of a child is so fragile.”
VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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many variables involved; and a lack of character education and effective parental involvement. “Kids don’t know how to process failure,” he says. “Unfortunately, that’s part of life.” Testing itself is not problematic. It is a “necessary evil;” administration needs testing and benchmark scores to establish goals and help students. Teachers and parents need to teach students strategies to manage their anxieties and work through failure, so that they can become stronger, he says.
highly achieving students stressing out when they failed to complete their homework. Although Stinson made changes prior to viewing “Race to Nowhere” and has only recently become familiar with the film, he has viewed homework as “the second shift” for years. Stinson does believe, however, that studying at home is important, and encourages parents to read with their children for 20 minutes each night and help them study. He directs parents that want to provide additional help to certain on-line tutorials. Having served as a volunteer educator and mentor in the local public school district, Stinson has a unique and broad perspective. He describes three major areas causing teachers and students stress in the private and public school arenas: placing too much of an emphasis on standardized testing; ineffective initiatives such as No Child Left Behind which ask for equal results when there are too
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Educators need to look at how the way they prepare for tests affects students psychologically and they need to look at how those strategies align with the students’ cultural background, he says. “If we have the best teachers and the best facilities and kids’ scores are still going down, there’s a bigger problem.” “Assessment has its place,” he says. “I don’t believe assessments give the total picture of the students’ abilities.”
ALTERING THE SCHOOL CALENDAR Inspired by the film, meetings with staff and the results of a student stressor survey conducted by an outside agency, Saint Mary’s College High School in California not only changed their homework policies to include homework-free holidays and 20-30 minutes of homework per class on a regular basis, but they also altered the structure of their school calendar. By switching to a trimester block schedule, Saint Mary’s reduced the number of classes students had to juggle and the number of papers teachers had to grade. Now students take five classes at a time
and teachers have two planning blocks two of the three trimesters and one planning block during one of the three trimesters. “Teachers can’t do better assessments if they have over 100 papers to grade on a regular basis,” says Peter Imperial, principal of Saint Mary’s. Imperial reduced classroom interruptions by stopping school once every trimester for two days during which time teachers and students are able to participate in co-curricular learning activities that educate the whole child--lecture series presented by local universities, spiritual retreats, grade-level field trips and more. Saint Mary’s has also incorporated a 45-minute period at the end of each school day for what Imperial calls “high school office hours”. During this time, students can ask teachers for additional help, complete make-up assignments and retake quizzes. Students are not required to participate in the high school office hours, but Imperial adds, “We are trying to really shift the culture so kids can see an opportunity to do better.” The school uses high school office hours to help develop self-directed and curious learners. When developing a new education plan for your school, Imperial advises, consider what is best for the child. “If policy drives any position, you are creating an impersonal machine,” he adds. “What are we expecting of them? Is it reasonable, and is it balanced?” VT
Lunch Room Topics
THE LUNCH ROOM RENAISSANCE By: Brandy Centolanza As part of the continuing effort to combat childhood obesity and promote healthier eating, the United States Department of Agriculture (USDA) announced new nutrition standards for school lunch programs in January, though school divisions in Virginia have been working to improve their menus for years now. Some of the new guidelines for schools participating in the National School Lunch and School Breakfast programs include requiring schools to serve more fruits, vegetables and whole grains and limit sodium and calories. In the Norfolk Public Schools Division, “There has been a huge effort to improve the nutrition quality as well as the food quality,” says Helen Phillips, the division’s senior director for school nutrition and president of the School Nutrition Association. Among the strides Norfolk has made has been switching to “whole muscle meats” and offering whole grain breads, pastas and rice, as well as fat-free flavored milk containing no high fructose corn syrup. “The trend has been moving more toward whole grains and more fruits and vegetables,” Phillips says. “We are real excited about the changes we’ve made. We think it’s evident with the students and the parents.” Cathy Alexander, executive director of child nutrition services for Newport News Public Schools, says she and her staff have also begun incorporating whole grains into their menu, including pizza with whole grain crust. “We try to offer the kids foods that we know they will eat in a healthier
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form,” Alexander says. “We try to offer more options so that kids will try different things. That is the goal. We are offering a lot more choices than we used to. We offer a vegetarian option every day in every school. We offer different salad options every day.” Over in the Williamsburg-James City County Public Schools Division, “Items have not been eliminated, but restructured,” shares Jane Haley, supervisor of child nutrition. “The pizza is a whole grain pizza, burgers are low sodium, canned fruits are in natural juice, and all cereals are whole grain. Manufacturers have reduced or eliminated trans fat in most products.” Fryers are gone from cafeterias in Chesterfield County Public Schools near Richmond, and everything there is now baked, including french fries, which are now served less frequently. Improvements there have been slow but steady, due in part to the hesitation of some students to try new menu items. “It’s hard for students to accept huge changes all at once,” points out Sandy Stokes, a nutritionist with the school district. “We are trying to find that balance with nutrition and what is good tasting and acceptable to the kids’ palates.” Many school divisions offer free samples to students as a way to introduce them to new foods.
“We try to encourage taste-testing,” says Phillips. “There are a lot of our fruits and vegetables that may be new to students. If you have never seen fresh asparagus before, it might be scary.”
We try to offer more options so that kids will try different things. That is the goal. Thanks to grant money, six schools in Newport News offer fresh fruits and vegetables to students as a snack three times a week. “I’ve had students who don’t know what things like pears are because they aren’t exposed,” says Alexander. “The idea is to get them to pick up an apple or a banana as a snack instead of a bag of chips or a piece of candy.” A similar program is in place in Chesterfield County. “The students get to try a new fruit or vegetable and then also learn a lesson about that fruit or vegetable,” says Warren Grigg, food and nutrition services director. “It’s a real learning experience. Some students take pineapple chunks from the cafeteria but never knew what a whole pineapple looked like. It’s been a great program. The teachers and students get really excited about it and have a lot of fun with it.” At Matoaka Elementary School in James City County, a healthy lifestyle committee of parents has partnered with Kelrae Farms in Toano to bring
I’ve had students who don’t know what things like pears are because they aren’t exposed. The idea is to get them to pick up an apple or a banana as a snack instead of a bag of chips or a piece of candy.
in fresh fruits and vegetables to share with students during their lunch hour as part of the Local Produce Initiative started by the school district’s School Health Initiative Program (SHIP). “Many children and parents have expressed appreciation for the program as it allowed students to be exposed to a variety of food items that they might not have otherwise experienced,” explains Tryna Fitzpatrick, healthy lifestyle committee co-chair. “This was most evident a few months ago when fresh, local kale was offered in the cafeteria. Parents reported that children really liked the dish and requested that it be made for dinner at home.”
Teachers are role models too and it’s important that they view our foods positively. It means a lot to the kids to see teachers eating the school lunches too. Though expense does factor in when planning school menus, school officials have gotten creative in order to boost sales. The added costs have “created some challenges,” admits Alexander, but, in addition to the taste-testing, “We work on eye appeal,” she says. “We try to make foods look more appealing, and we ask our servers to think about how they are presenting their fruits and vegetables, how they are presenting their line. Presentation makes all the difference.” Adds Phillips: “Whole grain foods do cost more, and fresh produce does cost more than canned or frozen. It is hard to balance nutrition integrity with the bottom line. We try to make the menu kid-friendly to get them in the cafeteria. I also believe strongly in role modeling. Teachers are role models too and it’s important that they view our foods positively. It means a lot to the kids to see teachers eating the school lunches too. That really helps our program.” VT VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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Partners in Education
UNTAMED SPIRIT Therapeutic & Educational Program Brings Healing to Special Needs Riders By: Kristin Vischer DID YOU KNOW? ■ Each year the PATH Intl network supports more than 42,000 men, women and children with special needs through equine-assisted activity and therapy programs (pathintl.org). ■ Ten point six percent of students registered in Virginia Beach Schools during the 2010-2011 academic year were challenged with a disability (vbschools.com). ■ Children and youth ages 3-21 receiving special education services in the United States was 6.5 million in 2008-2009, corresponding to about 13 percent of all public school enrollment (nces.ed.gov).
Barbara tells Angel, 15, that it’s time to play the Circle Name game in the indoor arena
Siblings Jonathan, 20, and Morgan, 7, love to play Red Light Green Light during their lessons at the Untamed Spirit Therapeutic & Educational Program in Virginia Beach. The race begins at the far end of the indoor arena. Side-byside and mounted on their horses, the riders get ready. Executive director, Barbara S. Ford calls out, “Green light!” Surrounded with two volunteers each, the racers move forward until Barbara calls, “Red light!” Just as dramatically, the pair gets their horses to freeze. This continues until one of the racers reaches Barbara first. This time, the older brother won by a nose. Challenged with autism, Jonathan has been taking lessons with Barbara for more than 14 years. Morgan, a traditional rider, has joined in on the fun for a year. “Jonathan has been learning patience,” commented his father Allen Pulley. “Riding is therapeutic for him. He’s all about jumping on the horse and riding.”
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As many living with autism do, Jonathan has a very structured day beginning with breakfast at a specific time and then attends school. He enjoys the computer and attends occupational therapy. The family lives in Suffolk, but Allen continues to see the benefits of lessons at Untamed Spirit and is committed in making the drive every other Saturday morning. Untamed Spirit’s Barbara S. Ford has incorporated many fun resources into her saddlebag of learning. With more than 30 years in the therapeutic industry, she is nationally known as having founded Virginia Beach’s EQUI-KIDS Therapeutic Riding Program in 1989 and served as its’ Executive Director until 2010. At that time, she, Ashley Ford and Shaun Gayhart established Forward Motion Farm, LLC. Barbara soon after formed the not for profit Untamed Spirit Therapeutic & Educational Program. The program is dedicated to enhancing and enriching the lives of individuals with special needs
through a partnership with horses. Professional instructors, which include Barbara, daughter Ashley and Volunteer Coordinator, Ellie Hardnack, have more than 48 years of combined experience. All of them are certified by PATH, Int’l (Professional Association of Therapeutic Horsemanship International) and are individual members of the Therapeutic Riding Association of Virginia (TRAV). In 2005, Barbara was awarded the James Brady Professional Achievement Award, one of the top honors in the therapeutic riding industry. The Northern Virginia Therapeutic Riding Program (NVTRP) honored her with the Community Legend Award in 2010.
Angel, 15, rides Piper with the help of volunteers Kaitlin and Emily
Goats and miniature horses add to the farm’s calming atmosphere.
Eleven horses and ponies, goats, rabbits and cats provide a therapeutic environment for children and adults with challenges such as Attention Deficit Hyperactivity Disorder (ADHD), Down syndrome, Cerebral Palsy, Stroke, Autism as well as anxiety disorders and behavioral difficulties. The benefits of weekly lessons include an increased self-confidence and self-awareness; gross and fine motor skills and muscle tone; and enhanced verbalization. With a goal of providing a holistic learning and outdoors experience for all of her riders, Barbara is currently pursuing a Master of Arts in Counseling with an emphasis in Community and School from Regent University. Yes, this mom of college-aged twin daughters has a very full plate! “Over the past year, Untamed Spirit has expanded its’ riding program at a tremendous rate, serving numbers of clients that you typically see in year three of a new nonprofit organization,” shared Barbara. “We are looking forward to many more exciting and productive years serving the special needs community in Hampton Roads”.
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Martin and Diana are the parents of Untamed Spirit rider Angel Shue. “Angel really looks forward to her lessons,” said Martin. “This is VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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added therapy for her. She’s learned how to clean horses. Miss. Barb works on her speech. It’s like physical, occupational and speech therapy all in one.” Each Friday Angel is quick to remind her mom that they need to buy two apples for the horses. When Angel’s parents ask what Saturday is, she replies, “Piper. Horse.” The 15-year-old is a typical teenager except she can’t go out by herself. Angel is challenged with Cerebral Palsy. Her mom shares that while pregnant with Angel, she developed a blood clot and had to have an emergency C-section three months before her daughter was due. Angel was 1 lb. and 10 oz. But, this hasn’t stopped the Northside Middle School student from enjoying cooking classes, swimming with the Special Olympics, playing EXPERIENCE THE FARM! ■ Psychotherapy and speech therapists are invited to visit the farm with their students during the week. Contact for more info. ■ Schedule a field trip experience for your traditional and special needs students this spring. ■ Lessons are $40 per hour for traditional and nontraditional riders. Each lesson is tailored to meet each rider’s needs and includes grooming, tacking, leading and riding. HOW CAN I HELP? ■ Volunteer to assist Barbara with lessons and care for the animals during the week or weekends. ■ Donate. It costs $350 to care for each of the program’s 11 therapeutic horses and ponies every month. One time and monthly gifts are appreciated! ■ The Golden Bridle Fund is an exclusive fund set aside to care for the aging therapy horses and ponies who require additional medical care and supplements as they head into their twilight years but have so much still to offer Untamed Spirit clients. CONTACT INFO: Untamed Spirit Therapeutic & Educational Program 3943 Dawley Rd., Virginia Beach, VA 23457 barb@untamedspirit.org www.forwardmotionfarm.com
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Challenger Baseball, reading and listening to artist like Lady Gaga, Lady Antebellum and Journey. “Miss. Barb is wonderful,” commented Diana. “To me this program is wonderful for children and adults!” Rebecca Goldbach has also seen a positive difference since her son Hunter began riding last summer. The 7-year-old has Mitochondrial Disease. Mitochondria exist in nearly every cell of the human body, producing 90 percent of the energy the body needs to function. Each year, 1,000 to 4,000 children in the United States are born with a type of Mitochondrial Disease (umdf.org). Hunter’s mitochondria are failing and cannot convert food and oxygen into life-sustaining energy. Developmentally, Hunter is 3-yearsold, experiences cognitive delays and severely depleted energy. But this little boy is all smiles when it’s time to ride at Untamed Spirit on Saturday! “He has a great attachment to me,” shared Rebecca. “But when you get him near a horse, it’s opposite. Being on Piper gives him a lot of confidence and builds muscle tone. Coming out to the farm is wonderful for him. He takes a lot more initiative now.” It is now 2 o’clock on Saturday afternoon. The bright blue sky has warmed the farm’s outdoor arena enough for Barb to conduct the day’s last lesson outside. Taylor, 14, meets her instructor at Roxy’s stall and proceeds to get the mare ready for an hour outside. The teenager has Muscular Dystrophy but with six years of lessons behind her, Taylor mounts the horse without hesitation. Barbara walks alongside the independent young rider asking her to go left, right or straight. At
one point the three stop as Taylor names the parts of Roxy that Barbara points to. Then she names tack items including the bridle, bit and reins. Towards the end, Taylor dismounts and leads Roxy back to the stall all by herself. The lesson concludes with the teenager brushing her down. “The lessons have given her confidence,” commented mom Kara Russell. “It’s been a great form of exercise. She loves to come. It’s always, ‘Are we late? Are we late?’ We love coming to this farm because Barb gives the full experience versus ‘here’s your pony’. Over the years, Taylor has completed in numerous shows including the state show in Lexington, Virginia sponsored by the Therapeutic Riding Association of Virginia and received 1st and 2nd place in Equitation and Dressage classes. Kara continued, “It’s the highlight of Taylor’s week. It’s been invaluable to us. I can’t imagine riding anywhere else.” Seeing the progress of special needs riders like Jonathan, Angel, Hunter and Taylor motivates Barbara and Untamed Spirit’s small team of staff and volunteers to do their best. Maddie Dubinsky, 16, began volunteering in June 2010. “I volunteer at Untamed Spirit because there is no better feeling than walking away knowing that even if it’s just for 15 minutes or an hour, you have helped someone who struggles day to day, with simple life tasks to be completely free of all the struggles, of all the hardships…these individuals have a place to go where they aren’t judged by disability. They aren’t turned away because they are different. They are accepted and loved as people, and free to be the person God made them! This is why I do what I do.” VT
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(757) 427-9520 www.huntclubfarm.com
Providing educational experiences to Hampton Roads for over 20 years!
as w s u c i t u a g N o t in o G ! r e v e p i ip r t ld e i ie F T the BES p! , real-life Battleshi S U O G N O M U H I went on a OWN Battleship! y m ed gn si de en ev I d a tornado! I touched lightning an ,000 miles away! 2 2 om fr th ar E e I saw th reen! ovie on a HUGE sc I saw an awesome m
On the Downtown Norfolk Waterfront
MAGAZINE
One Waterside Drive, Norfolk, VA 23510 510 | Nauticus.org | 757-664-1000 VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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Beyond the Classroom
THE BATTLESHIP WISCONSIN: Where Science and History Unite
By: Colby Preston
Offering a fun and exciting educational experience for visitors of all ages, Nauticus features a variety of exciting hands-on exhibits that explore the naval, economic, and natural power of the sea. Since 2001 it has shared a campus with the Battleship Wisconsin (BB64), one of four Iowa-class ships, as well as the largest and last battleships built by the U.S. Navy. The ship was constructed in the midst of WWII and went on to serve in the Korean War and the Persian Gulf conflict before being “mothballed” by the Navy.
Battleship Wisconsin Prior to 2010, visitors could only explore the outer decks of the ship, but once the City of Norfolk officially assumed stewardship, Nauticus immediately began the process of expanding public access to previously sealed off areas. The Wardroom and Officers Quarters, as well as a small Wardroom exhibit, For All Those in Uniform Who Have Served are now included in general admission; groups have the option of adding a guided tour that explores the main deck of the Battleship. By this spring, a new family-oriented guided tour of the second and third decks will focus on how sailors lived, literally, aboard a “City at Sea.” Visitors will be able to experience some of what daily life was like aboard a warship with almost 2,000 other men during WWII. Scavenger hunts can be provided for school groups as well.
Education Programs Rich in history, the Wisconsin has long been a popular choice for field trips. Nauticus educators are
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developing some exciting new STEMrelated programs and cross curricular activities for grades K-12. As part of the hands on activities, students will get a chance to take part in science experiments. Also coming soon is a new scavenger hunt emphasizing simple machines, plus programs exploring magnets and corrosion. Need help planning your field trip? Call our Group Sales office at (757) 664-1021 and we will make a special itinerary for your groups visit to make sure we include all the exhibits, movies and programs that you would like your group to see!
Exhibits Students can learn a great deal more about the Wisconsin and WWII history, not only aboard the battleship, but within Nauticus’ walls. A six minute dramatic film, Forward for Freedom, brings the Battleship to life through the stories and commentary of those who served aboard her. On the third floor, Guns, Sweat, and Gears: Anatomy of a Battleship contains some of the ship’s enormous gun
devices, tools and personal mementos, as well as a 2,400 pound military analog computer, a 12-foot long optical range finder, WWII racks (bunks), galley equipment, shell sleds and cradles for moving the Wisconsin’s 16 inch gun ammunition, a 48-star U.S. flag, and dozens of never-beforeseen archival images. Nauticus admission also includes movies in our large screen hi-def Theater featuring the academy award nominated Living Sea movie, aquariums including our touch tank and shark tank and our Science on a Sphere exhibit where you can see the earth from 22,000 miles away!
Coming Soon! Opening in Spring 2012, Nauticus will be opening a new exhibit focusing on the tremendous impact the port has on our daily lives. The focal point of this exhibit will be a 24-foot long tug that guests can pilot via a state-of-the-art simulator. Guests will better understand imports/exports, identify ships from our Elizabeth River Observation
Deck and track maritime traffic throughout Hampton Roads.
Scout Programs
Outreach Programs Can’t come to us? Nauticus will come to you! Consider booking a science outreach in your school.
For more field trip information, please contact Group Sales Manager, Colby Preston at (757) 664-1021 or at colby.peck@norfolk.gov. VT
For several years Scouts of all ages have had fun-filled adventures and earned commemorative patches on Nauticus’ special Scout days. Now they’ll also be able to experience the Wisconsin after hours by taking part in our brand new Battleship overnights. Scouts will spend an evening learning all sorts of Navy skills, including knot tying, Morse Code and signal flag procedures, then pitch their tents under the starts on the battleship’s fantail. This year overnights will be held once a month from March through May, with plans to add more for 2013. All proceeds from these overnights benefit the National Maritime Center Foundation, a 501 (c) (3) organization.
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www.vwc.edu/asp VIRGINIA TEACHER MAGAZINE |MARCH • APRIL 2012
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Old School vs. New School
FLOATING CLASSROOMS: Hands-on Environmental Learning with the Chesapeake Bay Foundation
By: Bud Livers There once was a day when students were expected to come home from school almost as clean as they were when they left in the morning. They sat in rigid rows and listened as teachers dispensed the wisdom of the ages. Aside from the occasional trace amounts of finger-paint remaining under the fingernails, or even more frequently, the sweat stains on an athlete’s tee shirt, school was basically a “neat” environment. If a boy came home from school muddy, it probably meant he had been scrapping with a classmate during recess. Today, however, thanks to the Chesapeake Bay Foundation’s Environmental Literacy partnership with Virginia Beach City Public Schools, all that is about to change. Kids can be expected to get muddy, play with squishy sea critters, and learn about how to protect the environment and the precious resource of the Chesapeake Bay as part of the bargain.
Education notes, “This partnership represents a long-term and visionary investment in Virginia Beach that will help the next generation turn 21st century challenges into opportunities for jobs and healthy waterways and communities.”
Todd Tarkenton, Director, K-12 Instructional Services Virginia Beach City Public Schools notes that the core objectives embedded in this program will meet several of the 6th grade science objectives, in addition to some of the biology and oceanography objectives in the high school curriculum. Andrea Moran from the CBF Staff notes that “Rather than providing an experience that select students notes that “Rather than providing an experience that select students benefit from, under the new
Chesapeake Bay Foundation's boat returns with students from Ocean Lakes High Shool. As a result of some strong support program, every student in particular from sponsors including $120,000 grades in the Virginia Beach public grant from NOAA, and a $55,000 school system would receive highgrant from CSX Transportation, and quality, high-impact watershed working with a coalition of outdoor experiences every year, year after education partners including year, because it would be part of the Virginia Aquarium and Marine science curricula.” A “WIN” FOR STUDENTS AND Center, Lynnhaven River NOW, the THE ENVIRONMENT Elizabeth River Project, Oyster NO CHILD LEFT INSIDE This pioneering environmental Reefkeepers of Virginia, and First This program compliments the educational initiative recently Landing State Park, 12,000 Virginia current Congressional legislative launched in Virginia Beach could Beach sixth graders and high school initiative “No Child Left Inside”. The become a model for other divisions science students will be able to main goal of the proposed in Virginia and around the country. participate in these enhanced legislation is to amend the Don Baugh, CBF’s Vice President of environmental studies classes. Elementary and Secondary Education Act (No Child Left Behind “It was probably the best time I had in a long time! Act of 2001) with emphasis on education. The We were canoeing and learning at the same time. environmental Federal NCLI act of 2011 proposes We learned about the Chesapeake Bay Watershed, that “appropriations be provided to train teachers for such instruction, how the oyster reefs purify the water, and what we provide innovative technology, and to can do to protect it.” ~ George Woodruff, student develop studies assessing the worth
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of these programs in elementary and secondary school curriculums. While mainly addressing environmental literacy, this legislation also seeks to touch on healthy living programs encouraging outdoor recreation and sound nutrition.” WATER PROGRAMS With a variety of programs and approaches to educating students, CBF can help students develop a new appreciation for the environment. In the Boat Program, students ride “floating classrooms” to get a unique perspective on environmental issues in the Chesapeake region. They conduct biological, physical and chemical investigations and use critical-thinking skills to create action plans to help improve water quality. In the Canoe program, students explore some of the local tributaries in a more intimate, close setting. These students learn how to use the scientific method and inquiry-based, hands-on activities to determine the health of the aquatic ecosystem. George Woodruff, a sixth grader at Kemps Landing Middle School says of his recent CBF canoe field trip, “It was probably the best time I had in a long time! We were canoeing and learning at the same time. We learned about the Chesapeake Bay Watershed, how the oyster reefs purify the water, and what we can do to protect it.”
A “WIN” FOR ADMINISTRATORS AND FACULTY Not only will the students benefit from this partnership, but faculty and administrators as well. CBF will provide training in environmental education for 24 principals and administrators in Virginia Beach. Teachers will also benefit as they receive training under this program. Lead teachers will be established at each high school, who will in turn help other trained teachers at middle and high schools develop and design their own model research and service projects. Participating teachers will maintain a portfolio of their projects which will be reviewed annually for effectiveness. Joe Burnsworth, assistant s uperintendent for curriculum in Virginia Beach said “This unique partnership provides a one-of-a-kind opportunity for our teachers and administrators to become immersed in this facet of our science curriculum. Participation in this program will give our staff the skills necessary to provide our students with the opportunity to play an active role in restoring and protecting the region’s most important natural resource.” For further information on Chesapeake Bay Foundation environmental literacy programs available for use in your school district go to www.cbf.org, or email chesapeake@cbf.org. VT
Market
HAMPTON
VA BEACH
1139 W Pembroke Ave 1144 Independence Blvd
722-7463
Floating classroom disembarks with students from Ocean Lakes High School.
464-5564
CHESAPEAKE 3925 Portsmouth Blvd
465-1110
mcdonaldgardencenter.com
VIRGINIA TEACHER MAGAZINE | MARCH • APRIL 2012
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Class Reunion HAMPTON HIGH SCHOOL, CLASS OF ‘75
By: Bud Livers
Lanett Brailey
VIRGINIA COMMONWEALTH UNIVERSITY T/TAC Thinking about your days at Hampton HS, what was your favorite class/subject? I enjoyed being a member of the Debate Team. I remember Mr. Charles Johnson, the debate coach who truly believed in the debate team and taught us all about the importance of preparation. Who was the teacher you remember most and why? I had the benefit of having so many great teachers! I especially remember my third grade teacher who taught at Phenix School. It was a segregated school that no longer exists, with the last graduates leaving in 1968. What I remembered most about her was that she would read great literature to us every day. She had us spell-bound imagining the places, and experiences she read about. It was she who introduced me to Langston Hughes, an early innovator of “jazz poetry”. Taking geometry under Mrs. Weeks was probably the one class that I remembered more than all. She really made geometry come alive! She believed in active engagement. Math was never my best subject and I must admit that I had a phobia. But Mrs. Weeks made it relevant and fun! I actually still have the notebook from that class. What made you want to become a teacher, and why Special Education in particular? I think it was my teachers in the 1st and 3rd grade. They were held in such high regard and they seemed to
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know so much! I wanted to be just like them... I wanted to know as much as I could about everything and to share it. They instilled that desire in me. When I was in high school I was working with an elementary school child who wanted to know why teachers “liked smart kids better”. I knew he had a disability, and it was then I knew that I wanted to work with kids who needed some extra help – teachers who knew and understood what these kids were going through in a traditional classroom. If we opened your locker at Hampton High, what would we find? Pictures of the Jackson 5, books and more books. If you could do high school over again, what would you do differently? Not a thing! I really took advantage of everything high school had to offer. From being active with the student government, working on the yearbook staff, being a part of the debate team, Keyettes, Girls’ State, and the Y-teens. I really enjoyed the high school experience. What one thing did you learn in school that has served you well in your post-school years? I learned three important things: preparation, setting priorities and time management. In all of the many experiences I’ve had throughout the years, these three things have served me well. Whether getting ready to teach a class, or to attend a school
board meeting, or to work with parents - you simply must be prepared. Accountability and personal responsibilities make it necessary that you set priorities and manage your time well. You can’t burn the candle at both ends. VT
BIOGRAPHY: Lanett Brailey graduated from Hampton High School in 1975. After earning a BS in Special Education from Virginia Union University in 1979, and her MA in Clinical & Remedial Reading in 1980, she earned her Administration and Supervision endorsement from Virginia Commonwealth University. With over 30 years of experience in the field of Education, her strength is in communicating information and ideas effectively. Her experience is diverse in both special and general education in the areas of teaching, professional development training, and administration in correctional, secondary, and higher education settings. Currently at the Virginia Commonwealth University (VCU) Training and Technical Assistance Center (T/TAC), Lanett participates in VDOE priority projects aimed at increasing post-secondary outcomes and access to the general education curriculum for students with disabilities. Lanett enjoys reading and traveling. She has two sons – Philip, who graduated from Virginia State University and Kenneth, who attends Virginia Union University.
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