Madeworthy Mar/Apr 2018

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It’s more than a catchy phrase

Become a Happy Camper CAMPPLASTICSURGERY.COM | 817.228.4315 | 3455 LOCKE AVENUE #320, FORT WORTH, TX 76107

madeworthy PUBLISHER Victoria Wise

EDITOR Lee Virden Geurkink

CONTRIBUTING WRITERS Sarah Angle Lyle Brooks Edward Brown Jackie EH Elliott David Geurkink Jocelyn Tatum Tricia Schniederjan Angela Weaver William Wise

CONTRIBUTING PHOTOGRAPHERS Jodie Miears, Reverie Photo Co. Kim Burnstad Jeffrey Wooten Madeworthy Magazine is an extension of Tanglewood Moms, LLC, and serves to tell community stories for a family audience. For website and magazine advertising opportunities, please contact: Victoria@MadeworthyMedia.com

ILLUSTRATOR

© 2018 Madeworthy Media No part of this publication may be reproduced without permission.

GRAPHIC DESIGN

CONTRIBUTERS’

A: George Angle, tennis coach, Haltom High School - Sarah Angle

A: Mrs. Hendley, kindergarten, Southwest Christian School - Jodie Miears

A:

Sovic Designs Cassie Kruemcke, Design Director, PAVLOV Agency

Who was your favorite teacher?

A: Dr. Rozalie Levant, piano, UNT

A: Dr. Carrie Leverenz, Writing for the Professions professor, TCU - Jackie EH Elliot

A: Karen Giles, Upper School

English, Fort Worth Country Day - William Wise

Bob Prentice, Black and White Photography, Cairo American College - Kim Burnstad

Trish Wise

-Edward Brown

A: Mrs. Casas, 1

grade, Tanglewood Elementary - Jocelyn Tatum st

Geraldine Knowles Brooks (aka Mom), English, drama, and speech, Travis High School in Austin - Lyle Brooks

Country Day - Shannon Lange

4

grade science teacher, Bear Creek Intermediate School - Angela Weaver

A: Mrs. Holland, 3

th

rd grade, Fort Worth Country Day - Tricia Schniederjan

A: Mr. Killion, English, Fort Worth

A:

A: Mrs. Ann Barnes, 5

A: Karen Giles, sophomore English, Fort Worth Country Day - Jeffrey Wooten

A: Dr. Ned Rifkin, art history professor, UTA - Trish Wise

Issue 4 | Mar / Apr 2018

From The Publisher

From The Editor

Victoria Wise

Lee Virden Geurkink

If only I could go back and tell that second-grade girl in the picture that it’s okay that you got Cs on your report card. It’s okay that you weren’t ever selected to be in a school play or to be a crossing guard. It’s okay that you spent more time exploring the neighborhood and beyond instead of finishing your homework.

I was never very good at school as a child, and I was never very good with rules. What I wish I could have done early on was listen to my heart and sought my strengths in the things I naturally did well. As you’ll read in our “Square Pegs, Round Holes” article, it’s so important to know that mastering the basics, while often tiring for our children, eventually leads to opportunities to self-select subjects and ultimately a career path focused on our strengths.

You would think this would be common knowledge. Doesn’t everyone just know what they are good at and what they should do when they grow up? Experience tells us the answer is no. I think it takes most of us a period of trial and error, unless you are one of the fortunate ones who knew your calling from the time you were seven.

If I had recognized that starting a small business while in high school was a glimpse of my passion, if I had recognized that taking photography and TV production as electives meant maybe there is a hidden talent, and if I had been encouraged to explore those paths, perhaps I would have found my calling sooner. Steve Jobs called this connecting the dots. It might not be obvious while you are creating the dots, but you’ll see the paths were right there, clear as day.

Your child might not show signs of high achievement; they may never be a straight-A student, be elected to student council, or be the captain of the team.

However, he or she might already be showing little signs of what their path in this world looks like. Pay attention, help guide them, and let them know that education will hone their unique talents and allow them to carve out their place in this world.

That second-grade girl in the picture talked too much, she didn’t fit in, and she got messy ALL the time. She’s still very much the same. And it’s okay.

An Apology I am so thrilled with the March/April issue of Madeworthy! I love that we are focusing on education, spotlighting educators who are making a difference in our children’s lives and programs that promote lifelong learning. I originally thought that my Letter from the Editor should be a thank you to all the wonderful teachers I had over the years, but then I realized that I simply do not have enough space for that.

You see, I was fortunate to have incredible teachers all throughout my education. So instead of a thank-you note, this is an apology note.

To Mrs. Stutzman, my third-grade teacher, I am sorry for being such a little knowit-all. Thank you for not wringing my neck when I told you that you were wrong because Carl Sagan said differently on Cosmos the night before.

To Mrs. Swanson, my seventh-grade English teacher, I am sorry for badmouthing you with my friends. The only excuse I have is that I was thirteen. Mea culpa.

To most of my high school teachers, I am sorry for never doing my homework.

While I always participated in class, I never understood why I had to do homework. I know it was frustrating to you that I never turned anything in on time.

To my college advisor, Dr. Ridyard, I am sorry for subjecting you to the vaguest and most inflated college essays. To tell you the truth, I usually wrote my papers the night before they were due, and I did not apply myself as I should have. The fact that you did not kick me out of your classes is a testament to your patience!

And finally, to my mother, I am heartily sorry for all the last-minute, panic-fueled projects that HAD to be done. Between my tendency to procrastinate and my ability to forget what day it is, I know that I was a trial to your boundless patience. Rest assured, however, that your granddaughters are avenging you!

I hope that you enjoy this issue of Madeworthy. It is our thank-you note to educators everywhere!

Fort Worth Children’s Dentistry Dr. Drew Jamison · Dr. Jack Morrow · Dr. R. Nelson Beville III www.fwkids.com

Number of Toothbrushes

5521 Bellaire Dr. South · Suite 210 · Fort Worth, TX 76109 · (817) 569 - 6633

photo by Sharon Ellman

A DELICIOUS DEBUT

READ INGS & BO O K SIGNINGS March 3, 11 am

BRING THE KIDS TO MONKEY DOG BOOKS Located inside Feastivities at 3637 W. Vickery Blvd., Fort Worth, TX.

April 28, 10 am LET’S READ AT FROG FOUNTAIN! The TCU Bookstore will be set up at Frog Fountain on the TCU campus for a book signing and donuts with SuperFrog.

by Jocelyn Tatum “I think you need to write books, Michelle.”

Michelle Marlow was studying speech pathology at Texas Christian University when her professor and mentor, Lynn Flahive, said this, prompted by Michelle’s passion for working with children. So Michelle started writing a children’s book for and about children struggling with communication disorders.

However, Michelle soon married and had four boys — George (19), Thomas (17), Henry (15), and William (10) — and the book was set aside. “When I got out of graduate school studying speech pathology, I wrote this book and it is has been sitting on my desk [unfinished] for more than 20 years.”

Fast forward to last year, and Michell paired with illustrator Megan Skeels (as well as her sons) to finish S Is the Most Delicious Sound. Published in February of 2018 by Mascot Books, it is filled with tricks Michelle uses as a speech pathologist in her private practice.

The reader can tell the author understands childhood speech and language barriers well. Michelle seems to have climbed inside the mind of the main character, Sam, in this, the first for three books she plans to write to provide parents with tips on how to help children improve their communication. The next books in the series will be about the other most common sounds children have difficulty with – L, R, and Th. In S Is the Most Delicious Sound, Sam has a difficult time with the letter S. Sam’s story starts on his sixth birthday. He has to say the dreaded letter whenever he says “six,” which sounds like “thix” when Sam says it. If the reader has never known someone with a speech impediment, he will know how much a child struggles with such a challenge and how deeply the struggle hurts. Michelle’s compassion is evident as she explores Sam’s journey.

Just as Sam’s day is about to go south, a surprise character enters. (You will just have to read the book to meet him!) He offers Sam the same advice that Michelle gives to her clients. This advice gives Sam not only the tools to improve his Ss, but

the hope that is needed to overcome the hurdles that confront him every day. Although this book does not take the place of a speech pathologist, it is meant to encourage children and parents alike.

“This is what I teach children,” Michelle said.

Since 1994, Michelle has worked in private practice, helping children with communication disorders from infancy through high school.

She works with many children from distressed neighborhoods who do not have support at home.

She said many of them just want a hug. “My hope is to correct misarticulation and give them hope.”

At the end of S Is the Most Delicious Sound, Sam’s new friend convinces him to have a positive attitude and to keep practicing his Ss. And while they are not always perfect, Sam has a new confidence and a new smile that he did not have before.

He understands that confidence can come from anywhere, even imperfections, a message Michelle heard from her mother and father, who encouraged her to leave her small hometown to attend TCU. Through her parents’ love, she believed she could do anything.

“My parents raised me to give to the community. They gave me such a good life.”

Michelle has been giving to the community for decades in Fort Worth. There is seemingly not a moment when she is not doing something for someone else.

And she has raised her sons to do the same. Since they were little boys, they have set up a lemonade stand during Colonial Country Club’s annual golf tournament to raise money for charity, with a little help and a lot of encouragement from Michelle. Last year, their lemonade stand raised $46,000 for the therapy dogs, Cooks Cups for Pups.

S Is the Most Delicious Sound, by Michelle McKee Marlow can be found at Barnes and Noble in the local author’s section of the children’s area and at Monkey and Dog Books, located inside Feastivities Gourmet-to-Go Market.

TO OUR TEACHERS, This issue of Madeworthy magazine celebrates education and our educators. This seemed appropriate to the editorial staff of Madeworthy because March and April are traditionally months when students in primary and secondary schools are gearing up for state-mandated tests, high school seniors are receiving letters from colleges and universities, and families are making decisions about new schools. In addition, Spring Break and summer vacations do not seem quite so far away, so students’ attentions start to wander, making teaching even more difficult.

We on the editorial staff wanted to recognize and commend our city’s educators for all they do. Teaching is not a job for the faint of heart. There are very few phrases that are more insulting and more incorrect than the old chestnut, “Those who can, do. Those who can’t, teach.”

Teachers, whether they teach preschool or graduate school, have to be a psychologist, a politician, a parent, and a cheerleader. They often have to use their own money out of their woefully inadequate salaries to supplement the supplies that are provided them by the school. They have to deal with often-contradictory requirements and Byzantine regulations and qualifications from state and national agencies. Public school teachers have to deal with overcrowded classrooms of children of all abilities. They have to pacify irate parents and navigate administrators who may have lost touch with the classroom.

Teachers need to be able to allay the fears of their students while dealing with their own. They need to know how to react to a fire, a tornado, a flood, or an active shooter – all the while making sure that their students take threats seriously but do not become overly fearful. They need to be alert for signs of abuse, and they need to be on the lookout for bullies.

Oh, and they have to try to teach.

Why, then, would someone be crazy enough to teach? When we interviewed the teachers that you, our readers, nominated to be honored in this issue of Madeworthy, we heard over and over about the joy they feel when a student who has struggled makes a breakthrough. About the satisfaction they feel when a former student returns to thank them for their love and patience. Almost every one of these amazing teachers talked about the “lightbulb moment” when a concept suddenly makes sense to a student who previously was unable to grasp that concept. Teachers do not teach for the money or the fame or the adulation. They teach for the love of imparting knowledge and of expanding a child’s worldview.

We of the editorial staff of Madeworthy are parents. We have watched our children blossom under the guidance of good teachers. We have seen their minds expand. To see the joy on these children’s faces as they grasp a difficult concept is a gift that is utterly priceless. A gift card to Starbucks or Target, a potted plant, or a coffee mug with “World’s Best Teacher” on it is not nearly enough to express our thanks to our children’s teachers. Or, for that matter, to our teachers who faced the very same problems teachers today face.

We hope this issue of Madeworthy that is devoted to education, in addition to being a valuable resource for parents, will convey our thanks to the educators of Fort Worth. We do not say thank you enough. So, thank you. Thank you for inspiring and challenging and engaging and loving our children (and us), despite the odds that are most definitely stacked against you. Thank you for being a teacher. You have our everlasting admiration.

WITH LOVE,

the Madeworthy Editorial Staff

6

EV EN TS AC T I V ITIE S MARCH 1, 10 AM Go Red for Women Luncheon: Omni Hotel heart.org/fortworth

Expand your child’s world!

Register online March 1

www.trinityvalleyschool.org/summer S L E A R N O B I J T V T

X O F U F T X K R M X R C

X N S T S E R E T N I Q H

P P A X Z M U R K N M Z O

L F S E R E B N I O T P I

O U Y R F D A T Z R Z D C

R N L Z G W Y B A D O B E

E X S Q X V O H K E P L S

I P B A A M A Z I N G P E

V L T L X R U S N K V G T

A O L J K Z Z M Z X U R D

B E B H U S P O R T S O C

Y E C R E A T I V E Z W Q

FUN GROW LEARN SPORTS XPLORE CHOICES AMAZING CREATIVE INTERESTS TRINITY VALLEY

MARCH 2 TO 4 Startup Weekend Fort Worth: UNTHSC | communities.techstars.com

K-12, Coed, Indpendent School | tvs.org | 817.321.0100

APRIL 14 Kids Obstacle Challenge: Village Creek MX Park kidsobstaclechallenge.com

MARCH 2 TO 4 2018 Oscar Shorts: Modern Art Museum | themodern.org

APRIL 19 TO 22 2018 Main Street Fort Worth Arts Festival: Main Street mainstreetartsfest.org

MARCH 2 TO 4 Fort Worth Show of Antiques and Art: Will Rogers Memorial Center fortworthshow. com

APRIL 20 TO MAY 13 Disney’s Beauty and the Beast: Casa Manana casamanana.org

MARCH 3, 9 AM Junior League Embrace your Health Fair: Billingsley Field House juniorleaguefw.org

APRIL 20, 6 PM Steak of the Arts Mopac Event Center fwsymphony.org

MARCH 7, 10:30 AM Empty Bowls benefiting Tarrant Area Food Bank: Will Rogers Memorial Center | tafb.org

APRIL 28, 1 PM Cherokee Basket Weaving: Log Cabin Village logcabinvillage.org

MARCH 9 TO 11 Disney Fantasia Live in Concert: Bass Hall fwsymphony.org

TVS

APRIL 5 TO 8 Fort Worth Food + Wine Festival: Various Locations fortworthfoodandwinefestival.com APRIL 8, 9 AM Bike Swap Rahr & Sons Brewing Co. bikefriendlyfortworth.com

MARCH 1, 9 AM Understanding ADHD in Children and Adolescents: Gladney Center for Adoption iamgladney.org/gladneyuniversity

MARCH 8, 5 PM Girls Night at Wild Acre Brewing Company wildacrebrewing.com

TRINITY VALLEY SCHOOL

MARCH 24 Spring Gallery Night: Various Locations fwada.com

APRIL 27, 6 PM Craft: Cures, Community, Cocktails Mopac Event Center bit.ly/craft2018 APRIL 28 TO 29 2018 Fortress Festival Modern Art Museum of Fort Worth fortressfestival.com

MARCH 20 TO 25 Finding Neverland: Bass Hall basshall.com

Tricia Schniederjan, TanglewoodMoms.com Fun in the Fort contributor, brings you the top Fort Worth experiences. You do not want to miss these!

MORE THAN PINK

WALK

by Lee Virden Geurkink In 1983, 800 people gathered in Dallas for the first Race for the Cure. Since then, millions of people have joined Susan G. Komen every year to raise money for breast cancer awareness, research, education, and support. This year, Fort Worth has been chosen as one of four pilot cities for the new More Than Pink Walk.

Ida Duwe-Olsen of Williams Trew Real Estate serves on the Komen Sponsor Committee. When asked about the name change, she said, “Less than five percent of our participants actually run in any Race for the Cure! So Komen is working to rename the event.” Komen hopes that by focusing on a walk, as opposed to a race, more people will come out and fundraise to support their work to save lives by ending breast cancer.

While much of what people have come to expect from a Race for the Cure event will remain the same, the More Than Pink Walk will have a fresh, new look with a focus on providing a more personal experience for the participants. For example, more attention will be made to acknowledge and welcome those affected by metastatic breast cancer, which is responsible for the majority of the 40,000 breast cancer deaths in the United States each year. Survivors and those affected by metastatic breast cancer will receive pink t-shirts upon registering, while general participants/supporters will receive a white t-shirt. The sense of community, support, hope, and love that is so important to participants will, of course, remain the same!

The 2018 Greater Fort Worth More Than Pink Walk will take place on Saturday, April 28, 2018 at Clearfork. This year, Madeworthy and Tanglewood Moms are proud to announce that we are participating in the More Than Pink Walk! We are walking in honor of our very own Jennifer Kieta, who was diagnosed with breast cancer last year. Please consider joining us on April 28th as we walk to honor Jennifer and all who are affected by breast cancer. Your support means so much for so many.

The Greater Fort Worth

MORE THAN PINK WALK 2018

Saturday, April 28

5000 Clearfork Main Street Fort Worth, TX, 76107

DEL FRISCO'S SOUTHWEST SOFRITO, CHEF CODY LYNCH Because March is National Sauce Month, Chef Cody Lynch of Del Frisco’s Grill shares his favorite go-to sauce in his house. Based on a Spanish sofrito, this is delicious on scrambled eggs and roasted potatoes.

fresh family FROM FOR T WOR TH'S FOOD MASTE R S

CLAY PIGEON'S PISTACHIO CAKE, CHEF MARCUS PASLAY Chef Marcus Paslay of Clay Pigeon and Piatello shared his recipe for luscious pistachio cupcake with a decadent chocolate frosting. for the cake •• 2¼ c. granulated sugar •• 1 c. flour •• 8 oz. pistachios, shelled, roasted & chopped •• 1 tbsp. baking soda •• 1 tsp. baking powder •• ½ tsp. kosher salt •• 2½ c. buttermilk •• 5 oz. unsalted butter, melted •• 5 eggs •• 2 tsp. pure vanilla extract

for the sauce •• 2 tbsp. olive oil •• 1 c. diced sweet onion •• 6 cloves garlic, peeled and smashed •• 1 tbsp. sweet paprika •• 1 tbsp. smoked paprika •• 1 6-oz. can of tomato paste •• 1 single chipotle in adobo sauce •• 2 tbsp. sriracha sauce •• 2 c. water •• 1 tsp. kosher salt •• 3 tbsp. sherry vinegar •• 1 c. cilantro, loosely packed directions Over medium heat, sauté the onions and garlic in the olive oil for approximately 5 minutes. Cook slowly as you don't want them to burn but just develop a light brown color. Next add the chipotle, tomato paste, both sweet and smoked paprika, and sriracha. Keep stirring this for 3 to 4 minutes until you can really smell the tomato fragrance. Add the water and salt and stir to combine. Reduce heat to medium-low and stir every couple of minutes.

After approximately 10 minutes, the sauce will begin to darken slightly, and most of the water should be evaporated. At this point, it will have to consistency of mayonnaise. Turn off heat and let cool for 5 minutes. In a blender, combine the sherry vinegar, cilantro, and the tomato mixture you just created. Blend until desired smoothness. I like it super smooth. Enjoy!

ELLERBE'S SAVORY ZUCCHINI SOUP, CHEF MOLLY MCCOOK

for the frosting •• 4 tbsp. unsalted butter •• 6 oz. bittersweet chocolate •• ½ c. sour cream •• 1 tsp. pure vanilla extract •• ¼ tsp. kosher salt •• 3 c. powdered sugar, sifted •• 1 tbsp. whole milk, room temperature for the garnish •• Pistachios, shelled, toasted & chopped •• Extra Virgin Olive Oil, as needed •• Maldon sea salt, as needed

Chef Molly McCook of Ellerbe Fine Foods shares this delightfully light zucchini soup for spring. for the soup •• c. olive oil •• 1 large onion, diced •• 7 zucchini, cut into rounds (approximately 2 ½ quarts) •• 2 tsp. kosher salt •• Pinch of black pepper •• ½ bunch thyme sprigs, tied with a string •• 1 oz. basil leaves, chopped •• 1 oz. flat leaf parsley, chopped •• ¼ oz. fresh garlic (approximately 2 cloves) •• 1 qt. low-sodium vegetable broth for the garnish

directions In a large mixing bowl, sift together the flour, baking soda, baking powder, and salt. In a separate large mixing bowl, whisk together sugar, eggs, vanilla, buttermilk, and butter. Combine the wet ingredients into the dry ingredients and stir well. Pulse the pistachios in a food processor until they are the size of gravel. Fold the pistachios into the cake batter. Pour the batter into a silicon muffin mold with straight sides until each is about two-thirds filled. Bake in a preheated oven at 350° for about 30 minutes, or until a toothpick comes out clean. for the frosting In a double boiler, melt together the chocolate, butter, vanilla, and salt, making sure to mix well. Transfer the chocolate mixture to a stand mixer fitted with a whisk and slowly incorporate the sugar, sour cream, and milk.Once fully incorporated, run the mixer on high for about 30 seconds, or until desired consistency is reached. To serve, smear the frosting over the top of the cupcake. Place a cupcake on a plate and sprinkle some pistachios and sea salt over the top.

Drizzle a little bit of extra virgin olive oil over the cake and around the plate.

•• Zest of 1 lemon •• Grated parmesan cheese •• Extra virgin olive oil

directions In a medium size sauce pot, heat the olive oil over medium heat. Add the onions and thyme bouquet, and sauté until the onions are translucent. Add the zucchini, salt, pinch of pepper, basil, parsley, and garlic and continue to sauté over medium heat for about 5 minutes. Add the vegetable broth, and bring to a simmer. Continue to cook for 25 minutes or until the zucchini begins to break down. Remove from heat and discard the thyme bouquet. Puree the soup in small batches using a blender until completely smooth. Be careful not to fill the blender more than halfway so that the hot liquid does not explode onto you. Taste the soup for seasoning and add more salt and pepper if desired. Garnish each bowl of soup with lemon zest, grated parmesan cheese, and a drizzle of extra virgin olive oil.

Serves 8

illustrations by Trish Wise

Now enrolling grades K-12 for the Key School Summer Program.

June 11 – June 29

keyschoolfortworth.org (817) 446 - 3738 administration@ksfw.org

Course Descriptions & Enrollment Forms are located on our school website.

1092_KeySchool_2018ad Summer_fullpage_11_8_5.indd 1

2/6/18 4:59 PM

MARTA PLATA, EMPOWERING PARENTS TO RAISE SUCCESSFUL STUDENTS

by Sarah Angle

by Sarah Angle

photo by Jodie Miears, Reverie Photo Co.

J

oe Ibarra executed his first drive-by shooting when he was ten. Two years later, when he was in seventh grade, Ibarra officially joined a Northside gang.

Upon joining, he dropped out of school.

“I didn’t have a father figure,” said Ibarra. “People I did have didn’t really care about me; I was in the streets.”

Ibarra, now 34, stayed in those streets for a long time. Gang-banging. Getting by.

Losing his brother in the process.

“Then my wife got pregnant, and when I saw my little girl, that’s when I told myself: ‘Hey, you gotta change.’”

Becoming a parent immediately changes your perspective on life, says Ibarra. He wanted to be a role model. He wanted to teach his kids to “never give up.” But to be able to be a role model and teach his children, he needed to change his life.

He decided to enroll in Parent University.

Parent University is a ground-breaking program designed by Fort Worth Independent School District Principal Marta Plata at Manuel Jara Elementary School in Fort Worth’s Northside neighborhood. Started in 2013, the program’s mission is to empower parents by teaching them the skills they need to become partners in the success of their children, both socially and academically.

For Principal Plata, that mission started with a chase down a residential street in Northside five years ago.

“Watch out for Plata, because I’m going to skip out on tutoring,” said a student in the hallway of Manuel Jara Elementary one morning. Unfortunately for that

student, Principal Plata happened to overhear him whispering to his friends, and she would not let him go, quite literally. She chased him ten blocks to his house where she was met by his mother at the front door. Plata told the mother that her son had skipped out on his tutoring. Perhaps understandably, the mother took her child’s side. Then Principal Plata gave that mother a hard dose of reality.

“I didn’t birth your son. You did,” said Plata. “And he can’t read. He’s a fifth grader who reads on a second-grade level. If he can’t read, it’s a matter of time until he drops out. Then you’ll have to support him for the rest of your life.”

The mother paused, standing in the doorway, face-to-face with Plata. She then turned to her son and said, “You’re never skipping school again.” Plata recalls that he never did.

“I didn’t change that little boy, his mother changed him,” said Plata. “I can’t do anything in six hours if the parents won’t support it in the other 18.”

School is a necessary support system to parents, especially in lower income neighborhoods, explains Plata. But she says, “I have no real power as a principal.

Academics begin at home.” When Plata developed Parent University, she based it on the Raising Highly Capable Kids® curriculum. This 13-week program is based on the Search Institute’s 40 Developmental Assets, which includes research-driven developmental assets that children need to succeed. These include things such as boundaries and expectations, constructive use of time, commitment to learning, positive values, and social competence. Like Raising Highly Capable Kids®, Parent University is aimed at parents, not children.

Parent University teaches that modeling behavior is extremely important. Parents

photo by Jodie Miears, Reverie Photo Co.

need to model social and academic behaviors for their children to emulate. For example, at Parent University, teachers will teach parents how to read. This allows parents to read to their children at home, using strategies they learned from Parent University to increase literacy.

Parent University classes meet at Manuel Jara Elementary School every Thursday night. Childcare and snacks are provided free of charge. This makes it possible for single parents or larger families to come and learn.

By attending Parent University, Maricela Lara, 31, is modeling the desire to stay in school and the drive to succeed academically to her seven-year-old son, Alex.

This is her first year in Parent University, but she has already decided that she will continue learning. She plans on getting her associate degree from Tarrant County College. Lara takes Alex to class with her each Thursday, so he can see his mother working hard, learning, and succeeding.

“I tell Alex, ‘I’m a student just like you,”’ said Lara. ‘“And we can both be something big because we’re champions.’ That’s how I guide him to a better future. Even though we make mistakes, we can become better people.”

So far, Plata as guided 106 parents to graduating from the Parent University 101 course. Initially, that was the end of the program, but the parents did not want to leave, says Plata. In response to the demand for more, she created a secondyear curriculum for parents, which was quickly followed by a third-year program.

Not only were the classes helping parents help their students succeed, they were building community and the dreams of parents simultaneously.

The third year of Parent University is PU 301: Parent Leadership Academy. The fifteen parents who have made it this far through the program are working on a college education through a free partnership with Tarrant County College. Parents enrolled in this course get continuing education credit at TCC. “It gets [these] parents on a college campus. They get a real student ID card.

Access to the facility. And a real idea of what it’s like going to college,” said Plata.

During the last day of the Parent Leadership Academy, parents get to think about their futures and their dreams. For most of their time in Parent University, they have focused on how their actions affect their children. Obviously, better parents are able to raise stronger children. However, becoming better is terribly difficult when living at the poverty line. There is no time or emotional capacity to spare.

On the last day of Parent University, they work on becoming better.

“It’s survival. It’s plain survival,” said Plata of living at the poverty line. “We don’t talk to our children; we talk at our children. Because it becomes survival. I’ve never met a parent who doesn’t want to do the best for their kids; they just don’t know what it is. And if they do, they don’t know how to attain it.”

According to greatschools.org, at Manual Jara Elementary School, eighty-nine percent of the students are living at or below the Federal Poverty Level. This means many things other children take for granted, such as new uniforms, new textbooks, and even breakfast, are hard to come by. Poverty impacts learning dramatically.

“What seems obvious is that poverty negatively affects learning and academic success in young children,” explained Heather Reynolds, CEO and President of Catholic Charities Fort Worth. “As a society, we are well-versed to understand that kids who miss meals have a hard time focusing in school. Kids who are hungry, tired, or neglected in other ways have a near-impossible time freeing their bandwidth to learn. But maybe what's as critical to this story is that children grow up in the context of families, so while it is absolutely necessary to support these children individually in our work, we also have to be helping families rise above poverty to improve child outcomes.”

“I wish every kid and every parent had access to this [Parent University],” Plata said. “What I do for Parent University, I do for eternity because I know it’s going to change the future. It’ll break the cycle of poverty, abuse, and ignorance.”

Because of Plata’s selflessness and her drive to help her students and families, community business partners and surrounding churches that have stepped up to provide financial resources to support the program. As a result, Parent University is not only thriving at Manuel Jara Elementary, it is spreading to schools across

the state. Plata has personally trained over forty administrators at different schools throughout Texas, and approximately thirty schools have implemented the program, including campuses in Corpus Christi, San Angelo, and, nearer to home, the Hurst-Euless-Bedford school district. There is even a school in Chicago that has started Parent University.

“This is what I want with all my heart,” said Plata. “This is a God Idea. Any idea is just an idea unless you get the help. We’ve been doing this for five years for free.

I’ll gift it to any principal who wants to do it.”

Principal Plata’s idea, coupled with her hard work and selflessness are making a difference; she is closing the achievement gap. For the last two years, Manuel Jara Elementary School has met standard proficiency on the state’s STAAR test. Eightyone percent of students with parents in Parent University are reading above grade level. The other nineteen percent are reading at grade level. Today, her campus of six hundred twelve students has a ninety-six percent attendance rate, which is far higher than the district or state average.

“If I can empower those parents to become advocates, my babies will be fine for the rest of their lives,” Plata said. “When a parent starts feeling good about themselves, the child starts succeeding.” She tells parents, “You’re it. You are the most important person in your child’s life.”

Joe Ibarra could not agree more. Show your children the power of education, he says. “Educate yourself first so your kids can see that.”

These days, Ibarra has left the streets behind. He is working day shifts at his job in Haltom City and is talking to Principal Plata about getting his GED. He has been attending Parent University for two years, and he says it has given him the opportunity to get closer to his children and really help with their education.

Ibarra’s daughter Layla, 12, sees firsthand what attending Parent University has done for her father. “He’s doing better in his life now, and it helped him be a better parent,” said Layla. She wants her father to be happy, and she wants him to be proud of her and her sisters. Her father wants his daughters to have a better life than he had growing up. Together, they are learning how to achieve that better life.

GIVE THE GIFT OF LITERACY You can help Parent University by purchasing a Barnes and Noble gift card. This will enable Parent University to purchase hardback books for parents to read to their children at home. You can mail or drop off gift cards to:

Manual Jara Elementary School

attn: Parent University 2100 Lincoln Avenue Fort Worth, Texas 76164

Dr. Scribner shared this sentiment to this year’s graduating class:

TRUE LEADERS DON'T CREATE FOLLOWERS. THEY CREATE MORE LEADERS. Parent University graduation photography by Kim Burstad, KBB Photography

SQUARE PEGS ROUND HOLES

by William Wise

PA R E N TS O F MULTIPLE CH ILDR E N are often amazed at how different each child is. It is surprising that children of the same two people can develop such different personalities. The question of nature versus nurture originally must have been asked by someone who had no children, or perhaps one. The very first family of four settled that debate long ago. That being the case, parents constantly work to understand their children’s individual needs and care for them in a way that is best suited to their personality.

Leaving aside major medical and health issues, one of the biggest issues parents of multiple children face on a daily basis is that of education. What works for one child might not work for their sibling. One child loves math, another loves reading, another art, while another just wants to play all the time. Some children cannot focus well. Some children cannot seem to settle down. Others do not seem to hear their name even when it has been called several times. Traditionally, we have chalked these different behaviors up to what we call learning styles, but according to neuropsychologist Dr. Christopher Anagnostis, “the idea of different ‘learning styles’ has largely been debunked. What we really need to focus on is innate strengths and abilities.”

Few people are good at everything. Most of us have a few areas in which we naturally excel, which are usually reflective of what we claim we like to do.

Perhaps, though, we like to do them because we are naturally good at them.

As adults, we get to self-select our strengths in our higher education and career

choices. However, school-aged children have to do a lot of everything, and often the results on report cards and at the homework table can be volatile. If you have a child that loves math and hates to read, you know how frustrating this can be. If you also have another child for whom math does not click, but they love the arts, the frustration compounds. The good news, according to Anagnostis, lies in the notion that, “if we can just get the kids to hang in there and continue to do the things they may not love, they will get a chance later in life to self-select according to their strengths. In elementary grades, it can be tough for a child who likes math, because the lower grades tend to focus heavily on reading and building verbal skills. In college, and to a certain degree in high-school, that child will get the opportunity to focus more of their time and effort on what they like.”

Teachers and school administrators have the task of trying to incorporate every child’s innate abilities and preferences while at the same time strengthening the areas in which they struggle. It is not an easy job. Most teachers do their best with the tools they have, and most of the time their best is more than enough.

Sometimes though, a child lags behind. It is not the child’s fault, nor is it the teacher’s fault. Sometimes the child just needs a slightly different set of rules or even a different environment. They need something that gives them an opportunity to succeed in an area where previously they have been unable. Sometimes square pegs just will not fit into round holes.

In addition to a robust and well-run school district with many programs and applied learning centers designed to help children succeed, Fort Worth is fortunate to have an array of additional education resources and schools that are focused on adjusting the holes rather than the pegs. Specialized schools like Starpoint Academy, Hill School, Key School, and Wedgewood Academy provide learning environments designed to help kids achieve regardless of their unique challenges. Various private schools like Trinity Valley School, Fort Worth Academy, and Fort Worth Country Day School offer non-parochial educations that limit their student-to-teacher ratio in order to create a learning environment that allows for intensive one-on-one dynamics. Parochial schools abound. From St. Andrew Catholic School to All Saints' Episcopal School of Fort Worth, from Southwest Christian School and Covenant Classical School, there are many options available for a religious-based, high-achieving learning environment. While some of these options are beyond the financial reality of many families, most offer financial aid, making them viable options for a child who struggles in their current situation.

Watching your child struggle in school is heartbreaking. By understanding your child’s unique personality, strengths, and weaknesses and doing exploratory work you can find the right solution. Often that begins with an evaluation by an experienced professional like Dr. Anagnostis, but more typically your child’s teacher is the best source of primary information about their academic strengths and weaknesses in a classroom setting.

Tooth Be Told...

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by Lee Virden Geurkink

The American philosopher Mortimer Adler said,

“The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.”

Education does not end with graduation. Learning is a lifelong undertaking, whether it be professional accreditation courses or simply reading books about a topic that fascinates.

Many of us are immersed in guiding our children through their formal educations and in advancing our careers right now. We bound out of bed in the morning to make lunches, brush hair, and run the carpool lane gauntlet before heading to our jobs. We come home and try to remember how to divide fractions and who won the Battle of Glorieta Pass, to say nothing of making a scale model of a newt chromosome that is due tomorrow. And we have to take professional accreditation and certification courses to stay at the top of our professions. But what happens when our children are grown, and we retire? How can we continue to learn and nourish our minds? Why does it matter?

Numerous studies have shown that participating in educational and social activities that stimulate the brain during late middle age and early old age seems to help prevent Alzheimer’s and other dementias. The more socially and intellectually engaged a person can be, the better it is for the brain. This, of course, leads to the next question: where can a retired person

participate in educational and social educational requirement. “Anyone from someone who stayed at activities that stimulate the brain? home to CEOs of major companies are members,” Lovett says.

Fortunately for those of us who live in The only requirement, other than being over 50, is having an Fort Worth, there is a program designed open, questioning mind. specifically for the more mature learner.

In addition to finally understanding soccer or learning about Texas Christian University is home to the Silver the challenges faced by homeless young children, Silver Frogs Lifelong Learning Institute. Quite a few Frog members are part of a vibrant, dynamic community. of you reading this may have taken a Saturday Members form discussion groups, dining groups, and class at the Fort Worth Botanic Gardens or winewalking groups. New friendships grow. tasting class one evening through the Extended In order to bolster the sense of community that Education program, and you know the quality of the the Silver Frogs program engenders, members courses offered. An adjunct of TCU’s Extended Education have started a monthly newsletter. Called the program, Silver Frogs is specifically geared toward overSilver Streak, the newsletter is full of member fifty learners who have the time and the desire to learn. and instructor profiles, book reviews, recipes, Started in January of 2015 with 160 members and just and information about future classes and 24 classes and lectures, Silver Frogs has grown to over 450 lectures. Contributors are all members of members with a total of 92 courses and lectures in just three short Silver Frogs. years. Courses offered this semester cover a wide range of topics, In an interview with Bill Moyers, from '60s Rock & Roll: When Music Was Hummable & Lyrics Mattered writer Isaac Asimov said, “People to Homeless Young Children: The Most Voiceless and Invisible to think of education as something Understanding Soccer for Beginners. Later this month, there is a luncheon that they can finish… If you enjoy lecture by author and historian Quentin McGown on Fort Worth – How Our learning, there’s no reason why Past Makes Our Present. you should stop at a given Unlike the other Extended Education classes offered by TCU which are pay age.” TCU’s Silver Frogs as you go, Silver Frogs is run on a membership model. As the old advertisement Lifelong Learning Institute says, “Membership has its privileges.” For a flat fee, Silver Frogs can register for offers Fort Worthians up to three daytime classes held in one of two locations on the TCU campus. They an opportunity to may also participate in up to three one-time lectures and attend up to three luncheon continue to learn, to lectures presented by TCU faculty and Fort Worth worthies. engage with likeJulie Lovett, Assistant Director of TCU’s Extended Education program, has been with minded people, Silver Frogs from the beginning and at TCU for 18 years. She says that one of the first and to enjoy questions people ask is if you have to be an alumnus of TCU to become a Silver Frog. “You life after 50. do not have to be an alumnus. This program is open to anyone.” Additionally, there is no

Individualized care to

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SUMMER PROGRAM GUIDE AND REGISTRATION:

ASESCHOOL.ORG/SUMMERUNIVERSITY

All Saints’ Episcopal School of Fort Worth administers its personnel, academic, extracurricular and tuition assistance programs without regard to gender, race, religion, ethnicity or national origin.

WEEKLY THEMED CAMP Join us for engaging activities, hands-on experiences, and interest-based exploration for students from Prek3 to Kindergarten, and 1st-5th grade.

FINE MOTOR CAMP

HANDWRITING CAMP

4 and 5 yr. olds June 18-21 and June 25-28

Entering Bridge-K or KG July 30-Aug 2 and Aug 6-9

Strengthening arms, hands, and fingers through fine motor fun.

Focusing on handwriting using a sensorimotor approach.

TUTORING AND TEST PREP Grades K-12 Your student can thrive in school after an individualized summer program in reading, writing, math, study skills, or prep for the SAT, ACT, or STAAR tests.

June 4-8 | June 11-15 | June 25-29 | July 9-12 July 16-20 | July 23-27 | July 30-August 3 Camp Phoenix is proudly hosted by St. Peter's Classical School

www.campphoenixfw.com 817.294.0124

www.cowtownpediatrixclinic.com 817.386.5500

www.huntingtonhelps.com 817.924.5800

MUSICAL THEATRE CAMPS MINI CAMP A Mini Camp for Mini People!

Ages 4-7 years June 5-9 JUNE INTENSIVE Producing Joseph and the Amazing Technicolor Dreamcoat 1st-12th Grade June 10-24

Now enrolling for 2018-2019 ACADEMIC YEAR Infant–Pre-K

CAMP SHALOM 2018 Infant–2nd Grade.

Fostering academic excellence, transmission of Jewish values, and affirmation of each individual’s worth.

SPRING BREAK | SUMMER THANKSGIVING | CHRISTMAS & NEW YEAR 9:30am-1:30pm Ages 4 & Up Check out our website for dates and details

KIDPOWER INTERNATIONAL Making Friends From Around The World 1st-12th Grade July 8-29

www.kidswhocare.org 817.737.5437

www.lilgoldmanschool.org 817.737.9898

www.lonestargym.org 817.294.1114

JIM SCHLOSSNAGLE BASEBALL CAMPS at TCU SUMMER 2018

ALL STAR DAY CAMP AGES 6-14 JUNE 12-15 (TUES. - FRI.) New Braunfels, Texas

JUNE 18-21 (MON. - THURS.)

Building self-esteem and giving kids a sense of independence all while growing their faith.

JUNE 25-28 (MON. - THURS.) JULY 9-12 (MON. - THURS.)

We offer week-long sessions for 10 weeks of the summer starting the first week of June.

JULY 16-19 (MON. - THURS.)

OVERNIGHT CAMP 1st-11th grade

LUPTON STADIUM | FORT WORTH, TX

DAY CAMP K-4th grade

www.tbarmcamps.org/tanglewood 830.620.4263

TO REGISTER OR FOR MORE INFORMATION, VISIT:

http://www.collegebaseballcamps.com/tcu/

SUPER QUEST CAMPS Ages 3-8 May 29-Aug 17 Monday-Friday 9:00am-12:00pm

SKILL THRILL CAMPS Ages 6-12 May 29-Aug 17 Tuesday & Wednesday 2:00pm-4:30pm

www.thelittlegym.com/FortWorthSouthwestTX 817.346.9655 Campers will be introduced to the same mechanics and drills used with our collegiate athletes.

Our coaches will share their passion for the sport of basketball in a supportive atmosphere.

COACHES CLINIC April 19 & 20

SUMMER DAY & HALF DAY SOCCER CAMPS June 4-7 & June 11-14

FATHER/CHILD CAMP June 15 & 16

RESIDENTIAL CAMP July 12-15

DAY CAMP # 1 late June

YOUNG ELITE BOYS & GIRLS SOCCER CAMP GK Academy & Girls Summer ID Soccer Camp

DAY CAMP # 2 late June TEAM CAMP June 29-July 1

www.ericbellsocceracademy.com 817.257.6680

register at www.tcuvolleyball.com

Open to any and all entrants (limited only by number, age, grade level and/or gender)

abcsportscamps.com/tcubasketball 817.257.7968

Sessions are tailored to fit each student’s needs with curriculum consisting of reading, writing, math and/or executive function.

2 hour sessions, 4 days a week.

www.reading-connection.com | 817.924.2000

SUMMER FUN! A Summer Camp for Preschool Children

SUMMER DAY CAMP

June and July 2018 18 mos. to 5 years

www.trinityschoolfw.org | 817.926.0750

11 locations in YMCA OF METROPOLITAN Tarrant, Johnson & FORT WORTH Hood counties. Find yours today & register online! daycamp.ymcafw.org

Mystery Art Challenge, Unusual Architecture, Fashion Week, Famous Artists, Drawing and Painting and more!

Please see our website for registration

www.vangrowstudio.com | 817.348.0505

Your Spring Cleaning Can Give A Life New Meaning.

Put your cast-offs to good use by donating clothing and furniture to The Resale Shop. Proceeds move women and children out of homelessness and poverty.

WE GLADLY ACCEPT: Apparel, shoes & accessories Jewelry Furniture Housewares and linens Small appliances Computers & printers

Washers & dryers Refrigerators Seasonal/holiday items Electronics Books, movies and music

Volunteers!

OPEN TUES – SAT, 10 A.M. – 6 P.M.

www.transforminglives.org/the-resale-page

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817-377-0664

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6500 Camp Bowie Blvd.

05. STACEY BARRINGER |

03. RACHEL WITTICH | 01. JOEY MANTECON | A kindergarten teacher at Alice Carlson Applied Learning Center, Joey Mantecon says his Aunt Gracie was his favorite teacher. “She retired after thirty-six years in the profession. Fortunately, she was an amazing teacher and a wonderful mentor. I had the privilege of teaching with her as a professional.” When asked about his teaching style, Mantecon says, “Being in an applied learning school, I endeavor to provide many authentic exploratory experiences for the children. I am blessed to be surrounded by colleagues with the same mind set. As far as my teaching style, I get personal with my families. I want to know them and make them a big part of the classroom community.”

02. CHAD MEEKS | As Head of Middle School and teacher of sixth and seventh grade math at Key School, Chad Meeks fell into teaching by accident. “Through a family friend, I was asked to help grade papers at Key School,” says Meeks.

“I quickly fell in love with Key School, and its mission to serve students with learning disabilities… There is no greater feeling than helping a student who has struggled in school find academic success.” Meeks’ favorite thing about teaching is “the light bulb moments when students connect to their learning, but I also embrace the moments of struggle and enjoy the challenge to help students find the key to their success.”

The founder of Wedgwood Academy, Rachel Wittich says she became a teacher because “I always enjoyed seeing children light up when they mastered or learned something new. During high school, I spent every summer teaching swimming lessons. That was my first ‘teaching’ job...” When asked about her favorite teacher, Wittich replied, “My favorite teacher would not be just one. My high school… had such an amazing staff that brought out the best of us in every subject. I learned to embrace writing courtesy of Ms. Beckman. I learned how relaxing throwing pottery [from] Ms. Boone. I mastered higher math courtesy of Mr. Marsalis… [they] taught me how important every teacher could be in the development of one student.”

04. ERIN ZAGOTTI | Erin Zagotti is a kindergarten teacher at Hill School.

Erin says her favorite thing about teaching is seeing a child’s confidence grow. “Many times, students come to me with an ‘I can’t’ attitude, but with reassurance, encouragement, and praise, their confidence begins to grow.” Erin strives to “make learning as fun and engaging as possible. You can find my students working in groups with hands-on materials, singing songs, and acting out information.” Her students love her because “through our learning time, I am able to laugh, sing, encourage, and be silly.”

Special thank you to the management team at Mitchell Gold + Bob Williams for opening your showroom for our photo shoot.

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When asked about her teaching style, Stacey Barringer, a kindergarten Teacher at Western Hills Primary School, says, “I diligently work to establish a community of mutual trust and respect amongst my students. Our classroom environment promotes the importance of each student and the contributions they bring to our learning environment.” Of her photo prop, Barringer says, “I brought a variety of books that I read and develop lessons around at the beginning of the year that help to establish our community of learners. It is extremely important to establish a trust-based classroom so that each student is aware of their importance to our class.”

Barringer was selected because her students “know that I truly respect them... They know that they are loved!”

06. ANNA CARLSON | Anna Carlson teaches middle school drama at Trinity Valley School. In the photo, she is holding the Comedy and Tragedy Masks. “I teach Classical Theater to the seventh-grade class and Shakespeare to the eighth graders. The stories I share help us define who we are as humans. I keep reminding my students that all the world is a stage, and it is filled with laughter and joy and tears and sorrow.” When asked what she believes her students would say her best quality as a teacher is, she replied, “I hope they would share that I am a good listener, I love to laugh, and I am unconditional in my love for each of them.”

07. DANIELLE ELLIS | Danielle Ellis teaches third grade at Fort Worth Academy. Ellis is beyond passionate about teaching. Of her teaching philosophy, Ellis says, “If one can’t find joy in the hallways of an elementary school, then learning is being taken far too seriously! I know how important it is to ‘go with the flow,’ to lighten up, to laugh with the children, and I give myself permission to do just that…

I love making my classroom a happy place to come,” she says “… hearing my students laugh while they are learning… there is no greater reward in life.”

CONGRATS! 08. DIANA CABELLO |

10. RENEE OLVERA |

Diana Cabello teaches eleventh-grade English and American Literature at Trimble Tech High School. She was inspired to the teaching profession by her eight-grade English teacher, Sister Collette who “was a vivacious Irish Catholic nun with an unusual zest for teaching. She would stand on top her desk in her habit and recite the Scottish poem ‘Lochinvar’ by Sir Walter Scott... It was extraordinary. When I teach today, I try my absolute best to teach with the same passion she taught us.” Cabello believes her strength as a teacher is her genuine interest in her students. “High school students are not at all the stereotypical, belligerent kids Hollywood makes them out to be. They yearn for sincere respect, kindness, and gratitude. I conscientiously apply this toward all my students.”

An accounting professor at TCU, Renee Olvera is passionate about her subject matter. “I truly love to have fun in the classroom. I like to work hard and play hard, which is why we play games to review for exams or why I run from one side of the room to explain the difference between expenditure and revenue cycles. I have often received comments… that my energy and excitement… keeps them interested in the subject, even at 8:00am!” Olvera credits her mother as her favorite teacher, saying, “She was my art teacher… through 8th grade. She has inspired me to use creativity in my teaching… Her positivity and energy in the classroom is inspirational and motivating to me and all those around her.”

11. SHERRI FULLER |

09. CHUCK HENSON |

W E AT M A D E W ORT H Y A R E H O N OR E D T O R E COG N I Z E T H E S E O U T S TA N D I N G E D U CAT O R S I N O U R CI T Y. 12. NICOLE TOMME | Nicole Tomme teaches kindergarten at North Hi

Mount Elementary. “My favorite aspect of teaching is seeing kids happy to come to school each day and watching them grow and mature from year to year. My first kinder class kids [now] are freshman in college!” Tomme says of her teaching philosophy, “I teach using the ‘Whole Brain’ philosophy… with the belief that a high, rigorous level of education/ learning and fun SHOULD BE integrated at ALL times! Kids should want to come to school and learn and have fun doing it!”

Sherri Fuller has been a teacher for forty-four

Chuck Henson teaches Pre-A.P. Science at Mclean

6th Grade. Henson became a teacher because of his experiences as a student. “Classes were pretty boring for me, especially science. I told myself that I would be a different type of teacher, and I continually strive for that. I have a philosophy of ‘little cups’ of knowledge. I… keep the teaching of concepts and activities short and sweet but present them repeatedly in various forms. I think this keeps my lessons interesting and fast moving - keys to holding the interest of sixth graders!”

Henson’s students connect with him because he demonstrates empathy and a positive attitude.

“I remember what it was like to be a sixth-grade student!”

years! The last twenty-seven of these have been teaching first grade at Fort Worth Country Day School. “Having wonderful teachers made me want to become a teacher. My favorite teacher was my high school geometry teacher. He believed in me and let me be his ‘assistant.’ To this day, one of my favorite math units in first grade is geometry.”

Fuller’s favorite aspect of teaching is “watching young children fall in love with learning. They are excited to come to school each day. I always say you can't have a bad day in first grade!"

13. DAVID GAUL | David Gaul has been a sixth-grade science teacher

for twenty-six years, the last eighteen of which have been at All Saints' Episcopal School. Gaul says, “As a science teacher, I constantly work to engage as many learning styles as possible… We try many new experiments and labs each year.

Some are amazing, and we cheer. Other activities are unsuccessful. I teach my students that it is acceptable to try new things and fail. Sometimes we learn more from analyzing our failures than our successes. I hope through my example that students learn to think critically and never be afraid to reach for success.”

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The Common Application essay is increasingly used by college admissions directors to determine applicants’ fit for the university and his or her writing abilities. As for extracurriculars, Pondrom recommends quality over quantity. Yes, colleges want to see well-rounded students who also play sports and volunteer, but admissions officers might not be enamored by someone who dabbles but never masters. This counselor’s takeaway is to let the college application process be an exciting time for the student.

“The more it can be [the student’s] process, the better it will be for everybody,” Pondrom said. “The parents obviously have input, but the student should be given ownership over this. They’re about to be living on their own. Growing into an adult through this process is important.”

HIGHER ED, HIGHER PURPOSE

by Edward Brown Like many of the college-bound students she sees daily, Kim Pondrom is in the midst of a transition. As co-director of college counseling for Trinity Valley School, Pondrom monitors her seniors’ mostly-completed college applications while shifting her focus toward the juniors. As we chatted in her office, the counselor was preparing for three one-hour meetings (Junior Family Conferences) with individual students and their parents that day.

“We go over everything from when students should be testing and the timeline for the application process to what they are doing extracurricularly,” she said.

Pondrom follows with deeper questions, like what the students’ interests are and what size campus would be a good fit. Several factors —and more than a little societal pressure — go into choosing the right group of colleges to apply to, but Pondrom reminds students and parents that the application process should be fun.

Each teen leaves the one-on-one meeting with a list of colleges to research.

The Upper School counselor is in her sixth year at TVS. Her previous career, fittingly enough, was as an admissions officer at Southern Methodist University.

Over the past several years, she has seen new trends reshape the college application process. The average number of colleges students apply to has gone up at TVS, and she suspects that shift follows a national trend. Whereas TVS students averaged five college applications apiece in 2012, now the private school’s median is seven college applications per student. Why? Part of the reason may be due to increasing use of the Common Application, which streamlines and standardizes the application process, as well as increased competition for top-tier universities.

Pondrom uses benchmarks to keep her students on course. The freshman year of high school should be focused on adjusting to the heightened rigor of Upper School classes and a more active athletics program. This is also a good time to decide which extracurricular activities should be prioritized, she said. College visits can be planned based on what is nearby. Sophomores should be preparing for the SAT or ACT (especially if standardized tests offer challenges) while researching colleges that may be of interest. By the junior year, parents may want to plan vacations around campus visits. For TVS seniors, the focus is on applications, essays, and final SAT and ACT testing. Pondrom said the vast majority of colleges only ask for the highest SAT or ACT test scores, meaning students should not worry about taking the test multiple times if needed.

Students at Polytechnic High School face unique challenges when applying for college. Counselor and recent TCU graduate Abel Pérez-Arita has a message for the often economically disadvantaged teenagers he sees on a daily basis.

“I tell them, ‘I know exactly where you are at,’” he said. “My parents emigrated here, too. I graduated from Polytechnic.”

Rather than throwing talking points like “opportunity” at the young minds, Pérez-Arita focuses on the benefits higher education can have for the students’ entire family. College degrees can lead to higher-salaried jobs, he tells them.

Pérez-Arita did not have much in the way of academic guidance going into his senior year at Polytechnic. A chance opportunity to apply for a scholarship through the national Community Scholars Program, which targets minority students in urban public high schools, allowed him to be the first college graduate in his family. After graduating from TCU last year, Pérez-Arita decided to give back to his community by returning to Polytechnic as a college counselor.

Initial conversations with students center on their interests, he said. For example, if a senior enjoys working with people, sales or human resources careers may be a good fit. Low-income families often benefit from financial aid through the Free Application for Federal Student Aid (FAFSA) program. As Pérez-Arita guides the students through the financial aid application process, he suggests colleges to apply to. Most of his students who go on to college do so within Texas. Many take advantage of local institutions like University of Texas at Arlington (UTA) or Tarrant County College (TCC).

The seniors Pérez-Arita works with face many obstacles. Once the students understand that Pérez-Arita came from a similar situation, though, they begin to look up to the young college graduate as a role model. “I emphasize why their education matters, not just to them but to me,” he said. “Then their attitudes change. It’s my job to create a collegegoing culture here.”

READING for SUCCESS

by Kristin Sullivan

FORT WORTH HAS SO MUCH TO OFFER. People are friendly. Our mix of heritage, history, and culture means we can experience Big 12 football and basketball, rodeo, mariachis, and Michelangelo’s first known painting. And for the most part, our commutes are better than those of our friends living to the east.

When families or companies consider moving to Fort Worth, they ask about the quality of our public schools and the education pipeline that feeds our workforce. Fortunately, we can tell them that we are on the rise and are working together to give all children the strong foundation in early literacy that they need to succeed in life.

That is the vision of Read Fort Worth, the privatelyfunded collective impact organization founded by Mayor Betsy Price and Fort Worth ISD Superintendent Kent P. Scribner, along with business, civic, and philanthropic leaders. Our mission is to align crosssector partners around a common goal: that 100 percent of third-graders will read on grade level by 2025.

This work dates to 2015, when Mayor Price and school district supporters asked the new superintendent to name one thing that would dramatically improve

academic achievement in the 87,000-student Fort Worth ISD. The district serves 68 percent of schoolage children in Fort Worth.

Without hesitation, Dr. Scribner replied, “Thirdgrade reading.”

Why third-grade reading? Because from birth to third grade, a child’s brain is absorbing sounds, vocabulary, and the tools that build toward learning to reading. After third grade, a child must be able to read to learn. The harsh truth is that only one of every three third graders in Fort Worth ISD was reading on grade level as of the May 2017 Texas STAAR exam.

That percentage is moving in the right direction, up 6 percentage points from 2015. Yet the two-thirds of our children who are not reading on grade level are four times more likely to eventually drop out of school. In some schools, the percentage of thirdgraders reading proficiently is less than 20 percent.

Those startling statistics are a gut punch and are the reason nonprofits, private foundations, existing collaborative efforts, the City of Fort Worth, and Fort Worth ISD linked arms through Read Fort Worth to build a system of support for children ages 0-9 so that each child has the opportunity to reach his or her potential.

Think of it this way: A child spends about 15 percent of their time through high school inside a school building. The other 85 percent of the time, that child is at home, with family members, at church, visiting a library, or in out-of-school-time programs.

What can each of us do outside the school day to help build early childhood literacy?

Real, sustainable change will occur when every child has access to quality early learning experiences, including quality child care and preschool. It will occur when families are truly engaged in a child’s education and schools view themselves as partners with students’ families.

18

Change will occur when all teachers are wellprepared and supported as they serve diverse populations of children, many of whom live with the stresses that follow poverty. It will occur when families understand how strongly daily school attendance is correlated with academic achievement and that students who are chronically absent inevitably fall behind.

Fort Worth ISD is doing its part. Follow the district across social media, and you will see the in-service days and weekends when teachers and campus leaders are sharpening their skills to help young students develop strong literacy skills.

Follow the four Leadership Academies at Como, John T. White, Maude Logan, and Mitchell Boulevard elementary schools, as well as Forest Oak Middle School where the school day is extended an extra hour. Students there have free uniforms, free afterschool care, and highly-effective teachers who earn stipends based previous academic results.

What can the rest of us do?

Read Fort Worth is organized around four Action Networks. They are implementing strategies focused on child-well-being; school readiness; expanded learning opportunities such as summer camps and after-school programs; and campus resources such as volunteer reading mentors and classroom libraries.

We can plug in by giving our time and our money – and supporting schools outside our own neighborhoods so that all of Fort Worth thrives.

We can pay attention and know that every child, given the right resources and equitable support, can learn.

We can monitor elementary school progress toward the 100x25 goal through the www.ReadFortWorth.org data dashboard and hold ourselves accountable for positive change.

Kristin N. Sullivan is

executive director of

Read Fort Worth. Visit

www.ReadFortWorth.org to learn more.

Fort Worth Vaqueros & FWISD Team up for Summer 2018

by David Geurkink | photos courtesy of Fort Worth Vaqueros The Vaqueros, Fort Worth’s very own professional minor league soccer team, and Fort Worth ISD are teaming up to provide “The Summer of Soccer” to all local FWISD students. Fort Worth ISD students and faculty will receive FREE admission to all 2018 Vaqueros home games at historic Farrington Field, simply by showing their FWISD identification card at the entry gate. This partnership is part of an effort on the part of the Vaqueros FC to energize the fan base of football (soccer) in our area.

Soccer is the world’s single most popular sport and yet, for various reasons, has suffered from a lack of exposure in the American market. By making the game, at a professional level, more accessible to young people, perhaps this wildly popular sport can gain a footing in our hometown. According to Michael Hitchcock, owner of the Vaqueros, the Vaqueros want to become a community staple.

While the major sports teams in the area (you know who they are) certainly bring in local and traveling fans alike, the Vaqueros really are Fort Worth’s local players.

They are people you might meet in the carpool line or at the grocery store.

Because the they live in Fort Worth, there is a stronger sense of community pride and involvement among the players and team management.

Dr. Lisa Langston, FWISD’s interim Athletic Director, said the partnership between the club and the school district brings several benefits, including professional development and informational programs between FWISD coaches and the Vaqueros’ coaching staff, soccer clinics for the district’s middle school student athletes, and free admission to matches for FWISD employees and students.

“I look at it as a positive for the Vaqueros, as well as Fort Worth ISD,” Dr. Langston said. “It’s an opportunity that’s far reaching. With the World Cup this summer, soccer is going to be at the forefront [of people’s minds].”

In addition to the admission benefit, the Vaqueros players and staff will conduct FREE soccer clinics, participate and support the FWISD reading programs,

and conduct coaching education classes for Fort Worth ISD middle school and high school coaches.

“On behalf of the entire Fort Worth Vaqueros organization, ‘Thank you’ to Dr. Scribner, Dr. Langston and the Fort Worth ISD leadership for their vision and joining the Vaqueros in this innovative partnership,” Hitchcock said. “We're excited to work with a great community partner in FWISD. We're looking forward to seeing FWISD students, coaches, teachers, and administrators in their schools and at Vaqueros’ home games at Farrington Field. The Vaqueros are Fort Worth's soccer team!”

The Vaqueros compete in the National Premier Soccer League’s Lone Star Conference where the team finished first during the regular season in 2017. In addition to the league matches, the Vaqueros are planning an international exhibition game and possibly a U.S. Open Cup match at Farrington Field.

“Our mission has always been to ‘Grow the Beautiful Game in Fort Worth,’ and we can’t imagine having a bigger impact on the youth of Fort Worth than to allow FWISD students to watch our games for free,” Vaqueros general manager Tobias Xavier Lopez said. “We have always taken pride in trying new and bold ways to promote the club, and we think this partnership will benefit the community in an unprecedented fashion.”

The Vaqueros’ home opener against Tyler FC is slated for Saturday, May 12, at 7:30 pm at Farrington Field. This is the Vaqueros’ fifth season in Fort Worth. The season includes at least 5 home games at Farrington Field, with the playoffs to be decided according to the season’s outcomes. To find a full schedule please go to their website at www.fortworthvaqueros.com.

It’s our 100th birthday!

the 1 in our 100!

Let your lights shine

MARCH

18-2 24 4

Be a part of the celebration and show your support for the kids we care for by changing your porch light or other outside lights to blue the week of our birthday.

Get your FREE blue light bulb at select ACE Hardware locations while supplies last.

Donations are accepted. For more information, visit cook100years.org.

#cook100years

LEADERSHIP ISD: advocating for Texas’ educational future

by Lyle Brooks

Each year between the start of February and the end of April, Leadership ISD recruits community leaders for their next cohort of fellows. These people will become involved in LISD’s mission of educational equity across the state of Texas.

LISD Executive Director Patricia Arvanitis explains the organization’s philosophy, “When civic leaders understand issues, are equipped with the skills to advocate, and are connected to a mission-driven community, we believe they promote policies and practices that can eliminate disparities within our schools and ensure those we elect make the best decisions for kids.” The emphasis on diversity in every dimension creates a richer learning environment for the Fellows and produces a more representative sense of advocacy.

Erika Beltran, Regional Director for Tarrant County, describes the ideal candidate. “The profile for Fellows starts with the belief that all kids can learn.

Those who take ownership of education and want to get involved over the longterm; we are looking for folks to jump in and roll up their sleeves.”

Word-of-mouth recommendations drive their recruitment strategies, allowing Leadership ISD to build an impressive statewide network of advocates currently working in Dallas, Fort Worth, and Houston.

Beltran continues, “Pervasive low achievement is the most significant challenge we face with public education in Tarrant County. We have to ask ourselves how else we can be effective.” LISD’s advocacy extends outward, addressing specific campus problems, increasing student and parent engagement as well as bolstering literacy initiatives, STEM, and STEAM programs.

Leadership ISD’s collective alumni function as a resource for developing practical applications of educational policy initiatives. One example, the 100x25

program aims to have 100% of Texas third-graders reading on grade level by 2025 by engaging volunteers of all walks of life.

“Currently, Texas is 47th out of 50 states in per student funding we provide our schools,” Patricia Arvanitis explains further, “The first thing our legislature needs to determine is just how much it costs to educate a child. We haven’t attempted to address this disparity since the 80’s, which is reflected in the stagnate spending we see for public schools.”

As part of their education, fellows participate in seminars on school finance with individuals from the University of Houston’s Center for Public Policy. As Erika Beltran explains, “School finance is a complex issue most people don’t understand. Things are easier to ignore if they don’t seem to affect us.” This deliberate focus clarifies how local governance ultimately impacts teachers and students in the classroom.

Patricia Arvanitis emphasizes, “Teachers are still our best bet for improving literacy and learning, which means exploring innovative ways to evaluate them, support their growth, and [do] everything possible to retain them.”

As soon as Erika Beltran met current fellow Reggie Robinson, she wanted to get him involved with Leadership ISD. Robinson loved teaching physics and often works it into conversation. “You can shine a light on an issue, but if you focus it, you’ve got a laser, and you can burn through anything.”

Robinson is the Director of Green Revolution, a youth-development program providing environmental education operated in conjunction with BRIT and supported by partnerships with Texas Parks and Wildlife, Rainwater Charitable Foundation, and Blue Zones. “I’m horrible at growing things, but I grow people.

To catch them up with exposure and experience, we network with quality people and get out of their zip code.”

Starting his career as a science teacher, Robinson was also Vice Principal and a specialist in curriculum development, but LISD changed his perspective. “It has unveiled layers around education I didn’t realize were there. An administrator’s concerns are student safety and making teachers more effective, not thinking about school finance and governance. My educational prowess definitely has more swagger now.”

Leadership ISD demystifies the process of educational policy, intensifying Robinson’s desire “to advance the competitive advantage of underserved and underrepresented students by identifying allies and building a cadre of likeminded advocates.” This year, Tarrant County’s LISD is focusing their resources on the Dunbar pyramid of schools in the Stop 6 neighborhood, working alongside Fellow Q. Phillips’s outstanding CommUnity Frontline organization.

In March, a state-wide network of 50 local Fellows will convene in Austin to define the three main issues for Leadership ISD moving forward. With attention to every level from policy to the classroom, they will continue to push to make public education more efficient and inclusive. As this alignment of energy solidifies, all Texas students will have the advocates they deserve.

MUSEUM

SCHOOL

by William Wise

The year was 1977. I was probably sporting my usual uniform of cut-off jeans, a Star Wars t-shirt, athletic socks with red stripes around the calf, and some sweet, sweet Pumas. I was three years old. I remember holding my mother’s hand as we passed between the towering skeleton of a dinosaur, its bones burnished to a medium ochre by millennia spent beneath the earth on our right, and a futuristic, bright-white NASA extravehicular space suit with its mirrored visor on our left. The significance of the juxtaposition of those artifacts and my tiny presence between them did not strike me until much, much later, but I was in absolute awe of both of them. The fact that I could stand right next to the two things that dominated my unbounded child’s imagination the most was staggeringly wonderful. My three-yearold boy mind was blown!

My mother and I were at the Fort Worth Museum of Science and History for my first day of Museum School, and, although I did not realize it in that moment, that brief but indelible nexus of dinosaurboy-astronaut was the tip of a mental iceberg that I still contemplate today. Every week of the school year for the next three years, I held lizards, patted skunks, fed snakes, looked at stars through telescopes, looked at amoebas through microscopes, made volcanos, drew pictures, painted paintings, and had the time of my young life! Museum School was one of my favorite childhood activities and remains one of my favorite childhood memories. In fact, I consider it formative, even foundational.

First called the Frisky and Blossom Club, after a pet possum and a pet skunk, Museum School was

founded by Francis Hicks Townsend and Ann H. Webb in 1949, only eight years after the founding of the Museum (then known as the Fort Worth Children’s Museum). Sixty-nine years later, Museum School is now a Fort Worth institution and serves as the Fort Worth Museum of Science and History’s foundation of early childhood learning. It was the first program of its kind to be accredited by the National Association of the Education of Young Children. With annual programs tailored for preschoolers through sixth graders, Museum School is a national model for young children’s science education.

Combining natural and physical science, history, and anthropology with art, music, and literature, the Museum School curriculum has for more than sixty years engaged children on a level young minds cannot access elsewhere. The playful learning environment and hands-on approach taken by the school encourages children’s natural curiosity and desire to explore. The journey of discovery is centered on class topics and activities that change weekly and build on each other. The tactile reality of artifacts, animals, and instruments gives students first-hand knowledge of the worlds of science and history and enriches the developmentally-appropriate learning experience.

Since its beginnings in 1949, over 200,000 of Fort Worth’s children have had their minds expanded and their imaginations captured at Museum School.

Many friends and acquaintances I still maintain attended Museum School at the same time I did. I knew when I had children of my own that they should get to experience the magic that happens every day

at Museum School, no matter what. All four of my children attended Museum School, and they still talk about it. In fact, they occasionally say they wish they could go back.

I know how they feel.

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Into the Woods

by Julie Rhodes

The first time I saw “Into The Woods,” my little brother was playing Jack (the one with the beanstalk) in his high school production. There was a cardboard cow and a wolf, and I remember vaguely the flash of Little Red’s cape. Schools typically do Act I and call it a day because Act II has some less-fairytale moments, like a human sacrifice, Prince Charming’s affair, and general mass murder. Besides those little bits of unpleasantness, it is really a fairy tale. Mostly.

It is also a dark, brilliant, funny, poignant parable of real life.

Stephen Sondheim wrote the music and lyrics for “Into The Woods” (with book by James Lapine), and it made its Broadway debut in 1987. The show then won multiple Tony awards, including Best Score and Best Book. Ever since, it has become a cult classic, especially among theater people. Among normal people, there seems to be a pretty clear breakdown between people who LOVE Sondheim and people who HATE Sondheim. There is a third category, I suppose, of people who don’t know what a “Sondheim” is, which is likely 99.98 percent of the world’s 6 billion people.

My feelings about “Into the Woods” have shifted a bit. I was intrigued by the first song I heard from the show about ten years ago — “On the Steps of the Palace.” I had not yet seen the show in its entirety or been indoctrinated by theater folk on the Sondheim party line, and I found the song interesting but weird.

It had moments of dissonance, of no melody. But it was something else, too, something I did like... it was acty. The person singing it (Cinderella) had to

OUTSIDE THE BOX

by Angela Weaver One encounter with Kam Phillips, and you know she is special. Her smile lights up the room. In 2009, as a freshman at the University of Missouri, Kam volunteered for her local Boys and Girls’ Club. A firstgeneration college student, Kam knew she wanted to broaden her charges’ horizons. She asked one of the kids, “What do you like to do for fun?” His immediate response? “Throw rocks at cars!” This was when Kam realized these kids needed to experience more: more life, more possibilities, and more dreams. They were in what Kam calls a “dream desert,” an area where students lack access to education and extracurricular opportunities.

A decorated barrel racer, having grown up in a ranching family, Kam wanted to share her experiences with the kids. These kids had never encountered a horse and were intrigued. She asked the director if she could bring her horse after school one day. The kids were immediately enchanted. With the director’s assent, Kam set up a six-week program where she could introduce different careers, trades, and skills to these kids who did not have access to or knowledge of a wide range of careers. At the end of the six weeks, Kam had a student come up to her and say, “Merci beaucoup, Ms. Kam”. She had retained her French from the French lesson they took during Week One! Seeing these kids light up inspired Kam to found Dream Outside the Box (DOTB), which currently serves six states, reaching over 1,000 kids.

DOTB mobilizes college students to expose children living in dream deserts to new career possibilities. For an area to qualify as a dream desert, DOTB considers the percentage of children

I have a hunch that my admiration for his work will only grow as I begin rehearsals for Stolen Shakespeare Guild’s production of “Into the Woods,” opening at the Sander’s Theater on April 13 and running through April 29. (As of this writing, rehearsals are still a month away!) The company, with whom I have worked quite a bit over the last couple of years, is known for tackling, well, a lot of Shakespeare, but also other classic playwrights like Chekhov, Moliere, and Ibsen. These are real acty playwrights writing really acty plays. “Into the Woods” will fit right in with that crew, even if it happens to feature witches, beanstalks, and Prince Not-So-Charming.

I will be tackling the Cinderella role as she wrestles with what to do with her shoe... on the steps of the palace. Maybe I shouldn’t say “tackling the role.” Maybe “embracing gracefully, as would befit a princess!”

Whether you are a theater person or a civilian, I invite you to come experience a truly interesting, maybe even magical, night of theater and form your own opinion about Sondheim and “Into the Woods!”

really follow a mental line, evaluating her desires, struggling with competing emotions, and coming to a conclusion by the end of the song. It is not MEANT to be a pretty song, but a song that gets to the heart of a character’s problem.

“INTO THE WOODS” plays at the Sanders Theater from April 13 through April 29. The story follows a Baker and his wife, who wish to have a child; Cinderella, who wishes to attend the King's Festival; and Jack, who wishes his cow would give milk. When the Baker and his wife learn that they cannot have a child because of a Witch's curse, the two set off on a journey to break the curse.

I think that is the crux of Sondheim’s renown, especially among performers: he gives them something more to do in a song than just hit a perfect pitch or sing a beautiful phrase. When I later watched the entirety of the Bernadette Peter’s production on YouTube (Google it!), I was struck with how the music advanced the plot and the characters in a truly visceral and seamless way, instead of interrupting a perfectly good moment between characters with yet another ballad. I guess what it boils down to is that I am officially sold on Sondheim.

Everyone's wish is granted, but the consequences of their actions

on free and reduced lunches, the percentage of first generation college students, and access to mentorship and enrichment programming. They then partner with after school programs in the community.

Currently in Texas, they have chapters at Texas Christian University, Texas Wesleyan, the University of North Texas, the University of Texas, Southwestern University, and Baylor University. In Fort Worth, TCU students have a program in place at the Como Community Center, as well as at George C. Clark Elementary. Any child who wishes to participate is encouraged to sign up for the free program, which meets once a week for eight weeks. During these sessions, the children learn about different career fields. For example, they learn about astronomy, botany, coding, and forensics. They engage in mock trials, learn how to fence, dance ballet, and build circuit boards.

I was lucky enough to attend the DOTB leadership summit held in Fort Worth in January. Participants traveled from 17 colleges across the county to learn to implement the Dream Outside the Box program in their communities. Cierra Ketchel, a college student from USC, said of her most impactful moment in DOTB, “I have grown up around these after school programs… and to see the impact you are having on these kids, and to know you may be the warmest hug they will receive that day.” These college students truly love and care about the children’s wellbeing and future. The children learn so much from their college mentors. Hopefully, the DOTB kids will grow up to help other children in dream deserts.

How can you get involved? DOTB is funded by private donations, but even more fun is their Dreams Delivered program. Dreams Delivered is a subscription service that provides a monthly box delivered to your doorstep chock full of exciting career-centered activities. Kam gave my boys two of these boxes, and they provided hours of educational play that is still being talked about weeks later. From the Astronomy Box, we built a constellation projector, launched a homemade rocket ship, and sampled space ice cream. The Robotics and Engineering Box

challenged us to build a drawing robot, learn about circuitry, and use mechanics to create a paint wheel.

(As a bonus, the box turned into a floating boat to play with in the bath tub.) Boxes can be purchased as an annual or quarterly subscription, and you can purchase one single box to try it with your child.

Purchases help to not only provide boxes to children in the programs but also generate revenue that makes DOTB possible. Dreams Delivered boxes can be purchased at www.dreamdelivered.org/.

return to haunt them later with disastrous results. Rated PG-13.

Purchase tickets at stolenshakespeareguild.org.

JULIE RHODES is a local actor, writer, and mom — though not always in that order. She’s performed at Stolen Shakespeare Guild, Casa Mañana, Circle Theatre, Lyric Stage, and Christ Chapel Bible Church. When she’s not wrangling kids Drew and Madeline, she is dressing her pug Eloise in new sweaters. Julie blogs about faith and life at wetbehindtheearsblog.com and about theater and acting at juliekrhodes.com.

To donate directly to Dream Outside the Box, go to www.dreamoutsidethebox.org, or you can mail a check to DOTB headquarters at 3901 West Vickery Blvd. Suite #1 Ft. Worth, TX 76107. Either way, you are helping children who live in dream deserts by opening their eyes to endless possibilities.

photo by Jeffrey Wooten

Jax’s grades began drastically deteriorating because he couldn’t read his own notes. And his struggle with writing caused great anxiety and never revealed his true ability. But then, he found Hill School. Now, he’s writing a much happier story.

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On March 24th, in collaboration with Regan Hall Art, Madeworthy will be hosting our first ever art show. Art Hunt will take place in beautiful, lively WestBend from 6-9 pm, and will showcase eleven extremely talented artists. Along with works by the artists featured, Art Hunt is proud to include landscapes by Trish Wise, paintings and portraits by Jana Renee, mixed media by Laura Willig, photographs by Regan Hall and paintings by Maria Wollmann.

Photo by Jeffrey Wooten

N ATA L I E ERW IN . AUSTIN F IEL DS PAT G R EEN . REGAN H AL L CHERYL H OD GE . JASON L AWS ON J AN A RE N EE . GINGER WAL K ER .

LA U RA WILLIG . TRIS H WIS E M ARIA W OLLM AN N

MADEWORTHY

GALLERY

NIGHT

CHERYL HODGE Cheryl Hodge is a painter and sculptor whose abstract paintings tend toward the monochromatic yet express an inviting intelligence and depth. Not a one-trick pony, her extruded plastic sculptures are vibrant, eye-catching, and fun. In fact, her art is truly a reflection of the artist. Hodge admits her closet “looks like a black and white photo,” but her personality is anything but boring. She is as vibrant as her sculptures, and, like them, Hodge puts a smile on your face. At the same time, she is as warm and deeply intelligent as one of her paintings. Her multi-faceted and unique personality comes across so clearly in her art that owning a Cheryl Hodge feels a bit like getting to take her home with you.

IN COLLABORATION WITH

REGAN HALL ART

NATALIE ERWIN After attending TCU, Fort Worth native Natalie Erwin moved to New York City where she worked for and showed at Sotheby’s auction house.

While she enjoyed her time away, the city itself was a distraction from her true love of painting. After a couple of years, Erwin packed her bags and moved closer to home. Dallas’ vibrant art community and gallery scene provided Erwin with a similar “big city” backdrop while allowing her to

by William Wise

JASON LAWSON

While in college, Jason Lawson saw a glassblowing demonstration by a young craftsman, and he knew immediately that he wanted to be a glass artist. Having earned his credentials doing production glasswork in a studio in Wimberley, Texas, during his college days, Jason has gone on to make a name for himself in the decorative arts. He has worked with dozens of designers, art consultants, and collectors. He did not know it at the time, but when a client asked Jason if he could makwe an antler chandelier, his future opened before him. Eight months later, Jason delivered a jaw-dropping sculpture of glass and metal that captures the imagination and defies pre-conceived notions of what a chandelier out to be. Over the years, Lawson has refined and perfected his process. “It took a while before I thought, ‘Man, that really is the drawing I made!’

I finally understood every little nuance that makes the chandeliers sing, and that really has been the most satisfying thing as an artist.” When you see a Lawson Crystal Antler Chandelier. two things come to mind: “How did he do that?” and “Where do I get one?”. With hand-sculpted bronze, nickel, or 24-carat gold armatures, each of the stunning LED-lit glass chandeliers created in the Lawson studio in Fischer, Texas, is a signed and numbered one-of-a-kind masterpiece of artistry and craftsmanship.

PAT GREEN Having spent years working and creating in their homes, artists Pat Green (yes, that Pat Green), Ginger Walker, and Cheryl Hodge decided what they all really needed was a space of their own to collaborate, create, and show their works. The three friends have partnered to open a new working gallery on Vickery. The gallery, called Galleywinter Galleries, is scheduled to open in March and will serve as a studio for the three artists-in-residence and a gallery for their, and other artists’, works.

Like many artists known mostly for one type of art, Texas music legend Pat Green is impressively multitalented. Green is energetic, lively, and gregarious. He’s also thoughtful, intelligent, and passionate about his work. A painter and a sculptor, Green came to the visual arts later in life, having created a successful career as a singer, songwriter, and performer. The same creative impulse that drives Green’s music has evolved into a love of creating visual art as well. Having studied and worked with renown sculptor Gil Bruvel, Green has embraced sculpture as a discipline that allows him to express himself in a new and meaningful way. “I spend more time sculpting than painting”, says Green. “I have a picture in my mind of what I want to do. For the last twenty years my job has been to express my emotions [in music]. With sculpting, I can make anything I want, and I can translate the emotions right out of my head into the metal.” Green paints his sculpted metal works and the results are a delightful and moving combination of beauty and elusive emotion. Green’s reputation as a fun-loving musician is accurate, to a degree. He has evolved over the years. The fact he is also a serious artist driven to pursue excellence in his various chosen disciplines cannot be over-stated. He takes his work very seriously, and then he has lots of fun with it.

GINGER WALKER

On Spring Gallery Night, be sure to visit Artspace 111. As we have come to expect from Artspace 111, they will be opening two outstanding exhibitions in their fabulous space. New works

by Linda Blackburn and Ty Wilcox will be on display from 12 pm to 9 pm. Both artists will be in attendance.

Photo by Jeffrey Wooten

Dallas native Ginger Walker’s painting style is bright and bold, yet soft and ethereal. It is like a dream you can’t quite remember, but from which you awoke with a smile. “Color is my love language,” says Walker. One look at her work, and the truth of that statement is obvious. Her paintings are lively, fluid, bright, and evocative. They are brilliant sunshine and fresh air. Working mostly in acrylic or acrylic and ink, Walker, married with two children and two dogs, likes to work fast to fit her passion for her art into her hectic schedule. Walker says she hates grey days and feels inspired on bright, sunny ones. Her personality is full of light and fun, so it comes as no surprise her paintings reflect that as well. They are a welcome addition on those dark, rainy days when the sun hides his face.

focus on her work. As it turns out, that was a very good move. Erwin was quickly picked up by several galleries, and her art began to thrive. Erwin’s body of work encompasses a variety of themes and demonstrates a broad breadth of interests, a reflection of an innate curiosity that she bravely follows. From trees and cattle to bank notes and birds, Erwin allows her curiosity to drive her imagination. The results are masterful translations of subtle gesture within captured moments. Erwin has recently delved into the world of portraiture with aplomb. Having sought a portrait artist for her daughter without success, Erwin eventually decided to just do it herself. Pleased with the results, Erwin offered her services initially to friends and family. Her portraits quickly gained praise, commissions skyrocketed, and she is continually in demand. Working exclusively with natural paints on expertly crafted birch panels, Erwin has developed a unique style that is instantly recognizable and possesses a timeless quality that speaks at once of old masters and novel techniques.

Photo by Jeffrey Wooten

AUSTIN FIELDS

Photos by Austin Fields

Austin Fields has been an artist since childhood. In school, she worked with every medium she could get her hands on, exploring as much of the what the art world had to offer as she could. From painting to ceramics, Fields always sought to challenge herself to grow as a multi-discipline artist. Until, that is, she discovered glass. “I first took glass-blowing at UTA to fulfill my studio art credit, and I fell in love with it. I thought, this is for me! I finally found a medium that I can really emotionally connect with. It is the most beautiful and challenging material I have ever worked with, and the possibilities are totally endless.”

Some of Fields’ most moving pieces are sculptures that she performs what she calls a “mirrorizing” technique, applying a reflective solution inside the blown glass vessels, that is beautiful and engaging. “I enjoy creating work that is interactive in a sense. The reflective work is an optical device that captures the viewer and their surroundings, and it forces them to engage with the material because it creates a distorted perception of themselves being reflected back.”

NEXT CHAPTER

By Lyle Brooks | photography by JIRARD Tatiana Mayfield’s voice is a marvel. As an artist, she uses her instrument to connect with and inspire audiences.

As a voice teacher, she has helped students of all ages find and harness their own voices. Music has taken her on a journey that began in Fort Worth and has already impacted listeners internationally.

At Brewer High School, Mayfield was a member of choir and band in which she played trombone. “Originally, I wanted to play drums, but after seeing what drummers hauled around, I went with the cool slide.” In addition to marching band, she was a singer in the jazz band. “The music program was really strong, so I was surrounded by very good teachers.”

Those teachers were foundational to charting her path to study Jazz at the University of North Texas, where she worked with vocal jazz luminaries such as Paris Rutherford and Rosana Eckert.

These teachers guided her development from a young woman with a great voice into a sensational artist and performer. Her first album came together in her final year at school.

“It was an intense period with the record and school. As soon as it was done, we got out and started playing all the festivals. It was great experience.” Another important educational environment was and is the Fort Worth’s world-famous Scat Jazz Lounge, which Mayfield describes simply as “home.”

Mayfield’s first teaching job out of college was at the Lone Star Academy, where she worked for six years with students of all ages. Working with five-year olds, she quickly realized everyone learns differently; developing approaches to connect with all her students has made her a stronger teacher. “You have to adjust your teaching style to each child to make sure they are engaged. All of which I found to be true as I started working with more adults.”

One of Mayfield’s former students, Sweta Murthy, is poised for a promising future. Winning the American Songwriting Competition in 2014, she is making a name for herself. “I started teaching her when she was nine years old.

I’m so proud to see how well she’s doing. Lone Star [Academy] is run by exceptional folks who gave me my first opportunity. I recommend them to everyone.”

As A Portrait of LadyMay, her next album was released, Tatiana was diagnosed with nodules on her vocal cords, placing her in the unenviable position of teaching voice students without the use of her voice. “I had to bring a white board to write instead of speaking.”

Fortunately, her voice returned, and in 2013, she toured Europe, bringing her voice to new fans while gathering material for a new album. The creative process is unending, especially if the goal is to share more honestly with the audience.

The recording of her third album, The Next Chapter, has been as much a quest as a journey. Broadening into a more commercial sound, she says jazz lives alongside dance, groove, and chill elements. The album was recorded at January Sounds, a legendary Dallas studio with engineer Joey Lomas on the board. Lush string arrangements

by Ben Bohoroquez feature on the single “You and Me,” intimately mixed with Mayfield’s piano playing. As plans for a tour come together, Mayfield is excited to bring her music to new crowds.

“There’s something for everyone on this album.”

A more mature artist now, Mayfield shows herself to be more open and vulnerable than ever before on these new tunes. The project has allowed her to work with new people. “Each track is a like a new group.”

Collaborators include Jamarcus Bridges and his band Pocket Book, Bobby Sparks, as well as members of the outstanding Funky Knuckles.

Last January, the Cincinnati Pops invited Tatiana Mayfield to perform as part of a lineup showcasing African-American women in music. Representing jazz, she shared the stage with an opera singer and a pop singer. Later, she was asked to return as part of their 4th of July festivities. In April, she heads to South Carolina to perform original tunes with arrangements by the Hilton Head Symphony Orchestra.

Despite her success, Mayfield continues to be an educator. For the past two years, she has taught Commercial Voice and leads a commercial voice ensemble at Cedar Valley College in Lancaster. The ensemble will celebrate their 40th anniversary during a special night of music on April 12th. “I continually learn a great deal from my students and since I’m playing for them constantly, it has made me a better musician as well.”

A GREAT HOME

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The Mays Group

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CELEBRATE

WITH US!

BUZZ CUSTOM FENCE IS 20 YEARS OLD! We want to give you a gift! Present this with your order and receive bonus top cap and trim with the purchase of 50 feet of fence.

Help us solve this puzzle by adding in the letters to complete the fencing buzz words.

F __ __ C E

IR____

Closes in your yard.

Type of heavy metal.

G __ T __

ST____N

Doorway through a fence.

Lets you choose the color of wood.

__ IC__ __T

CH __ __ N __ ____ K

Type of fence, typically painted white.

Type of fence, seen at a baseball field.

W__ O__

P__S__

Comes from a tree.

COLOR IN THE APPLE!

CAN YOU FIND THE WORDS BELOW? H O M E J J Q U P B

M E X I Q K C J O B

H T R O W T R O F F

T A N G L E W O O D

Structure that helps support the fence.

FORT WORTH TANGLEWOOD

HOME TCU

VISIT US ONLINE AT WWW.BUZZFENCE.COM 817.263.9788 | 5104 W. VICKERY BLVD. FORT WORTH, TX 76107

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FORT WORTH

4704 Santa Cova Court | 76126 | $3,300,000

4851 Moss Hollow Court | 76109 | $1,099,000

3601 Bellaire Drive S | 76109 | $1,099,000

JOHN ZIMMERMAN

JOHN ZIMMERMAN

JOHN ZIMMERMAN

jzimmerman@briggsfreeman.com 817.247.6464

jzimmerman@briggsfreeman.com 817.247.6464

jzimmerman@briggsfreeman.com 817.247.6464

2616 Highview Terrace | 76109 | PENDING

5403 Old Dennis Road | 76087 | $4,950,000

19150 S Highway 377 | 76035 | $3,250,000

Laurie Brants

allen crumley

allen crumley

lbrants@briggsfreeman.com 817.919.9110

allen@williamstrew.com 817.862.4459

allen@williamstrew.com 817.862.4459

2309 Ryan Ave | 76110 | $435,000

120 Aledo Ridge Road | 76126 | $1,499,999

Christa holbert

Ashley Dilling

Cecile Montgomery

*Represented Buyer christa@leaguere.com 214.734.0285

ashley@leaguere.com 817.675.6455

cecile@burtladner.com 817.992.9620

3909 Wedgworth Road* | 76133 | Sold

3733 Lenox Drive | 76107 | $1,299,000

1516 Rivercrest Court | 76107 | $1,175,000

6432 Drury Lane | 76116 | $365,000

RICk Wegman & john giordano

Lauren Groff

Adrianne Huff Holland

rickw@gwwrealestate.com | 817.584.7033 johng@gwwrealestate.com |Â 817.991.1862

lauren@leaguere.com 817.455.8156

aholland@briggsfreeman.com 817.988.7955

R E A L E S TAT E

3832 Bishops Flower Road | 76109 | $1,299,000

1912 Canterbury Drive | 76107 | $1,599,000

2001 Carleton Avenue |76107 | $435,000

joseph berkes

joseph berkes

joseph berkes

joseph@williamsTrew.com 817.266.1355

joseph@williamsTrew.com 817.266.1355

joseph@williamsTrew.com 817.266.1355

4225 Ranier Court | 76109 | $1,190,000

5333 El Campo Avenue | 76107 | $354,900

1407 Hillcrest Street | 76107 | SOLD

Kellie Bullinger

Chris Leito

Amy Tedford

kellie@leaguere.com 817.703.8209

chrisl@northernrealtygroup.com 817.994.0837

NEED EMAIL ADDRESS 817.992.6680

102 Grey Stone, Aledo | 76008 | $420 ,000

2425 Colonial parkway| 76109 | sold

7951 Bella Flora Drive | 76126 | $1,125,000

Angie Murphy

KATHRYN Cashion

Carley J Moore

angie.murphy@cbdfw.com 817.825.4786

kathryn@burtladner.com 817.366.5355

carleyjmoore@gmail.com 817.734.8185

3509 Park Hollow Street | 76109 | $849,000

2607 Featherstone Court, Arlington | 76001 | $1,000,000

3709 Briarhaven Road | 76109 | Non-MLS SOLD

Shelli Eskue & Christi Johnson

Margaret Dallao

Ida duwe-olsen, ted olsen

shelli@leaguere.com | 214.797.8947 christi@leaguere.com | 214.762.4386

margaret.dallao@cbdfw.com 817.360.6950

ted.olsen@williamstrew.com | 817.862.5662

ida@williamstrew.com | 817.723.5166

photos by Jeffrey Wooten

Education Starts in the Home

by Jackie Hoermann Elliott Most of Nadia Alvarez Arriaga’s memories of Múzquiz, México, are coated with a film of dust, finely powdered down by stories of family struggle and grit. In Múzquiz, only a few of the ritziest homes had a patch of grass for a front lawn, and only boys finished high school.

Many of Arriaga’s family members still reside in this sun-scorched village. Her mother, Dora Garcia, went to school in town through seventh grade, and then she began working in a local grocery store.

“Once middle school started, education is no longer free, so the thinking was that the woman is going to stay home.” said Arriaga. “So her brothers went to high school, but her sisters and she did not. She started work.”

Her mother was one of seven children, out of whom only the youngest son went to college. “Maybe that played a part in it for us.” she wondered. “[My uncle] was the one that had the nicer house and the better things, and we saw that… [My mother] saw [education] as a way to a better life.”

Her father, Oscar Alvarez, stayed in school until the end of third grade. He then chose to enter the workforce, first by shining shoes, and then by working in local pool halls before leaving for the United States at the age of 14 to find work in California, Illinois, and Texas. Several deportations sent him back to Múzquiz, but eventually an employee of The Original restaurant on Camp Bowie Boulevard sponsored him to work for the company in Fort Worth. Oscar returned to Múzquiz to wed Dora in 1971. The following day, they headed north to Fort Worth to try and build a better life for themselves and the family they hoped to have.

The following year, Arriaga’s oldest sister, Maria, was born, followed by her other sister Claudia two years later. Nadia is the youngest. Maria and Claudia gained local attention for excelling in school, both graduating as valedictorians from North Side High.

Around the time her older sisters were navigating the secondary school system as bilingual learners, Nadia’s world was being shaken by kindergarten.

“I remember in kindergarten my mom drop[ping] me off at school and having no idea why,” she said.

“I remember crying and crying on the first day of school… [which] had interrupted my perfect little life with my mom and dad. And they wanted me to speak English. It was just a confusing year.”

Later in her first year of school, a teacher cautioned that if Arriaga didn’t start speaking English soon, she would be moved to a special reading group. Arriaga’s sisters helped to translate this news to Mrs. Alvarez, whose English was limited at the time. In another memory, Arriaga can see herself being called up on stage as part of a costume contest. Her mother had dressed her as an elf, a hand-me-down costume from a Christmas play one of the other sisters had

worn. When the principal asked, “What are you?” Arriaga couldn’t answer.

Now in her eighteenth year as an educator, Arriaga is the one helping kindergarteners learn English at Tanglewood Elementary. This year, she assists a student in another kindergarten teacher’s classroom by translating.

“I just love it.” Arriaga said of her translation work. “It’s made me kind of miss [bilingual teaching] because I see my family in that situation. There were so many times when we were the ones who had to translate for my parents.”

Prior to coming to Tanglewood Elementary thirteen years ago, Arriaga spent a few years as a bilingual educator at M.H. Moore Elementary School and Cesar Chavez Elementary School. She has worked with countless parents of students coming from México and other countries, where a K-12 education isn’t taken for granted, and she can appreciate the sacrifices these parents have made for their children. “They didn’t come here for selfish reasons.” she explained. “[They] were thinking of the future of their children.”

Arriaga tells parents not to fret if children don’t take to English right away, saying that children should not cease practicing their home languages while trying to learn English. She can point to herself as an example of a student who figured out English when she was ready, and she reminds parents that all children are English language learners. In fact, some of the strategies she previously used as a bilingual educator, she now uses for students who are native speakers. Step into her classroom on any given day, for example, and you might hear Spanish songs adding playful ambiance to the children’s lesson.

“What I do a lot is have Spanish songs playing, like ABCs or the months of the year.” said Arriaga.

“It’s just soft background noise, or I like to teach them Spanish words, and they just think that’s the neatest thing. Through the day, I’ll hear them sing the songs, and they don’t know what they’re saying, but I figured I’ll plant a little seed. Maybe if they take Spanish in middle school or high school, it’ll come back to them.”

She sometimes feels remorse for not having spoken Spanish more frequently with her three daughters — Jessica, Victoria, and Ava — but time wasn’t on her side during those early parenting years.

She had her first daughter during her sophomore year of college at Texas Wesleyan University, which Nadia and her sisters attended because they each secured enough scholarship money to cover the entire cost of tuition for four years. She said her sisters’ advice was instrumental in helping her find money to go to school, and to this day she still seeks their opinions on major life decisions and smaller decisions, like 30

choosing the right paint color.

In addition to going to school full time and being a new mom, during Nadia’s senior year, she began working full time for the Fort Worth Independent School District (FWISD) under an emergency work permit necessitated by a severe teacher shortage.

Not long after she graduated, she was pregnant again, and her day-to-day life became all about taking care of her girls in the mornings, dropping them off at her mother’s, working all day, and picking the girls up at night. Ava came along several years later. All three of her girls understand spoken Spanish well for having spent so much time at their grandparents growing up, but Arriaga said speaking is more difficult for them.

While there was never any question that Arriaga would attend Texas Wesleyan, she has been overwhelmingly supportive of her daughters seeking higher education outside of Tarrant County. Currently, Jessica attends the University of Arkansas, where she hopes to study nursing and to recruit younger sister Victoria to be a Razorback. Victoria, a sophomore at Paschal High School, is a talented writer who may be interested in broadcast journalism. For now, the littlest Arriaga, Ava, stays closer to mom as a third grader at Tanglewood Elementary.

Arriaga’s daughters grew up hearing about how different life was for their grandparents in México, the same stories of struggle that used to “blow our minds,” said Arriaga of her and her sisters. Those stories have inspired success not only in Arriaga as an accomplished educator, but her sister Maria, who went on to be a certified public accountant at Ernst & Young and later a Director within FWISD, and Claudia, who is a municipal judge in Fort Worth.

As mothers, all three women have instilled in their children the importance of education, too, and they have seen their children go on to find success at other institutions of higher education, including the University of North Texas, Oklahoma State University, and the University of Notre Dame.

When asked what advice she has for parents, Arriaga shared what she always told her girls: “Circumstances don’t define you. You failed a test?

Now you know you need to study harder.”

Only Arriaga can hear the echoes of her parents’ advice in that message. To this day, Mr. Alvarez still prefers to speak Spanish at home, Mrs. Alvarez still cooks three square meals a day, and both parents still push the importance of education as the family’s “key to bigger and better things."

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Word Unscramble

Unscramble these 7 word jumbles and then arrange the circled letters to form a surprise answer.

5. SRTFE

1. UCIMS 1

9

2

10

2. SNENTUTRMI 3

4

3. EFLC 6

5

6. UCIOTSCA 7

11

12

7. NADB

4. HODCR 8

13

14

A: 1

2

3

4

5

6

7

8

9

10

11

12

13

14

ANSWERS

Guitar: The Instrument That Rocked The World!