State College Area School District Education Foundation Summer 2016

www.scasdfoundation.org

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From the Executive Director Education Foundation Helps SCASD Take a Whole-Student Approach Donations Supplement District’s Funding to Continue Providing Critical Resources That Help Students Thrive Access to a great education can change a young person’s life. Our community has a long-standing reputation of quality learning. Students in State College Area School District have long benefitted from innovative learning opportunities and character-building resources found outside the classroom—helping them to develop into well-rounded individuals poised for a successful future.

Like many districts across the state and nationwide, our program offerings continue to evolve. Your support for the foundation will help the district keep up with the changing needs of students and their families, and ensure that we can continue to teach the whole student through our four-pillar approach: 1) a culture of trust, 2) responsive teaching and learning; 3) high expectations for all; and 4) a welcoming and safe climate for learning and work.

With your help, we can continue enhancing the whole-student educational experience that our children are counting on.

The State College Area School District Education Foundation was created to enhance the tools, programs, and activities that enrich the learning experience, helping students build the foundation for their future.

Enclosed, you’ll find stories of students, faculty, and alumni whose lives have been impacted by the unique SCASD experience, including initiatives like the Student Assistance Program (SAP) for at-risk students, the CEEL before- and after-school program, and a collaborative renovation project at State High in which students put their architectural skills to use.

Paul Olivett Executive Director P.S. With your help, we can continue enhancing the whole-student educational experience that our children are counting on.

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Inside…

SCASD Education Foundation & District News. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Success for Every Student. . . . . . . . . . . . . . . . . . . 7 Thank You Centre Foundation Donors! . . . . . . . . . . . . . . . . . . . . . . 8 Beyond the Classroom. . . . . . . . . . . . . . . . . . . . . 13 Building on Our Strong Foundation . . . . . . . . . . 15 The Lifelong Impact of a SCASD Education. . . . . . . . . . . . . . . . . . . . . . . 19 Success for Every Student. . . . . . . . . . . . . . . . . . 24 Why Have an Education Foundation?. . . . . . . . . 31

WELCOME TO OUR FOUNDATION BOARD OF DIRECTORS: Chris Buchignani

Doug Loviscky

Michelle Frisco

Ann McGlaughlin

Ben Lawrence

Betsy Whitman

More information on our Board of Directors coming in the next issue.

Contact Us SCASD Education Foundation 131 W. Nittany Ave. State College, PA 16801 814-883-8067 | www.scasdfoundation.org Paul Olivett: pgo11@scasd.org www.scasdfoundation.org

About the SCASD Foundation

Our Mission

Our Vision

The State College Area School District Education Foundation is committed to enhancing the educational experience of students within the State College Area School District by providing financial support for innovative learning opportunities.

An enriching educational experience that challenges and inspires every student to reach his or her full potential.

What We Fund Student Opportunities Fund Every gift to the State College Area School District Education Foundation helps to preserve invaluable tools, resources, and programs offered both in and out of the classroom.

Students are counting on continued hands-on learning opportunities and extracurricular resources as they build the foundation for their future.

What We Can Accomplish with Your Help: • Access to and awareness of mental health resources in a time of alarmingly high rates of bullying, depression, and suicidal thoughts among students. A recent statewide survey found that 15% of 10th–12th graders had contemplated suicide in the past year.

• Safe, fun, and educational before- and after-school extended learning opportunities through the district’s Community Education Extended Learning (CEEL) program. Currently, families of 400 elementary-aged children have peace of mind in knowing their children are cared for during typical working hours, and many financially-disadvantaged families will be able to participate in the program through funding from the Foundation.

The SCASD Education Foundation preserves the tools and resources our students rely on to succeed.

Ways to Give You can make your contribution: 1. Online at www.scasdfoundation.org.

• Maintaining hundreds of extracurricular, co-curricular, and intramural programs that create a vital sense of community for students but fall outside of what the district’s budget can continue to cover.

2. Through a planned gift, such as a bequest, by naming the State College Area School District Education Foundation as the beneficiary in your retirement or life insurance plan, or by leaving gifts of property or real estate, to the SCASD Education Foundation upon your passing.

Contact Executive Director Paul Olivett at 814‑883‑8061 or pgo11@scasd.org for more information on planned giving opportunities.

Learn more about giving opportunities at www.scasdfoundation.org.

3. By responding to requests for support through the mail.

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The Foundation in Action

Architecture Students Gain RealWorld Experience, Bringing New Life to Student Spaces Working with Administration and Nittany Office Equipment, They Solve an Urgent Problem with a Long-Lasting Solution Amazing things can happen when generous people and businesses in the community come together to work with ambitious students and the school district administration to solve a problem.

With the ongoing construction at the high school, spaces and resources have been shifting and shrinking. This project started when students and the administration noticed an overflow of people gathering in the lobby outside of the lower cafeteria and study hall. The problem was that there were no tables, chairs, or furniture of any kind for the students to sit on. To work on their laptops, or catch up with their friends, the students had to stand, or sit on the floor.

“The spaces were lacking in seating and were very dull,” said 2016 graduate The initial floor plan of the area outside of the State High auditorium Elijah (Eli) Colborn.

The SCASD Education Foundation eteria and observed how it was being utilized. He then designed approached Chip Crawford, Instructor of Architectural Draftplans for furnishing it to maximize its capacity. With the assising and Design, to lead an effort to allow students and faculty tance of Mike Kerr, owner of Nittany Office Equipment/Office to pitch ideas for creatively utilizing these shared spaces, while Plus, furniture was purchased to fit the space and Eli’s plans. also maximizing resources for the new school.

The tables and chairs significantly enhance these overflow ar The students first had to take measurements of the existeas, giving students much-needed places to hang out, do school ing space. They then worked with the administration and work, and socialize with friends. their classmates to determine what was needed, and wanted, It was also important that while the furniture solved a shortin a new design. And of course, as in any architectural project, term problem, it also needed to fit in with the bigger picture. budget was a factor, so the team saw that some “wish list items” The furniture is coordinated to match with the motif of the new had to be downsized to “reality items.” school. It’s adaptable, moveable, and versatile, so it will be used “I’m impressed with how well students and faculty have for many years to come. adapted to the school’s environment during the period of con In total, the project will add 70 new seats in the auditorium struction,” said Assistant Principal Chris Weakland. “This situ- lobby, main lobby, and outside both cafeterias. Students chose ation where parts of the schools are closed due to construction white tabletop tables and blond wooden chairs, which is in line is helping to prepare them for life and how to adapt to change.” with the décor of the new building.

Eli is one of Crawford’s architecture students who took the Eighteen of the seats will be near the auditorium, where the project and ran with it. He studied the space outside the cafdistrict remodeled the decorative wall that used to be there. The 4 | The Foundation

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The Foundation in Action new wall includes conduit which will be used for future electrical sockets. Plans also include round and short tables in the lobby and adjacent hallway, where the existing benches will be moved to another location.

Eli is one student who is taking advantage of the opportunity to leave his mark on the school. He can visit the new building in a few years as an alum and know that the furniture was made possible thanks in part to his efforts today.

“I really enjoyed this project because it allowed me to see a project through from beginning to end,” said Eli, “to actually be able to experience the architectural process.”

Kerr worked closely with the students on the project. He visited the space, reviewed the blueprints, and gave the students feedback and suggestions. Kerr was extremely impressed with the students, the initiative they took, and the precision of their blueprints.

“I see a lot of blueprints in my business, and these were some of the best,” said Kerr “The students designed everything and had it all laid out.”

Mike and Eli worked closely on some ideas, giving Eli real-world architecture experience and insight into the reality of being the customer. What the architect envisions may not always align with the reality of what’s possible. Kerr took the extra time to work with Eli, and in the process, he helped him develop his architecture skills.

Nittany Office Equipment was able to provide the students and the district with the furniture at cost, providing them with a significant savings.

“I feel like I was just the order taker,” said Kerr. “The stu-

It is vital for students to see that what someone wants, and what can actually be built, are sometimes two different things.

This project was a great life lesson. dents are really the heroes.”

Kerr is also a State High graduate and his four children attended school in the district. In his job, he works with many of the school districts in the area and says that he is impressed with all of them.

Nittany Office Equipment is a locally owned and operated www.scasdfoundation.org

Part of the renovated area outside of the auditorium

office supply store that has been in the community and owned by the Kerr family since 1956. They began as a 400-square foot store and have expanded to a 30,000-square foot showroom at 1207 South Atherton Street. Products they offer include office supplies, furniture, digital copiers, and more.

Nittany Office Equipment also has a long history of giving back to the community. In addition to helping the students with this project, they support THON, Meals on Wheels, and the Bob Perks Fund.

“The fact that he’s a State High alum, his kids are State High alums, he’s so invested in the community,” said Weakland. “I’ve known Mike for many years, and he’s one of the good guys.”

Crawford’s architecture students don’t usually have an opportunity to see a project through from start to finish while they are still in class. To see this project come to life and get real-world feedback from their teachers, the administration, and their peers was invaluable.

“It is vital for students to see that what someone wants, and what can actually be built, are sometimes two different things, or at least part of the challenge for a successful design,” said Crawford. “This project was a great life lesson. We thank the administration for such an awesome opportunity.”

The SCASD Education Foundation is proud to support initiatives like this that will benefit the well-being and the educational experience for ALL students. The Foundation hopes to offer further support of this project through additional furniture pieces.

Congratulations to all of the students on a job well done, and a special thanks to Kerr for offering his expertise and help with this project! l The Foundation | 5

SCASD News

State High Project Kicks into Summer Gear

By Chris Rosenblum, SCASD Director of Communications School’s out, but there will be no leisurely summer vacation for State High Project workers.

“We’re geared up and ready to make a lot of progress during the summer to take advantage of students and faculty not being on the site every day,” said project manager Tim Jones with Massaro Construction Management Services (MCMS).

With the project on schedule, foundation and masonry work will continue on the four classroom units on the south side. Unit B’s ground floor walls are developing to the point MCMS expects to begin installing structural steel for flooring by mid-July. At all four pods, however, plans include finishing utilities conduits and plumbing pipes under concrete ground slabs.

During the summer, the South Building campus as a whole will be closed. Asbestos abatement crews are preparing the lower South Building classroom wing for demolition starting in July. An alternative hallway to the building’s upper section will be built before school resumes.

“When people come back this fall, the lower South is really going to be the auditorium, cafeteria, technology education, and the gym,” Jones said.

Until June 28, the high school track was closed while a

retaining wall to expand the South Building rear parking lot was constructed.

Access to the lot via O’Bryan Lane will be limited or closed over Proposed exterior of the renovated high school the summer, so once the track reopens, runners should park in the North Building lot and use the walkway beside Welch Community Pool.

Elsewhere, workers are building a storm water retention pond where the driver’s education course used to be and digging ditches for storm water runoff pipes. Also on the north campus, a data center created from athletic rooms in the back of the North Building should be completed by the time students return. l Visit www.scasd.org/statehighfuture for project updates and a live project webcam.

Construction on the State High Project ramps up for summer.

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Success for Every Student

Congrats to the SCASD Class of 2016!

Over 550 Graduates Turned Their Tassels This Year SCASD graduates are among the best and the brightest in our state, which is reflected in their impressive and varied postgraduation plans.

Top-Chosen Colleges and Universities

OTHER COLLEGES SELECTED BY OUR GRADUATES

Scholarships SCASD awarded over $100,000 in scholarships to 60 different State High seniors. Outside scholarships also abounded, and included athletic scholarships, ROTC scholarships, military academy appointments, National Merit scholarships, Centre Foundation scholarships, and individual college scholarships, just to name a few.

Other Programs & Post-Graduation Plans Construction Management—Penn College Auto Tech—University of Northern Ohio Physician’s Assistant—Penn College Cosmetology—student completed program at CPI and graduated with certification Culinary Arts—Culinary Institute of America Culinary Arts—CPI Music Conservatories One young woman is a firefighter with the Boalsburg Fire Company and is attending California University of PA for Criminal Justice.

Many are going into the military—active duty, ROTC, and Naval, Air Force, The Citadel Academies www.scasdfoundation.org

Other Noteworthy Post-Graduation Plans One student finished his graduation requirements in January and spent the month of March hiking solo on the Appalachian Trail.

Another student is joining AmeriCorps and will spend a year in San Antonio working with inner city youth in the City Year program.

One student is going to McGill University in Canada.

One student is a certified EMT enrolling in the paramedic program at Penn College.

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Thank You Centre Foundation Donors!

It Takes a Village Generous Donors Support Awards, Scholarships and Programs Every year, graduating seniors receive financial awards and scholarships thanks to generous contributions made by donors in our community to 100+ funds managed by the Centre Foundation. Some of these funds also support academic and extracurricular programs that benefit students throughout their K–12 experience in SCASD. All of these funds were created and supported by passionate donors to support, for example, specific areas of study or to honor deceased loved ones.

Strong community support for SCASD students is evident in the generosity of these donors. We offer our thanks and appreciation to the donors who give toward these efforts and to the Centre Foundation! *The newly established State College Area School District Education Foundation is different from Centre Foundation funds in that it will exclusively support initiatives to benefit students during their time in K–12.

Alley Family Scholarship Fund Joan Virginia Almquist Fund Norma H. Almquist Family and Consumer Sciences Fund SCAHS Alumni Association Fund Margaret (Marge) Brouse Antes Thespian Fund William and Dorothy Floyd Babcock Fund John and Betty Baker Memorial Fund Shiri Berg First Flute Memorial Awards Fund Boalsburg Fire Company Memorial Scholarship Fund John Bolash Triple A Award Fund Eugene R. Brooks Memorial Fund Antes Memorial Scholarship Hawbaker Memorial Award Womer Memorial Award Kyle Russell Callahan Scholarship Fund Donald W. Carruthers, Jr. Memorial Scholarship Fund SCASD Community Education Endowment Fund Class of 1954 Fund Centre Lifelink EMS Sara Dunlap Scholarship Fund Crescendo Fund Dick Morgan Award Fund Opdenhoff Memorial Award Fund Bausch Award Draper Read Award Irene Cardell RP Author Illustrator Award John R. Miller Jr. Award 8 | The Foundation

Jim Nolan Professional Development School Fund Lynne Sanders Professional Development Award Knowledge Masters Award Berrena Memorial Award Fink Memorial Award Nancy Jean Harrington Memorial Cheerleading Award Fund RN Hudspeth Memorial Award John D Miller Memorial Award Science Olympiad Award Weakland Memorial Award Whittaker Memorial Award Extracurricular Awards Naomi A. and Floyd B. Fischer LifeLink Fund Martha W. Fleming Memorial Scholarship Fund Karen Bruno Ganter Memorial Fund Harris Township Lions Scholarship Fund Adam Harwell Sunbeam Endowment Fund Thomas G. Haugh Memorial Scholarship Fund Annalee Henderson Faculty Award Fund Melissa K. and Robert A. Heydenreich Fund Ann L. Infield Memorial Fund for Track and Field Laura S. Jones Memorial Award Fund Ellen J Maynard Memorial Award Kim-Li Kimel Volleyball Scholarship Fund

Fred Kissinger State High Boys and Girls Golf Award Fund In Memory of Ralph Matis John Glenn Kovalchik Memorial Scholarship Fund Boucke Porter Memorial HSN Award Brault Memorial RPE Award Dumm Memorial EP Award Lampman Memorial HSS Award SCASD LifeLink Fund Life Long Readers Fund C. Morris Lutz Memorial Scholarship Fund Robert Michael Marciniak Memorial Scholarship Fund Hogan and Grace Markle Fund William G. and Karen K. Mastin Family Scholarship Fund Dianne Maser Memorial Scholarship Fund Michael Davis Mattil Memorial Scholarship Fund Mincemoyer Family Baseball Fund Mincemoyer Family Orchestra Fund Mincemoyer Family Award for Leadership in Social and Personal Decision-making Mincemoyer Family Engaged Citizen Award Ralph L. Montresor Baseball Award Fund Denny R. Moore Memorial Award Fund Jean and Kevin Morooney Girls Soccer Fund Mei Mei Cheng Memorial Award

Wilbert H. Hartman Music Award Hege Music Award Fund Marcanti Music Award Fred & Joan Lynn Elementary Student Musical Instrument Music Heritage Fund John and Joan Kovalchik Legacy Award Richard Victor Legacy Award Music Umbrella Fund Ron Pavlechko-Gwen Washington Heart of a Lion Fund Valedictorian Scholarship Fund Richard A. Queeney Fund for Educational Opportunity Radio Park Elementary School Educational Initiatives Fund Robert A Smith Agriculture Science Award Annette and Charles Rohrbeck Fund Baldwin Memorial Award Barger Memorial Award English Department Faculty Scholars Award Lou Ann Evans Award Delta DiNorcia & Hungerford Award Fahey Memorial Award Deborah Ann Klinger Memorial Award Snetsinger Award T. Umberger Award Williamson Memorial Award Wind in the Willows Award Yeagley George Memorial Award Undesignated Recognition Awards Bill Van Tries Woodworking Award OW Houts and Mary Houts Award Sherm Reichard Memorial Fund Retired Faculty Educational Initiative Fund Colonel Gerald F. Russell Scholarship Fund Leslie Savino Memorial Fund Virginia Dale Ricker Award Little Lion Scholarship Award State High Lion’s Pride Award Maroon and Gray Scholarship Award Jackson Horner Award Eric Fuller Scholarship Award Class of 56 Award

Undesignated Scholarship Memorial Award Jeremy T. Sente Memorial Scholarship Fund The Shapiro Family Fund Shetler Family Athletic Fund Raymond Shibley Fund Kathryn K. and Roy D. Shoemaker Charitable Trust Fund State High Vision Courageous Citizen Award Fund Skip Coleman Memorial Basketball Scholarship Fund Helen J. Small Memorial Endowment Fund Gerald B. M. and Sylvia Stein Fund SCASD Student Activities Support Fund Virginia Higgins Suhey Scholarship Fund Patricia Best Superintendent’s Fund for Instructional Innovation Jerome Tanner Memorial Scholarship Fund Stefan H. Umberger Memorial Award Fund Brenda Jo Van Tries Memorial Scholarship Fund Patrick Y. Wang Technology Innovation Fund Martin and Margaret Wyand Music Fund Donald J. Willower Memorial Fund Jeremy Wise Football Scholarship Fund

www.centre-foundation.org info@centre-foundation.org (814) 237-6229 1377 Ridgemaster Drive, State College, PA 16803

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Success for Every Student

SPOTLIGHT ON MENTAL HEALTH One club, one task force, one in-school initiative, and one health educator are making an impact on one epidemic Mental health in schools has received a lot of press over the past year. On the university, high school, and even middle and elementary school levels, the floodgates have opened to conversations about continually climbing rates of depression and suicidal ideations. At State High, individuals and groups have banded together to create a space for discussion and have begun brainstorming answers to the question, “How can we help?”

Straight Talk Task Force & Health Educator Melanie Lynch

In April, SHAPE America’s Teacher of the Year in health education, Melanie Lynch, tackled the high stakes topic of body image in her Straight Talk presentation at Mount Nittany Middle School. Lynch’s approach to the talk was similar to her approach to teaching health class: address underlying issues in depth rather than focusing on the symptoms that arise when those underlying issues get out of hand. In her televised Straight Talk presentation, Lynch discussed how the media has created unrealistic expectations for body image and how the evolution of technology has shaped how young people view themselves and their peers.

Throughout the 2015–2016 school year, the Straight Talk Task Force brought free monthly presentations to SCASD parents, caregivers, and community members.

The Straight Talk Task Force is made up of representatives from the Jana Marie Foundation, Youth Service Bureau, Communities That Care Partnership, and State College Area School District administration, faculty, and staff. Sessions have covered topics like depression and anxiety, drugs and alcohol, sexual abuse, self-harm, healthy relationships, and more.

It’s important for students to know it’s acceptable to start dialogues around sensitive topics, and to have a trusted adult to have those conversations with.

The Straight Talk Task Force mission statement: We strive to raise our children to become strong, confident, happy adults. The Straight Talk Parenting Series presents educational programs that help parents, caregivers, and community members to recognize, understand, and deal with potential problems that can surface during a child’s developmental years. Be proactive.

Learn the warning signs. Learn how to help our children before the problem affects them, impacts their school work, or influences family relationships.

Lynch discussed how negative body image can plant the seed for disordered eating, depression, and anxiety, and encouraged parents to move toward positive messaging that steers clear of numbers. Her message was to encourage health consciousness for the sake of self-care rather than to strive for a specific image.

And this perspective certainly aligns with Lynch’s broader philosophy. “This is a skills-based health education curriculum,” she said. “I’m not just teaching you facts like how many calories are in a nutrient. Those things are important, but you can easily look them up. What’s more important than learning facts is learning how to set goals, make decisions, and advocate for yourself.”

Those accustomed to an old-school or stereotypical view of health education might be surprised by the approach Lynch takes in her classrooms, especially emphasizing stress management, body image, and sexuality education. “It’s important for students to know it’s acceptable to start dialogues around sensitive topics, and to have a trusted adult to have those conversations with,” she said.

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Success for Every Student

SPOTLIGHT ON MENTAL HEALTH Continued from page 9 My Mental Health Matters Club On May 17, 9th through 12th grade students in My Mental Health Matters (MMHM), a new club at State High, presented May’s Straight Talk session.

MMHM is a student-formed club that aims to erase the stigma attached to issues surrounding mental health. Under the guidance of high school counselors Patty Devecka and Suzanne Lyke, Jana Marie Foundation’s President Marisa Vicere, and State High alumnus Shawn Bainbridge, members strive to bring awareness to common feelings of doubt or helplessness and most importantly, to let students know that they are never alone in the State High Straight Talk Task Force & Health Educator Melanie Lynch halls. Their Straight Talk presentation covered the importance of mental health awareness from a student perspective.

In addition to working toward reducing stigma, the The students responsible for forming MMHM were moved by troubling results from the most recent group strives to promote Pennsylvania Youth Survey (PAYS), which reflected alarmingly improvements high rates of depression and suicidal ideation. They identified in individual that the importance of physical health receives a great deal of mental health. attention, but mental health is often neglected. The club’s logo They discuss features a phoenix, which represents resilience in the face of techniques for adversity and the reemergence of strength, especially mental coping with strength. stress, rather These students are having than burying conversations that many people are it and piling avoiding. And, beyond that, they on more. They are developing solutions. have presented In addition to identifyStudents made "My Mental Health Matters" posters. their findings ing some of the stressors in talks to associated with high school, middle school classrooms and the community. They decorated especially in light of the results the high school’s hallways with pieces of paper bearing the of the Pennsylvania Youth Survey that words “My mental health matters because.” indicate alarmingly high rates of depres One student completed the sentence by writing, “My mension and suicidal ideations among State tal health matters because I matter.”

High students in 2015, the group has begun to Although still in its infancy, the initiative is taking off and brainstorm ways of overcoming stigma and breaking the sigaining recognition within and outside of the high school and lence.

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Success for Every Student district. It is coming at a time when mental health concerns are sounding alarms at universities like Penn State. Perhaps stress in the world of education continues to climb as time goes on.

Melanie Lynch identifies reliance on technology as being a potential culprit for part of the decline in students’ stress management skills. “Everything is at the touch of our fingertips,” she said. “Relationships are becoming more virtual, and kids struggle more with showing empathy.” Coupled with everincreasing academic competition that reinforces unachievable ideals, this creates a dilemma: “Students’ brains do not shut off; they are constantly engaged,” said Lynch, “but that also means they’re unengaged.”

Lynch also faults a lack of resources with exacerbating the wave of mental health crises SCASD and countless other school districts have seen in recent years. In addition to teaching health education, she serves on the Student Assistance Program (SAP) team.

Students’ brains do not shut off; they are constantly engaged, but that also means they’re unengaged.

The Student Assistance Program SAP is a nationwide program helping at-risk students access resources they need. When students are struggling with depression, anxiety, drug and alcohol abuse, disordered eating, or other troublesome emotions or behaviors, they can be anonymously referred to SAP by a friend, family member, staff, or community member. According to Lynch, “We are even seeing an increase in self-referrals.”

SAP is the umbrella—the arch that says, ‘Come out from the rain, tell us your story, and we’ll try to get you the help you need.'

From there, the SAP team collects information and discusses strategies for how to most effectively assist the student and remove barriers to his or her success. In collaboration with the student’s family, a plan is developed and the student is linked www.scasdfoundation.org

with in-school and out-of-school services and activities that might be beneficial. The SAP team follows up and monitors student progress.

“SAP is the umbrella—the arch that says, ‘Come out from the rain, tell us your story, and we’ll try to get you the help you need,’” Lynch describes. But she also recognizes that there are limitations to what can be done on the part of educators. And in many cases, the barriers cannot be broken down within the school. SAP can make suggestions for how and where to obtain resources, but cannot always provide them in-house.

Spreading the Message Having had the opportunity to travel and provide overviews of her health education lesson plans to other educators across the nation, Lynch often feels drawn toward pursuing teacher education on a greater scale. “For every teacher I reach, I can impact thousands of students,” she pointed out, “and often, teachers will approach me and tell me I’ve made an impact in their classroom. They’ve seen increased engagement and a decline in behavioral problems.”

And while the idea of maximizing the quantity of her reach is appealing, Lynch can’t bring herself to leave behind those one-on-one interactions, and the candid dialogues she has with her students outside of a lecture when they sit across the desk and tell her what’s going on. “I just can’t give that up,” she said.

And so, with 20 years of health education in SCASD under her belt, the health education Teacher of the Year will continue addressing underlying issues in her State High classrooms.

My Mental Health Matters, advised by counselors Suzanne Lyke and Patricia Devecka, will continue to spread awareness as it moves into its second year. The Straight Talk Task Force will continue to provide a forum for tackling “taboo” topics.

And the SAP program will continue to match at-risk students with appropriate resources. However, the fight to make more resources readily available within the district is a worthwhile one that will be ongoing. l

Visit the following websites for more information Integrated Mental Health Services: www.scasd.org/Page/17351 Straight Talk Task Force: www.scasd.org/Page/20530 Student Assistance Program: www.scasd.org/Page/20561 The Foundation | 11

Success for Every Student

State High Student qualifies for 2016 U.S. Physics Team

By Chris Rosenblum, SCASD Director of Communications State High 2016 graduate Vincent Liu will never meet one of the teachers who helped him become an elite physics student.

Theoretical physicist Richard Feynman, part of the team that created the first atomic bombs during World War II, died in 1988. His lessons, however, continue to inspire Liu. “One of my main ways to study is to read the Feynman lectures and try to derive his results myself,” Liu said.

Judging from a recent honor, his approach is working.

In May, Liu was chosen for the 2016 U.S. Physics Team, one of 20 high school students selected on the basis of their results from the rigorous Fnet=ma exam, a process administered by the American Association of Physics Teachers. He’s only the second State High student, after Susannah Burrows, to advance through the exam’s two Vincent Liu stages and make the team.

Liu’s interest in physics deepened the summer after Liu and his teammates spent May 26 to June 3 at a 10th grade when he attended a lecture by astrophysicist physics training camp at the University of Maryland, learning Walter Lewin, the first of several. He already knew some about cutting-edge research from some of the nation’s leading fundamentals, but Lewin opened his eyes to more. physicists. They vied for a spot on a five-person team that will “How he explained it, it just went beyond the equations,” compete against student scholars from around the world at the 47th International Physics Olympiad July 10–18 in Switzerland Liu said. “I just found it really, really interesting, and it shed a lot of light for me on how the world worked.” and Liechtenstein.

After his junior year and AP Physics I, he took the Fnet=ma How excited was he on the verge of training for the Olymexam and passed the first stage but fizzled on the second due to piad’s mentally grueling exams and lab tests? the math. A year of multivariable calculus solved that problem.

“Totally,” he said.

“He maintains an exceptional ability to synthesize knowledge Liu wound up making the Olympiad team and competing to solve novel problems and brings a mature understanding of overseas, but competition results were not available in time for higher level mathematics to bear on his efforts,” White said. publication.

In hopes of traveling to Europe, Liu began studying past State High physics teacher Bob White said Liu “invested a international Olympiad physics problems soon after qualifysignificant amount of personal time and effort to prepare” for ing for the national team. Whatever happens, he’ll continue the qualifying exams. Because many of the topics covered by his studies at another rarified level, as part of the Penn State the Olympiad exam are outside of the AP Physics C curricuMillennium Scholars Program. The four-year program annulum, Liu downloaded past exams for practice. ally accepts a few dozen high-achieving students in science, “His success in earning a spot on the U.S. Physics Olympiad technology, engineering, and mathematics to prepare them for Team is the result of a combination of natural intellectual talent doctoral degrees and research. combined with persistent effort,” White said. “While extremely bright and talented students are fairly common at State High and Liu isn’t set on physics for a career, but he knows one thing from his explorations of thermodynamics, mechanics, and I have had the pleasure of working with many of them, I don’t other favorite subjects. All told, they’ve revealed a winning know if I’ve ever had a student more passionate about physics.” formula—curiosity plus hard work equals success. l 12 | The Foundation

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Beyond the Classroom

It’s Not Just the All-Stars Who Play at SCASD Lesser-Known Clubs and Activities Offer Something for Everyone A member of the Math Club might not score the gamewinning touchdown under the lights on a Friday night. Best Buddies participants will probably never hear hundreds of fans screaming their names. Students participating in intramural sports may not become Olympians.

And that’s OK. Christina Manning, State High 11th Grade Assistant Principal in the North Building and first-year Activities Advisor, says that the lesser-known activities offered at SCASD are just as important as the really popular ones. They all have something to offer to the students who participate.

Students who are involved in clubs and activities are more connected to school and tend to have more positive experiences.

With more than 100 clubs and activities for SCASD students to choose from, there is a club for virtually everyone to explore their interests. The students in the Math Club attend GEM (Guided Explorations in Mathematics) seminars where they are exposed to math they won’t learn about anywhere else. Best Buddies participants experience friendship and acceptance they didn’t know existed. Intramural sports athletes get to stay in shape and have fun without some of the pressures of interscholastic athletics.

“Having a variety of clubs and activities allows for almost all of our students to make connections outside of the classroom,” said Manning. “Students involved in clubs and activities are more connected to school and tend to have more positive experiences.”

Students learn about clubs and activities in a variety of ways.

Some classes are more involved in certain clubs and activities, so they find out about them in those classes. A lot of times word travels between friends, and clubs also promote events with signs and on the morning announcements.

Here we’ll highlight just a few of the lesser-known clubs that might soon be destined for super stardom!

Best Buddies Co-advisor of the Best Buddies program at SCASD, Jenny Lee, recalls the first time she held a meeting to introduce the program to the district in 2006.

“We advertised free pizza as an incentive for people to come,” she said. “Forty-five ‘Buddies’ (students with disabilities) showed up and 120 general education students!”

They had ordered six pizzas and they had to quickly order more.

That was almost 10 years ago, and the program is still going strong. Lee brought Best Buddies to SCASD with former teacher Michelle Kump. Kump is now a reading specialist and Beth Keim has stepped in to fill her role.

In the Best Buddies program, students with disabilities are paired with a general education student in a one-on-one relationship.

Buddies pairs attend football games together, perform community service projects, and one Buddy even recently attended the prom with his partner.

“I have learned so much from this club,” said 2016 State High Best Buddies President, recent graduate Jessica Orndorff, “like being kind to everyone and to not judge a person before you really know them.”

The Buddies gain experience being around others in a social setting. They gain a loyal friend that they come to depend on.

“They find out that we are more alike than we are different,” said Lee. “Isn’t that a great life lesson to take away? In the end, we all become better neighbors.”

Best Buddies is an international organization founded in 1989 by Anthony K. Shriver, of the Kennedy/Shriver family.

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Beyond the Classroom

It’s Not Just the All-Stars…

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The organization conducts leadership training for the students who are the president of the club at their school.

Lee says that students return from training full of confidence and tools to do their job of planning and running meetings, organizing events, and electing a Board of Directors. For more information about Best Buddies, email Lee at jyl11@scasd.org.

Math Club The Math Club at SCASD has existed for over 30 years, so it’s safe to say that it is the longest running lesser-known club. Greg Summers, a retired math teacher, was the advisor for many years. A lot of his ideas are still in place today.

Erol McGowan took over last year and is looking to continue Summers’ practices and add a few of his own.

The Math Club meets twice a month on Fridays. After the meetings, they usually have pizza together, giving members time to socialize and form friendships.

“I’m always impressed that when most people are running away for the weekend, these kids are staying behind for Math Club,” said McGowan.

The main events for the Math Club are GEM seminars, which stands for Guided Exploration in Math. Once or twice a month, prestigious math professors present a topic of math that is not usually covered in classes.

“Before I became the Math Club advisor, I attended GEM seminars,” said McGowan. “They are always interesting and by far draw our largest crowds.”

With topics like ARML Power Contest, Some Geometrical Gems, and Cauchy’s Theorem, we have no doubt that they’re interesting. And while many people apologize to McGowan for not liking math, he’d like people who do like math to also speak up.

“It’s OK to say that you like math,” said McGowan.

“There are good things and fun stuff in math.”

The Math Club runs its own website, offers tutoring to students who need it, and competes in math competitions like the American Regions Mathematic League. While its members are usually strong in math and in advanced classes,

14 | The Foundation

everyone is welcome.

For more information, email McGowan at ejm12@scasd.org.

Intramural Athletics With approximately 1,000 students involved in intramural athletics in the SCASD between grades 4 through 12, the only place intramural athletics may be “lesser-known” is outside of the schools.

“The intramural sports programs are very well known from the elementary schools through high school,” says Ryan Walsh, Assistant Athletics Director. “It might be a ‘lesser-known’ activity within the community only because the results aren’t published in the newspaper.”

Walsh teaches 11th grade United States History and he coordinates the The Mount Nittany Elementary intramural track majority of the team intramural athletics programs.

He says that the appeal of intramural sports to many students is that there isn’t as much of a commitment to practice as there is with some of the interscholastic sports. Students gain the experience of being on a team, without the fear of getting cut. They form friendships, and of course, it helps them stay physically fit.

“These experiences allow them to discover goals, to relate to other people and become more fully aware of themselves and their potential,” said Walsh.

Walsh also noted that at the elementary level, the most popular events are the district volleyball match and track meet.

Middle schoolers like the skiing program, and basketball is by far the most popular at the high school level.

For more information, visit www.scasd.org. l

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Building On Our Strong Foundation

Students and Faculty Shine In and Out of the Classroom Advanced SCASD eighth graders and State High earth science students monitored the watershed this year in partnership with researchers from Penn State’s Earth and Environmental Systems Institute as part of a project called TeenShale Network. Students, their teachers, and Penn State researchers traveled to Black Moshannon State Park several times in the fall and spring to sample stream water.

In April, Park Forest Elementary School was one of 47 schools nationwide to be named a Green Ribbon School by the U.S. Department of Education. The criteria for selection are adherence to these pillars: reduced environmental ive impact and cost, improved health and wellness, and effect environmental sustainability education.

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State High boys’ lacrosse team managers Olivia Sneath, Courtney Kamens, and Makayla Clemons organized the team’s first “Pink Out” fundraiser game, Crosse Out Cancer, to support breast cancer research. Through sales of pink T-shirts and baked goods and donations from local businesses, the game raised about $400.

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Building On Our Strong Foundation

t Elementary Maria Terneus-Hayes’ third grade class at Corl Stree during a coin drive s raised more than $1,500 for Ecuador earthquake victim to show support for their teacher’s home country.

State High rising sophomore Hannah Richardson just released her third full-length musical album, Roo ts.

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Delta Program sophomore Ann Sepich builds birdhouses with 5th graders at Easterly Parkway Elementary. As part of her graduation project, she taught a series of five classes about the environment.

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Building On Our Strong Foundation

Book Benches of Centre County held their first community painting session at Mount Nittany Middle School this spring. omi Nembhard State High freshman Na el, The Price of self-published her first nov in eBook format.

Perfection, in May 2016

On May 11, one of the two teams from State High that participated in the 10-week national Stock Market Game took home the first-place prize.

boys’ track and Representatives of the 2016 state champion State High traveled to Harfield team—the first in school history to win a state title— n on the Senate risburg to receive commendations from state Sen. Jake Corma floor and from Rep. Kerry Benninghoff on the House floor.

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Building On Our Strong Foundation In June, State High seniors took pregraduation walk at Park Forest, Radio Park, Mount Nittany, Corl Street, Easterly Parkway, Houserville, Lemont, Gray’s Woods, and Ferguson Township elementary schools. The two-day event was a positive end-of-year activity that helped connect graduates to younger students.

Elementary Ferguson Township er Marshall School kindergarten dirt to move to Shaner helps shovel de possible in the school garden ma ange program part due to a Seed Ch mentary grant. Radio Park Ele n. also has an active garde

State High held a Financial Reality Fair, where 70 students explored potential careers and got to see the effects of their financial decisions and map out their financial lives.

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The Lifelong Impact of a SCASD Education

Brook Hart ’07: From Baseball to Business, SCASD Made Him Better In his time at State High, Brook Hart suited up in maroon and gray all year round, playing football, basketball, and baseball for the Little Lions. As much as he dedicated his time to and made an impact on SCASD athletics, his identity was shaped in other ways during his high school career—ways that extend well beyond the field.

After graduating from Yale and playing a few years of minor league baseball, the ’07 State High grad has returned to his roots.

Hart had sports on his mind when he and fellow alumni Joe Gazza ’06 and Kurt Collins ’06 came together to talk business.

The three lifelong friends have been working to create Lockeroom, an online tool that Brook Hart eases the logistical mayhem of youth sports leagues. From fundraising to registration, their platform takes the burden off parent volunteers.

It’s easy to see how the trio’s athletic backgrounds have informed the business concept, but there’s a lot more at play than sports.

Hart has fond memories of his teachers from Corl Street Elementary and Park Forest Middle School, but he specifically recalls a shift in his worldview that occurred during Andy Merritt’s AP U.S. Government class at State High. “It was the first time I can remember that my way of thinking was really challenged,” said Hart. “Rather than just accepting the way things were, I started thinking maybe there could be a different way, a better way—if something’s not right, maybe I can do something about it.”

The result? Against all odds, an athletic all-star began to cultivate an entrepreneurial spirit. “All of us have been bit by the entrepreneurial bug,” Hart said of Gazza, Collins, and himself.

“We always see opportunities, ways to do things differently and, hopefully, better.”

Hart credits the “structured exploration” available in SCASD schools with nurturing his curiosity. The Learning Enrichment program in particular encouraged out-of-the-box thinking. www.scasdfoundation.org

Hart found ways to channel his athletic interests into service opportunities, participating in fundraising events like All-Night Basketball and All-Night Volleyball. He joined Peer Mediators, where he learned techniques he remembers to this day for “listening without interjecting opinions, thoughts, or judgment.”

In balancing sports and academics at State High, Hart not only made a broad range of friends but also gained strong preparation for college. At Yale, he played on two sports teams while managing a full course load. “State High is academically rigorous,” he said. “Sometimes, I thought the amount of work was unfair, but when I got to college, I was much better prepared.”

Having moved into co-working space at the newly minted Happy Valley LaunchBox at the beginning of the year, Hart has devoted his attention and energy to getting Lockeroom up and running, alongside his friends-turned-colleagues. Already, the team has come to understand the importance of being openminded, making adjustments, asking for help, and learning from mistakes—seeds that were planted as SCASD students.

Rather than just accepting the way things were, I started thinking maybe there could be a different way, a better way—if something’s not right, maybe I can do something about it.

As Hart approaches a decade of distance from his State High days, ties to the district haven’t faded. Between coaching basketball at Mount Nittany Middle School, staying in touch with a few teachers, keeping up with childhood friends, and organizing alumni gatherings, the “magic of the hallways” remains a strong presence in his life. l

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The Lifelong Impact of a SCASD Education

State High Chemistry Teacher Mary Hershey Brought Creativity and Compassion to the Classroom

By Chris Rosenblum, SCASD Director of Communications Note: This story was originally published during the 2015–16 school year.

Gummi bears may not be obvious lab material, but in Mary Hershey’s chemistry class, they’re popular fodder for demonstrations. When they go up in flames, students are fired up—to the point of applause.

Such displays help Hershey’s Chemistry 1 and Advanced Chemistry classes at State High understand concepts and connect with a challenging subject.

“Just last week, we lit methane bubbles to teach them combustion,” Hershey said. “So you can teach chemical ideas through demonstrations, and when the demonstrations are in their head, you can draw on them to help teach and ask questions almost all year.”

Just as importantly, they pique students’ curiosity and fuel their imagination. In other words, they make chemistry fun.

It’s an approach that has served Hershey well during her 28 years of teaching science at State High. She’s retiring in June, going out in style. State College Magazine named her one of its 2016 Teachers of the Year, along with two other district teachers, Lisa Harrington at Ferguson Township Elementary and Mary Robert at Radio Park Elementary.

“I want you to be here,” Hershey said of her classes. “I’ve always thought every year I’ve taught, I need a child to want to walk through my door. If they don’t want to walk through that door, how am I ever going to get them to learn the things that I would like them to learn?”

Once students step inside her classroom, Hershey has more than the periodic table, reactions, and equations in store for them. She also aims to teach a different kind of chemistry— how well students relate to her and each other, and how well they function as partners in their education.

“You have to teach them to be people,” she said. “That’s probably something that’s more enduring than my subject area, actually.”

Life Lessons Hershey’s focus on students’ personal development stems from 20 | The Foundation

State High teacher Mary Hershey walks students through a chemistry experiment.

her early teaching days.

A Penn State graduate, she began her career as a medical technologist, first in Altoona and then at Centre Community Hospital, the precursor to Mount Nittany Medical Center.

Upon switching to the university, she worked in the biochemistry department doing research.

That’s where she made the jump to teaching. She met Marguerite Ciolkosz, a State High chemistry teacher conducting postdoctoral research at Penn State. When Hershey later left to care for her young children, Ciolkosz inspired her to contemplate a career change. Hershey looked at her science credits and decided a teaching certificate was within reach. Along the way to her certificate, she student-taught with Ciolkosz at State High, the prelude for her joining the district.

“I really enjoy kids, and young people in particular,” she said. “So high school biology and chemistry seemed to be a pretty good fit.”

A major step was an assignment to the Applied Academics team, now dissolved, but then a group of teachers who instructed vocational-technical students in core academic subjects. It was an adjustment for Hershey from teaching advanced biology, but her veteran colleagues helped her succeed. www.scasdfoundation.org

The Lifelong Impact of a SCASD Education During her seven years of training with those experienced teachers, she absorbed wisdom about motivating students, staying level-headed with her responses, and organizing her curriculum to inspire learning. She also formed values that anchor her classes, stressing respect, patience, trust, organization, sincerity, maturity, and personal responsibility.

“When I was in the Applied Academics program, chemistry was not always my goal,” she said. “To be a healthy, productive citizen was what our goal was in that program, and that’s what I always wanted my students to do: take responsibility for themselves.

“And so now, when I see the kids walking through the door, that’s what I want of them as well. Learning chemistry? Yes, but there are a lot of other life lessons that are as important in their development as individuals, as young people, as students, as well.”

I’m so grateful that I had the opportunity to play a small part in what they someday will become.

To me, that’s the reward of teaching. That’s it: Be a small part of what they will be.

Homework didn’t get done? Own up to choices made. Head down because of a late night, or feet up on a desk? Think of the message that conveys. Above all, respect and support one another.

“I think being sincere and honest with the kids and gaining their respect is really important, and I try to do that with my own actions,” Hershey said.

“When students come into my classroom and I greet them, I let them know that’s an important behavior they should exhibit as well, and many do. I compliment kids when compliments are appropriate, and think that teaches and helps to reinforce that respectful nature that we should have with one another. I like to kid as well, and I like to joke around when it’s appropriate.”

Sometimes, she sees students on their own invite shy or unconfident peers into lab groups. To her, it’s proof her messages have sunk in.

“Isn’t it wonderful that they do that?” she said. “But I would

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like to think it’s because we have created an atmosphere where they’re encouraged to be inclusive and respectful.”

Rewards On a Wednesday morning, Hershey’s Advanced Chemistry students were engrossed in a mini-lab. They studied two potential reactions in beakers—one with copper metal and aqueous zinc sulfate and the other with zinc metal and aqueous copper (II) sulfate. After identifying which beaker contained products of chemical change, they used the reaction to relate the electron transfer to definitions of oxidation and reduction and then single out the oxidizing and reducing agents.

Safety google-wearing students plunged into the challenge, peering at the solutions and entering data into their lab notebooks. Meanwhile, Hershey circulated among the tables—a light-hearted joke at one, a correction at another, encouragement and instruction throughout. Not once, though, did she have to remind anyone to keep going.

Unlike science, daily teaching has few constants.

“I think overall, as a teacher, you need to read your students,” Hershey said. “Everyone doesn’t have a good day, and it’s important to recognize when someone is not having a good day, to take a step back and not push them too hard. I do question my students. I often ask them to volunteer responses, but if someone is holding back, I try to read why they’re holding back and then not pressure them into participation—unless I feel they know a right answer and if I encourage them, they’ll give it.”

Chemistry can be hard work, but there are rewards.

Everyone loves the annual flame test lab that burns various ionic metals and reveals the source of fireworks’ colors. Now and then, there are mysteries to solve, such as the lab that presents the scenario of a steam leak in a storeroom removing the labels from seven chemical bottles. Students then determine the right labels for each. Each lab includes the chance to grow.

“Everybody doesn’t come in and get an A in every class,” Hershey said. “Everybody sort of wants to. They know they’re not going to, but I wish I could give them a grade that reflected where they were as people when they walked out of here because those things are really important to me.”

Her own payoffs have come when former students visit.

“I’m so grateful that I had the opportunity to play a small part in what they someday will become,” she said. “To me, that’s the reward of teaching. That’s it: Be a small part of what they will be.” l

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The Lifelong Impact of a SCASD Education

WHEN THE STUDENT BECOMES THE TEACHER...

Former Thespian Leah Mueller ’08 Crafts Music and Theatre Program at Delta Middle Leah Mueller traces her interest in singing back to fourth grade, when she started taking voice lessons. That same year, Mueller was a student at Boalsburg Elementary in David Rockower’s class. Today, she and Rockower are colleagues at Delta Middle School, where Mueller teaches music and theatre.

Unlike most schools, including those within the district, Delta Leah Mueller Middle offers a curricular theatre program, which is funded by a private grant. “We are very fortunate,” said Mueller. “If theatre were available during the school day for all students, it would allow most students to experience the joy of theatre, even those who wouldn’t necessarily try it outside of school.”

For Mueller, theatre has proven an integral part of her education, identity, and now even her career. A 2008 State High alumna, she reflects on her SCASD experience: “My best memories are from high school when I had the opportunity to sing in many choirs and perform with the State High Thespians,” said Mueller. “I loved the musical every year, and had the opportunity to travel to France, Switzerland, and Italy and to perform the Brahms Requiem in Carnegie Hall with the State High Master Singers.”

And while her experiences at the high school level allowed Mueller to broaden and deepen her artistic skill set and inform her teaching today, she knew long prior to taking the stage in the North Building auditorium what her path would be.

“The moment I first decided I wanted to be a music teacher was during a rehearsal for a musical at Mount Nittany Middle School,” she said. “We were putting on a production of The Music Man Jr., and I remember watching my peers rehearsing a number and I thought of how proud I was of them. That thought blossomed into, ‘If I’m this proud of what we’ve accomplished, think of how proud our music teacher must be!’”

After graduation, Mueller studied music education at Penn State, after which she obtained an MA in theatre studies from 22 | The Foundation

the Royal Central School of Speech and Drama in London. She returned to State College and reintegrated into the performing arts community before landing her job at the newly established Delta Middle School.

Joining Delta Middle’s team of educators during the program’s infancy has afforded Mueller and her colleagues the opportunity to take ownership of the school’s success. Keeping in line with Delta’s mission as a democratic school valuing student choice and voice, she said, “We spend a lot of our time forming a community first and focus on being a school second.”

By constantly seeking out input from her students, Mueller has seen an evolution in the program and students she oversees. “What really makes this place great is our student body,” she said. “Our students are so passionate, independent, creative, and talented.”

Delta Middle School’s puts on their first musical, This year, Delta The Lion King, Jr. Middle’s music and theatre program put on its first musical, The Lion King Jr., along with a collaborative Spring Concert, and a production of Shakespeare’s The Tempest. Mueller said, “The most rewarding part of teaching is seeing my students succeed.”

Because Delta Middle is a new school, limitations exist that have slowed the growth of the music and theatre program.

“Right now, we rely heavily on borrowing arrangements from other schools and creating our own,” said Mueller. She is determined to surmount these obstacles and continue to pass along the opportunities she was granted as a student.

Mueller’s experiences as a student and now as a teacher have engendered a deep appreciation for SCASD. “I am so glad to teach in a district that values the arts and reflects that in how the budget is allocated,” she said. l www.scasdfoundation.org

The Lifelong Impact of a SCASD Education

Sarah Shafer ’06: State High Musicals Helped Alumna Find Her Calling in Opera Sarah Shafer’s high school career helped mold her into the successful opera singer she is today—in more ways than you might think. An alumna of State High, Shafer ’06 has gone on to achieve great success in the opera world, but it all started in the State College Area School District.

Shafer said that, above all else, she developed a passion for learning while she was a student in SCASD schools. “I think I learned to cultivate a love of learning while in school at SCASD. Curiosity and a passion for learning are crucial to any career, but especially for a self-employed person like an opera singer,” she said. “I learned to work hard and motivate myself and also learned the discipline necessary to complete assignments on time, get good grades, and manage my time well.

These skills translate into the real world.”

Throughout her time at State High, Shafer was involved in many extracurricular activities that incorporated her love for music, and she said she always enjoyed music classes. She also considers the musical she performed in during her senior year her first real performance. “I knew I wanted to be a musician, but I think when I was cast as Mabel in The Pirates of Penzance during my senior year at State High. That was my first real chance to perform a role onstage, and I got a taste of the life of an opera singer,” she said. “Connecting with an audience, following a conductor, singing with an orchestra, making an audience laugh for the first time—these were all things I experienced at State High!”

Shafer even counts her performance in The Pirates of Penzance as her first opera. “It’s technically an operetta, but it’s very similar to an opera, and it felt like an opera to me! I was 17 and had never sang a real role before. The whole piece was a joy from beginning to end—being the nerd that I am, I had been listening to and studying the piece for months, so when it came to rehearsals I was overly prepared,” she said. “But the greatest part for me looking back was experiencing that amazing high of making an audience feel something—in this case, it was making them laugh—and knowing that I was connecting with them.”

Also during her time at State High, Shafer said she developed a connection with her choir director, Robert Drafall, and she was thankful for the many wonderful opportunities www.scasdfoundation.org

he gave her. “I really got to develop as a musician and as a singer, sang challenging repertoire that pushed me to my limits, and also learned how to be a chamber musician through activities like Chamber Singers. I will always be grateful to him for opening all those doors that allowed me to become a better musician and singer,” she said.

After graduating from State High in 2006, Shafer attended the Curtis Institute of Music, and she says that her time at Sarah Shafer State High helped her at Curtis. “It helped me to be comfortable with the musicianship skills needed to learn my roles on my own, be a good colleague, and follow a conductor,” she said.

While studying at Curtis, Shafer performed four operas per year, so she quickly learned what it was like to be an opera singer and developed the combination of passion and hard work that it takes to succeed in the field. “I think I really knew I wanted to pursue opera in the midst of studying at Curtis,” she said.

Shafer also indicated that one of her favorite moments of her career was her very first professional role, which was in southern England at an opera house called Glyndenbourne.

She performed there when she was just 23. “We happened to be performing my favorite opera, Mozart’s The Marriage of Figaro, and I just remember standing in the wings and listening to the overture start, and the feeling of utter joy and excitement I felt because this is what I get to do as my job,” she said.

“I still get that feeling every time I step onstage, but that first time I will always remember.” l

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Success for Every Student

Learning Support Teachers Give Students Confidence and Support to Fulfill Potential

By Chris Rosenblum, SCASD Director of Communications Deborah Steinberg can pinpoint what she treasures about being a district Learning Support teacher who helps students with special needs succeed in school.

“I think it’s the positive relationships that I develop with the students, because when you have a positive relationship, you can get to the academic piece in a more productive way,” said Steinberg, a Delta Program faculty member. “Just allowing them to see that their exceptionality is not a weakness, but something they learn to accommodate for and balance out with their strengths—to help them find that balance is something I find rewarding.”

Steinberg is among the district’s thirty-five Learning Support (LS) staff members who assist eligible students with their general education classes. Part of the special education program, LS teachers and paraprofessionals provide extra instruction and coaching in reading, writing, math, classroom time management, and organization.

They also may arrange testing accommodations, check comprehension of classroom subjects, communicate with general education teachers and families, or anything else dictated by a student’s Individual Education Plan (IEP).

Along with the LS program, the district offers autistic, emotional, hearing, multiple disabilities/life skills, speech/language, and visual support services within the special education framework. Students receiving learning support services are included in general education classes as much as possible.

Director of Special Education Sharon Salter says LS services benefit students with a wide range of disabilities and needs by providing accommodations, modifications, and goals written into the IEPs. In the 2015–2016 school year, 357 out of the 755 students with disabilities in the district received LS services as their primary support. LS services also assisted another 100 students receiving autistic support services.

“We have a strong learning support system, and what’s helpful is we have a lot of support from the general education teachers,” Steinberg said. “So they also serve as advocates for the kids; we’re working with them to provide the assistance individual students need.”

One of the LS program’s successes has been the Read 180 24 | The Foundation

Heather Pringle helps a student with the online reading comprehension program in the Read 180 class at State High.

class, which uses a sequenced online curriculum to boost below-grade reading skills. “Our data has shown remarkable growth with the program,” said former Director of Special Education Pat Moore, who retired in June.

Heather Pringle, a State High Read 180 teacher and the district Read 180 consultant, has enjoyed seeing some of her students sharply improve their comprehension—and embrace books overall.

Noting that the progress “has been no small feat,” Pringle attributed it to committed teachers and paraprofessionals, a supportive administrative team that provides professional development opportunities, trusting parents, and hard-working, persevering students.

“Our small class manifests itself into a community of caring individuals,” Pringle said. “We celebrate our successes and motivate one another when there are disappointments. Like anything in life, there are days where a student is discouraged.

It’s so important for them to remember that it’s just that one day. That one day doesn’t make or break who they are or who they can become.”

Pringle says that she hopes all of her students can have the kind of positive in-class experience that one student shared in this written reflection: “To me, this classroom gave me tremendous amounts of positive insight that a kid with a learning disability can accomplish wonders in his life. I would like to thank you for what you did in my life.” l www.scasdfoundation.org

Success for Every Student

SCASD Helping Special Education Students Transition to Life On Their Own LifeLink PSU Provides 18–21 Year Olds Opportunities to Grow, Mature, and Live Independently

While students with disabilities can technically stay in public education until they’re 21 years old, without a program in place to take them beyond the regular high school curriculum, this can mean years of drudgery and boredom.

LifeLink PSU is one program that aims to offer SCASD students between the ages of 18 and 21 with special needs the opportunity to interact with students their own age. They learn life skills that will help them grow, mature, and eventually transition into living independently.

“Our program offers a very comprehensive transition planning process,” said Pat Moore, SCASD’s former Director of Special Education, who retired in June, “and provides academic support for students struggling with reading and with math.”

LifeLink PSU was originally designed by the Wild Dream Team, a group of high school students with mental challenges whose goal was to help students change from being “special students” to “productive citizens.” Brought to SCASD 14 years ago in partnership with Penn State University, the program allows students to participate in college activities with students their own age at PSU. “It’s been remarkably successful and mutually beneficial for us and for the university,” said Moore. “Penn State students are able to get hours of volunteer work, and it’s also impacted the culture. I could go on and on about it—there was an Emmy award-winning WPSU documentary done on it in 2003 called The Road to Independence.”

An important component of the program includes having an apartment to use as a living classroom, where students stay with a transition coach. They start with short stays and gradually stay for longer periods of time, learning life skills like preparing meals, cleaning, and creating a budget. In the apartment, students experience first-hand the types of challenges www.scasdfoundation.org

they might face. They learn how to handle real-world situations in a safe environment and can use their imagination to solve everyday issues that will confront them when they live alone.

“The apartment is a place where they can explore the most effective ways to cope with life’s problems, learn about techniques for living, and experiment with new ideas,” said Moore.

“It’s been an amazing opportunity not only for our students, but also for our faculty and staff along with Penn State students and faculty,” said Moore. “We’re always learning, growing, and looking to improve—not because we don’t provide adequate services, but because we always want to get better.”

LifeLink PSU is one of many specialized curriculums offered as part of the SCASD special education program to help each individual student with their specific needs. For more information and to watch The Road to Independence, visit http:// lifelinkpsu.weebly.com. l

Special Education at a Glance Before retiring this past June, Pat Moore was the director of Special Education for SCASD. Sharon Salter served as assistant director, and now takes over as director. Together, they oversaw the special education services for the district, including supervising 85 support staff, 105 paraprofessionals, and 760 students who have been identified as having a disability or any student with an IEP (Individualized Education Program).

Special Education provides many of the services indicated by a student’s IEP to suit his or her disability. This may include one or more of the following: • • • • • • •

Autistic support Emotional support Hearing support Learning support Multiple disabilities/life skills Speech and language support Visual support The Foundation | 25

Success for Every Student

CEEL Offers Educational Extension of School Day Before-and-After-School Program Provides Safe Learning Environment for Children of Working Parents Steve Savitski finishes his workday each day knowing that his kids are in good hands.

During the 2015–2016 school year, Savitski’s children Ian (5th grade) and Katherine (kindergarten) participated in the district’s Community Education Extended Learning (CEEL) program, allowing them to remain at Radio Park Elementary after hours while Savitski and his wife, who both work full time, completed their workdays.

CEEL is so much more than a place to hang out after school. It’s an extension of students’ school day, combined with time for fun, offering mixed-age free play, homework help, and add-on programs in the arts, STEM, language and culture, and physical activity.

“We used to hire college students to watch the kids after school,” Savitski said. “That was a great one-on-one experience, but the stability wasn’t there with schedule conflicts, illnesses, and students going home for semester breaks. For us, CEEL was an obvious fit.”

One of the top priorities for the SCASD Education Foundation is to empower all students to have the same opportunities, including participation in programs like CEEL. “The fact that my kids continue learning after the school day ends is an added bonus,” he added.

CEEL offers a variety of options to fit families’ needs. The Savitskis are enrolled in the program’s full time plus program, meaning the kids receive after-school care, several add-on classes, and care during the school’s in-service days.

“If CEEL didn’t exist, we would not both be able to work full time,” said Savitski. “Or, at least not as easily.”

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Making CEEL Available for Every Student Shannon Messick, SCASD’s Community Education Coordinator, firmly believes in making CEEL’s programming available to any family that needs before-or-after school care, regardless of their ability to pay. Thanks to small scholarship grants received by the district, they’ve helped more than 50 students, who otherwise may not have been able to pay, participate in CEEL since the program’s inception in 2013.

“Allowing as many families access to the program as possible is key,” said Messick. “The program offers socialization opportunities and extended learning options that many kids thrive on.”

One of the top priorities for the SCASD Education Foundation is to help Messick fulfill her mission by empowering ALL students in the district to have the same opportunities. Your gift to the Education Foundation could help a lower-income family secure safe, educational, and convenient before-and-after-school care by helping to fund more CEEL scholarships.

“Our hope is to keep the doors to our program open and not exclude families based on ability to pay,” said Messick. l

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Success for Every Student

New Family to SCASD Finds Support for a Smoother Transition Moving to a new school, especially a new high school, can be a daunting experience for any teenager. Jonathon Cottingham is no exception. He recently moved with his family from Palmyra, PA, to State College, when his Dad accepted a position with The Applied Research Lab at Penn State. Thankfully, in part to the support of the teachers, counselors, and other students he has met at school, the transition has been a good one.

A rising sophomore, Jonathon came from Palmyra High School, where the entire enrollment is about the same size as SCASD’s ninth grade class. The difference in the size of the schools was one thing that has taken some getting used to.

“Everyone has been very welcoming and accepting,” said Jonathon’s mother, Michelle Cottingham. “The challenges were the size of the school and making new friends.”

Mrs. Cottingham’s sister lives in the State College area and she has children who attend the elementary schools. Besides that, though, she didn’t know a lot about the district before they moved here.

Jonathon ran track at Palmyra and he considered giving it

The Cottingham Family

up since he didn’t know anyone on the team in State College.

His parents encouraged him not to give it up, and thankfully, he didn’t. He has formed many new friendships with his teammates on the State High track team. He also started working

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weekends at The Waffle Shop, a job that will also be an opportunity to meet new people and make new friends.

With the support of teachers and guidance counselors,

Everyone has been very welcoming and accepting.

Jonathon and the Cottinghams were able to make a smooth transition into the district, despite the size difference. Jonathon says one teacher in particular, Tenille Cannon, has made the move easier for him. When he first came to the school, guidance counselors paired Jonathon with other students who could show him around. The counselors also checked in on him along to way to make sure he was doing well.

Overall, the move has proven to be a good one for the Cottingham family. While SCASD is a lot bigger than their previous district, along with that size comes additional opportunities and diversity in the choice of programs offered.

“SCASD has a lot of different programs that Johnathon is interested in that weren’t offered at his previous school,” said Mrs. Cottingham. “There is more diversity and more choices at SCASD.” Jonathon encourages any student moving to a new district to try and make the most of it.

“Give the school a chance and keep an open mind,” he said.

So while moving to a new district is a daunting prospect for students and parents, the SCASD and the Cottinghams want new families to know that there is help and support that will hopefully make it a smooth transition.

“As parents, our advice is not to worry because kids are resilient,” said Mrs. Cottingham. “We also suggest keeping communication open with your child.”

We wish continued good luck to Jonathon and the entire Cottingham family as they adjust to life in State College and school at SCASD! l

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Success for Every Student

Grella Family Overcomes Challenges of Mid-Year Move to SCASD With two boys in school, the Grella family knew they were in for a big adjustment moving to State College from Westminster, Maryland. Their son Nathan is a rising sophomore, and Joshua is in seventh grade. What made the adjustment especially trying for them was that they moved in the middle of the school year.

In January 2016, they came to State College when their father, Chris Grella, accepted a job at State College Evangelical Free Church. Moving mid-year meant that the other students were already in a routine in the classroom and with activities.

“The challenges in moving in the middle of the school year are that some classes don’t transfer directly. There is a change in class content and structure,” said their mother, Angie Grella.

“Nathan had to alternate between North/South Buildings for lunch, and that made it hard for him to get connected with lunch friends.”

Thankfully for the boys, they found a lot of help and support at SCASD, making the transition more bearable.

“Nathan said that teacher Mr. (William) Lukens and counselor Ms. (Tanya) Anderson were very helpful in transitioning him to a new school,” said Mrs. Grella. “They also have ‘ambassadors’ who take them to their classes the first day.”

For Joshua, it was Carol Yeagley and Aaron Chamberlain who stood out in his mind as individuals who reached out and helped him. The Grella family has also been impressed with the welcoming nature of the office staff at Mount Nittany Middle School.

We had heard that the public schools were good, highly rated, and that it was a safe area all around.

Mrs. Grella did her homework before they moved to try and make things as smooth as possible for the boys. The couple spoke with some of their friends from church who live in the area and have experience with both Catholic schools and public schools in State College.

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“We had heard that the public schools were good, highly rated, and that it was a safe area all around,” she said.

Nathan says that the kids at State High have been friendly.

He also likes that he has more options for electives and activities than he had at his previous school. Joshua enjoys second

The Grella family—Angie, Chris, Nathan, and Joshua—enjoying life in State College

chance learning and the Tech Ed Curriculum, which includes woodworking, graphic design, and robotics.

Both boys have done their part to get involved as much as possible. Nathan took a journalism class and wrote articles for the Lion’s Digest. He also tried out for the JV hockey club, and this summer he’s playing inline hockey at the YMCA. Joshua plays baseball for a travel team and the Teener League, and he’s in the band. Both boys are active in their church.

For other parents in this situation, Mrs. Grella recommends spending some time on the school’s website to become familiar with how things work. Nathan’s advice is to engage in the classroom and find other new students to get to know.

Joshua’s suggestions: “Get ready to work hard. Enjoy learning.”

At these ages, making friends can be difficult. Coming to a new school in the middle of the school year can make this even trickier. The Grella family, and especially Nathan and Joshua, have made the most of the situation and are doing great. Welcome to SCASD! l www.scasdfoundation.org

Success for Every Student

Farm to School: Agricultural Science Students Use Grants to Innovate, Grow, and Go to Market Learning Opportunities Abound When Students Grow Their Own Food For many of us growing up, knowing where our food came from wasn’t something we gave much thought to. Today, with the rise in mass-produced, highly processed food that is often transported for miles before it gets to our plates, many people are looking to get back to basics.

The farm to table philosophy grew out of a desire to put food on the table that was grown locally, sustainably, and often organically. The farm to table idea has now expanded to include farm to school.

Over the past few years, the SCASD and the Agricultural (Ag) Science Program have received several grants to support the farm to school efforts, bring local food into Peachy Sweet & Raspberry Heat schools, and enhance food educasauce utilized the abundance of tion. This included a $26,335 grant raspberries Paul Heasley had growing at his house. from the Seed Change program, a $2,500 Food For All grant from the National FFA, $700 from the PA FFA Foundation, and $900 from a Farm to Table grant.

2016 graduate Cody Harpster was involved with Ag Science projects since 9th grade. In that time, he saw the production and marketing of several food-related products in the community.

“Not many other Ag Science students have the opportunities we have taken advantage of here in our community,” said Harpster.

The benefits of these programs to students are immeasurable and include: • Teaching students where their food comes from • Supporting local economies • Providing experiential learning • Giving students access to fresher, higher-quality foods “With funds from the grant, we were able to provide plants and grow houses to elementary gardens locally,” said Paul Heasley, Agricultural Science Teacher and FFA Advisor. “Our www.scasdfoundation.org

goal was to see food processing from ‘Seed to Seal’ so students can better appreciate food nutrition and preservation, especially at times of abundant harvest.”

Farm to school in action Below are a few examples of the exciting and innovative products that have resulted from Ag Science farm to school projects.

The Grow House is a children’s playhouse that provides a learning garden structure. Ag science students created a brochure to market the Grow House and they have sold them at Tractor Supply and to faculty and staff. Built by students in the Ag facility, many have also been donated to elementary school gardens.

“No-Weeds” plant mats are re-purposed cardboard mats that go around tomatoes, peppers, and other garden plants to reduce weeds, conserve soil moisture, and recycle cardboard.

Students designed a brochure and plant mat tags to sell these over the past couple of years. The program won a PA Recyclers Association award.

Peachy Sweet & Raspberry Heat hot cooking sauce was the tasty result of a National FFA “Food For All” grant that helped provide funds and food items for local food agencies.

Students processed, bottled, and marketed 180 bottles of their own sauce in partnership with Sweet Heat Gourmet.

The proceeds from this project were donated to help local agencies such as the State College Food Bank and Meals on Wheels, among others.

Heasley says that through these programs, lasting collaborations and partnerships have been built with others in the community. Local businesses and parents see students working outside of the classroom, improving their technical and leadership skills. He hopes that for some students, this exposure will eventually lead to a career.

Going forward, Heasley would like to connect more with the Culinary Arts program, continue to promote the farm to school philosophy, and remain a resource for elementary school gardens and programs. This summer, students, PTA members, teachers, members of the PSU Student Farm Club, and other volunteers will help tend the many gardens in the SCASD. l The Foundation | 29

Success for Every Student

Art and Theatre Students Travel the Country for Summer Programs Classes, Internships, Fundraising, Face Painting, and More!

For some of us, summer break means hot, lazy days spent drifting in the pool—but that’s not the case for SCASD art and theatre students. Many students use the summer months to gain more experience, practice their craft, and share their skills through teaching.

From additional training and internships, to acting and fundraising, art and theatre students have a lot of exciting things on their agendas this summer. Many take the opportunity to travel to programs in other cities or states, and in a few Rising senior Ally Ellis, holding two of her sketches. “With the help of the instances, even to other MICA program, I’m hoping to become countries. the artist I believe I can be and to “State High Thespians prepare myself for whatever lies ahead are preparing to perform in college, and later, in my career,” at the International Fringe said Ellis.

Festival in Edinburgh, Scotland in August 2017,” says Jill Campbell, State High ARTsmART teacher and Director of the State High Thespians. “To fundraise, they painted faces at the People’s Choice Arts Festival and will run a Summer Theatre Camp for young people in the community.”

Several State High Thespians will attend the MPulse Summer Performing Arts Institute at the University of Michigan.

According to their website, the program is designed to “inspire high school students to exciting new levels of excellence in music performance, music technology, musical theatre, theatre, and dance.”

Still others will attend S.T.A.T.E.! (School of Theatre Artistry and Technical Education), the new musical theatre summer program at Penn State. This two-week intensive program gives attendees classes in voice, acting, and dance. Instructors include Penn State Musical Theatre faculty, current students, and notable alumni.

Thespians from State High will also play roles in community theatre and Fuse Theatre productions.

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“This summer, I’m excited to be a part of the cast of High School Musical with State College Community Theatre, playing Ryan Evans,” said student Devon Tighe.

Devon also coordinates the thespians for the face painting booth at the People’s Choice Festival.

Leah Englehart, Takiyah Natasi, and Nika Bucknavage will be interning with Margaux Wolszczan at The Fraser St. Gallery in downtown State College.

Wolszczan says that the interns will help with social media marketing, designing postcards and posters, helping to manage the website, and of course, working in the gallery. The internship offers students real-life, invaluable exposure to the sales and marketing side of the art world.

“Interest in the arts is not a must, but definitely helpful!” said Wolszczan.

Student Noah Miller is dividing his time between an internship and helping with a theatre camp.

“I am doing a stage management internship with Muhlenberg College in Allentown at their Summer Music Theatre Festival,” he said. “Then I am going to help with State High Thespians’ theatre camp.”

Here are just a few of the other exciting plans for art and theatre students this summer: • Rachel Zhang will begin post-secondary programs at Cooper Union, one of the most prestigious art schools in the country • Sophia Skidgel will be attending an art camp at Millbrook Marsh • Maggie McConnell will travel to Tuscany for MICA’s summer art program • Ally Ellis will be attending the MICA summer program in Baltimore • Lydia Wollen will participate in the Philadelphia Academy of Art summer program • Grant Donghia will do a film camp in NYC • Ashley Stangle will be an art teaching assistant at the Deer Valley YMCA camp Congratulations to all of our art and theatre students for their continued dedication! l www.scasdfoundation.org

About the SCASD Foundation

Why Have an Education Foundation?

Opportunity for Greater Impact on More Students Fuels Education Foundation Giving State College Area School District has long benefited from the generosity of alumni, families, businesses, and friends. In addition to charitable contributions that have been made directly to the district, the Centre Foundation currently manages 71 endowment funds that benefit students in the form of annual payments toward post-secondary scholarships and awards, professional development for teachers, and program-specific support for the enhancement of curriculum or student activities, predominantly at the high school.

So, why create the SCASD Education Foundation? The simple answer: impact.

• The impact of donations to the SCASD Education Foundation are broad and far-reaching, creating opportunities for donors to benefit more students. ➢➢ The foundation will support all schools within the district, impacting students in K–12, and is not limited to funding specific programs or activities. ➢➢ The foundation will be open to advancing any curriculum area as well as programs outside the classroom, such as extracurricular activities, before- and after-school programs like Community Education

Extended Learning (CEEL), and important initiatives focused on student health and well-being.

• The impact of donations to the SCASD Education Foundation will be immediate, making it possible to support a variety of projects that are initiated and funded during the course of each year. In fact, the foundation, created in November 2015, has already funded its first project, working with faculty and students at the South Building to maximize usable study space in the midst of the construction project. (See pages 4–5 for the full story.)

• The impact of donations to the SCASD Education Foundation focus on top priorities. The foundation is relying on students and faculty, along with district and school administrators, to identify areas of greatest need where opportunities exist to make significant gains.

Partnering with Businesses for the Education Improvement Tax Credit (EITC) Program Another key advantage of the SCASD Education Foundation is its ability to accept contributions from businesses through Pennsylvania’s Education Improvement Tax Credit (EITC) Program. The Commonwealth awards tax credits to qualifying businesses that make a charitable contribution to an educational improvement organization (EIO), like the SCASD Education Foundation. EITC contributions cannot be made directly to a school district. SCASD Education Foundation is a 501(c)3 organization and expects to be approved as an EIO for participation in the EITC program.

A limited amount of funds are designated annually for PA’s EITC program, and businesses must complete and submit a simple online application to the PA Department of Community and Economic Development. More information, links to qualifying criteria, and the application will be posted on the SCASD Education Foundation website at www.scasdfoundation.org.

EITC allows local business owners, or alumni who own businesses in PA, to support SCASD students.

The SCASD Education Foundation is dedicated to giving donors more opportunities to challenge and inspire every student in every grade in every school within the district, inside and outside the classroom. l

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On the Web Stay Connected WITH the SCASD Education Foundation throughout the Year Visit www.scasdfoundation.org for the latest news and important information from the SCASD Education Foundation.

While you’re on the site: • Sign up for our monthly email newsletter • Learn more about giving opportunities

"My children have had excellent teachers in SCASD who have treated them with respect, brought them joy, made them feel cared for, and worked tirelessly to help them grow as learners."

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• Stay up-to-date on the latest happenings within the Education Foundation and the district

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