Santa Barbara Independent Schools of Thought

SPECIAL SECTION

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Montessori Teacher’s 50 Years SBCC’s Promise & Permaculture

Using Games for Education Dancing About Literature

Mass Media Psychology

Marymount’s Volunteers

Guiding Gifted Learners

And Much More!

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The State of Education in Santa Barbara

crises to learning gaps. Educating the populace is a tremendous undert’s commonly said that Santa Barbara embodies small-town charm with ---------- by ---------big-city sensibilities, with our top-tier arts and culture district and our taking involving sound leadership, innovation, tested practices, and a bustling airport and harbor. We certainly live up to the big-city standard Camie Barnwell well-equipped force of teachers who believe all students can achieve. when it comes to the breadth and depth of our educational offerings. There To develop relevant articles for our 2018 edition, we asked the issue’s appears to be something for just about everyone, at every age and every ability. And sponsors to suggest numerous story ideas based on people, projects, or trends that if we don’t offer it yet, there’s likely some grassroots effort afoot to bring it here soon. they’re excited about in their institutions. From that list, we selected stories that Santa Barbara educators deserve a resounding A+ for working to identify and represent a wide variety of learning experiences in Santa Barbara and produced the address societal challenges that appear at the classroom door, from socio-emotional editorial content independently. We hope you enjoy.

COURTESY

Profile

Margaret McCleery-Cota’s

50 Years of Teaching

educational process. It is a child-centered philosophy rather than teacher centered.”

When asked what has changed in her role as an educator over five decades, McCleeryCota said, “Every year, our youngest students have more knowledge when they begin school: 2-year-olds are learning what 4-yearolds were learning when I began teaching.

And fathers are much more involved in their children’s lives than they used to be.”

And what has stayed the same? “The commitment of parent volunteers who always are at the heart of MCS with their MONTESSORI MAMA: Margaret McCleery-Cota’s career spans from the continued support of the classrooms, teach- black-and-white photos of the 1970s (above) to the recent photograph of ers, and programs,” she said. “As Montessori her below. teachers, our role has changed very little.

Our primary job has always been to observe the children as Her daughter, Elizabeth Cota, witnessed this passion both unique individuals and guide them on their journey toward a at home and in the classroom, as she was her mother’s student when young. “Fifty years in any one job is a testament to how lifetime of creative learning.” much someone loves their job,” said Cota. “For my mom, her love of educating the youngest kids through a Montessori approach sets them up for a life where they love to learn, are self-sufficient and driven learners, and, perhaps most importantly, have an understanding of how to help others learn. As my mom now has her first grandkid — my daughter, Naima — I am able to utilize my mom as maybe the ultimate resource in creating an environment where Naima can drive her own learning.”

PAUL WELLMAN

A

fter 50 years in the classroom, Montessori Center School (MCS) teacher Margaret McCleery-Cota knows a thing or two about how to inspire a lifelong love of learning, which is the essence of the Montessori education philosophy. And just because she’s hitting her golden anniversary doesn’t mean she’s slowing down.

“I love my work with the children, and my coworkers are young and stimulatHalf a Century ing and fun to be with,” said of Instruction McCleery-Cota, who first at Montessori started at the Goleta camCenter School pus in 1969. She has worked in Goleta mostly with 18-month- to 3-year-olds during her tenure, and even had the joy of teaching her own two children when they were young. “As long as I am healthy and able to keep up with the children, I see no reason to stop,” she said.

“The children are fun and capable of learning so much every day; it is my greatest privilege to be a part of their lives.”

Serving toddlers to 6th graders since 1965, Montessori follows a philosophy that emphasizes independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. The approach recently attracted a $2 billion donation from Amazon founder Jeff Bezos, who wants to infuse impoverished communities with free Montessori preschools.

That’s music to McCleeryCota’s ears.

“In Montessori, each child is respected as a unique, valuable, and beautiful person,” she said.

“Children are allowed to learn at their own pace in a hands-on classroom environment. They are allowed to make their own decisions from day one with guidance from the teacher. Children, their parents, and their teachers are partners in the Montessori

> See mcssb.org.

Margaret McCleery-Cota’s

50-Year Journey at Montessori Center School

•• • •• • ••

1969-1972: Head teacher/primary (ages 3-6) 1972-1974: Head teacher/primary in the morning; MCS director in the afternoon 1972: Coordinated the incorporation of MCS as a nonprofit organization 1974-1976: Head teacher/primary 1976-1982: MCS director full-time 1978: Started first pre-primary class (ages 18 months–3 years) 1982-1983: Head teacher/primary 1983-present: Head teacher/pre-primary

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The Family School nurtures confident, engaged learners through: • intentional learning opportunities • collaborative relationships and • creative expression to build a strong educational foundation to inspire a love of learning.

www.syvfamilyschool.org • P: (805) 688-5440 • E: office@syvfamilyschool.org • A: 5300 Figueroa Mtn. Rd. • M: P.O. Box 481 Los Olivos, CA 93441 The Family School does not discriminate on the basis of race, color, sexual orientation, religion or ethnicity. We encourage the enrollment of children of diverse abilities and from diverse backgrounds. Lic. # 421708698

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Gardening

Permaculture Power at SBCC S

tudents of Santa Barbara City College’s environmental and horticulture stud-

ies classes are seeing the fruits of their labor through their own permaculture garden, an ecological niche created on a former plot of turf on West Campus. In permaculture gardening, sustainable landscaping regenerates soil health while simultaneously producing food, explained Jackson Hayes, garden coordinator.

“One of my favorites of these practices is called companion planting, where certain Environmental and plants that mutually benefit each other are Horticulture Classes placed next to one another to create a sort Tend to Sustainable of symbiosis,” Hayes said, adding that the Landscaping “three sisters” beans, corn, and squash design is a classic example. “The corn is planted first, and the stalks provide a natural ‘trellis’ for the beans to grow on; the beans then fix nitrogen from the air, feeding the corn. The squash fills out the rest of the area, and its large, spiky leaves keep moisture in the soil and ward off potential pests.”

PAUL WELLMAN PHOTOS

> See sustainability.sbcc.edu.

GARDEN LIFE: Jackson Hayes (right) and intern Joey Slade tend to SBCC’s permaculture gardens, which are outdoor classrooms for environmental and horticultural students.

Montessori Center School — Serving children 18 months through 6th grade —

Call today for a tour!

• Guided by experienced credentialed teachers using the Montessori Method, a dynamic learning environment inspires creativity, productive thinking and a lifelong love of learning.

• Students become self-directed learners through participation, leadership and active decision-making.

• Individualized and small group instruction in multi-age classrooms promote cooperative learning opportunities at all levels and enable students to learn from one another.

Join Us for an Open House!

Sat, Dec. 1 • 11am-1pm

401 N. Fairview Ave, Goleta CA | www.MCSSB.org | 805-683-9383 Sponsored Content I Schools of Thought 2018 I Santa Barbara Independent

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LAGUNA BLANCA SCHOOL

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TEACHING TAI CHI: Luis Sanchez teaches tai chi to a class at Garden Court as part of SBCC’s Vitality Program. “What matters is to get them to flow in motion, and that activates all the joints in the body,” he explained.

Older School

SBCC’s Vitality Program

Keeps Elderly Engaged

O

ur elderly neighbors are staying engaged, both mentally and socially, thanks to Santa

Barbara City College’s popular Vitality Program, which sends 15 instructors to 18 different facilities across town to deliver lessons in art, music, body and mind, traveling, and current events.

“What makes Vitality so special is that we send teachers who are trained in working with older adults straight to them,” said Jeanette Chian, the associate director of the School of Extended Learning. “So many of them are unable to get to our campuses, so they wouldn’t have had a chance to participate in the classes if this program didn’t exist.”

Under the umbrella of SBCC’s Extended Learning, the Vitality Program was launched in 2017.

Currently, there are more than 60 tuition-free courses being offered to adults living in independent, assisted, and memory-care facilities on the South Coast. Anyone 14 years old and older may attend, so the children and grandchildren of residents can take the class with their loved one.

“Some of the activity directors at the facilities have told us that after the residents attend a class, they are noticeably more alert and sociable for the following 24 hours,” Chian said.

“Even if the resident in memory care can’t recognize their own family member, they are visibly happier and more engaged with their surroundings during the classes.”

Chian said classroom time is focused on learning, fostering connections among students, and building community.

“If you have a loved one living at an independent, assisted, or memory-care facility around town, this program is a fantastic way for adult children and teenage grandchildren to connect with their loved one, all while learning and having fun in the process,” she added. “SBCC is here to reduce barriers to education for all. We strive to provide learning opportunities for community members 0 [years old] to 100-plus.”

The program is funded via the State of California’s adult education allocations.

Creating Academic Success!

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15 Instructors Run Courses at 18 Different Santa Barbara Facilities

> See sbccextendedlearningfee.org.

Academic Assistance and Support Our program is assessment based and we develop a program to meet the needs of your child. We have successfully helped hundreds of students since 2009. Most students attend 2 or 3 times per week depending on their needs.

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Join our Gaming for Education Team The Gaming for Education (G4E) program focuses on many aspects of the gaming industry providing the team with instruction on and first hand experience in things like esports, social media management, branding, streaming, short and long form gaming journalism, digital content creation and team management. The team also works to see how games, both video and tabletop, can be used for educational purposes. Our goal is to build a well rounded, well educated and socially responsible generation of gamers and to help prepare them to enter the many scholastic and career opportunities that are associated with gaming.

For more info email Carrie@PLAedu.org

PLA Middle School Coming Soon Progressive Learning Academy (PLA) is a small group of educators and middle school students (grades 5-8) who collaborate to build strong working ties to the community, broaden our academic understanding of subject matters by applying them to real world situations, and grow as individuals that support one another as we discover our individual strengths.

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Also offering TACK Tutoring Teaching for Access to Content Knowledge (TACK) Tutoring helps students build their confidence and proficiency in Common Core Math Standards. Taught in a group setting or one-on-one, this method allows students to grow and develop their foundation in mathematics, so they can start applying those skills in problem solving. With hands-on activities and fun games that reinforce concepts, our goal is for your child to still enjoy learning math long after they have mastered the fundamentals. Contact us today to set up your FREE introductory session.

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Pop Culture

The Psychology of

Mass Media H

ow did the movie Black Panther impact the impressionable African-American teen-

age mind? Are selfies bad or good? What do you do when you hate your partner’s social media presence?

All good questions for the neighborhood media psychologist.

Yes, that’s now a thing thanks to Santa Barbara–based Fielding Graduate University, which pioneered the nation’s first PhD program in media psychology in 2002. Since then, Fielding faculty and grads are helping to shape the national conversation on how media influences human behavior, from neuromarketing and brand psychology to transmedia storytelling.

Fielding Graduate University Pioneered the Nation’s First Media Psych PhD

>

In essence, media psychologists shed light on how media and technology influence the way people connect and make meaning of their lives, explained Fielding Media Psychology Program Director Jerri Lynn Hogg.

Hogg is currently buried in research on how media and technology use is impacting childhood development. She’s tapping the input of physicians, psychologists, educators, and other professionals working with children.

“Technology and new media are being used by children at younger and younger ages and have become an issue of national interest and concern,” said Hogg.

Fielding Media Psychology faculty member Dr. Karen Dill-Shackleford has researched the effects of film and TV on society. She’s testified twice before Congress and has consulted on the role of the media in people’s everyday understanding of “the truth.” Here is Dr. DillShackleford’s take on these popular productions:

>

>

Doctor Who: The sci-fi show Doctor Who has a great fan following. The main character, “The Doctor,” has always been played by a man, until now. We studied the feelings and beliefs of Doctor Who fans during the lead-up to the first female Doctor. Fans who scored higher on two measures of sexism also reported feeling more negative and less positive about the prospect of a female Doctor. Fans with higher sexism scores reported lower intentions of watching the show when it switched to a female lead. Most fans, however, were positive about the change.

Black Panther: Fielding partnered with the LEAD program (LEADprogram.org), which is an educational organization that serves youth from underserved communities, helping them to prepare for and get accepted to excellent universities. Our team studied a group of LEAD students who were, on average, 17 years of age. Researchers from our team traveled to a number of universities where LEAD holds summer programs, such as Duke and Penn State. Our researchers watched the film Black Panther with the youth. We found that for black youth, levels of empowerment and well-being both increased after watching Black Panther.

Mad Men: Mad Men is an award-winning drama about advertising executives in 1960s New York. The show explores sexism and racism in the business world of that era. It also explores the lives of some flawed individuals struggling with personal and relationship issues. Our research analyzed how fans thought about their favorite characters and story lines. We found that fans use the show to think about real-life values and problems such as what makes a good parent, a good spouse, and a good person. Many were frustrated when characters made repeated mistakes and cheered for them to learn and grow.

> Learn more about the Media Psychology Research Center at mprcenter.org and about Fielding at fielding.edu.

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PAUL WELLMAN PHOTOS

Q&A

Angela Tanner’s Gift for Gifted Learners A ngela Tanner is the founder and executive director of The Knox School of Santa Barbara, a private, K-8 school specifically designed for the gifted learner.

Are there specific criteria you use to identify the gifted student? Quantitatively, giftedness is often measured through IQ testing. The IQs of a sufficiently large population of individuals form a normal distribution (bell curve) with approximately 68 percent of individuals with IQ scores between 85 and 115. Giftedness is often categorized thus:

The Knox School’s Founder Fosters Intellectual Curiosity in Nurturing Environment

What was the inspiration for the Knox School? The journey that led to the founding of The Knox School began as a very personal one, born of the frustrations and heartbreak of advocating for my own children. Craving true intellectual connection, social acceptance, and authentic success, gifted children confront unique challenges that tend to perpetuate an outsider status.

Typically facing a one-size-fits-all education system and a mainstream culture that does not value their deep intellectual curiosity, high ethical standards, and emotional sensitivities, our nation’s gifted and talented are far too often marginalized and unserved.

The mission of The Knox School is to provide a stimulating and nurturing environment where, alongside an engaging and challenging curriculum, the social and emotional needs of gifted and talented students are respected and compassionately supported. Our vision is that giftedness and high potential are fully recognized, universally valued, and actively nurtured to support gifted children in reaching for their personal best and contributing to their communities.

What are your student demographics? We opened in September of 2013 with five students. Currently, the school serves approximately 30 children in grades K-8. At least 20 percent benefit from financial aid.

What differentiates the “gifted” child from the bright or smart child?

Giftedness, intelligence, and talent are fluid concepts, and definitions and assessments of these traits are hotly debated topics.

The federal government developed a guideline in the 1972 Marland Report to Congress that states, “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” States and districts, however, are not required to use the federal definition, although many states base theirs on the federal definition.

The Columbus Group (1991), in an attempt to more adequately define the essence of giftedness as separate from achievement, defines giftedness as “asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.” The Knox School subscribes to the Columbus Group definition.

HANDS-ON CLASS: Knox School teacher Jaime Weissman helps Aiden Cohen mix color as part of a class on studying the Renaissance.

• Gifted: 130-138 • Highly Gifted: 138-145 • Exceptionally Gifted: 145-152 • Profoundly Gifted: 152-160 A particularly important point to make is this: The farther away from the absolute norm of 100 a child is, the greater the need for special educational accommodations, regardless of whether the distance is on the left or right of 100. For example, no one argues that a child with an IQ of 60 needs specialized services in order for that child to fulfill his/her potential. Of course they do. But a child with an IQ of 140 is as different from the norm as the child with an IQ of 60, and also requires specific educational accommodations to maximize his/her potential.

What percent of the population is truly “gifted”? Depending on the definition of giftedness being used, anywhere from 3 percent to 10 percent of the population is gifted.

What are the most common cognitive, affective, and physical characteristics of gifted children?

• Emotionally sensitive • Physically sensitive • Intense reactions attention span when something • Long interests them but not necessarily performing • Capable well in school (underachieving) • Perfectionistic • Large, advanced vocabulary many questions, rarely settling for a • Asks simple explanation • Energetic • Learns information quickly • Excellent memory creative or talented in • Extraordinarily specific area who are overwhelmed, frustrated, • Parents or exhausted!

Are gifted children often underserved in the school system? The more of the above characteristics embodied in one child, the more challenging a traditional school environment can be for that child and the more vulnerable they are to being labeled, marginalized, or unserved. Not all gifted children need progressive education in order to maximize their potential — those we call “school-house gifted” are able to acquiesce

GIFT FOR GIFTED: Angela Tanner founded The Knox School to give support to gifted learners.

to a typical educational approach and often do fine in a traditional setting, especially if some sort of advancement in the form of grade skipping is available to them.

What can happen when gifted students are not engaged in a school setting? As any parent or teacher of a gifted child knows too well, most gifted students (especially highly to profoundly gifted children) face unique challenges and require specialized and focused attention to overcome impediments and maximize their talents. Without educational opportunity and challenge, children who are gifted may hide their abilities, bury them in underachievement, or become school dropouts.

Gifted girls, being particularly susceptible to the desire to fit in, often sabotage their talents for the sake of conforming to their peers and play down their intelligence. Gifted boys who are not challenged and understood usually do not become teacher pleasers; they become “problem children” in their attempts to gain stimulation in whatever way they can.

When we realize that gifted children are children with special needs, the importance of early identification becomes clearer. Why do we identify developmentally delayed children at the very earliest possible moment? Because everyone agrees that early intervention makes the most difference in a child’s life. Why wouldn’t the same general principles of development apply to the gifted?

Sadly, rather than investing in high-IQ children, American society has moved in the opposite direction since the 1930s.

There is an anti-intellectual culture that promotes a stigma around the very term of giftedness, let alone on the allocation of resources to cultivate these children’s abilities. School districts often find that curtailing or completely eliminating programs for their gifted learners are the least controversial budget cuts that they can make.

> See knoxschoolsb.org. For more info on

gifted children, see National Association for Gifted Children (nagc.org), California Association for the Gifted (cagifted.org), and Supporting Emotional Needs of the Gifted (sengifted.org).

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Photo: Nell Campbell

The SBCC Promise Thanks to our community of generous supporters, the SBCC Promise provides all recent local high school graduates with access to an outstanding and affordable education at Santa Barbara City College.

All fees, books, and supplies are covered for two years.

Your gift makes it possible.

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VOLUNTEER POWER: Marymount School alum Spencer Bassi tells current students at the school about his fundraising success stories during his time there.

Charitable Works

PAUL WELLMAN PHOTOS

Volunteers for Life Marymount School Students Start Service Work Young

A

t Marymount School in Santa Barbara, students start

early on building a skill set that will serve them, and others, well throughout their lives: From the youngest grade, they are focused on volunteerism, fundraising, and organizing efforts around those in need.

“We focus not only on academics but on preparing future citizens who will actively engage in their community,” said Kate Tannous, division head of the Middle School at the 245-student Riviera campus. “We value ‘caring’ as a principle to live by, and we build partnerships throughout our community starting in junior kindergarten to help broaden students’ notions of their community and build empathy.”

Marymount students have partnered with dozens of community organizations, including CALM, BUNS, Transition House, Casa Esperanza (now PATH), Unity Shoppe, Gwendolyn Strong Foundation, Garden Court, Woodglen Hall, Casa Dorinda, DAWG, Salvation Army, the Foodbank, and the Eastside Library, among many others.

“Our students respond when they sense a need in the community,” Tannous said. “In 2013, when local homeless shelter Casa Esperanza was facing financial cutbacks that threatened to close the facility, our 6th graders responded and rallied.

Through lemonade stands and a concert at SOhO, students were able to raise $15,000 for the flailing organization and help it get back on its feet.”

Through a required community service class, Marymount 6th graders have fundraised to the tune of tens of thousands of dollars in recent years, generating:

Former Marymount student Spencer Bassi recently returned to his alma mater to get 6th graders fired up about this year’s project. Six years ago, Bassi and his classmates organized a chili cookoff that raised $2,000 for a homeless shelter.

This year, Bassi’s younger brother, 6th-grader Patrick Bassi, is carrying on the tradition.

“I like to give back to the community,” Patrick said. “It’s sad to see people homeless in the streets and not be trying to do anything about it.”

A philanthropic mind-set is instilled as early as age 4, explained junior kindergarten teacher Kate Keeley. Every year, each class chooses a cause and develops an activity to support that cause.

“Students learn the importance of helping others and what it means to be charitable by helping those in need, helping our environment, or helping those who are unable to take care of themselves,” Keeley said.

> See marymountsb.org.

‘

We focus not only on academics but on preparing future citizens who will actively engage in their community.

—Kate Tannous

’

• $15,000 for Casa Esperanza for Gwendolyn Strong • $11,000 Foundation for Challenged Athletes • $5,000 Foundation • $5,630 for Storyteller Center for victims of the • $11,000 Thomas Fire and the 1/9 Debris Flow, via Unity Shoppe

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HIGH SCHOOL NOVEMBER 28, 2018 SHOWCASE 5:00 P.M. TO 7:00 P.M. Map your future!

EARL WARREN SHOWGROUNDS

COURTESY

Explore academy, career technical education, visual and performing arts, & special program options available in high school

RETHINKING LAW: From left, The Santa Barbara and Ventura Colleges of Law’s Matt Nehmer, Jackie Gardina, Deb Moritz, and Paul Larsen were integral in creating the Hack-the-JD event.

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The Santa Barbara Unified School District (SBUnified) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, immigration status, religious beliefs or customs, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. SBUnified requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.

Innovations

Transforming Legal Education The Santa Barbara & Ventura Colleges of Law Launch Hybrid JD Program

T

he Santa Barbara & Ventura Colleges of Law are

helping to transform legal education with the launch of their innovative Hybrid JD program, created during a “hackathon” event last year that brought together legal minds from across the nation to reimagine law school. The event invited participants to work in teams over a 36-hour period to design a course of study that better prepares law-school students with the necessary knowledge, skills, and value to serve future clients.

The new program, the first of its kind in California, combines —Joan Howarth online learning with intensive residencies. It includes a 12-hour residency each month at the Ventura campus, where students put theory into practice. Students take a Lawyering Skills course along with a final capstone project that tests their ability to demonstrate the critical skills needed to begin making immediate contributions to the legal community.

Joan Howarth, dean emerita and professor of law at Michigan State University College of Law, was among the Hack-the-JD event participants, which included those from within Santa Barbara and Ventura Colleges of Law, as well as nationwide legal educators.

“Legal education is ripe for improvement, but too often there’s talk without action,” Howarth said. “Hack-the-JD was inspiring because national experts worked with the equally impressive Colleges of Law faculty and students to design a law-school curriculum that puts future clients first.”

‘

Legal education is ripe for improvement, but too often there’s talk without action.

providencesb.org

ENGAGING MINDS. SHAPING HEARTS

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Preschool - Grade 6 - 805 962-3091 | 3225 Calle Pinon, 93105 Grade 7 - 12 - 805 962-4400 | 630 E. Canon Perdido, 93103

> See collegesoflaw.edu.

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’

Fresh Air

Outdoor Learning, Rain or Shine E ducational research has long touted the benefits of connecting children to nature. And with young people spending increasingly more time indoors and online, nature-based education is gaining momentum across the United States. Locally, the philosophy is embedded in programs like those found at Rancho Palomino in Santa Barbara and the Santa Ynez Family School in Los Olivos. Another shared philosophy: Go outside and play, rain or shine!

them to access water for play in the sandbox. We are fortunate to have tarantulas on campus at this time, along with other fun wild animals like alligator lizards and snakes that we teach our students how to interact with safely.”

Rancho Palomino in Santa Barbara provides an array of outdoor learning opportunities through weekend, after-school, and school-break programs. Described as a “homemade, family-supported-and-operated educational-enrichment, community-benefit project,” subjects covered include horsemanship, studio arts, cultural arts, crafts, cooking, traditional archery, agriculture, animal care, farming, and horseback riding.

Kids learn about gardening by planting, growing, and harvesting organically grown food. They establish a food sharing/trading community among neighbors, which teaches them Julianne Tullis-Thompson, head of school of the Santa the importance of becoming less reliant on packaged Ynez Family School, said the campus began in 1974 with just foods. eight students and has since grown to 94. Tullis-Thompson Ines Casillas’s two children, Lazlo (9) and Matias (6), said kindergarteners and 1st graders in the “blue door” study both students at Adelante Charter School, have enjoyed the water cycle, make terrariums, and weed and plant their Rancho Palomino since it opened in 2015. “I love that they own wildflower garden. Over in the “green door,” preschoolers roam around, away from screens; that they feed pigs and enjoy an indoor/outdoor classroom. goats; and that they move hay and get dirty,” she said. “I “For much of the day, students get to choose where they believe it has taught my children about community and would like to play,” she said. “We have an outdoor sink for compassion for everything living, from the garden to the animals.”

Lazlo says he’s a fan of “archery and feeding the horses,” while Matias looks forward to “riding the horses and collecting eggs from the chicken coop,” although his mother added that they might have actually been turkey eggs.

Nature-based education pioneer Richard Louv, author of Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder, argues that children today nationwide are overly controlled and confined, and that direct exposure to nature is essential for their physical and emotional health. Louv’s research spurred THE AWESOME OUTDOORS: At the Santa Ynez Family School, a national dialogue surrounding the students are encouraged to explore and create. These are scenes urgency for change. from Día de los Muertos last week, which coincided with Pajama

“Nature-deficit disorder is not a formal diagnosis but a way to describe the psychological, physical, and cognitive costs of human alienation from nature, particularly for children in their vulnerable developing years,” he wrote, adding that some of the most disturbing childhood trends, such as the rises in obesity, attention disorders, and depression, can be countered by just getting kids outside to play, rain or shine.

Day, so students could wear their PJs all day.

PAUL WELLMAN PHOTOS

Santa Ynez Family School and Rancho Palomino Take Classes Outside

> See syvfamilyschool.org and ranchopalominosb.com.

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GAMES FOR GOOD: The Progressive Learning Academy’s Carrie Linden discusses the pros, cons, and cost of different gaming systems, game genres, and playing techniques.

Games

Are Good for Learning A newly launched private school in Santa Barbara,

the Progressive Learning Academy, is built on the concept that students can learn what they need to know about a topic or an idea through participating in a well-designed game. According to Carrie Linden, director of the academy’s Gaming for Education program, the

access the majority of the content directly through game play and not teacher instruction.

What does evidence-based research say about gamification and how effective it is in achieving its goal of teaching through gaming?

Gamification is still relatively new to the research scene, and many are still trying to establish studies that address the great variance that is found in gamification to see what Progressive Learning Academy’s components are beneficial and which are potentially problematic. What Gamification and Game-Based most agree on is that implementing Learning Techniques gamification in the class often leads to an increase in student participation, motivation, and attendance, and posapproach is gaining traction throughout educational circles as sibly that it helps narrow the grade gap in a classroom. teachers attempt to motivate students by capitalizing on their love for games — old and new, board and online.

How do these techniques promote student learning at the academy?

The academy hopes to open as a full-time, private middle I use game-based learning with my science and social studies school in the fall, she said, but in the meantime, it offers math units. For these units, students create a role-playing character tutoring, homeschool support, and the Gaming for Education whom they then role play through their standards — exploring program, which costs $25 per hour. According to Linden, the different countries, events, and time program allows students the opportunity to explore the many periods. Assessments can be built in avenues of the gaming industry. From game analysis, content by adding “boss” quests that require creation, branding, and marketing to game-based learning the players use the knowledge they and e-sports, students gain hands-on experience exploring should have picked up along the way the ins and outs of modern gaming. They also serve as content to beat the “boss.” creators and ambassadors for gamified education and gameIf they do not have the content knowledge needed, they will fail the based learning. “boss” encounter, and then I can Linden helps us understand the nuances. send them back to areas where they Describe gamification and game-based learning, and how did they need to experience more of their curevolve? Gamification is when you take game principles, theory, riculum. When I use gamification, it and elements and use them for the delivery of class content or is in the less-immersive game-play behavior management. Often little changes in the curriculum opportunities. For example, a stuor its delivery, but the gamelike add-ons work to help build dent may not be in an active role-play up student engagement and buy in. An example would be quest, but they can go to the characstudents earning game points for assignments and behavior ter’s job board and select a job offer that they can then use to level up their character or use to to do. These may be essays, lectures, earn “perks.” or slideshows. They gain experience Game-based learning (GBL), on the flip side, is different, and income for their character by as it dramatically changes content delivery. In GBL, students completing and presenting these.

PAUL WELLMAN PHOTOS

Tutoring

Are there critics of this approach? Yes! Gamification and gamebased learning can be powerful tools in learning, but they can also be very problematic. While game-based learning is very intrinsically motivated, gamification is not. And gamification is the one that is most frequently used by educators. The addition of badges, in-class currency, and leaderboards often function as an extrinsic motivator. This means that kids are more likely to perform only as long as they are getting some form of reward for their participation. When that reward is removed, many will disengage and be less likely to perform than they were before the implementation of the gamified unit.

With game-based learning, teachers must put together a very well thought-out and planned unit or else the game may not, in fact, teach the academic standards it was intended to and may end up simply being a game, leaving kids with a gap in content knowledge. Both are still being researched, so many are also hesitant [to integrate the approach] due to the lack of strong empirical data supporting it.

> See sites.google.com/plaedu.org/home.

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Creativity

Project-Based Learning

DANCING BOOKS: The aerial dance performance Jane Air was teacher Charles Donelan’s means of getting his students excited about the classic book Jane Eyre.

BRAD ELLIOTT PHOTOS

at Laguna Blanca

L

aguna Blanca first opened its doors 85 years ago in bucolic Hope Ranch to 40 boys taught by six faculty.

Today, the school proudly stands as a pillar of academic excellence, serving 375 coed students on two campuses: 35 acres in Hope Ranch for secondary students, and a two-acre site in Montecito serving grades K-4.

One point of distinction in Laguna Blanca’s instructional approach is known as project-based learning (PBL), in which students work together on an interdisciplinary project over an extended period of time to solve a real-world problem or

“I couldn’t get this silly pun, ‘Jane Air,’ out of my head,” he said, adding that he’d been pining to collaborate with Ninette Paloma, who founded the Santa Barbara Centre for Aerial Dance (and who is a contributing writer at this newspaper).

“Based on that simple pun, I wound up writing a 45-minute satirical adaption of the Brontë novel that included segments for aerial dance, and Ninette agreed to choreograph the show.

In the spring of 2018, Jane Air debuted with a cast of 10 seniors and seven middle school drama students.”

Not only did the performance bring the classic piece of literature to life, but it also allowed students to step Jane Air and Missions to Mars Showcase outside their comfort zones as dancers beneath the spotlight.

Engaging Form of Education “There’s a type of total engagement answer a complex question. Students then demonstrate their and mental presence involved in dance that knowledge and skills by developing a public product or pre- you don’t get with any other art form,” he said.

“You have to move or else you stand out. High sentation for a real audience.

PBL was rolled out as a school-wide initiative in 2014 school students are used to situations in which because “it’s so clearly the gold star of best practices in 21st- lowering one’s level of participation is the key century education,” said Ashley Tidey, Laguna Blanca’s expe- to blending in. They quickly discover that when riential learning coordinator and English instructor. “It offers you are onstage dancing, the wallflower stratthe highest level of creative and invested team-based problem- egy doesn’t work. So, give it everything you’ve solving in K-12 education. It’s not just college preparatory; it’s got, do all the moves, and be as big as you can real-world preparatory.” because otherwise you’ll be out of step. I can’t Here are two examples. think of a better way to convey the mentality and benefits of PBL than this analogy.”

Dancing About Literature

Charles Donelan, Laguna Blanca humanities director (and executive arts editor at this newspaper), described how project-based learning is providing otherwise rare opportunities to integrate literature with dance, theater, and music. About five years ago, Donelan tapped a nonprofit, Library Dances, to connect his students to the State Street Ballet. Step one of the assignment: Read the play A Midsummer Night’s Dream.

Step two: Collaborate with State Street Ballet dancers to produce and perform in a theatrical performance before a live audience.

In the following years, Donelan’s students and the Library Dances team united to present such works as The Scarlet Letter and The Great Gatsby. But this past year, Donelan had a brainstorm as he was preparing to teach Charlotte Brontë’s Jane Eyre to AP English Literature students.

Missions to Mars

Laguna Blanca Middle and Upper School humanities instructor Anna Alldredge worked with science teacher Zack Moore to create interdisciplinary, project-based learning units that culminate in an experiential learning extravaganza. She described in detail a recent project that would put any grad student to the test.

“Each quarter has a distinct focus that guides students toward making interdisciplinary connections and meaningful links with real-world issues,” she said. “Our themes are as follows: Q1 = identity, Q2 = quests, Q3 = justice, and Q4 = transformation. How does this look in action? For exam-

ple, during our Q2 ‘quests’ focus, 8th graders are tasked with forming companies [including job applications, websites, and branding]. Each company competes for [imagined] fundraising money to launch a mission to Mars. Each student team presents a 30-minute pitch at the end of the quarter to a realworld panel of experts, including local professionals, UCSB professors, LBS high schoolers, and administrators.”

The presentations that students create link directly with history, science, and English curricula. “Students must convey why humans should colonize Mars and what structure of colony they envision forming,” said Alldredge, adding that they must also make the connection to pertinent points in U.S. history, such as the Revolutionary War and Westward Expansion. “They also need to explain their plans for launch, transport, landing, and life support, which all link to their physics unit in Science 8. Within their work preparing their company materials and presentation, I embed many learning standards from English 8, such as rhetoric and persuasion, narrative writing, public speaking, researchbased analysis, and creative writing.

In summary, PBL provides a meaningful, exciting, real-world, interdisciplinary vehicle for their learning in each of our subjects.”

Alldredge said she’s noticed that PBL lessons inspire greater levels of excitement and interest from students. “They have a sense that what they are learning and producing matters to the world, which is what learning should be all about,” she said. “It is a creative joy to build out programs such as these. Designing PBL units really combines the art and science of curricular design. Furthermore, it creates deep connections among the faculty, because of the many required layers of collaboration. It is endlessly satisfying work, and all the effort is worth it when I witness the level of my students’ engagement and learning.”

> See lagunablanca.org. Learn more about PBL via the Buck Institute for Education at bie.org.

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Bishop Garcia Diego

PAUL WELLMAN

Spirituality

Educates the Whole Person

K

aren Regan is the head of school at Bishop Garcia Diego High School, and she explains how the Catholic education aims to teach the whole student.

to race, religion, sexual orientation, political ideology, gender, age, or other physical or personal characteristics. We abide by laws, adhere to established community standards, and reflect on our emotions, values, attitudes, motivations, mind-sets, and How is Bishop Diego working to prepare students spiritually as they personal attributes as we pursue lives of grace consistent with head toward college and career? The specific purpose of a Catholic the Gospel message. education is the formation of young men and women who will Perseverance. We are steadfast in performing our responbe good citizens of this world, loving God and neighbor, and sibilities and pursuing our goals with honor, integrity, vigor, and tenacity despite frustrations, mistakes, enriching society. A Christian attitude is at the core of everything we do.

Karen Regan Discusses setbacks, and other obstacles that make our task difficult or seem impossible. We resist temptations and pressures to give up or quit, Bishop Diego’s “core values” reflect a commit- Catholic High School’s choosing instead to persist. We adhere to ment to respect, perseverance, and compas- Approach to Teaching sion. How are these values integrated into ethical Christian principles even when it is the curriculum and student experience? School leadership, faculty, detrimental to our relationships, social standing, careers, or staff, students, and parents model a definite respect for each economic well-being. We are accountable for the consequences other. The core values provide the standards and guidance to of our choices and recognize that personal accountability assists maintain the good order indispensable for the pursuits of spiri- us in realizing our God-given potential.

Compassion. We display the trait of empathy by consoling, tual and personal development and intellectual excellence. The core values are intended to assist in achieving the delicate and comforting, calming, supporting, serving, and showing mercy necessary balance between freedom and restraint and are based to others. We take ownership of our lives and acknowledge our on learning and meeting the standards and traditions that guide power to choose what we think, say, and do as gracious and how we relate to each other, our school family, the community charitable members of a multicultural society. As a faith-based at large, and the environment. school, our educational mission is to teach students to respond to their baptismal calling, which includes the “giving of oneself ” Can you break them down for us? Respect. We believe that the to others. The philosophy of the school incorporates this conwell-being and dignity of humanity and the stewardship of the cept and requires all students, regardless of creed, to perform a environment are important, God-given responsibilities. We minimum of 100 hours of service over four years as a graduation welcome and treat all people with reverence without regard requirement.

A H a!

TM

‘

We believe that the well-being and dignity of humanity and the stewardship of the environment are important, God-given responsibilities.

’

--Karen Regan

> See bishopdiego.org.

AHA! believes in a world where every teen can feel safe, seen, celebrated, and emotionally connected.

Attitude. Harmony. Achievement.

Now in its 20th year of bringing social and emotional education to Santa Barbara, AHA! promotes celebration of difference, creative expression, and the building of safe, supportive communities of youth, guided through an original experiential curriculum in a ratio of no more than eight young people per skilled facilitator.

AHA! offers: • In-school AHA! Peace Builder Leadership programs at all four area public junior high schools • In-school AHA! Peace Builder programs at Santa Barbara, San Marcos, and Dos Pueblos high schools • By-donation after-school groups five days a week throughout Fall and Spring semesters • A four-week summer intensive for teens, also by donation • Three-times-yearly parent groups for parents of teens in AHA! programs

AHA! is also training educators in social-emotional learning at Santa Barbara High School and Carpinteria Middle School in its AHA! Method—working to actively build safe, welcoming campus climates for all students.

For information on programs currently enrolling youth in grades 8 (junior high AHA! Peace Builders and Summer program only) or grades 9-12, contact AHA! Enrollment at enrollment@ahasb.org, call 805.770.7200 x 3, or visit AHA!’s web sites: www.ahasb.org or www.ahapeacebuilders.com.

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media CHANGEMAKER IN

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SBCC Promise Covers College Costs T

he program that covers the tab for local students to attend Santa Barbara City College appears to be living up to its promise. Since its inception two years ago, the SBCC Promise — which provides free tuition, fees, books, and supplies for full-time students for two years — has created an uptick in attendance and an increase in full-time enrollment. So far, more than 2,000 students have taken advantage of the program.

“The SBCC Promise is performing even better than my highest hopes,” said Geoff Green, chief executive officer of the SBCC Foundation, which oversees the project. “This fall in particular, the enrollment numbers appear to be going up significantly.”

Promise Director Lucille Boss said that the program removes the economic barriers that traditionally deter some students.

Recent SBCC graduate Detria Davis said that the Promise allowed her to stay on track as a student and not become derailed due to financial pressures. “The SBCC Promise not only made it possible to pursue my education; it motivated me,” said Davis, who graduated from SBCC with an associate’s degree in biomedical sciences and is planning to transfer to a four-year university to earn her bachelor’s degree in nursing. “I thought to myself, ‘I can do this!’”

> See sbccpromise.org.

‘

The SBCC Promise is performing even better than my highest hopes.

’

—Geoff Green, chief executive officer of the SBCC Foundation

COURTESY PHOTOS

More Than 2,000 Santa Barbara County Students Enrolled in Just Two Years

SBCC Promise’s Class of Fall 2018

Statistics

Enrollees: 1,736 Average Units: 13.15

HIGH SCHOOLS Dos Pueblos: 27% San Marcos: 27% Santa Barbara: 26% Carpinteria: 9% Bishop Diego: 2%

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