Groves Academy 'Connections' Magazine - Early 2014

Winter 2014

CONNECTIONS

R OV E S

FEATURES from 3 n Introduction Head of School John Alexander Teaching Reading at Groves: 5 n Reading Is Rocket Science State of the School: 7 n Groves Success, Growth and Opportunity Fair 2013: 8 n College Getting Ready to Go!

Parent Ambassadors: 10 n Groves Taking Time for Student Success 2013: 11 n Homecoming Traditions Celebrated

12 n Service Activities at Groves 14 n Europe Trip 2013 School at Groves: 16 n Summer Loved, Loved, Loved It! Us! Special Events: 18 n Join Smart But Scattered 37th Groves Scholarship Gala

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19 n Groves Calendar

CONNECTIONS Head of School John Alexander

You are invited

Editor Laura Tueting Nelson

of students and invites the community to partner in their success. This

Designer J. Zachary Keenan Photographer Jerry Nelson Writers John Alexander, Head of School Ellen Engstrom, Director of Teacher Training

Each year the Groves Scholarship Gala celebrates the accomplishments is the 37th Groves Scholarship Gala. Since Groves Academy opened in 1972, over $9,103,600 in scholarship funds has been granted.

This year’s event theme is “Dream Big,” focusing on the world that opens to our students when they gain the learning skills and confidence they need to reach out to take hold of all the opportunities open to them.

When students with learning disorders and attention deficits get the support they need from Groves teachers, they become excited about

Online Edition grovesacademy.org/connections Printing Greenhaven Printing

learning. As one incoming student said in response to her father’s question, “So now will you like going to school?” “Now I can have my dreams again.”

We hope they are big dreams. We invite you to join in helping those dreams come true. Join us on April 12 for the Groves Gala. More

Connections is published three times a year

by Groves Academy. Send correspondence to the editor at nelsonl@grovesacademy.org. For address corrections, contact us at 952.920.6377.

information is on our website at grovesacademy.org. While there, take a look at all the resources and events we offer. Join us!

John Alexander Head of School

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TEACHING READING AT GROVES

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Reading Is Rocket Science

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eading is an incredibly complex, unnatural process. Unlike learning to speak, our brains are not wired to learn how to read through mere exposure to print. Reading needs to be taught directly, explicitly and systematically using an evidencebased approach.

We are not very good at teaching reading. 65% of Minnesota’s fourth graders do not read proficiently. 30% do not have basic reading skills.

Students need to be able to move from learning to read in grades K-3 to reading to learn in fourth grade and up.

At Groves, we have developed a learning program for students with learning disabilities that works. New test results show Groves students continuing to gain about 2 ½ year’s growth in reading comprehension each year.

phonics, fluency, vocabulary and comprehension.

At Groves, students take a one-minute assessment each week to determine progress. Results indicate if a student needs more help or more challenge. Teaching is adjusted to the student’s progress. Teachers collaborate to help solve blocks to learning and share techniques. All Groves teachers are trained in the same, research-based, proven methods. That helps students grow skills.

Groves day school is only one way students can learn at Groves.

Summer School is available for students entering grades 2-12.

Diagnostic assessments and tutoring are available year-round.

Additionally, support is available for post-secondary students.

Reading is the gateway skill. Reading opens the way to all subjects, to ideas, to opportunities and to the future.

Every child needs to learn to read. Groves is here to help.

- John Alexander

We have also found that what works for Groves students works for all students. Many students who do not learn to read do not have learning disabilities. The problem is they have not been taught. They are what we call instructional casualties,.

Alexander is a national expert and Minnesota leader in reading reform, with a Master of Education degree from Harvard University specializing in reading and language disabilities.

From a research perspective, the characteristics of good reading instruction are direct and explicit, sequential and systematic, multi-sensory, and developmentally appropriate.

The four components of the Groves Literacy Framework are quality core instruction, data-based decision making, response to intervention, and time for professional collaboration. Groves also addresses the five strands of reading determined important by the National Reading Panel in 2000: phonemic awareness,

“ When I was at my old school they had no clue what [dyslexia] was...

Groves made my brain the smartest in the world. ” Colin, grade 4

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GROVES STATE OF THE SCHOOL

Success, Growth,

& Opportunity Groves Academy is growing, expanding its reach and making a greater impact on more students and families than ever before.

Groves is meeting the challenge set by a Groves founder more than 40 years ago to “Help a child to tap into their own potential and face their future with confidence, selfrespect and hope.�

This challenge opened the State of the School report presented by Head of School John Alexander. Since 1971, 4,548 students have enrolled at Groves and $9,103,602 in scholarships has been granted to help more students gain the skills they need to learn.

Groves actively works with other schools helping Groves students transition after three years on average, and supporting teachers and administrators at partner schools as they improve their learning programs.

Groves is transforming learning.

What Makes Groves Different?

Groves understands how students learn Groves administrators and faculty have researched, developed and implemented methods to assure that each student is taught in the ways that best address the individual learning needs. Student progress is regularly reviewed, resulting in needed additional support or additional challenges. Faculty members continuously spend time in training and collaboration to gain and share skills. Courses are offered to engage parents in support of their students’ learning, helping them to both understand the needs and respond appropriately.

The Groves Approach There are four major components to student success at Groves: 1. Quality Core Instruction 2. Data-based Decision Making 3. Response to Intervention 4. Professional Collaboration Growth at Groves l Day school inquiries have quadrupled in the last eight years;

the day school is at capacity

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Annual fundraising has increased more than 400%

l More than 5000 people participate in more than 50 workshops and training events each year l Groves Summer School and summer activities attracted more students than the day school last summer The demand for diagnostic assessments by Groves staff continues to grow dramatically each year. The correct diagnosis can make all the difference in successfully addressing individual student learning needs.

Changing Teaching Groves aspires to be a change agent in the way reading and spelling are taught to all students in the country by: l Getting our teaching methodologies into other schools l Expanding our teacher training program l Exploring an alternative teacher licensure program

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COLLEGE FAIR 2013 88

FALL CHOICES

Getting Ready to Go!

More than 500 students and parents came to talk with 50 college representatives about getting ready to go to college at the annual Groves College Fair in late September

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hoosing the right school can be daunting. For students with learning disabilities and attention disorders, knowing that colleges will provide needed supports to help students be successful removes at least some of the concerns about this next big step.

The Groves College Fair also offered information session designed to help families and students learn more about the admissions process, entrance portfolios, ACT and SAT prep, campus disability services and how to advocate for needed support. Assistive Technology tools were also reviewed.

Groves College Fair is the only college fair in Minnesota bringing in colleges who are committed to work with students who need support due to learning disabilities and attention disorders. All students entering colleges and universities are challenged by the new needs for time management and new levels of learning. Students who may need accommodations for reading or need more time to complete work, and those who struggle with executive functions, organization and planning, benefit the support offered on the campus.

Groves offers several workshops throughout the year to help students prepare for life after high school. In addition to topics like the ones offered at the Groves College Fair, there are sessions about career exploration and Gap Year option.

To see the list of colleges participating in the Groves College Fair, and to access the Groves Post-Secondary Planning Guide, see the Groves website at grovesacademy.org, Special Events.

For information on upcoming workshops see the website community workshops section.

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GROVES PARENT AMBASSADORS 10 10

Taking Time for Student Success

P

arent involvement is an essential part of student learning. Parents are the first teachers of their

children and in some ways the most important. Parents are certainly the most important advocates and cheerleaders for their children as they learn and grow.

Groves Parent Ambassadors (GPA) create special events, special moments, and special memories for students. At Groves we know families work together for student success. We offer opportunities for parents to learn more about the issues affecting their children’s learning. Classes for parents are included in our calendar of workshops and events annually. Staff are always available for help and advice on learning issues.

School is also about making memories for a lifetime.

Groves Parent Ambassadors (GPA) help create those good memories by volunteering their time to make events special for students. They plan and support all-school events like Homecoming, Back-to-School night and Graduation. They organize ways to share information including the New Parent Social and Grandparents/Special Friends Day. GPA also inspires staff by providing helpful services like wrapping holiday presents for them and providing

special treats – just to show appreciation for their work. “It’s our way of giving back to people who make such a difference in our children’s live,” said a parent.

So who are members of GPA? All Groves parents.

Parents of students in Groves Day School all are members and are invited to become active participants in GPA events to find out more about how their children learn, how the school teaches and how to add to the Groves experience for students. The goal is to promote a sense of community between families and to provide encouraging and positive communication between families, faculty and staff.

Groves also offers a support group for parents exploring how to best support their students, and many volunteer opportunities including the Gala volunteer group and classroom activity volunteers. Information on events and volunteer opportunities can be found on the Groves website at grovesacademy.org and in the weekly parent bulletin.

Students, staff and alumni celebrated Homecoming

“ Combining career,

H

omecoming at Groves brings everyone together in celebration of the entire Groves Community.

This year, festivities included the annual staff versus student soccer game, Western Day, Spirit Day, Twins Day and a bonfire. The week culminated in a soccer game with Life Academy and the Homecoming Dance.

academic and life skills into a comprehensive plan, GPS addresses the needs of the whole person. ”

Classes competed for “Spirit” points, wearing school colors and joined together to cheer their team on to victory. Competition was fierce. Nearly all the students wore the school colors of blue and white as the week’s activities built to a climax.

The highlight of the week was a win over Life Academy with our soccer team scoring 4 goals to their 1. The event was well attended with parents and alumni cheering the team on to success.

Groves Academy is in its 41st year of providing learning opportunities for students with learning disabilities and attention disorders. It has grown from a few dozen students to almost 240 in the day school, and reaches 5000 members of the community each year through workshops, teacher training, diagnostic assessments, tutoring and special events.

For more information on how alumni can become involved in this and other Groves activities, please contact Kim Heiar at heiark@grovesacademy.org.

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SERVICE ACTIVITIES AT GROVES 12 12

Local & International

We Act:

Making a Difference

Above: Feed My Starving Children Below: Supported Water for Sudan clean water project.

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roves students reach out around the world to students, seniors and families through service programs. Connections are important, and making a difference for others can help the giver as much as the receiver, creating a sense of personal value through ability to improve lives. Giving service in a hands-on way - preparing meals, building housing and shoveling walks - makes needs understandable and giving real.

The focus of Groves service is both local and international. Opportunities range from providing basic support to people in need to maintaining the environment. This fall, high school students helped restore natural grasses at Camp Tanadoona. Each year students collect canned good for food shelves. Last year students collected hundreds of pounds of food, made hundreds of sandwiches for local distribution and packed thousands for meal packets for hungry people around the world. Plans are even bigger this year.

Middle School students actively give service to The Children’s Crisis Nursery, Ronald McDonald House, The Children’s Chance book collection for children in the Caribbean basin, the Sojourner Shelter for victims of domestic violence, Macy’s Make-a Wish, and a Thanksgiving Food Drive. They gather supplies as well

as exchange penpal letters with Victory Junior School in Kenya, and supported Water for Sudan clean water project.

Eight Groves Upper School students recently attended a We Day event. We Day creates student leaders who are committed to inspiring a generation to care about social issues and gain practical tools to turn inspiration into action.

Groves students know how to give and work to change lives.

Lower School is Tasting the World

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urry rice from India, shortbread from Scotland, sushi from Japan - all prepared fresh by hand. This is the Groves Taste of Nations.The event is the colorful and entertaining culmination of international studies in the Groves Lower School.

Each teacher works with students to select a country to study, connecting it to an area of academic focus or to a family’s background. From Thanksgiving to winter break students focus on learning as much as they can about their country of choice including its history, economics, populations, customs, dress, art and food.

Each student has goals for the study which may be to highlight important information, take and organize notes, or write a research paper or paragraph. The results are displays, costumes, presentations, music and food – all kinds of food.

Students showcase their hard work at this special event. Displays fill the gym offering foods from each country. The program includes a presentation by each student, as well as vocal or instrumental music, or a play by the class from the country they represent.

Join us next time and taste the world.

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EUROPE TRIP 2013

Travel to Europe 14 Kids 12 Days 4 Countries

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roves students and staff took off this summer for adventures. The destination was Europe. The goal was to learn how to travel, to see other countries, and to experience life in other cultures. Rachel Erickson, Groves teacher and trip planner with teacher Peter Shutte, said, “Our students are hands-on learners.

What better way than to take them to see the world instead of just learning about it in the classroom.”

England, Ireland, Wales and Paris were the locations selected. Students studied the countries and cities before they left, attending discussion meetings to prepare. The work added to the experience: Tea in Hampton Court, climbing the Eifel Tower, visiting Anne Hathaway’s cottage and Shakespeare’s birthplace at Stratford on Avon, tours of Buckingham Palace, Windsor Castle, the Louvre and much more.

Travel involved planes, trains, buses and ferries. Students learned to navigate the tube in London and the metro in Paris (underground trains) and felt confident about getting around.

What did students learn?

“The Mona Lisa is very small.”

“Everyone is always walking.”

“People on the street are always put together.”

“Shirt sizes are much smaller.”

“Food is healthier.”

“There are always meat and potatoes.”

How did it work out? ”I would go live there,” said one student about London. Several others chimed in, agreeing that living in another country would be great, and traveling abroad again is definitely a goal. “I would like to have stayed in each place longer,” said a student.

While most of this trip was spent in countries where residents speak English, students are ready to take on non-English speaking countries. They enjoyed traveling in a group with students from other schools as well as Groves, making new friends in the process.

They absorbed the culture, tried new foods and discovered new possibilities. One student discovered a love of photography; another talked about studying abroad.

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Teachers saw students grow in confidence. “On the trip out, students were nervous about not sitting together on the plane.

By the return, they were comfortable with strangers and had some good conversations with people from other countries,” Erickson said.

What was challenging about the trip? “Figuring out money was hard,” a student said. All agreed it looked very different from American money and that coins were a particular problem.

There was “no ice,” “no air conditioning,” and “things closed down early.” When asked if they would travel again the answer was a resounding “Yes!”

Their advice for future travelers “Don’t get lost in the airport.”

“Trains will leave if you are late.”

“Take a tour guide.”

“Be prepared to carry everything you buy.”

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SUMMER SCHOOL AT GROVES 16

LOVED LOVED LOVED IT!

Ellen Engstrom, Director of Teacher Training

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magine kids who are excited about summer school, learning how to read and write and even practice these skills at home without prompts! Then imagine these are kids who have struggled so hard to learn that school has often been a bad experience. These excited learners attended Summer School at Groves Academy last year where the highest number of students — ever — came to learn.

them to excel in their own schools next fall,” said Alexander.

Students progress at rates that amaze even their parents. After second grade, Brianna Seaman was lagging behind in speech. “We knew we needed to do something besides what her regular school could do,” said Brianna’s mom, Amy Burns.

Last summer Groves teachers worked with over 200 students who have learning disabilities and attention disorders. 120 students in grades 2-8 attended the four-week program, 20 high school students enrolled in the two-week program, 74 students came for individual tutoring in reading and writing, and dozens of students came to Groves Academy for Diagnostic Testing. Groves draws almost 90 percent of its summer students from outside of Groves Academy. They come from public school districts and independent schools around the Greater Twin Cities area, and adjoining states.

Brianna’s mom marveled at the changes in her daughter, thanks to the small group instructional approach at Groves. “She loved getting up every morning to go to school. She moved up in math after the first day or two. She did great at reading and was even inspired to read more at home,” said Burns. “Groves turned on the academic switch in her. It was amazing that one summer session turned her around!” Burns says her daughter went up 30 points in MAP assessment testing, and now at the age of nine is happily ready for 4th grade.

“We are developing a national reputation for using teaching methods that work — proven techniques that open doors for students who just can’t catch up in the classroom,” said Head of School John Alexander.

“By using our scientifically-based approach in small, personalized group settings, we tackle these students’ stumbling blocks to reading and writing, and prepare

Thirteen-year-old Brianna and 15-year-old Alisha Bullard-Green struggle with a language processing disorder and attend Groves Academy during the school year. Their mother says she was surprised when both her daughters told her recently they couldn’t wait to go to summer school. “It’s been fantastic and they think it’s fun,” said Jennie Green. “The teachers really

enjoy being with the kids, they’re teaching effectively, they get to know the students and they develop this bond with them.” Green says the most striking change is how much better her younger daughter feels about herself, “That she is smart and can do academic work well,” she said.

School leaders point to these families’ experiences and Groves Academy’s record numbers of applicants as just the latest example of how the school is becoming a “go-to” resource for learning in the region, impacting the lives of thousands of students.

Groves Summer School is now open for registration Classes are available for elementary through high school students. For students entering grades 2-8 there is a morning academic program, June 16 - July 11, which includes reading, writing and math, and afternoon enrichment programs including art, games, science and adventure.

The high school program is held for two weeks, July 28-August 8, and features math, writing and study skills.

Look for complete information online at grovesacademy.org, including other educational options, or request a printed catalog by contacting Colee Bean at beanc@grovesacademy.org.

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JOIN US! SPECIAL EVENTS 18 18

SMART BUT SCATTERED:

Executive Dysfunction at Home and at School

Friday, February 14 8:30 am -3:00 pm

Groves Academy 3200 Highway 100 St. Louis Park, MN 55416 $125, including breakfast and lunch.

See more information on this and other workshops, events and classes at groves.academy.org

Presenters Peg Dawson and Richard Guare Co-authors of Smart but Scattered

Saturday, April 12, 6pm at the Marriott Hotel

C A L E N DA R

WINTER 2014

FEBRUARY

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n Workshop: Learning Disabilities & Relationships:

Help your Teen or Tween

11 n Workshop: Diagnostic Assessments 14 n Groves Annual Symposium: ADHD

Smart But Scattered: Executive Function at Home & School

20 n Workshop: Concussions and Traumatic Brain Injury 25 n Assistive Technology for Students with ADHD and Executive

Function Challenges

MARCH

6 n Workshop: Nonverbal Learning Disabilities 11 n Workshop: Working Memory and Processing Speed 17 n Workshop: Success for All with Assistive Technology 20 n Workshop: Managing Stress and Anxiety in College 25 n Workshop: Language Immersion and Learning Disabilities APRIL

8 n Workshop: Career Exploration and Work Experience 10 n Workshop: Supporting Struggling Students in Math 12 n The 37th Groves Scholarship Gala

“Dream Big�

For more information visit grovesacademy.org

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grove sa ca de my.o rg

3200 Highway 100 South St. Louis Park, MN 55416

SMART BUT SCATTERED Groves Symposium on ADHD Friday, February 14, 2014 from 9:00am - 3:00pm Groves Academy 37th ANNUAL GROVES SCHOLARSHIP GALA Supporting Scholarships for Students Saturday, April 12, 2014 at 6:00pm Marriott City Center, Fourth Floor, Downtown Minneapolis