CSMNG & CSBJ Education Guide December 10, 2021

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Education GUIDE

Winter/Spring 2021-2022

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Education Guide

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ere at Colorado Publishing House, we know learning never stops. To become a well-rounded person, we all should strive to never quit when it comes to the pursuit of knowledge, no matter our age. The last couple years have, indeed, been a learning experience. Maybe it feels like you’ve picked up more in the past 20 months than you ever wanted to know. But education doesn’t adhere to a timeline; as we close out 2021, the quest for excellence continues.

And thanks to our friends at The Conversation, in the pages to follow, you'll find all sorts of learning opportunities, ways to help yourself and your family both inside the classroom and out.

As children begin their holiday break, time spent away from school can stall much of the learning that took place since the beginning of the academic year. But have no fear; there are ways to keep your student engaged.

Ever wondered about easy ways to get your child to read and write? Did you know having them write a grocery list (p. 26) is an excellent solution to help promote literacy?

Do you have a daughter who’s interested in a career in computer science (p. 3)? Read about how stereotypes about girls often dissuade many from those pathways.

Shutterstock Do you have a kiddo who just won’t turn off their tablet? Perhaps steer them toward a career in video game design (p. 18).

You’ll also find tips on how to get the most out of online courses (p. 20) and how to keep the family safe online (p. 16). Or find out how art could inspire the next generation of scientists (p. 10).

You can even refer to our handy-dandy list of educational resources (p. 28) that provide great learning opportunities for

the entire family.

So take some time and celebrate all the things you’ve learned this year, and hopefully, if we’ve done our part, you’ll learn a little more before you put down this Education Guide.

Here’s to a new year full of new opportunities!

Bryan Grossman Editor-in-Chief

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Stereotypes about girls dissuade many from careers in computer science

By Allison Master, Andrew N. Meltzoff and Sapna Cheryan — The Conversation

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tereotypes about what boys and girls supposedly like aren’t hard to find.

Toy advertisements send signals that science and electronic toys are intended for boys rather than girls.

Computer scientists and engineers on television shows and movies are often white men, like the guys on “The Big Bang Theory.”

Policymakers, teachers and parents sometimes subscribe to these stereotypes, too.

They might spread them to children.

Efforts to combat these stereotypes often focus on boys’ and girls’ abilities.

But as researchers who specialize in motivation, identity and cognitive development, we think society has largely overlooked another harmful stereotype. And that is the notion that girls are less interested than boys are in STEM. In our peer-reviewed research — published in November 2021 in Proceedings of the National Academy of Sciences — we found that these stereotypes about girls’ interest in science, technology, engineering and math – or lack thereof – are fairly widespread among young people today.

Shutterstock We also found that these stereotypes actually have an effect on girls’ motivation and sense of belonging in computer science and engineering.

GAINS MADE Fields like math are close to having gen-

der parity — that is to say, roughly equal numbers of men and women — and women are actually overrepresented in fields like biology among college graduates in the U.S. Yet, the nation is still failing to diversify computer science and engineering. Only about 1 in 5 degrees in computer science

and engineering go to women.

Our research shows that societal stereotypes linking these fields with boys and men act as a barrier that keeps girls and young women away. There have been many conversations about the harm caused by stereoSee Girls page 4

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Girls From page 3 types about natural talent, which assert that men are better than women at STEM. But what might be even more detrimental for girls’ motivation are stereotypes that men are more interested than women in these activities and careers. These stereotypes may give girls the sense that they don’t belong.

PROBING CHILDREN’S PERCEPTIONS

For our study, our first step was to document whether children and adolescents believe these societal stereotypes. We surveyed 2,277 youths in grades 1-12 in 2017 and 2019 about how interested they think girls and boys are in computer science and engineering. The majority of youths reported that boys were more likely than girls to be interested in these fields. Most youths — 63% — believed that girls are less interested than boys in engineering. Only 9% believed that girls are more interested than boys in engineering. These “interest stereotypes,” if you will, were endorsed by youths from diverse backgrounds, including Black, white, Asian and Hispanic youths.

They were endorsed by kids as early as age 6, in first grade. These beliefs about gendered interests were also more common than stereotypes about ability, that boys are more talented than girls at these fields.

We also discovered that these interest stereotypes were linked to worse outcomes for girls. The more that a typical girl in our study believed in these stereotypes favoring boys, the less motivated she was in computer science and engineering. This wasn’t the case for the typical boy. The more he believed

“Fields like math are close to having gender parity...”

Photo by Rachel Murray/Getty Images in these stereotypes, the more motivated he was.

EFFECTS ON MOTIVATION

We also did two laboratory experiments using a gold-standard random-assignment design to see whether interest stereotypes have causal effects on motivation. We told

children about two activities they could try.

The only difference between the activities was that one activity — one that was randomly chosen — was linked to a stereotype that girls were less interested than boys in that activity.

The other activity was not linked to such a stereotype. If children preferred one activ-

ity over the other, we could infer that the stereotype caused a difference in their preferences. We found that interest stereotypes can actually cause girls’ lower motivation for computer science activities.

Only 35% of girls chose the stereotyped activity over the nonstereotyped activity.

These stereotypes — which favored boys

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in this case — weren’t a problem for boys, who showed no preference. There was no gender gap when there was no stereotype – a gender gap only appeared when the activity was stereotyped.

DISMANTLING STEREOTYPES

Why are interest stereotypes so powerful?

Interest stereotypes may make girls assume: If boys like these fields more than girls, then I won’t like these fields either. They also send a clear signal about who belongs there. A sense of belonging matters a lot for motivation, including young women in STEM fields like computer science and engineering. The lower the girls’ sense of belonging, the lower their interest.

But what if the stereotypes are true? On average, girls in the U.S. usually do report being less interested than boys in computer science and engineering.

Whether or not these cultural stereotypes are currently true, we believe they can create a vicious cycle. Girls might miss out on opportunities because of an assumption that they are not interested or should not be interested in certain STEM fields. Unless adults deliberately send girls a different message about who belongs in computer science and engineering, we as a society discourage girls from trying these activities and discovering that they like them.

But the good news is that the lack of belonging that many girls feel in certain STEM feels is not permanent. On the contrary, we think it can be changed.

There are simple ways to send kids a different message about who likes to do computer science and engineering. Parents and other adults can check their assumptions about what toys to buy girls for their birthdays or holidays, or what summer camps they should attend. Girls can be shown examples of women like Aicha Evans and Debbie Sterling — women who are changing the world through technology and enjoying themselves while doing so.

It’s not enough for girls to realize that they can do computer science and engineering.

In order to change the status quo, we think it’s necessary to spread the word that many girls actually want to do these things as well.

Writing for The Conversation (theconversation.com): Allison Master is assistant professor of education, University of Houston; Andrew N. Meltzoff is professor of psychology, University of Washington; and Sapna Cheryan is professor of psychology, University of Washington.

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Multisensory Learning Strategies For School Success

Do you wish learning was easier and more enjoyable for your child? Do you find your child to be easily distracted and struggling to focus? Is homework time painful?

When we confront these challenges with our children, our tendency can be to lecture, discipline, or pursue diagnoses without looking at the underlying issues.

Your child learns through sensory experiences. From early infancy, on, they have relied on sounds, sights, textures, smells and tastes to build their understanding of the world around them. All of us have a spectrum of sensory preferences from tastes we love, materials that make us cringe, and music we enjoy. However, when these sensory ‘preferences’ get to a point of interrupting our daily lives they can mask themselves as learning difficulties, behavioral challenges, and social differences.

When we approach a child’s learning differences with the sensory system in mind we may find that we are able to unlock great improvements with subtle changes and target the actual challenge at hand. Here we are going to discuss auditory, visual, tactile, vestibular, proprioceptive, taste, and smell.

Auditory

If you notice that your child struggles to pay attention in crowded or noisy environments, frequently misses verbal instructions, or requires several repetitions of calling their name before responding they may have difficulty processing auditory information. Children who are sensitive to auditory input often complain that common, every day noises are too loud. Environments such as the cafeteria, recess, or assemblies may cause distress. A child who seeks auditory input may repeatedly make loud or odd noises that disrupt peers.

Children who struggle with auditory processing often benefit significantly from small simple strategies such as moving the child’s seat near the teacher in order to be able to receive visual cues in addition to verbal instructions (such as pointing to the math problem that the child should be working on). During individual work these children may benefit from being offered a quiet place to work that has minimal distractions or use of noise muffling headphones. When at home, encourage homework to be completed in a room without a TV and minimal interruptions. It also helps, when possible, to warn these children in advance of any planned fire alarms, announcements, or loud noises.

Visual

Children who struggle with visual processing often present with delays in reading and writing. They can easily be distracted by excessive visual input such as colorful bulletin boards, busy chalk boards, or even a full page of words. The task of copying from the board is often particularly challenging as it requires the child to keep their place in two environments and coordinate smooth, focused, eye movements between the two. Students who are particularly sensitive to visual input may complain about glares, bright lights, or even be bothered by the florescent lighting in most classrooms.

Some strategies that may prove helpful for these children include reducing the amount of visual clutter in that child’s environment. Organization is paramount as it helps these children to not only find what they are looking for but reduce the distractions that can often prevent them from accomplishing the task at

hand. Color coding is a great way to draw a child’s attention by highlighting homework assignments or using different colored stickies/tabs to note where the child needs to be in the text book for each class. If the child struggles to keep their place when reading, you can make a simple overlay with a small window cut out of a blank sheet of construction paper to help the child only see one or two words at a time without getting overwhelmed by the other material on the page. Another similar strategy is sliding a blank piece of paper down the page to focus on one question at a time. If the child grows inattentive when completing individual work, manilla folders make a great temporary ‘cubical’ to block out visual distractions. When completing homework at home, encourage the child to work on a surface that is free from any other visual distractions, ideally in a quiet room or at a table that is facing a wall.

Tactile

Children who are seeking tactile input are commonly ‘fidgeters’. They may click their pen excessively, pick at the eraser, peel the labels off of their school supplies, and play with small items or clothing throughout the class period.

Children who avoid tactile input are often particular about the types of touch or textures they like and don’t like. An accidental bump from a peer in line or a reassuring pat on the back from a teacher may feel startling or even painful. These children can often react strongly in these situations. They may be distressed by experiments or art projects that will get their hands or face messy.

For the child who is seeking tactile input, utilize their interest in touch to help facilitate learning. Write letters on sand paper, in rice bags, or shaving cream. Provide small subtle fidgets that will not distract classmates, such as a rough piece of Velcro under the desk.

Children who avoid tactile input benefit from being given some choice and control over how they engage with their environments, such as choosing where they stand in line, whether they would like a high-five or a pat on the back, options such as finger painting or using a paintbrush.

Vestibular

Vestibular input tells our body how we are moving through space—is our head tilted back or forward, are we moving fast or slow, how much spinning is too much? A child who struggles to process vestibular information often appears clumsy, moves awkwardly and is excessively cautious on the stairs. They tend to ‘slump’ in a chair or sit in a “W” position on the floor. Children who seek this input are restless, and always on the go! Children who avoid this input tend to appear lethargic and have difficulty using playground equipment.

Children who are seeking this input need scheduled times throughout the day where they can move their body- such as “brain breaks”. Providing opportunities for subtle movement while completing classwork helps the child to focus, such as sitting on a bouncy ball, using a standing desk, or attaching a stretchy exercise band to the chair legs to provide input. It is paramount that these children have their full recess or gym time as an opportunity to move their bodies in order to help these children focus better for the remainder of the day.

While completing homework at home first allow them an opportunity to run and play outside. Then when completing their homework allow them to complete it in a variety of positions; lying on the floor, using a clipboard or writing vertically on an easel/ taped to the wall.

Children who are avoiding vestibular input need to feel safe and secure in their learning environment. It is important to have make sure their desk and chair are the appropriate size so that feet are flat on the floor (or small footstool) and hips are at a 90 degree angle to help the child feel grounded.

Proprioceptive

Proprioceptive input tells us where our body is positioned in space. Children who struggle to process proprioceptive input often bump into classmates, furniture and walls. They may have difficulty knowing how much force is too much or too little. This can cause challenges when writing (breaking pencils, cramping hand) or when playing with a friend (rough housing too hard). Their lack of body awareness often causes them to appear clumsy and makes handwriting particularly challenging.

Children who are needing additional proprioceptive input benefit from sitting with weighted lap pads, doing exercises throughout the day that allow for pushing or pulling- such as, chair push-ups, wall push-ups, or animal crawls. When packing the child’s lunch or preparing a snack at home consider chewy/ crunchy items such as nuts, carrots, apples, dried fruits, etc. These activities allow the child to receive that proprioceptive input that not only informs them where their body is in space, but grounds them emotionally and facilitates focus.

Taste and Smell

Finally taste and smell. Children who are seeking this input have a tendency to put things in their mouths that are not appropriate—chewing on clothing or writing utensils, eating non-edible items, or smelling everything they touch. This not only distracts them and others from learning, it can pose a safety and hygiene risk as well.

Children who avoid tastes and smells are frequently our pickiest eaters. They can have strong responses to subtle smells or the slightest changes in preferred foods.

For children who seek this input, consider ways that you can utilize these senses in learning. For example: smelly markers or pens when taking notes, putting on a particular scented lotion or oil that helps them focus when completing homework at home, snack food to help reinforce math concepts is a fun way to engage the senses as well. For the child who tends to put everything in their mouth offering things like chewing gum when possible, a water bottle that allows the child to bite and suck when drinking, or items that are “chew safe” and sanitized often.

While these strategies are helpful to facilitate learning in the classroom, your child ideally benefits the most from receiving therapy services in order to help the child’s brain and body learn to process sensory input with increased integration and regulation. At the Shandy Clinic we are pleased to partner with you to help your child unlock their greatest success at school and home through our occupational therapy, physical therapy, speech therapy, and ABA services.

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Art illuminates the beauty of science — and could inspire the next generation of scientists young and old That’s why scientists frequently turn to awe-inducing visualizations as a way to explain the unexplainable.

The BioArt Scientific Image and Video Competition, administered by the Federation of American Societies for Experimental Biology, shares images rarely seen outside the laboratory with the public in order to introduce and educate laypeople about the wonder often associated with biological research. BioArt and similar contests reflect the lengthy history of using imagery to elucidate science.

A HISTORICAL AND INTELLECTUAL MOMENT

Photo by Christian Bonatto/BioArt

By Chris Curran — The Conversation

S

cientists have often invited the public to see what they see, using everything from engraved woodblocks to electron microscopes to explore the complexity of the scientific enterprise and the beauty of life.

Sharing these visions through illustrations, photography

and videos has allowed laypeople to explore a range of discoveries, from new bird species to the inner workings of the human cell.

As a neuroscience and bioscience researcher, I know that scientists are sometimes pigeonholed as white lab coats obsessed with charts and graphs. What that stereotype misses is their passion for science as a mode of discovery.

The Renaissance, a period in European history between the 14th and 17th centuries, breathed new life into both science and art. It brought together the fledgling discipline of natural history – a field of inquiry observing animals, plants and fungi in their ordinary environments – with artistic illustration. This allowed for wider study and classification of the natural world.

Artists and artistic naturalists were also able to advance approaches to the study of nature by illustrating discoveries of early botanists and anatomists. Flemish artist Peter Paul Rubens, for example, offered remarkable insight into human anatomy in his famous anatomical drawings.

This art-science formula was further democratized in the 17th and 18th centuries as the printing process became more sophisticated and allowed early ornithologists and anatomists to publish and disseminate their elegant draw-

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ings. Initial popular entries included John James Audubon’s “Birds of America” and Charles Darwin’s “The Origin of the Species” – groundbreaking at the time for the clarity of their illustrations.

Publishers soon followed with well-received field guides and encyclopedias detailing observations of what were seen through early microscopes. For example, a Scottish encyclopedia published in 1859, “Chambers’s Encyclopaedia: A Dictionary of Universal Knowledge for the People,” sought to broadly explain the natural world through woodblock illustrations of mammals, microorganisms, birds and reptiles.

These publications responded to the public’s demand for more news and views of the natural world. People formed amateur naturalist societies, hunted for fossils, and enjoyed trips to local zoos or menageries. By the 19th century, natural history museums were being constructed around the world to share scientific knowledge through illustrations, models and real-life examples. Exhibits ranged from taxidermied animals to human organs preserved in liquid.

What began as hand drawings has morphed over the past 150 years with the help of new technologies. The advent of sophisticated imaging techniques such as X-rays in 1895, electron microscopes in 1931, 3D modeling in the 1960s and magnetic resonance imaging, or MRI in 1973 made it easier for scientists to share what they were seeing in the lab. In fact, Wilhelm Roentgen, a physics professor who first discovered the X-ray, made the first human X-ray image with his wife’s hand.

Today, scientific publications including Nature and The

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Photo by Todd Green/BioArt

“... scientists frequently turn to awe-inducing visualizations as a way to explain the unexplainable.”

Scientist have taken to sharing their favorites with readers.

Visualizations, whether through photography or video, are one more method for scientists to document, test and affirm their research.

SCIENCE, ART AND K-12 EDUCATION These science visualizations have found their way into classrooms, as K-12 schools add scientific photographs and

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videos to lesson plans.

Art museums, for example, have developed science curricula based on art to give students a glimpse of what science looks like. This can help promote scientific literacy, increasing both their understanding of basic scientific principles and their critical thinking skills.

Scientific literacy is especially important now. During See Science page 12

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Science From page 11 a pandemic in which misinformation about COVID-19 and vaccines has been rampant, a better understanding of natural phenomena could help students learn how to make informed decisions about disease risk and transmission. Teaching scientific literacy gives students the skills to evaluate the claims of both scientists and public figures, Photo by Peter Paul Rubens/The Metropolitan Museum of Art via Wikimedia Commons

Education Guide

whether they’re about COVID-19, the common cold or climate change.

However, science knowledge appears to be stagnating. The 2019 National Assessment of Education Progress measures the science knowledge and scientific inquiry capabilities of U.S. public school students in grades 4, 8 and 12 from a scale of zero to 300. Scores stagnated for all grades from 2009 to 2019, hovering between 150 to 154.

A survey of K-12 teachers shows that 77% of elementary teachers spend under four hours a week on science.

And the 2018 National Survey of Science and Mathematics Education found that K-3 students receive an average of only 18 minutes of science instruction per day, compared to 57 minutes in math.

Making science more visual may make learning science at an early age easier. It could also help students both understand scientific models and develop skills like teamwork and how to communicate complex concepts.

DEEPENING SCIENTIFIC KNOWLEDGE

The BioArt Scientific Image and Video Competition was established 10 years ago to both give scientists an outlet to share their latest research and allow a wider audience to view bioscience from the researcher’s point of view.

What’s unique about the BioArt competition is the diversity of submissions over the past decade. After all, bioscience encompasses the wide range of disciplines within the life sciences. The 2021 BioArt contest winners range from a zebra fish embryo’s developing eye to the shell of a species of 96 million-year-old helochelydrid fossil turtle.

I have served as a judge for the BioArt competition over the past five years. My appreciation for the science behind the images is often exceeded by my enjoyment of their beauty and technical skill. For instance, photography using polarized light, which filters light waves so they oscillate in one direction instead of many directions, allows scientists to reveal what the otherwise hidden insides of samples look like.

Whether today or in the past, science elucidates the

Photo by Arandeep Dhanda/BioArt foundation of our world, both in miniature and at scale.

It’s my hope that visually illuminating scientific processes and concepts can advance scientific literacy and give both students and the general public access to a deeper understanding of the natural world that they need to be informed citizens. That those images and videos are often beautiful is an added benefit.

Writing for The Conversation (the conversation.com): Chris Curran is professor and director of neuroscience program, Northern Kentucky University.

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Thomas MacLaren School’s Top 10 List

From the seminar to the science lab, from the music room to the playing field, we begin with the conviction that all human beings can know truth, create beauty and practice goodness.

1. We are a K-12 tuition-free, charter public school. Thomas MacLaren School opened in 2009 and now has over

900 K-12 students at its campus at 1702 N. Murray Blvd. As a public school, it is tuition-free and as a charter school, it governs itself with its own Board of Directors that guides the school in staying true to the MacLaren Mission and Vision.

2. We offer in-person instruction all year, while safely navigating the pandemic. At Thomas MacLaren School,

we believe that education is best done in person. Our classical, liberal arts curriculum requires conversation and performance at each level of learning. We have created a safe environment where teachers and students can interact and learn in a meaningful way.

3. We do not teach to the test, we teach. Despite the pandemic, the Class of 2022 achieved the top average SAT score in the Pikes Peak region. Our seniors regularly score in the top 5 in the region and the top 10 in the state.

4. We have been designated a “School of Distinction” every year since 2013 by the Charter School Institute, the state chartering authority. To annually be named a “School of Distinction”, the highest category of accreditation by our authorizer, illustrates that Thomas MacLaren School has consistently achieved excellence in academic, financial, and organizational performance.

5. MacLaren students take music every day. All Lower School (K-5) students have choir class every day using the Kodály method. All Upper School students (6-12) have orchestra class daily, where they learn a stringed instrument from teachers who play in the Colorado Springs Philharmonic.

6. Our younger students have P.E. and two recesses daily while our older students can try out for sports in middle and high school (CHSAA 2A). Our middle and high school teams perform at a high level while staying focused on rigorous academics. Our varsity level teams have performed well in state competitions and individual athletes have been nominated to regional and state all-star teams.

7. Our students learn to read in a phonics-based program that develops a love of reading. As they grow, they read and discuss original texts—novels and poetry, history and philosophy, economics and political theory. Original texts are at the core of our reading and writing curriculums. All high school students participate in a 2-hour Socratic seminar daily where they read original texts, discuss them with their peers and teacher, and learn to write analytic essays focused on themes from those texts.

8. Our students learn to think mathematically and scientifically. They all start with Singapore math and hands-on science and all end with physics, computer programming, and calculus. The math and science

curriculum at MacLaren builds year after year the computational and imaginative skills that are necessary to understand the mathematical and scientific framework that explains the universe that we live in.

9. Our school is a community of learners led by a dynamic faculty. Each day, our faculty are engaging the students

“in the ongoing and enduring conversation that is a vibrant civilization… Thomas MacLaren School strives to build a lasting community of learners in which each student is the agent of his or her education” (from the MacLaren Vision Statement).

10. We have a warm, engaging culture characterized by kindness, friendliness, and peace. Daily, we work

together as adults and students to create relationships with one another that foster an environment where all can find their voice and enter into the conversation that enlightens each person to their own humanity and the greater world around them.

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Monitor or talk? 5 ways parents can help keep their children safe online strokes and web browsers isn’t the only or even the best parental practice to employ and may create problems of its own. Here are five tips on how parents can encourage their children to adopt safer online behavior beyond using spyware or computer surveillance.

Shutterstock

By Joris Van Ouytsel — The Conversation

C

hildren have been spending more time online. A May 2020 study found that U.S. teenagers spent around seven hours a day, on av-

erage, using screens. Even before the pandemic, U.S. teens were indicating in surveys that they were “almost constantly online.”

As with any venue, parents might be concerned about what dangers lurk on the internet – from cyberbullying to teen-to-

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teen sexting – and tempted to use various technological tools to monitor their children’s online activities.

As a researcher who specializes in how teens operate in online environments, I know that spying on your children’s key-

1. Don’t just monitor your kids online, talk to them Technical measures, such as those that allow parents to monitor every keystroke, can provide parents with an additional way to keep tabs on what their children are doing. However, parental controls should not replace an ongoing conversation with children about their digital media use and what it means to be safe online.

Many parents value open communication with their children about their internet use. This can be beneficial in keeping them safe. Research on related traditional risk behaviors, such as teenage substance use, has found that children who have open conversations with their parents are less likely to engage in these risky behaviors. Open communication about online experiences may also allow children to stay safer online.

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Here at Colorado Springs Charter Academy, we kindle enthusiasm to craft bold and effective citizen-scholars. CSCA is love for community expressed in action. We are entrusted with dear purchase, to bind our students’ days of innocence and joy with structure, content, and character. To accomplish this, we cultivate the individual potential of all our students by: • Providing academically rigorous, proven, content-rich educational programs; • Developing incisive analytical skills and well-stocked minds; • Fostering self-advocacy, passion, citizenship, and exemplary character; • Holding individualized high expectations; • Involving and welcoming parents and community members.

With the use of Love and Logic we can maintain the dignity and self-respect of students and teachers while helping our students solve their problems. Our students are given the opportunity to make decisions and live with the consequences of those decisions, good or bad. Misbehavior is handled with natural or logical consequences, instead of punishment, whenever possible. We view misbehavior as an opportunity for individual problem solving and preparation for the real world.

Founded by a group of local parents and educational leaders, we believe that our children need a challenging, stimulating, and motivating environment to fulfill their true potential.

They need a school that is committed to academic excellence, but also develops well-rounded students and responsible and accountable citizens. They need a school with high academic standards and a rigorous curriculum that includes foreign language instruction. They need a place where parents volunteer their time and talents to help their children grow and learn.

CSCA encourages parent involvement with numerous monthly and quarterly opportunities to volunteer as well as many ways to help and be present in their student’s class life.

We strive to live our lives with EPIC values and standards: E: Excellence – going above and beyond what is expected to help those around you P: Positively – doing everything with a kind and open heart and mind I: Integrity (with respect) – choosing to always do the right thing, no matter who is watching C: Citizenship – standing up for and helping your fellow classmates and community members to make the school a better place for everyone We know that as parents you have a multitude of options for your students, and we appreciate your consideration of our school. It is our goal to provide the best, most wellrounded education available to help build your students into effective, E.P.I.C. citizen scholars.

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Photo by damircudic/E+ via Getty Images 2. Search for conversation starters More and more television series and films have story lines about digital media use that serve as natural conversation starters. For example, in Episode 5 of the first season of Netflix’s “Sex Education,” sexting is a central theme as sexually explicit images of a girl are sent to her schoolmates. The main characters of the show try to put a stop this revenge porn. The movie “Love, Simon” portrays the struggles of a gay teenage boy who seeks and finds online support from another closeted gay student in his school through an online confession site, only to be outed through the same online platform.

Alternatively, you could ask your children to teach you how to use some of their favorite apps. This would be an excellent opportunity to discover together all the features as well as the privacy settings that these applications offer.

3. Assure your children they can turn to you if they run into trouble As part of an ongoing conversation about media use, parents should make sure that their children feel they can reach out to them for help when they run into unpleasant online experiences. Research has found that some children are afraid to talk to their parents when they face problems such as cyberbullying. They worry that parents may

overreact or take away their devices.

Making sure that your child knows that they can reach out for help and that you will try your best to understand their needs can make them less vulnerable to risks like online extortion. If your child does disclose a particular online problem, a good way to respond is to simply ask your child how the problem makes them feel.

4. Explain why you’re monitoring their online activities Parents who do decide to monitor their children’s internet use should always disclose that they are doing so. Most parents already do this, as evidenced in a study that found most parents believe that not telling their children that they are being monitored would violate their child’s sense of privacy and security.

Moreover, when children find out that their internet use has been monitored without their knowledge, it could lead to a breach of trust. One study found that intrusive parenting, such as snooping without their children’s knowing, can lead to more negative interactions between parents and children once the children find out and could make some children less likely to communicate with their parents. Consequently, parents will become less informed about their children’s lives. Therefore, it is important

for parents to explain the reasons they are monitoring their children’s online behavior.

5. Tailor monitoring to your child’s maturity and unique situation While young children can benefit from a close monitoring of their internet use, research has found that many parents gradually grant more autonomy to their children and become less restrictive in their monitoringas the children get older. As a natural part of growing up, teenagers increasingly value personal autonomy, especially when it comes to their media use.

Just as parents cannot always monitor their teenage children in the offline world, they could find it useful to grant their children gradual increased autonomy in the online world as they get older. This can encourage children to develop problem-solving skills and teaches them to navigate online risks. What this looks like will differ for each child and depends on their age. Everyone is susceptible in different ways to media effects and online risks. This is why it is important to adapt the

autonomy that you grant your child based on their personality, their maturity and their prior online experiences.

Online monitoring can also have some unintended side effects. For example, parents of LGBTQ teenagers should be aware that sexual and gender minority youths often rely on the internet to find information, explore their identities and connect with the broader LGBTQ community. Restrictive forms of monitoring may take away youth agency and may severely limit opportunities for them to grow in their identities.

Whether or not parents decide to monitor their children’s internet use, there is still much to learn about effective parental mediation in an increasingly complex digital world.

While parental monitoring differs for each child, it should primarily start with good communication and a balance between surveillance and autonomy.

Writing for The Conversation (theconversation.com): Joris Van Ouytsel is assistant professor of interpersonal communication, Arizona State University.

“A May 2020 study found that U.S. teenagers spent around seven hours a day, on average, using screens.”

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Shutterstock

5 ways to break into the video game industry W

By André Thomas — The Conversation

hen you break out the game console to play a video game like NBA2K, chances are the biggest decision you’ll have to make is which player or team you want to be. But have you ever considered becoming one of the people who actually designs a game like NBA2K? Worth an estimated US$336 billion, the video game industry is bigger than TV, movies and music combined.

And since the industry is growing at a rapid pace, there are plenty of opportunities to work in this field. From game designers and software engineers who program the games to graphic artists or electrical engineers who design the game consoles, careers in the video game industry abound.

These jobs pay from about $55,000 to $100,000 or more annually. But somewhat like the NBA itself, the path into the video game industry is filled with tough competition.

As former head of graphics for a large video game company – and as head of the Learning Interactive Visualization Experience – or LIVE Lab – at Texas A&M University, I know firsthand what it takes to land a job in the video game industry. Here are 5 tips on how to do just that.

1. Design your own games When it comes time to apply for a job or even an internship at a video game company, it helps to show the games you’ve created or modified.

Fortunately, game engines, which are the underlying technology for games, are available free of charge and allow you to create your own game. Unreal and Unity are two you may want to try out.

You can also use free software, such as Houdini and Blender, to create video game assets such as buildings, characters, vehicles and animations.

If it’s too daunting to create a game from scratch, you can always “mod” – short for “modifying” – an existing game like Portal 2, Civilization or Minecraft. This is a great start to learning the basics of game design and asset creation.

2. Participate in game jams A game jam is a contest in which participants create a new video game within a set time frame. Game jams are a great way to meet and work with others on a game project and just learn how to design games. Many jams feature video game company representatives. These company reps

serve as mentors, judges and coaches. They can give you tips and tricks on how to break into the industry. They can also give you leads on jobs.

Game jams are usually short, like a day or two, but some last a week or more. You can enter a game jam as an individual or as a small team. Some game jams are focused on specific themes such as health, conservation or science and provide resources for teachers and students to participate, such as the Games for Change Student Challenge. Other game jams are open to anyone including professionals, like the Global Game Jam. Some game jams are in-person, allowing you to meet face to face with other game designers, artists, developers, industry mentors and game companies, like Chillennium.

3. Attend game conventions One of the biggest conferences in the U.S. is the annual Game Developers Conference in San Francisco, which historically has attracted over 29,000 attendees. In Europe, the annual Gamescom conference in Cologne, Germany, has drawn over 370,000 attendees. Several PAX conferences happen throughout the year in different locations in the

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U.S. PAX started out as Penny Arcade Expo before developing into a full conference and exhibition. These conferences enable attendees to find out about new games, meet professionals from the games industry, play games and attend seminars and workshops on topics related to designing and developing games.

A conference like PAX East also provides opportunities for indie developers to showcase their games and get feedback from the public. Most of the conferences will be back in person in 2022 and require a fee to attend or exhibit. The price for tickets can range from $50 to several hundred dollars.

“Worth an estimated US$336 billion, the video game industry is bigger than TV, movies and music combined.”

4. Take classes in game design Many high schools, community colleges and universities now offer game design classes.

In addition to these classes, it helps to take classes in math, physics, art and technology, starting in high school if you can. Almost all careers in the video games industry benefit from all of these fields. A game designer trying to create a balanced game requires a solid foundation in math and statistics. Balancing a game requires the designer to use math and statistics to ensure that no particular game element – such as a particular character or strategy – overpowers any other element.

Even if you don’t think you will be using math or doing any art, having a basic understanding of both and being able to talk about those subjects with colleagues goes a long way.

Shutterstock 5. Play away In order to create great games, you need to be well versed in the games that are currently being played and have been successful in the past. This means that you should also play games that you normally would not play and even games that you don’t like. Not all people like all games. There are many different types of games from entertainment games to educational games, games for health, games for science and many more. Being able to critically look at games and identify which elements work well, which elements could

be improved and which elements you might use for your own games will help you become a great game designer.

Breaking into the games industry is possible with a little bit of work. It can also be hugely rewarding. Just imagine the game you helped create is teaching players new knowledge, or helping players heal faster, supporting scientists in the discovery of new proteins or entertaining players for hours.

Writing for The Conversation (theconversation.com): André Thomas is associate professor of game design, Texas A&M University.

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UNC strives to provide a supportive environment for our military students (veterans, dependents, active duty, reserve, and guard). We accomplish this by serving as a liaison and advocate for our military student community, providing the appropriate resources, and giving each student the individual attention, they deserve. This gives our military students every opportunity to reach their social and educational goals, allowing for the greatest potential of success in the civilian world.

The University of Northern Colorado is recognized by Troops to Teachers, which is a DANTES, managed Department of Defense program that assists veterans and members of the Armed Forces in beginning new careers as teachers in public, charter, and Bureau of Indian Affairs Schools.

Websites: unco.edu/veterans-services Extended Campus: extended.unco.edu Email: veterans.services@unco.edu Phone: (970) 351-1403 • Monday – Friday: 8:00 a.m. – 5:00 p.m.

AFFORDABLE ACCESS TO QUALITY EDUCATION

ONLINE OR FACE-TO-FACE. THE CHOICE IS YOURS. The University of Northern Colorado Extended Campus provides access to a UNC education online or at one of our off-campus centers in Loveland or Denver. We offer degree completion programs, master and doctorate degrees, certificates, and endorsements through flexible online or face-to-face formats.

The University of Northern Colorado is a Military Friendly School, a Top Military Advanced Education & Transition University https://www.usnews.com/education/online-education/university-ofnorthern-colorado-127741

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Want to take an online course? Here are 4 tips to make sure you get the most out of it for your career That’s where short online courses in business, technology and other fields come in. Over the past 10 years, these courses from providers such as Udemy, Coursera and edX have become more popular, and approximately 75% of learners who take them report gaining career benefits from completing them.

As a researcher and practicioner who develops these education technologies, I also study the behaviors that make online learners successful. Here are four key actions that studies have shown will help online learners make the most of a short online course to reap the career benefits they desire.

Shutterstock

By Anne Trumbore | The Conversation

T

he “Great Resignation” has left a lot of people with time on their hands. And while this time may be a welcome respite from the daily grind, most folks will need to get back to

work eventually. For many, this period is a time of reflection and a chance to pursue a new career.

But how do you make the switch? And even if you plan to return to the same field, how do you show that you have kept current with the changes and trends that affected

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most industries during the pandemic?

Traditionally, the answer to these questions has been to go back to school. But rising tuition costs over the past few decades, and the time commitment of traditional degree programs, makes this route prohibitively expensive for a lot of people.

student art by AH

1. Identify the goal Learners who begin a course with a clear idea of what they want to get out of it are more likely to complete their course and earn a certificate. A goal may be, for example, to learn a new skill, gain more knowledge about a topic, improve job performance, get a new job or advance in a current one.

In my study of over 4,000 learners who completed an online course in business topics, I found that learners who enrolled in See Course page 22

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D3 IS THE RIGHT CHOICE! STEM

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don’t have any correlation to whether or not a person gains career benefits as long as they eventually pass the course. The lesson here is to try and try again. Taking a course that is challenging may prove to be more useful than one a learner can breeze through.

3. Finish the course Many short courses are now only four or five weeks long, with fewer than three hours of time required per week. Learners who complete their online courses are more likely to learn something new, improve performance, get a raise or new job or start a new business. They can also receive a digital certificate or badge they can post on social media channels to inform potential employers that they have successfully passed the course.

Shutterstock own business or getting a new role were more likely to experience career benefits than those who enrolled only because they wanted to learn something new about the topic.

Course From page 20 their course with the intention of improving their job performance, starting their

2. Rewatch videos and retake tests Among the same sample of over 4,000

people taking online courses, I also found that learning behaviors associated with persistence – such as watching more videos or retaking tests – were shown to be more strongly associated with perceived career benefits than social behaviors like forum posts, comments and views – or even grades.

In fact, the same study showed that grades

4. Choose the brand wisely Currently, I am working on a broader study to confirm that hiring managers feel that “nondegree credentials” like certificates from online courses improve a candidate’s resume, particularly if the potential employee does not have work experience in the field.

These same hiring managers value the reputation of the institution that offers the course over the specific credential that is earned from it – a badge vs. a certificate, for example. In my survey to hiring managers, the results of which have not yet been published, a majority responded that they prefer nondegree credentials from academically distinguished universities over credit-bearing certificates from for-profit institutions.

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TCA’s hybrid and homeschool programs offer excellent, flexible opportunities for K-12 students in Colorado Springs

Imagine sending your children to a school where you a voice in almost every facet of their education. A place where kids, have the opportunity to be kids longer. At The Classical Academy (TCA), we exist to assist parents in their mission to develop exemplary citizens equipped with analytical thinking skills, virtuous character, and a passion for learning, all built upon a solid foundation of knowledge. TCA, the largest K-12th charter school in Colorado is a vibrant community where parents and faculty partner together to nurture students into exemplary citizens. TCA offers two non-traditional programs providing excellent opportunities for students.

The Cottage School Program (CSP) at TCA is designed to uphold family instruction, core values, and educational direction developed at home. CSP exists to partner with parents in their role as the primary educators for their child’s instruction. The program offers a K-6 Language Arts-emphasis program focused on Core Knowledge curriculum (not Common Core), Character Education, and Specials - Physical Education, Art, and Music.

College Pathways (CP) is a 7th-12th grade hybrid-online school supporting students in their pursuit of early college readiness through a partnership with Pikes Peak Community College. CP offers a safe and friendly campus where students can build schedules that support their unique learning goals. From junior high to high school courses, students take core classes and electives while being supported with pre-collegiate and college advising, college readiness skills, and highly interactive teachers. Teachers work together as a team to support students in building their self-advocacy skills, time management and organizational tools needed for high school and college success.

TCA’s dedicated faculty cultivates and unleashes the natural curiosity of learners through a stimulating, classically inspired curriculum. The hybrid and homeschool programs offer flexibility and support for families who are new to Colorado Springs.

If this sounds like sounds like something you would desire for your children to experience, please visit tcatitans.org/registrar/waitlist to submit your Waitlist Application today or contact TCARegistrar@asd20.org for more information.

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Fortunately, many highly recognizable, academically selective universities and companies now offer these short courses for low or no cost. It’s easy to learn data analytics from IBM, business strategy from Darden, machine learning from Stanford and many more topics from top schools, such as Python, computer science, robotics, economics of health care and even the science of happiness from University of Michigan, Harvard, Penn and Yale. If a learner recognizes the name of the institution offering the course, chances are hiring managers will too.

While short online courses have not lived up to the hype 10 years ago that they would disrupt higher education, they are helping millions of learners around the globe try new fields and learn skills to advance their careers.

Writing for The Conversation (theconversation.com): Anne Trumbore is executive director of digital and open enrollment at the Darden School of Business, University of Virginia.

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“Many short courses are now only four or five weeks long, with fewer than three hours of time required per week.”

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PAID ADVERTISEMENT

Harrison School District Two offers Free Before & After School Care and Adult Education Students were welcomed back to the 2021-2022 school year at Harrison School District Two (HSD2) with a FREE Before and After School program.

All HSD2 Kindergarten through 5th grade students in non-charter schools have been given the opportunity to engage in fun and exciting programming before and after school on every regularly scheduled school day at absolutely no charge to families. HSD2 staff and Out-of-School Time program experts from the YMCA of the Pikes Peak Region, Early Connections Learning Centers, and the City of Colorado Springs collaborated to create and implement a plan to meet the needs of families from throughout the region.

A continual theme in Dr. Birhanzel’s work as superintendent of HSD2 has been developing a vision to provide support services for the students in Harrison School District Two. In June 2021, Dr. Birhanzel presented the District’s three-year strategic plan, The Journey Forward. The new plan includes providing opportunities to serve families and help remove barriers, such as a lack of affordable, convenient, and quality childcare, impacting families trying to obtain and sustain employment.

In the Spring of 2021, Harrison School District Two’s Research, Data, and Accountability (RDA) Department conducted a needs assessment to determine the estimated supply and demand for childcare among HSD2 families, identifying gaps in available, affordable before and after school services. Parents desired a program that incorporates a balance of movement/physical activities, quiet-time activities, and homework help.

The District considered several options, from partnering with public agencies, private childcare, extending the hours of current HSD2 staff to expanding the existing partnership with three Out-of-School Time service providers.

The quality of the service and consistent programming already provided by these Out-of-School Time partners made it an easy choice to expand their services to meet the additional needs of Harrison School District Two families. These providers have supported HSD2 on a smaller scale for many years. The Early Connections Learning Center has provided parent-funded after-school care at Sand Creek International School for nearly two decades. The YMCA of the Pikes Peak Region

is a solid national leader in Out-of-School Time programming and has provided care at several schools within the District. The City of Colorado Springs has offered after-school programs to students at both Deerfield Hills Community Center and Meadows Park Community Center, with funding offset by the City for years.

The partners and District staff collaborated to determine the scope of the program and define an implementation timeline to: increase the current availability of childcare, eliminate the cost to families, provide a nutritious breakfast and healthy snack to all participants, and satisfy the expectations for a quality program offering a balance of activity, homework help, and quiet time.

The before school program begins at 7:00 am at all locations except Soaring Eagles Elementary, opening at 6:30 am. The after-school program begins at dismissal and ends at 6:00 pm at all locations. Students receive breakfast in the morning and a healthy snack in the afternoon.

The program utilizes existing spaces within each school site, except Stratton Meadows, which will occur at Meadows Park Community Center.

In addition to the free care on regularly scheduled school days, the care providers offer camp-type care on staff workdays, and extended breaks (such as October and February break and Spring Break) at a nominal fee to families.

Education is the key to success and helps individuals achieve better career opportunities as well as personal growth. As part of our efforts to serve our families and remove barriers, HSD2 now also offers free Adult Basic Education and English as a Second Language classes. There is also a career navigator available and as the program continues to grow, a workforce development team will be added to include life coaches and another career navigator. The addition of a General Educational Development (GED) class that covers reading, math, science, and social studies is currently under development. The hours of the adult learning classes coincide with the Before and After School care program, so families who are interested in taking the adult learning classes will have a free childcare option while they attend class.

Follow the District and D2 schools on Facebook for updates to this and other initiatives.

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December 10, 2021

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How getting kids to make grocery lists and set the table can improve their vocabulary and willingness to learn

By Diana Leyva — The Conversation

R

eading, writing and math are often thought of as subjects that children learn in school. But as a psychologist who researches how families can help support learning at home, I have found that children can also learn those skills through everyday tasks and chores. One of these chores is preparing a meal – everything from grocery shopping and cooking to setting the table and enjoying the meal.

Our research shows this is especially true for Latino families living in the U.S., many of whom are new to school systems in the U.S. but for whom family dinners are a central part of the day.

Our study included 248 Latino parents with kids in kindergarten. Some parents were given a set of tips – described below – on how to support children’s language, literacy and math at home while selecting, preparing and eating food.

Parents were asked to use these tips for at least a month.

Other parents were not given these tips.

Our study found that the children whose parents were given these tips had larger vocabularies and more motivation to learn both one month after using the tips and even five months later. These children were also better storytellers and were better able to control their behavior and pay better attention compared with children whose parents were not given these tips.

1. Make grocery lists Parents can ask their children to write out the grocery

Shutterstock list before they go food shopping. While older children can use letters and numbers – for example, “2 cereal boxes, 10 bananas,” younger children might be encouraged to draw pictures of the items their parents want to buy or to use a combination of letters, numbers and pictures.

A 2017 study found that the more parents let their children try out writing and reading letters and numbers on their own while making grocery lists, the better the children’s

reading and math skills are later.

Once back from the store, parents can ask children to use their grocery list to check whether the parents bought everything on the list. This is a great way for children to practice writing, reading and math.

2. Cooking and setting the table Gathering and mixing the ingredients for cooking or

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Our students learn a foreign language in a way that resembles the acquisition of one’s native language. Language immersion instruction goes beyond becoming proficient in a second (or third) language. Our students experience foreign cultures through daily instruction and interactions.

Throughout the school year, CILA designates one day per month as an International Day where students learn about a different country. Students discover the traditions, languages, foods, and games of other countries around the world. Our active and involved PTO organizes these unique learning opportunities. During our annual Cultural Day event, students proudly their accomplishments in their target language through songs, dances, and plays.

CILA also offers a variety of Specials to our students. Learning how to code in Computer class, creating amazing pieces of art that is displayed at our annual Art Show during Art classes, experiencing the creation of musical pieces and music history topped by an annual field trip to the Philharmonic, and staying active and healthy during PE class round up our unique programming at CILA.

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setting the table are opportunities for kids to practice math in a playful and familiar way. We found that practicing math with children during these household chores can also increase kids’ motivation to learn math.

Ask your child questions such as: Can you get five apples from the fridge? I added 4 cups of milk plus one more – how many are there in total? How many plates and forks do we need today?

3. Tell stories at mealtime Parents can use family dinner and other meals to encourage children to tell stories about their day. Telling stories about past or future events is a great way to build skills like vocabulary and story comprehension that are needed to read.

To get children to talk, parents should use lots of questions that require children to come up with their own answer rather than simply responding with a “yes” or a “no.” For example: Who came with you to the party? Where did you go with Grandma?

Why were you scared?

Talking about topics that the child cares about can also help parents get children to talk. To keep the child engaged in the conversation, parents can ask follow-up questions like “And then what happened?” They can also repeat back what the child says. For example, if the child says “We went to the park,” the parent might respond “That’s right, we went to the park!” and use phrases such as “Uh-huh,” “Oh,” “I didn’t know that” and “Really?” to keep the conversation going.

“Parents can ask their children to write out the grocery list before they go food shopping.”

Photo by Antonio Diaz/iStock/Getty Images 4. Use the language that’s most comfortable Parents should feel free to talk in the language they know best. Many parents might feel pressured to speak in one language - such as English – at home because this is the language used in school. However, when parents speak in the language they are most familiar with, they are better able to express their thoughts and feelings while also preserving their culture. Speaking a native language at home is not detrimental to children’s learning. When children have strong foundations in one language – such as Spanish – they can use that knowledge as a building block for learning a second language – such as English.

Our research is based primarily on Latino families, who place particular value on family meals. Latino families tend to eat together more often than families from other ethnicities. They are also more likely to cook at home and involve children in kitchen chores.

However, these tips apply to all families who regularly cook, eat and shop for food together. And they can help busy parents support their young children’s learning without much added burden or spending.

Writing for The Conversation (theconversation.com): Diana Leyva is an associate professor of psychology and a research scientist at the Learning Research and Development Center (LRDC) at University of Pittsburgh.

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COLORADO SPRINGS

VISIT & LEARN Space Foundation Discovery Center

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ANA Money Museum

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PAID ADVERTISEMENT E N R I C H • D I SCOVE R • C R E AT E

At Thrive Home School Academy, we believe education is more than academics. Our home-schooled students participate in enriching academic and social opportunities complementing their at-home learning to bring their lessons to life.

Thrive Homeschool Academy is a one-day-per-week enrichment program FREE for homeschooling families within the Pikes Peak Region. Students in grades K-12 attend classes alongside other home-schooled students—with classes including Technology, Art, Science, Music, Language Arts, and Social Studies. The school day also includes recess and lunch as well as access to our library, playground, computer lab, and gym/cafeteria. Every Thrive family is provided an allotment for purchasing curriculum to use in their homeschooling.

Details of the program (subject to change):

School begins at 8:15 a.m. each day and ends at 3:15 p.m.

Tuesday and Wednesday: Grades K-6 Thursday: Grades 7-8 Friday: Grades 9-12

After a full school day, students have many opportunities to participate in no-cost afterschool and extracurricular activities.

Students can choose from Art, Landsharks, Martial Arts, Lego Club and Yearbook. We also have five musical ensembles taught after school, including: beginning band, jazz band, string orchestra, choir, and concert band.

Supporting our students and families to thrive extends far beyond our campus. Thrive Homeschool Academy students can also attend fine arts classes through the Colorado Springs Conservatory, learn about and engage in dramatic arts with the Millibo Art Theatre, and work with professionals in the art of fencing and archery.

For high school students ready to accelerate their education— our partnership with Pikes Peak Community College covers full tuition and fees for eligible students. We also have an extensive college textbook library and provide book stipends for purchasing needed textbooks.

Join us for a tour at the Chamberlin Education Center at 2400 Slater Avenue, Colorado Springs, CO 80905. We look forward to supporting you and your student on their way to thriving.

Bring their lesson plans to life At Thrive Homeschool Academy, we believe education is more than academics. Here, your student can attend once-aweek classes alongside other home-schooled students and participate in after-school and extracurricular activities like Art, Technology, Yearbook and String Orchestra.

Elevate their learning beyond the books.

Get started at hsd2.org/THSA.

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PAID ADVERTISEMENT

The Vanguard School

The Vanguard School is a tuition-free, K-12 public charter school serving students from across the Pikes Peak Region. Founded in 1995 by parents seeking a rigorous academic curriculum and strong character education for their children, Vanguard provides excellence in education in a safe, structured environment by adhering to our mission statement - “The mission of The Vanguard School is to help guide students in development of their character and academic potential through academically rigorous, content-rich educational programs.” Vanguard students develop lifelong habits of excellence in virtue and intellect, allowing them to prosper as classically educated individuals advancing a free society.

At The Vanguard School, education is not simply the means to the end of career fulfillment; it is the integral and challenging path to a life lived well. A classical education is about learning from the collective wisdom of our past. We treat history and literature as an ongoing story of which we are a part. This story reveals truth, beauty, and goodness in our world and how we can participate as human beings. Our school’s enduring, nationally acclaimed program prepares graduates for advanced education, meaningful contributions to society, and a life of purpose.

A Vanguard education is not easy. We often take our students to the “edge of struggle” because we know this is where the most growth happens, and the best work gets done. Vanguard students often go on to be immensely

successful in higher education and beyond, but often, even more students go on to live life well, even when circumstances do not go according to plan. The skills they learn here equip them to maximize successes and to persevere through setbacks. Ultimately, Vanguard students are prepared to face each opportunity and obstacle as a learning experience.

The Vanguard School is near the base of Cheyenne Mountain and is centrally located just off I-25 between the Springs’ many military bases. We are within reach of several of Colorado Springs’ most famous landmarks, including Pikes Peak, Garden of the Gods, the Cheyenne Mountain Zoo, Cave of the Winds, and so much more. Our students reap the benefits of our surroundings daily as they attend field trips, practice sports, participate in lessons in the shadow of Pikes Peak, or even just play at recess in the fresh mountain air. We encourage you to come for a visit to experience the beauty of our campuses and our surroundings first-hand.

To learn more about The Vanguard School, visit our website, www.

TheVanguardSchool.com, email us at info@TheVanguardSchool.com, or call us at (719) 471-1999. To schedule a tour, please call Vanguard’s Enrollment Office at (719) 471-1999 x101. We accept applications on an ongoing basis and are currently enrolling students for the 2022-2023 school year.

Education Guide

An advertising supplement to the Fort Carson Mountaineer, the Peterson & Schriever Space Orbital and the Colorado Springs Business Journal

December 10, 2021

31B

32B

December 10, 2021

An advertising supplement to the Fort Carson Mountaineer, the Peterson & Schriever Space Orbital and the Colorado Springs Business Journal

NEW K-8 SCHOOL

Education Guide

Mountain View Academy is a National Heritage Academies (NHA) managed charter school.

NHA schools in Colorado consistently achieve outstanding growth on the state test.

APPLY TODAY

MOUNTAIN VIEW ACADEMY

719.623.4546