TH E C A NDE O C L ARIO N RC H 22002200 // VOLUM VOLUMEE 33,, IS I SSU SUEE 12 JAM NA UA RY
Our MISSION is to GROW WISDOM and VIRTUE for a LIFE WELL LIVED through RIGOROUS KNOWLEDGE-BASED SCHOOLING in the CLASSICAL LIBERAL ARTS.
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MESSAGE
FROM OUR
HEAD OF SCHOOL
STEPHANIE MUSSER, Ed.D.
THE IMPORTANCE OF PLAY
One of the best sights I see from my office window is a steady stream of students outside, all day long, simply playing. I watch students run (the always-preferred mode for elementary children) and walk, roll on the turf, and bask in the sunshine. They climb on bars, hang on trees, bark and squawk at each other, and dig in the sand. They laugh, strategize, compete, fall, and get back up. The beauty of children is especially evident in these moments of play. Play has long been a key topic of discussion of schools, and takes its roots in cognitive, socio-emotional, and physical research. There is no doubt that play is important for proper child development, but when it comes to actually implementing a plan for play, schools vary widely. Some schools believe it is merely a break for relief during the day. Some think it should be limited, yielding to classroom time in the name of “rigor.” Some believe it is a period for teacher preparation, simply to get “other” work done. At Candeo, the value placed on play is high. It is part of the curriculum, requires teacher attention, and is believed to be necessary, even critical, for the learning process and the well-being of children. Play theory and the purpose of play go back to the work of two main cognitive psychologists, Piaget and Vygotsky. Piaget centers on the idea that play is a reinforcement or reflection of things already known, more of an opportunity to practice or live out new learning. Vygotsky, on the other hand, emphasizes that new knowledge is constructed through play, that it actually facilitates cognitive development. Both theories hold true. At Candeo, play and recess time has always been at the forefront of our instructional plan. Every year since inception, we have placed a premium on the amount of scheduled recess time we offer. Conversely, recess and play have notably taken a back seat in schools across the country, so much so that new laws passed a few years ago in Arizona which required a minimum amount of minutes each day for recess. Candeo exceeded that requirement at the time of the law’s passing. Since then, we’ve added even more time, and as recently as this year, provided a restructured schedule to ensure play was happening more frequently throughout the day. Our commitment extends well beyond state expectations, however. This past summer, three members of our staff were
sent to study the constructs and processes of Finland’s top-inthe-world education system. Educators reinforced their priority for outdoor play as part of the instructional day. They presented their schedule of 45 minutes of classroom instruction to 15 minutes of recess throughout each school day. This 45:15 model was embraced, brought back to our school in grades K - 5 (and adjusted for more frequency in middle school), and implemented beginning this year. Already, we have noticed the positive benefits of this routine for student learning and development. Candeo is also known for its somewhat uncommon view of the role of the teacher during recess when compared to other schools. Where recess may be viewed as a “break” for teachers elsewhere, it is understood here to be a key component of teaching and learning. At our school, teachers are expected to be present and observant during this important part of the instructional day. During recess time, we learn much about students through observation - how they process learning, cooperate, lead, follow, take risks, solve problems, move, persevere, and resolve conflict. We gain insight that enhances our ability to plan for instruction, assess needs, enhance the learning environment, counsel, and build classroom community. And there is an added benefit: Not only does outdoor time give fresh air and fresh opportunity for children, but it also allows the same for our education professionals. We enjoy and appreciate the time as well! Both indoors and out, the joy, wonder, and beauty of life and learning are apparent, marveled upon, and grown in our little
TAKE A TOUR LEARN ABOUT OUR CORE CLASSICAL LIBERAL ARTS CURRICULUM AND SEE FIRSTHAND WHAT MAKES CANDEO SO SUCCESSFUL! SIGN UP FOR A TOUR AT CANDEOSCHOOLS.COM.
TWO KEYS TO READING INSTRUCTION BREAKING THE CODE, BUILDING THE FRAMEWORK
By Dr. Michele Hudak, Dean of Academics
When I graduated with my Bachelor’s degree in the early 1990s, I came out of the Whole Language Era. The Whole Language philosophy to teaching reading subscribed to the belief that teaching approaches should focus around teaching children whole words and phrases in authentic reading experiences rich with language in children’s literature of the teacher’s choosing. Teaching children how to decode or break apart words out of a rich context, at that time, was considered taboo. At the time, I was a first grade teacher, and I thankfully had mentors who had been around for years that assured me that teaching phonics out of context was perfectly fine. Fast forward 20+ years. I was fortunate to attend a Core Knowledge National Convention several years ago with Candeo colleagues. As a professional developer, I always
Decoding needs to be taught explicitly and sequentially. Children need to be taught that words are made up of sounds, that sounds have predictable relationships, and those sounds are attached to symbols (letters).
gravitated to sessions geared toward early reading instruction. In attendance was Matthew Davis, Ph.D. who worked for the Core Knowledge Foundation at the time. His presentation on the two keys to reading instruction still resonates with me today as I work with colleagues and students in our earliest grades. Dr. Davis described learning to read as a two-key lockbox. In order to be a successful reader, two keys are necessary to unlock the box: decoding and language comprehension. Decoding is the ability to apply one’s knowledge of letter-sound relationships. Where the proponents of Whole Language went awry is in the belief that children learn to decode naturally just like they learn language. Dr. Davis assured us that the process of decoding is NOT a natural process. Decoding needs to be taught explicitly and sequentially. Children need to be taught that words are made up of sounds, that sounds have predictable relationships, and those sounds are attached to symbols (letters). You may hear your child’s teacher talk about “breaking the code.” Learning to decode text is just that--code breaking at its highest level. For some, the code breaks easily. For others, the code is complex. By the end of second grade, the code should be completely broken--hence the reason students gravitate toward chapter books. They no longer need picture supports to aid in breaking the code. Davis’ second key, language comprehension, is just as important. Language comprehension is the student’s ability to gain meaning from written and oral language. Children who have strong language comprehension abilities often have a broad base of background knowledge in key subject areas such as art, music, history, and science while also understanding the syntax and grammar of the English language. E.D. Hirsch, Jr., the founder of Core Knowledge, calls this cultural literacy. The proponents of Whole Language had this almost correct. We were taught to read rich literature to and with children. The only problem was that the teacher was the decision maker as to what should be
read. Often, history and science were afterthoughts. Both keys are absolutely essential for any child learning to read. The goal of reading is for children to have a deep understanding of the printed words they encounter on a page. Our Candeo classrooms are rich with language in every discipline. Children read or listen to their teachers read all day long across all subject areas. To become a better reader, children must not only practice reading, but they should also be immersed in great conversations about what they are reading daily. Dialogue about text is the best way to build reading comprehension. At Candeo, we believe parents are a critical part of their child’s education. As such, decodable texts are sent home regularly in our earliest grade levels for students to practice their decoding and strategic reading skills. While they may seem easy for children (because they have been practiced in class), continuing to practice will build fluency and rapidity-the key for being able to consume larger amounts of text. Additionally, reading more lengthy, rich works of children’s literature to your children nightly and conversing with them will continue building upon their ability to understand language. Both types of books are essential for creating a culturally literate, engaged, enthusiastic reader.
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Message from KPG CONNECT KPG Connect is pleased to be working with Candeo Schools in bringing this publication to the students and parents. We thank Head of School, Dr. Stephanie Musser, for sharing her vision for the publication, and Marketing Specialist Kristin Beers for the tireless hours of creating, editing, and proofing the content for the Candeo Clarion. And, special thanks to the many students, parents, and staff of the school - this publication is for them.
Publisher
John Kindler
Creative Director Tawny Morgan
Content Manager Rachel Pribyl
KPG Connect (480) 204-7934
Sponsorships: For sponsorship information for a business you run or own, or for one you have used that has done great work, please reach out to John.Kindler@ kpgconnect.com or 480-204-7934. Disclaimer: While thankful for the sponsors contained within this publication, neither KPG Connect or Candeo Schools may be held liable or responsible for business practices or services offered by these companies.
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UNIQUELY CANDEO THE LOGIC OF TEACHING LOGIC
By Scott Moeller, Middle School Teacher
“I had quite an argument with my daughter yesterday.” Not something you would expect your child’s teacher to be admitting to a roomful of middle schoolers, is it? Nevertheless, it is something that I admit to on a regular basis during an informal logic class. Students quickly learn that having an “argument” with someone is simply the exchange of opinions, not an emotional experience. At Candeo, we understand the importance of being able to craft an effective argument and to recognize when a faulty one is being made. Our classes in logic do just that. A special aspect of our curriculum at Candeo is the calculated and precise way that knowledge builds from grade level to grade level. In the Sixth Grade, students are introduced to the Enlightenment, or Age of Reason. In Eighth Grade, students are given the opportunity to study the “art and science of reasoning,” commonly known as logic. The logic courses are one semester courses, broken down into two subdivisions: formal logic and informal logic. Formal logic is about pure reasoning in the abstract, focusing on types of arguments in which the premises imply a necessary conclusion. An example of this deductive reasoning would be the following: - Premise 1: All men are mortal - Premise 2: Socrates is a man - Conclusion: Socrates is mortal This type of argument, called a syllogism, will have a conclusion that is true as long as the premises are true. If that is the case, a sound (proper) and valid (true) argument has been made. If one of the premises is untrue, the conclusion will be invalid, even though the structure of the argument is still sound. Informal logic is not so concerned about form or structure, rather, it is concerned with arguments made using everyday, ordinary language. These arguments use inductive reasoning, or a part-to-whole approach, that brings in certain points in
order to try to prove a general conclusion. Arguments made using informal logic will not be found to be valid or invalid as formal arguments are. Instead, the goal is to present an argument that is strong. Also, where deduction arguments deal with “black or white,” inductive arguments deal with “shades of gray” where there is not necessarily a certainty to the conclusion. The Informal Logic class is broken into two parts. In the first half of the course, students learn to identify fallacies, or the mistakes or tricks, people use to distract one from the actual issue at hand. This is followed by nine weeks of learning how to construct a sound argument using the five common topics of argument. Logic is a course that often seems intimidating to many, but a great number of Candeo students emerge from these classes with a more confident grasp of how to produce a convincing argument and enjoy recognizing when others in their lives or those in the media are attempting to divert attention away from the real issues.
SHARING MY
PASSION THE BEAUTY AND BENEFITS OF MUSIC
By David Baradic, Music Teacher
Music is an integral part of a classical, liberal arts education and is an essential component of the Quadrivium. In the Quadrivium, music shares an equal curricular emphasis to the study of arithmetic, geometry and astronomy. Therefore, music is an essential part of the Core Knowledge curriculum utilized at Candeo. The ancient Greek philosopher Plato so eloquently summed it up this way: “Music is a moral law. It gives a soul to the Universe, wings to the mind, flight to the imagination, a charm to sadness, gaiety and life to everything. It is the essence of order, and leads to all that is good and just and beautiful.” I find Plato’s words as relevant now as they were more than 2,400 years ago. Music was my first language. Even at a very young age, I could listen to music and instinctively understand the process of harmony, melody, and rhythm. It came more naturally to me than writing, reading, and speaking. As a result, music has impacted my entire life, from personal growth and reflection; to understanding emotions and evolving positively as a human being; to enriching relationships; and, of course, engaging in a highly satisfying career. Music has opened doors for me that have, in turn, allowed me to enrich the lives of those around me. I cannot imagine life without it. Music indeed leads to all that is good and just and beautiful. Case in point, it literally led me to Candeo. While at Candeo, I feel strongly about impacting the lives of young people through the study of music performance, history, and theory. Each component has its set of challenges and rewards. When we learn about music history, we learn much about society and human history. We also learn about how life imitates art and how art imitates life. When we study music theory, we are learning about mathematical musical equations and the acoustics of life. When we are learning a musical instrument, we are coordinating many parts of the brain simultaneously and expressing our souls’ deepest feelings.
Researchers have determined that learning to play a musical instrument will improve verbal memory, spatial reasoning, and literacy skills. It also builds self-confidence and social skills. Playing a musical instrument requires cooperation between both hemispheres of the brain. It requires both the creativity of the right hemisphere, while simultaneously consulting the analytical and mathematical abilities of the left brain. Very few disciplines stimulate the brain in this way. The benefits to learning about music and playing a musical instrument are as infinite as life itself. I feel blessed to be able to share the gift of music with Candeo students. Carefully managing their musical struggles and triumphs has led to some of the most rewarding moments of my life. It has led to all things good, just, and beautiful.
STRIKING A CHORD WITH
MR. BARADIC Upon mere moments of hearing Mr. Baradic play the piano, listeners know that he is an exceptionally talented and gifted musician. His love of his craft is palpable. For the last nine years he has invested time, patience, and dedication to assist Candeo students achieve “lightbulb moments” - the moment on a child’s face when he or she realizes, “I did it!” Q: When was your first exposure to music? A: My parents always had music in the house. I’m told that when I was three years old, I would listen to songs on the AM radio, figure them out, and play them on my little 30-key plastic organ. It was great ear training. The first song I could play was “Take Me Home Country Road” by John Denver. Q: We know you are masterful at the piano. How many instruments do you play? A: I grew up playing the piano, organ, guitar, synthesizer, saxophone, drums, cello, violin, flute, and clarinet. We had a house full of instruments and we would get together on weekends with extended family and play music together. From Beethoven, Brubeck, and The Beatles, our jam sessions had it all. Great memories. Q: What was your first paid job in music? A: I’ve been working in music professionally since I was 16. In high school, I worked four or five nights a week with an R&B band and it’s never stopped. (Pauses. Laughs.) Actually, my first paid position began when I was 10 years old. After church, the music director would let me go up and play on the organ which turned into a regular gig. From the age of 10 to 18, I was paid to be our church’s organist. (Laughs again.) I could barely reach those pedals at first. Q: How do you pursue your passion for music outside of school? A: I continue to work several nights a week playing jazz piano: consistently on Fridays at Tomaso’s in Phoenix and Saturdays at Eddie V’s in Scottsdale. Some professional highlights are playing at the Montreaux Jazz Festival in Switzerland and the North Sea Jazz Festival in Holland. Music has taken me to Japan, France, Germany, and throughout Europe.
Q: What is an item on your bucket list? A: I want to go to Alaska, see what it’s all about, and fish for salmon. Q: Aside from necessities, what is the one thing you could not go a day without? A: Coffee and music. I’ve never gone a day without music in my life. It’s just part of who I am, part of my thought process. Q: Why do you choose to teach at Candeo? A: I love teaching this age group. I first taught at college and didn’t enjoy it. When I began working at Candeo nine years ago, Dr. Musser and Dr. Hudak were so welcoming. They supported anything I wanted to try and would openly collaborate. The feedback and suggestions I received have probably saved me from burning out. I also enjoy teaching the curriculum. The Core Knowledge sequence for music instruction is outstanding.
FLAPPER! IT’S MUSIC. IT’S DANCING. IT’S MAGIC!
Candeo students dazzled and delighted audiences with this year’s spectacular middle school musical performance, Flapper! Congratulations to the hard-working cast, crew, choreographers, and theatre teacher/musical director, Kimberlee Easton!
WHY WE STUDY
SHAKESPEARE POETRY, PROSE, AND THE POWER OF PERFORMANCE
By Thomas Andrews, Fifth Grade Teacher
William Shakespeare is one of the most recognizable names in literature, and for good reason. His numerous plays are regarded as some of the finest works written in any language, let alone the English language. In the fifth grade at Candeo, students have the opportunity to read and perform a young-readers version of A Midsummer Night’s Dream, one of Shakespeare’s most delightful and beloved comedies. Although the play was written more than four centuries ago, a study of the comedy provides benefits for reading and language comprehension, fluency, and a greater appreciation for different kinds of literature. Studying Shakepeare’s play strengthens reading and language comprehension through challenging sentence structure and unique vocabulary. By reading A Midsummer Night’s Dream, students are exposed to grammar and words not seen in the works of other authors. The complexity of the writing, even with a simplified edition, provides a challenge for students to draw meaning from sentence structures not ordinarily seen in other forms of literature studied up to this point. The study of Shakespeare improves students’ vocabulary. No single writer has had such a large impact on the English that we speak than Shakespeare. The playwright is known for his use of unusual words and is even credited for inventing more than 1,700 words still used today. Words such as bedroom, inaudible, and zany originated in Shakespeare’s works. Likewise, expressions such as “elbow room” and “catching a cold” are among his contributions to our language. Exposing young learners to such a rich vocabulary serves to bolster their own personal lexicon, and invites the student to use more provocative language in their own writing.
Beyond reading and writing, performing the play also allows the students to grow in fluency and rhetoric. The repeated reading, rehearsing, and memorization of lines from the comedy guides students to accurately recite lines while expressing the emotions of their role. This serves to improve their ability to communicate thoughts and ideas through language, a major component in the art of rhetoric. In performing the play, students are also able to better appreciate the beauty of the English language. Shakespeare’s masterful dramas often overshadow the fact that he was also an accomplished poet, composing 154 sonnets. There is no better way for young learners to experience the music of English than through the meter and language used by Shakespeare, especially when spoken aloud. Finally, the joy of learning and performing the play cannot be overlooked. Students are able to witness a new kind of literature and all the pleasure that comes from a drama, especially comedy like A Midsummer Night’s Dream. Students relish the delightful language of Shakespeare, and find meaning in the whimsical setting of the play. Ultimately, our foray into drama provides improvements in comprehension, language, and rhetoric accompanied by endless dedication and joy to be remembered for years after fifth grade.
CALENDAR OF UPCOMING EVENTS
Details can be found on the Candeo Calender on the Parent Portal
CONGRATULATIONS! SPELLING BEE
That is C-O-R-R-E-C-T!
MARCH
10 Governing Board Meeting 13 Middle School Field Day 16-20 School Closed 23 School Closed/Teacher Work Day 25 REACH Assembly Spring Conferences and Art Show 26 Q3 Middle School Awards
APRIL
22 Candeo Connect and K-2 Field Day 23 Grades 3-5 Field Day 24 School Closed 27 School Closed 29 REACH Assembly
1st-3rd Grades
Winner: Delphine Schneider 3rd Grade (right) Runner-up: Nilay Agrawa 3rd Grade (left)
4th-8th Grades
Winner: Briggs James 4th Grade (left) Runner-Up: Christian Lee 6th Grade (right)
National Classical Etymology Exam/Vocabulary Exam Award Recipients Gold: Riley Sporalsky Silver: Jalen Jefferson, Chaya Bennett, Gage Furr Bronze: Wyatt Cox, Annika Shoop, Avi Singh, Madeleine Beers, Evan Butterfield, Tatum Kuniski, Christian Lee, Persia Reavis
CANDEO’S CANINE CLASSMATE UNORTHODOX STUDENT, UNTOLD IMPACT “My dog ate my homework” is an excuse humorously used by childrens’ books and movies alike. The dog IS my homework, well...that’s another story entirely. No, students in Jen Keller’s fifth grade classes are not required to complete homework based on their canine classmate, however, the lessons learned by his presence are meaningful and lifelong for all involved. Gino, a student in his own right, is a sweet, one-yearold Labrador Retriever in training to become a service dog; Mrs. Keller is his volunteer “puppy raiser”. A veteran puppy raiser for more than 10 years, she welcomes each puppy when they are two months old and works with each one until they reach 20 months. “While I have Gino, I need to keep him healthy, teach him 30 commands, and expose him to many different environments and experiences,” says Mrs. Keller. “Bringing Gino to school with me is invaluable for his training. He may work in a school setting when he’s older and getting used to the sights, sounds, and smells now will help him stay focused on his future handler.” When puppies leave their puppy raisers at 20 months, they go to six months of professional training. Mrs. Keller reports approximately half of the puppies make it through that stage to become service dogs. Students greatly anticipate Gino’s campus visits. While it seems fun to have him in the classroom, the benefits go far beyond. Mrs. Keller shares with students the impact service dogs have in the lives of their handlers. Because of service dogs, their handlers gain sought-after independence. Mrs. Keller’s prior puppy-in-training, Palmina, recently completed her professional training. “I was able to attend her graduation and hand over her leash! She will be working with Morgan, a 12-year-old girl in the Tucson area who uses a wheelchair.” Palmina can turn on lights,
open and close doors, retrieve dropped items, and can remove Morgan’s socks and pull the sheets down when she is ready to go to bed. Gino also visited several Candeo Kindergarten classrooms when students were learning about the five senses. Mrs. Keller discussed with students the different ways in which service dogs help people from smelling a fire, to seeing for the blind, alerting their handlers to important sounds, and helping with many physical tasks at home. In addition to learning what services these amazing dogs can perform and gaining empathy for others, students must also exercise discipline and self-control. “It’s so tempting to reach down and pat him,” says Mrs. Keller. “I’ve let students know that petting him makes it hard for Gino to listen to me so they should always ask first. I’ve been very impressed with how well students and staff are handling having Gino on campus.”
Canine Companions for Independence is the organization for which Mrs. Keller volunteers. She chose them because they provide fully-trained assistance dogs free of charge to those that need them. To learn more, visit www.cci.org.
Our team believes that the foundation to a successful business and life is what you invest in others; because of this, we have implemented volunteering and monetary giving into every area of our life. With each transaction we donate to a charity of our clients choice. Several times a month we invite clients over for a homemade meal. And, our clients and friends rave about our Annual Halloween Event. We also volunteer often at Candeo, CCV and other community events. Although newer to the Candeo community, we are so grateful to have our children attend the school and for the opportunity to serve you! Thank you, Candeo!
PATRICK HALPINE 623.693.1674
Patrick@SellingAZHomesTeam.com
& NADIA PATTERSON 623.695.8915
Nadia@SellingAZHomesTeam.com SellingAZHomesTeam.com
I WANT TO DONATE, BUT HOW? TAX CREDIT DONATION
ANNUAL CLASSROOM GIVING
DOLLAR FOR DOLLAR CREDIT
TAX DEDUCTIBLE
The AZ tax law allows a tax credit of up to $400 (joint) and $200 (single). A tax credit applies as a dollar for dollar credit - which is different from a deduction. Most taxpayers are eligible to assist a public school at no cost, since the entire amount of the donation is credited back in their Arizona state taxes.
Donations made to the Annual Classroom Giving fund are tax-deductible.
ALLOWABLE PURCHASES
OPERATIONAL BUDGET
New laws have broadened the scope of items donation dollars can buy. Donations can now be used for playground equipment, shade structures, Chromebooks, appliances, approved curricular books, and consumable health care supplies, to name a few.
All donations go to the operational budget and are used for teachers, classrooms, and curriculum materials.
WHERE TO DONATE
WHERE TO DONATE
Tax credit donations can be made on the Parent Portal by clicking on the Tax Credit Form at the top of the screen or at candeoschools.com/support.
DONATE BEFORE TAX DAY All tax credit donations made before the April Tax Day can be applied to the previous year’s taxes.
Donations can be made on the Parent Portal by clicking on the Annual Classroom Giving tab on the top of the screen or at candeoschools.com/support.
DONATE WITHIN THE YEAR Donations must be made within the calendar year to be applied to that year’s taxes.
Have questions? Email sstroupe@candeoschools.com.
JA NUA RY 2020 / VOLUM E 3, I S SUE 1
THE GOOD LIFE Our MISSION is to GROW WISDOM and VIRTUE for a LIFE WELL LIVED through RIGOROUS KNOWLEDGE-BASED SCHOOLING in the CLASSICAL LIBERAL ARTS.