Lincoln Elementary is a Spotlight School

Transcription

TEACHINGTODAY
Fall 2013, Volume 1
WISCONSIN’S K–12 EDUCATION CONNECTION
Marinette School District Host to International Event: TEDxMarinette
Watch any TED talk (http://www.ted.
com) and you’re bound to get an intellectual adrenaline rush. “It’s like the feeling
that rips through you after a huge accomplishment. Here it’s not the event; it’s that
your imagination has been triggered. I think
that’s the X factor in TEDx. It’s also the
idea that you’re part of something huge,”
says Keith Schroeder, School District of
Marinette Library Media Specialist, the
person who was responsible for bringing
TEDx to Marinette.
TED bills their talks as “Ideas Worth
Spreading.” It isn’t every day that we
come across people, ideas and projects that
inspire us and give us the energy to move
forward and make positive change. That’s
exactly what hosting a TEDx event can
do for you, your school and community.”
This worldwide phenomenon with over
6000 events in more than 2000 cities and
140 countries with over a billion views of
the videos; videos that have an impact that
grows exponentially even as you read this
article. Even for Marinette to be host to
this event was HUGE! Consider that it is
one of only 2 other sites in Wisconsin (both
are large cities) and that the impact of this
will be world-wide. “We had requests for
tickets from around the Midwest, but we
really wanted this to be available to Northeastern Wisconsin shining a beacon on all
that’s good here” says Schroeder.
In addition to the live event, it was
broadcast live around the world through
the TED organization website. “It has the
potential to impact not only the people who
sat in the seats in the MHS auditorium,
but millions of people around the globe,”
says Adam Dewitt curriculum director
CESA8 also an organizer for TEDxMarinette. “Each 18 minute presentation is the
equivalent of a Hollywood blockbuster,”
continued DeWitt. TED is a powerful event
because their organizers and staff don’t do
it for the money or the fame – for which
there is neither. They do it because they
have a passion to make a difference. It is
a coming together to spread and seed ideas
that matter. The entire event themed “Marinette: a Beacon for Education, Leadership
and Change for Northeastern Wisconsin”
Continued on Page 4
Lincoln Elementary is a Spotlight School
Shawn Galvin, Lincoln Principal
Dr. Karen Schulte, Superintendent
Janesville School District
Lincoln has been selected as a WI School
of Recognition for five years in a row. This
continued success has made Lincoln eligible
to apply for a Spotlight grant that would allow
WI schools outside of Janesville to come visit
Lincoln. The visits would feature behavioral,
instructional, and leadership efforts that have
led to this success.
Lincoln Elementary has applied to be a
Spotlight school because despite the challenges faced by many Title 1 schools, Lincoln
has continued to show academic and behavioral success. The long standing character
program that has melded with our PBIS efforts
serves as a foundation that teaches expectations and behaviors should not be assumed all
students coming to school possess. These concentrated efforts cause instructional time to be
maximized. With fewer classroom disruptions
and less out of class time, students are able to
retain and be exposed to more material than in
settings that have higher behavioral concerns.
Another reason for the continued success at
Lincoln is because of the building climate
created by the staff. There is a balanced makeup of the staff experience and abilities. Lincoln
has about a third of its staff that have been in
the field of education for 15+ years, another
third that has less than 5 years of experience
and the remaining third have between 6 and
14 years. This balance lends itself to innovation coupled with the insight to troubleshoot
problems proactively. It also allows for positive mentoring and stable role-models to be
present when difficult questions arise. This
balance allows for strong teacher leadership
and in-house experts to arise and stay the
course despite the changing demographics we
have experienced. This has also allowed for
consistency when working with families and
students. The Lincoln community can always
find a familiar face and a welcoming smile as
they enter our building and take part in the
educational process. A third part of our success
is the leadership and innovation of our staff.
We have been able to fine tune our instruction based on data from assessments aligned
to the common core and our Standards Based
Report Card. The leadership with our teachers
has led to a collaborative effort to use Tuesday
morning Professional Learning Community
(PLC) time as well as trimester planning days
and data retreats to create the collegial environment to have the conversations that have
developed our standards focused instruction.
We have also been innovative by having staff
be part of a 21st Century learning symposium
held at Lincoln. This lead the way for every
classroom to implement the use of Smartboards
and develop instructional practice that uses
technology to enhance how and what students
learn. We have also used iPads and netbooks
in the classroom as a tool to build upon the
high level thinking skills that are required in
the global society that our learners now live
in. We have secured the districts approval to
be the district pilot school for a researched
Continued on Page 4
Page Teaching Today | Fall 2013, Volume 1
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Teaching Today | Fall 2013, Volume 1
Page TEACHING
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Teaching Today Educational Blog
From Teaching Today’s
Educational Blog
Study offers insight into job training for
students with autism
High-school students with autism who
received specialized job training and supports, such as applied behavioral analysis
and support teams consisting of teachers,
employment specialists and other experts,
were more likely to find employment after
graduation than their peers who did not
receive such services, according to a recent
study. “For far too long, youth with ASD
have been left out of that elated feeling that
adults have when they get their first real
(job),” researcher Carol Schall said, adding,
“Through this study, we were able to demonstrate that youth with ASD can be successful
employees.”
An Engaging Introduction to Chemistry
Middle-grades science teacher Marsha
Ratzel shares in these two blog posts an
assignment she gave in the first two days of
class that combined digital research skills, a
chemistry introduction and student icebreakers as part of one project. Students were
directed to spell their names using elements
of the periodic table and had to researched
“fun” facts about each element for a poster
they created.
Psst . . . I’m a New Teacher
Some First Year Teachers are given a
strong mentor, a walk-in-and-teach-it curriculum, and space to really establish their
space and their practice; however sometimes, the bright, energetic and thoughtful
people who dream of making a difference
through teaching are faced with lists of
unknowns, and are often at a loss when it
comes to who to ask, what to ask, and how
to manage. It’s a tough spot, to be sure. But
never fear, we are here for you!
Learner’s Edge teachers vividly
remember our First Year, and want to make
sure that First Year Teachers can experience
all the great and powerful learning opportunities that organically happen in the First
Year.
Do you have an educational idea,
resource or story that you would like to
share on our blog? Please contact Andria
at: [email protected]
teachingtodaywi.wordpress.com
From our Website
Math Resources
Impact: Earth!
With this tool your students can enter the
projectile parameters, angle and velocity to calculate what would happen if an object were to
actually hit Earth. You can also get the details
on the projectiles that caused famous craters.
Fresh Baked Fractions
“Fresh Baked Fraction”—part of the FunBrain.com Web site—lets kids in grades 4–6
test their fraction skills by reading and answering multiple choice fraction questions.
Math Cats
This Web site is a highly interactive
site geared to children ages 12 and under. It
includes a math art gallery, Microworlds and
Logo programming and math questions on a
“magic chalkboard.”
Welcome to Zona Land
This web site functions as a resource for
those who want to study physics, the mathematical sciences, or mathematics in general,
but are having a difficult time with textbooks
or other approaches.
Teachers’ Domain: Mathematics
This Web site contains a wide variety
of resources for the elementary and middle
school classrooms.
Moffsoft FreeCalc
Some features of this calculator include
a printable and savable tape, sizeable display,
system tray icon, always on top setting,
digit groupings, flat button option, and color
schemes.
www.teachingtodaywi.com
Lead by example.
And be an example to leaders.
No one better prepares teachers and administrators for today’s
changing world than Stritch. Whether you’re seeking additional
certifications, interested in pursuing an advanced degree, or both,
Stritch can take you to the next level. Our rigorous yet affordable
programs taught by our trusted, experienced faculty will prepare
you to embrace challenges and affect positive change as you
advance your career in education.
To learn more about online or face-to-face programs starting
soon in your area, visit www.stritch.edu.
Items of
Interest
Yearbook Advisor of the Year Award
The JEA National High School Yearbook Adviser of the Year program is designed
to honor outstanding high school yearbook
advisers. The top 5 winners will be recognized
at the fall JEA/NSPA National High School
Journalism Convention. The First Place
winner (a.k.a the Yearbook Advisor of the
Year) will receive $1,000 for his or her school
and a personal $500 prize. The other 4 winners
will each receive $500 to buy equipment for
their yearbook classrooms or to fund student
scholarships to summer workshops.
Deadline: October 15, 2013
Website: jea.org/home/awards-honors/yearbook-adviser-of-the-year/
Funding Opportunities from
DonorsChoose
DonorsChoose is an organization that
allows teachers in public education to submit
proposals for classroom resources and programs. Individuals can thumb through requests
and choose projects to fund. DonorsChoose is
available to every public school in the nation.
Check site for eligibility.
Website: www.donorschoose.org
Free Books from First Book
National Book Bank
The First Book National Book Bank distributes large quantities of publisher-donated
brand-new books to programs serving children
from low-income families. The books are free
to organizations that are able to pick them
up or just the cost of shipping to have them
shipped. After registering with First Book,
organizations will receive email notifications
alerting them when book distribution applications are available. Eligible organizations
must either be a Title 1 school, a specially-designated government institution, or a non-profit
organization with at least 80% of the children
coming from low-income families.
Website: booksforkids.firstbook.org/register/
Explorer Schools Project: Free
Resources
NASA’s Explorer Schools Project offers
free online resources to help science, technology, engineering and mathematics (STEM)
educators inspire and engage future scientists,
engineers, and technicians. The Project gives
educators of grades 4–12 access to NASA’s
people, missions, research, and facilities. Free
materials include online videos, training materials, lessons, live chats, and collaboration
tools.
Website: www.nasa.gov/offices/education/
programs/national/nes2/home/index.html
Social Media Resources
PBS Learning Media is offering support
to educators using digital media nationwide
with “Get Your Tech On.” You can access
free resource collections, webinars, and professional development opportunities through
November 1! Free webinars coming up
include how to integrate social media into
your classroom, flipped classroom learning,
and integrating tablets and SmartPhones. You
can win tablet computers too!
Website: www.pbslearningmedia.org/collection/getyourtechon/
Contests
Essay Contest!
The Abraham Lincoln Presidential Library
Foundation invites high school students from
across the nation to write 272 words, (no more,
no less), essays on either Abraham Lincoln or
the Gettysburg Address. Essays will be judged
on creativity, originality, use of language, and
appropriateness to theme. The school with
the highest percentage of participation will
receive a $2,500 award and the three winning
students will each receive $2,500 awards. For
more information visit the Abraham Lincoln
Presidential Library Foundation.
Website: www.alplm.org/272.aspx
Guardian travel writing competition 2013
Eight fantastic prizes to be won
To enter you must submit a piece of no
more than 500 words about a recent holiday
for the category you feel it suits best. Send the
piece by e-mail to:
[email protected]
The entries will be judged by the Travel
team and an independent external judge for
each category. The judges will be looking for
the most well-written, entertaining and accurate stories, which have a unique angle and a
real sense of place. The judges’ decisions will
be made on or before 1 December 2013, and
articles by the winners and some runners-up
will be published in a special issue of Travel
this December.
Deadline: Entries must have been received
by 23:59 on Sunday, 13 October 2013
Website: www.theguardian.com/travel/2013/
sep/13/guardian-travel-writing-competition-2013
Student Poetry Contest
The Wisconsin Fellowship of Poets is
sponsoring its annual Student Poetry Contest.
The contest has no entry fee and is open to
all Wisconsin students in grades 6 through
12. Winners receive cash prizes and get their
poem published in the 2015 Wisconsin Poets’
Calendar. Cash prizes in each division:
• JUNIOR (grades 6–8): 1st $50, 2nd $30,
3rd $20; Honorable Mention
• SENIOR (grades 9–12): 1st $50, 2nd
$30, 3rd $20; Honorable Mention
If you would like a PDF of a poster (8.5 x
11) announcing the contest, or for more information about the contest, please contact the
Student Contest coordinator, Jeanie Tomasko
at: [email protected]
Mailing Address: Jeanie Tomasko; 6725
Century Ave; Middleton, WI 53562
Phone: 608-836-8108
Website: wfop.org/contests.html
TEDxMarinette Continued from Page 1
Lincoln Elementary Continued from Page 1
was a life-changing opportunity for those
lucky enough to be able to attend. “The
event turned on the beacon of your mind
and you became a part of something bigger
than you can imagine,” says Schroeder. “We
were driven to take action and make a real
impact by carrying the ideas forward challenging the present and helping to shape
the future.” Although TEDxMarinette was
held last April, its impact is still being felt
by those who attended.
A TEDx can take on whatever form
or theme you want. It could be an all-day
session, just an afternoon or evening, or
could cover several days. We decided to do
two different formats with similar presenters all on the same day. The afternoon was
aimed at youth leaders of our area community. The evening was aimed at adults in the
community. Both sessions were centered
around our theme.
Hosting a TEDx event can appear to
be a daunting task, but the TED organization is there every step along the way.
based implementation of technology in every
classroom. We will further our technological
innovation at Lincoln by adding 5 student and
1 staff iPad in every Kindergarten, 1st and
2nd grade classroom. Along with this we will
provide 5 student and 1 staff Chromebook
for every 4th and 5th grade classroom and a
Chromebook for every 3rd grade student and
staff member. This innovative project will
be assessed with a research component that
will focus on three aspects; building teacher
capacity, increasing student achievement, and
increased student engagement.
We want the hosted Spotlighted school
visit to be a welcoming, meaningful interactive experience that provides relevant ideas
and strategies suitable for adaptation and long
term infusion in the curriculum and instructional plans of the visiting school. To help
accomplish that goal we will focus our emphasis on two important underpinnings of our
schools philosophy and program. Within the
context of teaching and learning we will direct
primary attention to our evidence based leader-
The process starts with securing a license
from the TED organization and things start
to happen! “Once our event appeared on
their website, we were actually contacted
by people who wanted to present and be
a part of the event” said Schroeder. It was
over a year in the making, but worth every
hour we put into the event. For information
on our speakers or to view their talks, you
can go to our TEDxMarinette site at www.
tedxmarinette.com or the TED website at
www.ted.com. I encourage you to consider
hosting an event. It truly will be life changing experience.
www.marinette.k12.wi.us
715-735-1400
ship system that utilizes data in vital decision
making about learning and holding educators
accountable for success. During observations
and follow-up interviews connected with
classroom instruction, common grade level
meetings and teacher leadership planning,
visiting educators will verify how teachers
as leaders “own” decisions about learning
that impact what they do and how they do it.
Administrators will have the chance to meet
one-on-one with our principal to identify and
evaluate specific techniques, like Rounding,
that can be utilized to document compliance
with established instructional priorities.
www.janesville.k12.us
608.743.6705
Career Exploration
Page A Few Tips for Motivating Students to Be College and Career Focused
library
In High School
Use digital portfolios
Tools like Google Sites allow students to
share coursework, reflections on learning,
and other products from their studies. If all
teachers require students to share their work
in the portfolio, students will place great
value on the tool. Consider creating senior
projects or requiring seniors to present their
complete high school portfolio prior to
graduation.
Establish a college-campus tour program
Offer tours once a month to area colleges
and universities. If you can, include a
teacher on staff who graduated from that
school. Also, arrange for former students
from your school who attend that college
to have lunch with your students. Students
like hearing from recruiters, but they love
hearing about a college from their friends.
Decorate classroom doors with teachers’
alma maters’ décor
Students want to know more about teachers,
and sharing this information can establish
great connections to higher education possibilities.
Build a fully functioning college and career
tice. And though you may think
you have a perfect answer in
your head, you won’t know
it until you actually articulate
it. In an interview, there is the
\and the one you wished you’d
given. With practice, those three
answers come together.
Students need a space to explore careers and
colleges more deeply. Provide brochures,
pamphlets, books, online resources, ACT
practice packets, and financial aid information to your students.
Dress the part
Have “professional dress” day at least once
a month. Reward students for their participation, and be sure to set guidelines and
inform parents and students with plenty of
notice.
Make that first impression count
With everyone you meet at
the employer, but especially
with the interviewer, you want
to make your first impression count. Stand up straight.
Look the interviewer in the eye. Smile,
and extend your hand for a firm, but not
knuckle-crushing, handshake. (Again, these
introductory behaviors can be practiced
with your friends and family to polish your
behavior and enhance your confidence.)
From Education Week; Written by Jennifer
Barnett; Published Online: March 26, 2013
Teachers and Leaders Network “15 Tips for
Getting Students Focused on College and
Careers”
Website: www.edweek.org
Interview Tips
Don’t treat an interview as an interrogation
Practice out loud
Try to anticipate the types of questions you
will be asked, and practice your responses.
If you lack experience or feel uncomfortable in interviews, find someone to do a
mock interview with. Like any other skills,
communication skills get better with prac-
If you are fortunate enough to land an interview, treat it as an opportunity to establish
a professional relationship with the interviewer. Know the employer, and be prepared
to ask intelligent questions. Engage with
the interviewer, and do not be shy in letting
the interviewer know how much you know
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Financing education for 37 years
about the employer and how much you
want to work there.
Be enthusiastic, not desperate.
It’s always a good idea to do a little Web
research before the interview on the
company—and, when possible, on the individuals—that will be interviewing you.
You’ll make a much better impression when
you know what the company is doing and
how you might fit in.
From: 10 Tips for College Students Looking
for a Job in a Tough Market, by Jeremy S.
Hyman, Lynn F. Jacobs
Website: www.usnews.com/education/blogs
Building and Construction
Building Architecture Trades Leadership
Bay View Middle and High School
has a Building Architecture and Technology
Academy (BAT). It offers a unique program to
provide students with the skills necessary for
success in the construction industry. Students
in the Academy receive additional support from
The Wisconsin Regional Training Partnership
WRTP/Building Industry Group Skilled Trades
Employment (Big Step). This group helps students prepare for and obtain certifications that
will enhance their ability to obtain a familysustaining construction job in the greater
Milwaukee area. The Academy trains high
school students to meet the growing demand
for construction trade specialists. It includes a
pathway for college-bound students wishing
to enter the field of architecture, construction
management or a related field.
The BAT Academy has an advisory board
called The Redcat Foundation, which was
established in 1993 with grant money from the
Department of Defense and the Department of
Education. The board seeks out construction
projects for the students that will benefit the Bay
View community. The advisory board consists
of construction industry trades people, business
partners, post-secondary partners, school and
district representatives.
The BAT Academy’s goals are to raise the
grade point averages of all students enrolled;
improve student attendance, and provide all
students access to innovative educational
opportunities. Underlying the academy model
is the theory that dropout rates can be reduced
and student achievement increased if students
see the value of education through its relation
to their life and future careers. In this environment a small group of students and teachers
will come to know and value each other, academic coursework is integrated with vocational
training, and the education experience provided with a variety of job related activities so
students can see the connection between education and work.
Students entering the BAT Academy take
a sequence of courses in both construction
and design, culminating with the building of a
home/structure from the ground up.
• Freshmen complete the rough framing and
electrical work of a 900 square foot house
in the Bay View High School learning lab.
They learn how to read technical blueprints; how to assemble electrical boards
and rough wire a house and how to safely
use various hand and power tools.
• Sophomores build on knowledge from
Construction 1 and learn how to install
doors and windows, vinyl siding, drywall
and roofing. They study and apply green
technology in the lab.
• Juniors and seniors travel off school
grounds to build a single family house or
structure in the community.
Students take classes in a cohort at Bay
View High School. Academy students will
have the same Bay View teachers with the
exception of honors courses. Academy teachers meet weekly and share ideas which enable
them to integrate key concepts throughout the
curriculum.
The BAT Academy incorporates lessons
from an innovative curriculum that integrates
construction related themes throughout the core
content areas of math, science, social studies
and English. Students apply technical reading,
writing, and mathematical operations into their
construction coursework.
Let’s Not Forget About Apprenticeship
Elizabeth Roddy, ABC of Wisconsin
Recruitment and Training Coordinator
H
igh school students have some major factors to consider when thinking about life after graduation. They
may include future income, advancement opportunities,
feeling a sense of accomplishment, and the cost of college
and the debt that they could incur before they even set foot
in the job market.
Apprenticeship, specifically in the construction industry,
is the simple solution in all of these areas.
Many people do not know a lot about apprenticeship,
and the idea of not going and getting a bachelor’s degree
concerns people. Consider this though:
• Apprenticeship combines both on-the-job training along
with classroom instruction. Apprentices are paid an
hourly wage both on the job and while attending class.
• Training in apprenticeship focuses primarily on work
based learning where a person is being taught by
skilled workers. When the person completes the apprenticeship, they have already been in the field and
with a company for years.
• Most related instruction is performed directly
through the Wisconsin Technical College System. A
completed apprenticeship can be applied towards
another degree, if desired.
• Debt to the students is minimal, but the training that
they receive is invaluable.
The construction industry is much more than swinging a
hammer. Today, advanced technology on machines, computers, math, and physics are all a big part of what it takes
to put a building up or lay a road down.
Even though the construction industry is one of the largest industries in the nation, many high school graduates do
not consider a job in construction and finding skilled workers
is getting increasingly challenging. In fact, the average age of
a craft professional is about 45 years old. Career opportunities and room for advancement are greater than ever.
For example, a final year plumbing apprentice is making
approximately $45,000 per year (with basically no school
debt). In the future, he or she can be in charge of running a
crew of people or possibly owning his or her own company.
In addition, consider the sense of accomplishment when going past a hospital or school that you helped build. People
who choose a career in construction truly do build America.
Typically, there are many questions regarding apprenticeship. Associated Builders & Contractors of Wisconsin
Apprenticeship & Training Trust has been training apprenticeship for nearly 30 years and has thousands of graduates.
Recently, ABC of Wisconsin had developed a new handbook
that goes through apprenticeship expectations, information
on the trades, and how to apply for apprenticeship.
For a copy of this handbook or for more information contact
ABC of Wisconsin today at 800-829-9926 or by visiting their
web site at www.abcwi.org/en-us/educationtraining.aspx.
Associated Builders and
Contractors (ABC) of
Wisconsin is a statewide
construction association
representing nearly 800
construction companies,
material suppliers,
manufacturers, and other
construction related
firms. Its education
affiliate, ABC of Wisconsin
Apprenticeship and Training
Trust, currently trains more
than 900 apprentices
in 12 trades throughout
Wisconsin.
www5.milwaukee.k12.
wi.us/school/bayview
(414) 294-2400
Building and Construction
Page New Beginnings with a New School in Bloomer
The School District of Bloomer opened
a new elementary school with a dedication
ceremony on August 29th! The Board completed a strategic long range master plan in
2010 and in the spring of 2012, the school
district held a referendum for $17.5 million
to include the development of a road and
construction of a new elementary school.
The voters of the community supported the
construction of this new school on the first
run of the referendum showing how much
the community values and supports education!
Following the approval of the voters,
a design team made up of community
members, teachers, the superintendent, the
architect, school board, and support personnel toured seven different schools across the
region looking for specific design elements
to incorporate into the new school design.
Many meetings were held throughout the
summer and into the fall. Architect Dale
Poyter from SDS Architects, put a school
plan together which was presented to staff,
the facilities committee and approved in
July of 2012 by the Board of Education. The
approved plan included more than one mile
of road and a 92,000 sq. ft. facility which
would be centered on 15 acres of land. The
plan also included handicapped accessible
play spaces and hallways and addressed
safety concerns previously expressed prior
to the referendum.
The school construction began in
October of 2012. The district kept the
community up-dated with pictures on the
webpage, so they could watch the construction progress. The building was finished in
310 days. It includes the most up-to-date
technologies, safety features such as automated lockable doors, sprinkler systems,
Smart Technologies, integrated sound and
audio and handicapped access at all entry
points throughout the facility.
Having enough space for teaching and
learning was important to design teams. The
site design includes separate wings. 4K–5K
share a wing, 1st and 2nd grade — a wing,
and the 3rd and 4th grade — a wing, with the
LMC serving at a central hub. Classrooms
are appropriately sized to the needs of the
children. For instance, the 4K classrooms are
1100 sq. ft. with a 70 square foot storage and
toilet area in each room. All classrooms have
sinks and water fountains in them. The halls
have skylights which allow natural lighting
to enter and there are areas in all hallways
which support learning material storage.
Every four classrooms have access to a community learning pod area where volunteers
can work with students or students can complete special projects. All wings have access
to bathrooms and staff bathrooms were
included in the design of each wing as well.
The LMC is the central hub of the
school with a barrel vaulted skylight and a
readers theater which also has Smart Technologies integrated into the area. There is
a full size gym with seating for 1000 and
a movable partition wall allowing for multiple classes to be taught during the day. The
separate cafeteria offers the students a full
service breakfast and lunch space, with a
concession area for community events near
the commons area.
Art and music areas were not forgotten
in the design of the building. The music and
art areas are beautiful classrooms with state
of the art technologies. The art room has a
kiln, and beautiful lighting, adequate display
and storage areas, sinks for little hands to
be washed, and a hood for ventilation of the
special project preparations. The music area
has surround sound, space for risers, and
storage for instruments.
The site is surrounded by beautiful
countryside and remarkable views. Two playgrounds are accessible to students throughout
the day, based upon need. In addition to all of
these things, each wing of the new building
has access to special education services for
easy access to younger students and parents.
Separating bus and visitor parking
eliminated many safety concerns from the
previous location. Today parents and visitors
have their own entrance, which eliminates
concerns of children running between buses
to get to parked cars, and moving through
congested areas at the beginning and end of
the day. The buses have a separate parking
area where students are dropped off and
picked up. Staff parking has been improved
as well which prevents traveling staff from
not being able to find parking during the
day.
Through thoughtful planning and preparation, the new Bloomer Elementary School
has provided a wonderful space for teaching
and learning that will take the community
of Bloomer into the 21st Century. It also is
a wonderful space for community events
throughout the year. Check out the project
on line.
www.bloomer.k12.wi.us
Your Life under
ConstruCtion
Helmets to HardHats helps military service members
successfully transition back into civilian life by offering them the
means to secure a quality career in the construction industry.
Become a SponSor
H2H is committed to working with donors to design
sponsorship recognition programs that meet their company’s
philanthropic and public relations needs.
helmetstohardhats.org
»
866-741-6210
Page Women in STEM
Kewaskum High School — First in the State
This year Kewaskum High School
will be leading the way in the state of
Wisconsin as it pertains to addressing the
lack of women entering the engineering
and manufacturing fields. The new class
“Women in Engineering” was developed
by Technology and Education teachers
Patrick Moerchen and Bryan Puls and
currently has 18 female students enrolled
in the class for this fall semester.
“The data shows that female students
are easily intimidated by Technology &
Engineering classes that are traditionally dominated by male students. After
researching several successful programs
from other states, we believed we could
create a foundational class that would
allow female students to thrive in classes
that represent the new types of technologies that are being used throughout
Wisconsin
manufacturing”,
stated
Patrick Moerchen.
The class will focus on three main
topics which will include a History of
Women in Engineering/Manufacturing, current topics and post-high school
education, and mechanical design using
three-dimensional design software.
Because of the uniqueness of this class
the support from local and national manufacturing has been pouring in.
From the local manufacturing
scene, both a company in Lomira and
one in Kohler have pledged support.
The Lomira business offered two female
engineers to act as mentors and guest
speakers. Shalyn Gerczak, a Metallurgical Engineer, wanted to assist with the
promotion of the program. “As a woman
in engineering myself, I want these
young ladies to know how engaging
these careers can be. My job is handson, with a variety of daily challenges that
push me to think creatively, collaborate
with others, and always keep learning in
order to improve products and processes.
Engineering careers give you the chance
to change the world around you.”
“I do think it is important for the
female students to see women in these
prominent roles within the manufacturing industry, to hear their stories, and
take part in their successes”, explained
Moerchen. “Wisconsin manufacturing
already understands the shortages of
high-tech workers that exists and without
the injection of more skilled females into
the state manufacturing base, these same
companies will struggle to find qualified
candidates.”
Jim Wessing, the president of the
Lomira corporation, further explained
the need for more females within the
manufacturing industry.
“Leaders in today’s manufacturing companies need to encourage young
women to seriously consider manufacturing and engineering careers. These
careers always rank toward the high
end in salary surveys. There are many
open positions available now and into
the future for young engineers and
technicians. Due to the complexity in
manufacturing plants today, technical
roles are filled with daily challenges that
require the brightest minds to solve….
a perfect fit for a young female student
that loves to solve math and science
problems.”
Moerchen, who passed the SolidWorks Associate Level Examination,
last August hopes to have his female stu-
dents take the same industry exam. “The
mechanical design portion of the class is
articulated with a local technical college
so the CSWA exam would serve as the
next logical progression. Hopefully I
can raise the funding so the students can
have financial assistance for the industry
exam.”
By providing this class, Kewaskum
High School is offering high school
credit, college credit, and industry certification all within one class and that is
the way Moerchen wanted it to be. “Distance learning, home schooling, and open
enrollment are very viable options for
students due to the increases in technology; by creating high school programs
that provide multiple benefits to students
we can make credit offerings that do
more than open doors. We can provide
college credit and give their resume a
boost with a global certification.”
Moerchen has eleven years of manufacturing experience prior to and during
his teaching career. He held the position of Director of Recruiting for nine of
those years.
“When I was in industry I heard
many company owners say ‘don’t sell
what you have, sell what people value’.
I see industry certifications becoming
more and more the norm at the high
school level and this is a change for many
schools, but so is this class. We were able
to sell it as an added value to the school
curriculum. I think the impact it can
eventually have is far greater than just
within our school district. The increased
involvement of females in Technology
& Engineering education only means a
greater level of talent that will be available to Wisconsin manufacturing in the
future.”
To contact Patrick Moerchen via
email: pmoerchen@kewaskumschools.
org or visit his webpage at the link
below.
www.kewaskumschools.org
Women in STEM
Encouraging Girls in STEM
The mission of Kenosha School of Technology Enhanced Curriculum (KTEC), a
preschool – eighth grade charter school that
engages all students in an innovative learning
environment, is to prepare students through
academic excellence by the use of 21st Century
skills and technology integration. Students at
KTEC are participants and collaborators in
engaging lessons that integrate technology
into all curriculum areas to ensure learning
and higher order thinking skills.
The Kenosha School of Technology
Enhanced Curriculum (KTEC) serves the
needs of students in preschool through eighth
grade. KTEC opened with 325 students in the
fall of 2007 and now is at 471 students, with
over 300 on a waiting list
We all know that technology has revolutionized how people around the world work,
play, and communicate. Studies show that
the meaningful integration of technology into
the curriculum can enhance student learning.
Integrating technology in the curriculum also
helps students improve the skills that are necessary to succeed in a future dominated by
technology.
The IES (Institute of Education Sciences)
Practice Guide, published by the U.S. Department of Education, presents evidence-based
advice to practitioners working to encourage
girls in mathematics and science. The Guide
provides five recommendations for encourag-
ing girls in mathematics and science, including
the level of evidence to support each recommendation and guidance for carrying out each
recommendation. These recommendations
include the following:
1.Teachers should explicitly teach students that academic abilities are
expandable and improvable in order to
enhance girls’ beliefs about their abilities.
2.Teachers should provide students with
prescriptive, informational feedback
regarding their performance.
3.Teachers should expose girls to female
role models who have achieved in math
or science in order to promote positive
beliefs regarding women’s abilities in
math and science.
4.Teachers can foster girls’ long-term
interest in math and science by choosing activities connecting math and
science activities to careers in ways that
do not reinforce existing gender stereotypes and choosing activities that spark
initial curiosity about math and science
content.
5.Teachers should provide opportunities
for students to engage in spatial skills
training.
Aspirations in Computing
selected for their computing and IT aptitude,
leadership ability, academic history, and plans
for post-secondary education. The NCWIT
Award for Aspirations in Computing offers
both a national and local “affiliate” competitions to generate support and visibility for
women’s participation in communities nationwide.
Applications are accepted from September 15–October 31 each year. Award recipients
are notified in early December and award
events take place around the country December through May. To apply, girls must register
online.
Website: ww2.ncwit.org/award/award.about.
html
Aspirations in Computing is a talent
development pipeline initiative of the National
Center for Women & Information Technology (NCWIT) designed to increase women’s
meaningful participation in computing careers
by providing encouragement, visibility, community, leadership opportunities, scholarships,
and internships to high potential technically inclined young women. Aspirations in
Computing is the only national level talent
development program for young women in
computing and information technology.
The NCWIT Aspirations in Computing
program engages young women interested in
technology and computing. By generating visibility for these young women in their local
communities, the program encourages their
continued interest in computing, attracts the
attention and support of educational and corporate institutions, and emphasizes at a personal
level the importance of women’s participation
in computing and IT.
Award for Aspirations in Computing — National
The NCWIT Award for Aspirations
in Computing honors young women at the
high-school level for their computing-related
achievements and interests. Awardees are
KTEC is headed in the right direction, utilizing the IES recommendations for the future
Wisconsin Affiliate 2013-2014
Competition
As part of an effort to encourage more
young women to choose careers in technology,
the National Center for Women & Information
Technology (NCWIT) seeks to recognize high
school women with outstanding achievements
and aspirations in computing and technology
through the NCWIT Award for Aspirations in
Computing. The Wisconsin Affiliate is open to
all high school girls attending school in Wisconsin.
Contact: [email protected]; 414-964-6892
of their students. According to the U.S. Bureau
of Statistics, in the next five years, STEM jobs
are projected to grow twice as quickly as jobs
in other fields. While all jobs are expected
to grow by 10%, STEM jobs are expected to
increase by 21%. Similarly, 80% of jobs in the
next decade will require technical skills. The
US Department of Labor claims that out of the
20 fastest growing occupations projected to
2014, fifteen of them require significant mathematics or science preparation. The U.S. will
have over one million job openings in STEMrelated fields by 2018; yet, according to the
U.S. Bureau of Statistics, only 16% of U.S.
bachelor’s degrees will specialize in STEM.
As a nation, we are not graduating nearly
enough STEM majors to supply the demand.
To put these numbers into perspective, of the
3.8 million 9th graders in the US, only 233,000
end up choosing a STEM degree in college
(National Center for Education Statistics).
One of the major tenets of KTEC is
that staff members need to have training that
fits the school’s mission as well as their own
professional needs and interests. Dr. Angela
Andersson, Principal of KTEC, is a leader who
believes in shared governance and empowering staff members and parents to take the
necessary steps to continue forward progress. As an example, staff members Michelle
Zazula and Sarah McMillian have had ongoing
national training in STEM practices and are
Website: awardportal.ncwit.org/comps.
php?competitionId=140&action=detail
Aspirations in Computing Educator Award
In addition to identifying a pool of
talented young women, the Aspirations in
Computing Award also identifies outstanding
educators who play a pivotal role in helping to
encourage young women to continue exploring their interest in computing and technology.
The NCWIT Aspirations in Computing Educator Award recognizes educators for their
efforts to promote gender equity in computing.
For more information, please visit the Educator Award page.
Website: ww2.ncwit.org/award/award.educator.php
Resources from the NCWIT
website (there are many more!):
Girls in IT: The Facts, is a synthesis of the
existing literature on increasing girls’ participation in computing. It aims to bring together
this latest research so that readers can gain a
clearer and more coherent picture of 1) the
current state of affairs for girls in computing, 2) the key barriers to increasing girls’
participation in these fields, and 3) promising
Page now training not only staff members in their
own building but educators across the state and
nation. Scott Hodges has also been trained in
myriad STEM approaches and uses his expertise to offer training across the nation as well.
ktec.kusd.edu
(262) 359-3800
practices for addressing these barriers.
Website: www.ncwit.org/resources/girls-itfacts
Which computing pathway is right for me?:
This card, co-branded by the six founding
PACE (Partnership for Advancing Computing Education) organizations, explains how
computing interests and talents line up with
different undergraduate courses of study and
the careers that follow.
Website: www.ncwit.org/resources/whichcomputing-pathway-right-me
Moving Beyond Computer Literacy: Why
schools should teach computer science:
Computer Science — not computer literacy
— underlies most innovation today, yet the
majority of U.S. schools require only that
students use computers. Computer science
teaches students design, logical reasoning,
and problem solving — all valuable well
beyond the computer science classroom. This
resource provides information about the value
of computer science curriculum for students,
educators, local and national economies as
well as global society. It offers steps schools
can take to successfully incorporate computer
science education.
Website: www.ncwit.org/resources/
moving-beyond-computer-literacy-whyschools-should-teach-computer-science
Page 10 Teaching Today | Fall 2013, Volume 1
Connections
for the future
The University of Wisconsin-Madison
is one of the best places in the world
to get an engineering education.
Our students have fun. They learn
from world-class faculty. They invent
new products and start businesses.
They do research. They get involved
in professional, social and service
organizations. They aspire to change
the world—and they graduate with
the skills to do just that.
Watch how
four female engineers are tackling
some of society’s greatest challenges:
outreach.engr.wisc.edu/
Women in STEM
Page 11
Lombardi Middle School in Green Bay Engages Females in STEM Courses
“When I grow up I’d like to be an architect or an aerospace engineer, I haven’t decided
yet,” says seventh grader Brooke Goehring
confidently. These words are enough to make
any teacher blush with pride, but for Lombardi
Middle School teacher Clint Griffith, it’s just
another day in the classroom.
Too often reserved for employees with
a Y chromosome, many of Griffith’s female
students have expressed interest in science,
technology, engineering and math (STEM)
careers, including civil and mechanical engineering. So what is the Green Bay Area Public
School District doing differently to engage
girls in STEM? According to Griffith, it starts
with introducing them early.
“Classes like Lombardi’s Pathway to
Engineering elective get kids hooked early
THE CLASSROOM
STEM RESOURCES FOR
The Peer Alliance for Gender Equity Engineering Girl Fun Facts
New Team Participation Will Begin: Summer
2014
The Science Museum of Minnesota invites
teams from Wisconsin School Districts to submit
applications for the Peer Alliance for Gender
Equity (PAGE), a leadership program funded by
a major grant from the National Science Foundation. PAGE is dedicated to addressing the gender,
racial, and class-based educational disparities in
Science, Technology, Engineering, and Mathematics (STEM) in our region—Iowa, Minnesota,
North Dakota, South Dakota, and Wisconsin.
Conducted by SMM’s Teacher Professional
Development Group at Science House, PAGE
is designed to develop the capacity of district
education leaders in STEM to provide professional development to K–12 STEM teachers in
research-based, gender-sensitive pedagogical
classroom practices. All costs for PAGE, including stipends, travel, books and materials, and a
small budget for teams to use for work with their
colleagues, are covered through funds from NSF.
If you have questions, please call or email Erin
Villegas Strauss at (651) 221-2574 or estrauss@
smm.org. More information can also be found on
the website below.
Website: www.smm.org/schools/profdev/
page.
Tell your kids some fun facts about engineering. Maybe tell them one of these each
day to keep them motivated and bring out their
inner engineer!
Website: www.engineergirl.org/CMS/2987.
aspx
STEM Career Resources for Students
STEM Career, a website for students
seeking to do something in the fields of
science, technology, engineering, and math,
offers a one-stop guide to resources from
homework help to scholarship, college, and
internship information. The site also contains
links to resources for educators, counselors,
and parents who want to help students pursue
their STEM career dreams.
Website: stemcareer.com/students/
Website: stemcareer.com/counselors/
Website: stemcareer.com/teachers/
From Windows to the Universe
Windows to the Universe is a user-friendly
learning system covering the Earth and Space
sciences for use by the general public.
The Sun Today
on hands-on learning,” said technology engineering teacher Clint Griffith. “It opens up
the doors and gives them direct exposure to
career choices they may not have considered
before.”
To ignite the STEM spark early, the
Green Bay Area Public School District has
established a partnership with a local technical college to focus on preparing students
for real-world careers in STEM. Currently,
the partnership is between this college and
King Elementary, Elmore Elementary, Lombardi Middle School and Southwest High
School. At the high school level, students can
receive college credit for taking classes such
as welding, robotics, blue print reading and
graphic design. Middle school field trips to
the technical college also help students learn
about STEM related careers before entering
high school.
Female students enrolled in Lombardi’s
STEM classes appreciate that the courses are
technology rich, project-based, and hands-on.
Units in the Pathway to Engineering course
include using robotics and animation, design
and modeling, and energy and the environment. Although middle school girls may have
career aspirations rooted in STEM, they don’t
personally know many females in the architecture, manufacturing, engineering or game
design fields. “It’s important to get rid of
stereotypes,” said Lombardi Middle School
eighth grader Emma Hathway. “It’s not just
guys that are interested in these jobs. Girls
don’t work just in fashion anymore.”
Classmate Sydney Holmes echoed Hathway’s sentiment. “Learning about STEM gives
girls a wider variety of career options,” said
Holmes. “It’s great to get girls interested now
instead of later.”
As their teacher, Clint Griffith would
have to agree. “Our world is changing rapidly,
and STEM is now a huge part of our student’s
career paths,” said Griffith. “I am always
trying to get my students to think beyond
middle school and high school, and these
STEM initiatives are a great way to start that
thought process.”
If Griffith’s young students are any indication of the future of our nation’s STEM
related workforce, the future is bright.
Current and recent views of the Sun from
observatories around the Earth and in space
Images are various wavelengths of visible
light, ultraviolet, infrared, or X-ray emissions.
Some pictures show the “surface” of the Sun;
many others show material at specific heights
and temperatures in the solar atmosphere.
Note: some images may be blank or
“broken” at times; at night and on cloudy
days (at least) for Earthbound observatories;
at various intentional and accidental “downtimes” for satellite-based solar telescopes.
Website: www.windows2universe.org/space_
weather/sw_today/sun_today.html
ogy (IT) degree, in this video excerpted from
Pathways to Technology.
Grade Levels: 9–13+
Website: www.pbslearningmedia.org/
resource/ates12.sci.pttintroit/informationtechnology-training-careers/
STEM Resources from PBS Learning
Media
Force and Motion
This video segment from IdahoPTV’s
D4K explains and gives examples of Sir Isaac
Newton’s 3 Laws of Motion using the rides at
an amusement part.
Grade Levels: 4–6
resource/idptv11.sci.phys.maf.d4kfom/
force-and-motion/
Designing Swimming Prosthetics for a
Dancer
In this video segment adapted from
DESIGN SQUAD, teams of high school kids
use the engineering design process to build
specialized prostheses for a double-amputee
dancer who performs underwater.
Grade Levels: 6–12
resource/adptech12.sci.engin.design.
ds205/designing-swimming-prostheticsfor-a-dancer/
Information Technology: Training &
Careers
Explore the range of job opportunities
you can pursue with an information technol-
www.greenbay.k12.wi.us
920-492-2625
Growing Plants in Space
Learn about the challenges and benefits
of growing plants in space from plant biologist
Dr. Ray Wheeler in this video from NASA.
Grade Levels: 9–12
resource/npe11.sci.phys.energy.plants/
growing-plants-in-space/
An Enormous List of Neat Science
Links
Great Big List of Various Cool Places (in
no particular order).
Website: amasci.com/amateur/coolinks.html
Financially Speaking
Historical Currency
Today, the only notes issued are Federal
Reserve Notes in denominations up to $100.
However, U.S. Government currency was not
so simple in the past. Before the late twentieth
century, a person’s wallet might hold five or more
types of currency in denominations from three
cents up to $10,000. One could even come across
some notes not issued by the U.S. Government.
Barr Notes
Joseph W. Barr served as Secretary of the
Treasury from December 21, 1968 to January
20, 1969. There are fewer notes bearing his
facsimile signature than notes imprinted with
signatures of other Secretaries of the Treasury
because of his short tenure in that office.
There were 458,880,000 $1 Federal
Reserve Notes issued to five of the 12 Federal
Reserve Districts. The beginning and ending
serial numbers and the quantity of notes delivered to the respective districts are listed here:
Website: www.bep.treas.gov/barrnotes.html
Hawaii Overprints
Notes bearing a “Hawaii” overprint were
used during World War II (July, 1942) to
insure identification should they have fallen
into enemy hands. Types of these notes (with
brown seals and serial numbers) included
$1 Silver Certificates and $5, $10, and $20
Federal Reserve Notes. It was not until
October 21, 1944, that all currency restrictions
were revoked and normal monetary conditions
returned to that area.
The Department of the Treasury redeems
all genuine United States currency at face value
only, and does not render opinions concerning
the numismatic value of old or rare currencies.
If you wish to have your notes appraised, it
is suggested that you look online for a private
collector or dealer.
Website: www.bep.treas.gov/hawaiioverprints.html
Silver
Certificates
In accordance with an Act of Congress,
dated February 28, 1878, the Department of
the Treasury issued to the public Silver Certificates which could be exchanged for silver
dollars. On March 25, 1964, the Secretary of
the Treasury announced that Silver Certificates would no longer be redeemable for silver
dollars. Subsequently, another act of Congress
dated June 24, 1967, provided that Silver Certificates could be exchanged for silver bullion
for a period of one year, until June 24, 1968.
Even though Silver Certificates are no longer
printed, those which remain outstanding are
Encouraging kids to believe in themselves can lead to amazing
things. That’s why Junior Achievement and Kohl’s Cares partnered to bring you
JA BizTown and JA Finance Park. Housed in the Junior Achievement Kohl’s
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of adult life. With the help of JA’s 90-year history, rewarding K-12 curriculum,
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still legal tender and can be spent
just like a Federal Reserve Note.
Website: www.bep.treas.gov/
silvercertificates.html
Gold
Certificates
Gold Certificates were
authorized by legislation in
1863 and were first produced two years later
in 1865. Although there were nine issues of
the certificates, only four circulated among
the public to any extent. This was because
Gold Certificates generally served the needs
of banks and other financial institutions in settling their gold accounts.
The most colorful of all United States
paper currency and arguably the most
attractive; Gold Certificates were issued in
denominations of $10, $20, $50, $100, $500,
$1,000, and $10,000. Additionally, a $100,000
Gold Certificate was issued in 1934 but only
circulated among Federal Reserve Banks.
Website: www.bep.treas.gov/goldcertificates.
html
Star Notes
When an imperfect note is detected
during the manufacturing process after the
serial number has been overprinted, it must
be replaced with a new note. A “star” note is
used to replace the imperfect note. Reusing
that exact serial number to replace the imperfect note is costly and time consuming. The
“star” note has its own special serial number
followed by a star in place of a suffix letter.
The serial number of the imperfect note
that was removed is not used again in the same
numbering sequence.
Website: www.bep.treas.gov/starnotes.html
For more resources and links, check out
The Bureau of Engraving and Printing at the
link below.
www.bep.treas.gov/
home.html
Page 13
Health and Wellness
Green Bay West High School Garden Cultivates Young Minds & Community Spirit
In Green Bay, students at West High School
are sowing and planting the seeds of diversity
in their community. During the 2012–13 school
year, students planted diversity gardens on school
grounds to celebrate the various cultures of West
High School. Dubbed the “Wildcat Community
Garden,” the mission of this student-led garden
is twofold: to provide fresh and healthy food for
West students and surrounding neighbors, and to
create an inclusive community by acknowledging
and celebrating the various cultures and needs of
the West population.
“As a learning community, it is essential
to educate students and enrich them with worthwhile activities that help them cultivate, engage
and grow,” said E-Ben Grisby, West High School
special education teacher and diversity club
advisor. “Having a community garden at West,
we further this cause by having students work as
empowered shareholders during the entire process.
Students sometimes begin the gardening process
as veggie-phobic, but once they discover the taste
of fresh produce made by their own hands, they
begin to see the value in the tomatoes, peppers,
and food items from our diverse gardens!”
A group of West students recognized this
need to supply the students and community with
fresh produce since the school is surrounded by a
“food desert,” as defined by the U.S. Department
of Agriculture. A food desert means there are
people in both the school and surrounding com-
munity who do not have access to fresh, healthy
food due to lack of funds and/or access to a grocer
due to geography. The diversity gardens at West
include the following:
Three Sisters Garden
The Three Sisters Garden celebrates Native
American culture. In the Native American tradition, corn, beans and squash comprise the “three
sisters,” which has sustained the cultural and traditional needs among local nations such as the
Oneida, Menominee, and the Ojibwa for centuries.
Rainbow Garden
The LGBTQ community is showcased in
the Rainbow Garden, which boasts a variety of
vegetables and Swiss chard.
Soul/Golden Garden
The African American and Asian communities are celebrated in a garden with collard greens,
okra, beans, black-eyed peas, bok choy, and a
variety of herbs.
Salsa Garden
The Latino community is showcased in a
garden that includes cilantro, onions, peppers,
tomatoes, and other vegetables.
Foot traffic was increased at the Wildcat
Community Garden this summer when participants on the “Incredible Edible Garden Tour”
visited the school’s garden in August. West’s
garden was one of 10 stops on the two-day tour of
Green Bay’s “Incredible Edible” gardens put on
by local New Leaf Foods. How the gardens help
to empower their communities and support people
to embrace healthy food habits was emphasized
on the tour.
During the summer, students enrolled in the
Gardening and Organic Cooking class at West
also had the opportunity to work in the garden
while learning how to grow their own food and
incorporate the produce into every-day meals,
such as organic pesto pasta. Students also cultivated enough vegetables to donate to local food
pantries.
www.greenbay.k12.wi.us
Behavioral Health
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715-717-5899
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We see someone who needs and deserves care.
Someone with a problem we understand.
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Call ĈāĆċĈāĈċĆĉĊĊ for more
information or to make an
appointment with one of
our mental health experts.
920-492-2625
Health and Wellness
Fit, Healthy and Fun in Beloit
Melissa Badger
Community & School Relations
School District of Beloit
Many factors affect student achievement,
with a major one being the physical health of
students and teachers. This why the School
District of Beloit is building upon programs
that promote nutrition, physical activity and
health services for students, as well as overall
wellness for district staff.
Student Wellness Initiatives
Childhood obesity has more than doubled
in children and tripled in adolescents in the last
30 years, according to the Centers for Disease
Control. Beloit schools are addressing this by
first including more opportunities for exercise
throughout the day, not just during traditional
gym classes. While methods vary (some
schools choose to take a district-wide walk
before classes start each day, while others
incorporate it in individual classroom activities), children are provided with more chances
to move their bodies and burn more calories.
Alongside promoting more activity,
schools are working to enhance nutritional
options, such as working with the district’s
breakfast and lunch provider, to offer more
fresh fruits and vegetable choices at every
grade level. In addition, a Fresh Fruits and
Vegetables grant lets students try new produce
in hopes of increasing student awareness of the
wide variety of delicious and more nutritious
alternatives to high-caloric junk food items.
To keep the nutrition continuing over summer
months when school is out, the district has
partnered with several organizations such as
Second Harvest, local youth organizations and
churches to provide free breakfast and lunch
for all children in the area.
Staff Wellness Initiatives
Besides wanting to be role models for
students, teachers and support staff are signing
up for district wellness programs in droves.
Organized by the district’s wellness coordinator, Kelly Jenkins, staff can take part in fitness
classes, financial health programs, nutrition seminars, weight loss support groups,
and most recently - an activity program with
financial rewards. Staff can earn up to $250
cash per year just by keeping up their activity
levels. A district-provided pedometers tracks
steps each day, while the personal dashboard
online allows staff to enter data for other
activities completed such as through aerobics
or cycling.
Involving the Community
The entire community is invited to take
part in the annual Good to Great Activate Festival, a free day of fun, food and prizes, as part
of the School District of Beloit’s goal of promoting wellness.
The family-friendly fitness festival, held
Saturday, September 14, from 9:30 to 1:30, took
place at Beloit Memorial High School, located
on the banks of the Rock River. The event
included a walk/run event along the riverwalk,
with strategically placed activity/information
stations for guests to complete challenges in
return for raffle tickets. The raffle included
prizes donated from community individuals
and businesses, and was awarded during the
lunch portion of the festival.
Lunch — provided for free — is another
chance to promote good nutrition during offer-
Sports Injury Clinics
ings of hearty soups, whole grain breads, and
fruits and vegetables. Inside the building,
school staff also hosted tours and showcased
student demonstrations of the recently finished
Cardio and Strength Centers and renovated
Student Lounge. Demonstrations highlighted
new physical education curriculum activities
and the popular Wii Fit Dance System.
www.sdb.k12.wi.us
(608) 361-4000
Don’t let an injury wait!
1222 E. Woodland Ave., Barron:
Call for days/times; available year-round. Free injury
assessment. Appointments: 715-537-9905.
1400 Bellinger St., Eau Claire:
9 – 10 a.m. Saturdays, Aug. 17 through Oct. 19.
Fees apply; insurance billed. Walk-ins or
appointments: 715-838-MEND (6363).
2321 Stout Road, Menomonie:
9 – 10 a.m. Friday, Aug. 30 and Saturdays, Aug. 24
through Oct. 26. No clinic on Saturday, Aug. 31.
Free initial evaluation; fees apply for additional
services. Walk-ins only. Information: 715-235-5531.
331 S. Main St., Rice Lake:
Call for days/times; available year-round. Free injury
assessment. Appointments: 715-537-9905.
Health and Wellness
Nutrition and Hydration of
Athletic Individuals
When I watch the Olympics I am amazed
at what the athletes’ bodies are able to accomplish. To break world records, to bike/run for
hours are the speed they are able to, and the
list could go on and on. I have always been
curious on how they are able to accomplish
that excluding their daily training. Hydration
and nutrition, I am sure, plays a huge role in
that. These two components should also play
huge roles in every day athletic individuals
too.
Hydration plays a role in athletic
achievement. Studies in the past have shown
dehydrated athletes have a decrease in speed,
accuracy, and power. So, how can you tell if an
athlete is properly hydrated? The easiest way
is to have the athlete monitor their urine color.
Their urine should be clear to light yellow in
color. This should be accomplished the day
prior to an event and maintained up to the
event, at a minimum. Some hydration guidelines/recommendations are:
• Drink 8 to 20 oz of water or sports drinks
1 hour before exercise
• During exercise drink 4–6 oz every 15
min.
• Weigh yourself before and after exercise-
for every 1 lb lost drink 16–24 oz by the
end of that day
Nutrition varies on the athlete (allergies,
etc) and the type of sport(s) they perform in.
For any sport/fitness activity carbohydrates
are considered the powerhouse. Some foods
that are high in carbohydrates include whole
grains, cereals, fruits, and vegetables. Protein
is essential for building and maintaining
muscles. Eating a small amount of protein
before activity has been shown to reduce
muscle soreness.
The following chart
includes some recommended examples of
each food group. The
chart is courtesy of
Gatorade
Sports
Science Institute
(http://gssiweb.
com).
Get Back
in the
Game!
Food Group
Page 15
Sample Choices
Grains
• Whole grain breads
• Whole grain cereals like oatmeal or whole wheat flakes
• Oatmeal
• Brown rice
• Whole grain pastas
• Whole grain crackers like stone-ground wheat crackers
• Barley or bulgur
Fruits
• Citrus fruits like oranges, grapefruit, and tangerines
• Bananas, kiwi, and pineapple
• Apples, pears, nectarines, papaya, and peaches
• Plums, prunes, and apricots
• Grapes and raisins
• Watermelon, honeydew, and cantaloupe
• Strawberries, blueberries, raspberries, and cherries
• Frozen 100% fruit bars
Vegetables
• Broccoli, cauliflower, and Brussels sprouts
• Potatoes, sweet potatoes, and yams
• Green beans, snap peas, corn, and asparagus
• Tomatoes, tomato sauce, and tomato juice
• Spinach, cabbage, kale, collards, and greens
• Green, red, and yellow peppers
• Onions and leeks
Milk/Dairy Products
• Low fat/nonfat milk or soymilk
• Low fat/nonfat cheese or cottage cheese
• Low fat/nonfat yogurt and kefir
• Low fat/nonfat frozen yogurt or
• ice milk
Protein Sources
• Skinless chicken or turkey breast
• Pork loin
• Lean roast beef
• Eggs
• Salmon, tuna, whitefish, and shrimp
• Soy-based vegetarian burgers and meat alternatives
• Tofu and tempeh
• Nuts, seeds, and nut butters
• Dried beans and peas
• Energy bars
CONNECT WITH TEACHING TODAY!
Free SportS
iNjury CliNiC
For the evaluation
of injuries sustained in
FridAy Night gAmeS
Saturday Mornings, 9:00 am – 10:00 am
August 24th through October 12th
At our NeW AltooNA loCAtioN
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1200 N. 10th St. W., Suite A
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ChippeWA FAllS
(715) 832-1400
(715) 723-8514
Your DeDicateD SportS MeDicine teaM
facebook.com/TeachingTodayWI
Watch for twice-weekly updates, contests,
grant deadlines, and breaking news!”
Apply for a
TO P
Grant
Toshiba America Grant Program
for Science and Math Educators
Toshiba America Foundation accepts
applications from teachers who are passionate about making science and mathematics
more engaging for their students. Science
and mathematics teachers in public or private
(nonprofit) schools may apply for grants to
support classroom science and mathematics
education, and increase their engagement with
the subject matter and improve their learning.
Grants up to $5,000 are awarded
K–5 grade teachers are invited to apply
on-line for a $1,000 Toshiba America Foundation grant to help bring an innovative hands-on
project into their own classroom
Grades 6 through 12 applications are
accepted year-round. Requests for grants of
more than $5,000 are due August 1 and February 1, annually.
Website: www.toshiba.com/taf/k5.jsp
Saucony Run for Good Foundation
Grants
The Saucony Run for Good Foundation is
committed to improving the lives of children
by helping to prevent and reduce childhood
obesity. It acts to inform the public about its
cause and prevention and provide funding to
optimize the impact and success of community organizations that promote running and
healthy lifestyle programs for youth.
Grants of $10,000 are awarded
Deadline: Applications are due December 13,
2013 for the February 13, 2014 grant cycle
Website: www.sauconyrunforgood.com/
Fitness Grants
Does your school want to improve its
nutrition and physical activity programs? Fuel
Up to Play 60, a joint project by the National
Football League’s Play 60 program and the
National Dairy Council, is offering grants of
up to $4,000 for new or ongoing healthy eating
and exercise programs in K–12 schools. Sign
up and then fill out the online application by
November 1, 2013, to be eligible for funding
during the 2013–14 school year.
Website: school.fueluptoplay60.com
Safeway Community Grants
The Safeway Foundation is looking for
groups and projects that are making a difference in their communities. Funding will be
given in the form of a grant from $1,000 to
$10,000, with regional or national projects
receiving awards of $25,000 or more. Suc-
cessful applicants tend to work in alignment
with the Safeway Foundation’s four priority
areas: hunger relief, education, health and
human services, and assisting people with disabilities. Applications are rolling and must be
submitted through the online form.
National grant applications are reviewed
quarterly — typically in January, April, July
and October.
Website: www.safewayfoundation.org/getfunded/index.html
Up to $3K for energy & STEM projects
Westinghouse N-Vision Grants
Commercial nuclear power is experiencing
a resurgence of interest as an environmentally
sound, safe and economically competitive
means to meet the world’s growing demand
for energy. As part of this nuclear renaissance,
we will be in need of qualified leaders for our
industry in the future. That is why careers in
the science, technology, engineering and mathematics (STEM) fields are vital to the future of
our company. Three schools will be awarded
$1,000 to complete their project by the end of
the school year. Another $2,000 will be granted
to each of these school’s science departments
for its needs. Therefore, total grant amount a
school will receive is $3,000.
Deadline: Friday November 15th, 2013
Website: www.westinghousenuclear.com/
Community/EducationalGrants.shtm
Home Energy Education Challenge
10
Financial Move$
A series
Learn 10 financial moves that can put you at the head of the class
and help build financial security for you and your family.
We’ll
We
ll share a new one in each “Teaching Today” issue this year.
LESSON NUMBER TWO
pay less…get more
Fee$ can have a dramatic impact on
savings and personal finances.
XThe impact of fees over time on your IRA or 403(b) account can significantly
reduce your nest egg. Pay attention to all of the costs. Not all providers
charge the same fees. Learn more about fees at weabenefits.com/fees.
Higher fees = Delay in retirement. Paying even one percentage
point more in fees can mean you have to save longer.
Higher fees = Less to spend. That small fee increase also affects
the amount you can withdraw in retirement.
Higher fees = Running out of money sooner. Fees may cause
your savings to disappear sooner than you expected.
!
WATCH OUT FOR TYPICAL IRA/403(B) FEES
• Mortality and
• Management Fee
Expense (M&E) Fee
• 12b-1 Fee
• Commissions (Loads)
• Annual Contract • Surrender Charge
Charge
• Wrap Account Fee
• Custodial Fee
XThe average checking account has 30 associated fees, according to
marketwatch.com. Credit unions, such as WEA Credit Union, typically charge
fewer fees than banks. Compare before you choose and ask for a list of fees
before you
y apply.
pp y
XCredit card fees are less hidden than in the past, but
fees and finance charges vary. Fees can include finance
charges on cash advances, late fees, annual fees, and
more. Check the terms and conditions of a credit card
online before signing up. Credit union cards tend to have
lower fees across the board.
Next month: Build a budget.
Retirement & Investments 1-800-279-4030
Personal Insurance 1-800-279-4010
www.weabenefits.com
Margaret Alexander Edwards Trust
Grants
Continued on Page 21
2
Fees eat into your bottom line. Keeping fees low means more of your money
is working for you.
America’s Home Energy Education
Challenge inspires student interest in science,
technology, engineering, and math (STEM),
while encouraging elementary and middle
school students to make smarter energy
choices and save energy at home.
Grant Value: $60,000 in various prizes
Website: www.homeenergychallenge.org/
Default.aspx
The purpose of the awards is to promote
innovate programs that promote reading for
pleasure for young adults. Applications that
feature new or creative programs will receive
special consideration over those simply
seeking funds for collection development or
for a book discussion group. School and public
libraries are eligible.
Grants up to $5,000 are awarded
Website: www.carr.org/mae/trust.html
#
Auto
Insurance
Home/Renters
Insurance
Additional Liability
Insurance
Long-Term Care
Insurance
403(b) Tax-Sheltered
Annuity
WEAC
IRA
Financial
Planning Services
This article is for informational purposes only and not intended to be legal or tax advice. Consult your tax advisor or attorney before taking any action. The
Trustee for the WEAC IRA program is First Business Trust & Investments. The 403(b) retirement program is offered by the WEA TSA Trust. TSA program
registered representatives are licensed through WEA Investment Services, Inc., member FINRA.
“Being the richest man in the cemetery doesn’t matter to me. Going to bed at
night saying we’ve done something wonderful, that’s what matters to me.”
— Steve Jobs
The Classroom
Page 17
High school accounting prepares students
for college and teaches life skills
Strength,
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Accounting graduates continue to be
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of accountants is expected to grow 16
percent by 2020, which is faster than all
other occupations.
• Accounting impacts personal lives
as well as careers.
• Knowledge of accounting helps
individuals budget and manage their
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entrepreneurs, investors, managers,
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HIGH SCHOOL
EDUCATORS
ACCOUNTING
SYMPOSIUM
FRIDAY,
NOV. 15,
2013
Accounting is everywhere, including
where your students shop, eat and work.
follow us on:
D efining Excelle n c e . D e l i v e r i n g Va l u e .
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Membership Marketing & Student Initiatives Manager, WICPA
High school accounting is an important class for all students. It allows
students to explore the potential of an
accounting career, prepares them for
challenging college level accounting
courses and teaches practical life skills.
Over the years, the Wisconsin Institute of CPAs has developed relationships
with many high school business teachers
across the state. We greatly value them
for their extremely positive impact on
tomorrow’s business leaders. In a recent
survey of college accounting students,
nearly 50 percent said a high school
teacher influenced them in choosing
accounting as their major.
CPAs strongly believe that high
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3. Network and exchange ideas with
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4. Apply for a grant up to $2,500.
Sponsored by the WICPA
Visit www.wicpa.org/symposium
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1309_TeachingTodayAd_Symposium.indd 1
8/27/2013 3:04:22 PM
The Classroom
Central Elementary Students Taking Control . . . of Their Yearbooks?
By Laurie Lenten
Library Paraprofessional
Central Intermediate School
School District of Rhinelander
The idea was hatched in the lunchroom
during the precious few minutes between the
fourth and fifth grade lunch rotation. It was a
“what if” moment, to be sure, but the wheels
started turning quickly once the idea was
formally put into words and given an administrative nod of approval.
Could fourth and fifth grade students
actually take control of producing the school’s
annual yearbook, a job traditionally reserved
for the school’s administrative assistant? Could
they do it with minimal oversight? Would they
even want to?
As the questions mounted, answers, we
found, were few. “I’ve never worked with a
group of students that young,” said Mithril
Bitely, a yearbook consultant, in a fact finding
phone call last September, “but I don’t see why
we can’t.” With that said and a contractual
agreement from the company to provide the
same yearbook workshops to our students that
they typically provide to their high school counterparts the decision was made.
We had no idea how this adventure in learning would ultimately turn out as we set to work
pulling together our school’s first ever Yearbook
Club. Central School houses eleven fourth and
fifth grade classrooms so it was decided that
there would be a minimum of, but no more than,
two students per classroom chosen in order to
keep the club size manageable. It was also
decided that instead of choosing students based
on strictly academic performance or having a
school-wide open sign up, students would be
hand-picked by school counselor Connie Samz.
According to Mrs. Samz, “I asked students
who I felt needed a boost in their self-esteem
and yet would have some structure. Students
who usually do not get recognized very often,
but are always doing what they should be doing
were invited to join and I also asked teachers
who they thought would be a good fit.”
From the start the students chosen understood that they could chose to say that this just
wasn’t a good fit for them at any time. We lost
only one student along the way. Once word
spread of the club’s existence, however, at least
as many as were chosen were lining up asking
to participate. As difficult as it was to turn interested students away we stuck to our original
plan.
Of the 21 remaining students in the club,
nine of them, or 43 percent, were classified as
at-risk with either academic, behavioral, and/or
physical needs. Interestingly, self-disclosure
became the norm as students began collaborating week after week and learned to identify and
openly discuss their strengths and weaknesses.
Students were able to choose which area(s)
they wanted to explore on the yearbook — photography, writing, page layout, or sales — and
from the start knew that they were going to
be 100 percent responsible for the outcome of
their yearbook. It was decided that there would
be no continual reminders, no advisors and/or
teachers chasing students down. We crossed
our fingers.
The results far exceeded our expectations.
It didn’t take long before students claimed the
yearbook as their own and the LMC as yearbook central and were arriving almost daily to
check out cameras or use the netbooks to access
the LumaPix FotoFusion online yearbook
program which they learned how to use during
two hands-on yearbook workshops. Through
a series of lunchtime work meetings students
gained an understanding of what is involved
in creating a finished piece of print media for
a real audience. They began making the tough
decisions such as choosing a theme and which
school events to include as well as dividing jobs
among themselves.
“It helps in so many ways when students
can take ownership of something in their school,
says Mrs. Samz, who worked with students to
create advertising posters, as well as providing
them with opportunities throughout the year
to gain self-confidence by selling yearbooks
face-to-face at such events as parent-teacher
conferences and the school’s winter holiday
concert.
Parental support of a student produced
yearbook was overwhelming with yearbook
sales soaring 65 percent from the previous year‘s
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TODAY
sales allowing for a modest yearbook fund to be
established for next year’s yearbook.
According to Ms. Bitely, “Yours was the
first elementary-aged group I had worked with
for yearbook training and I was very impressed
with how capable and enthused they were. The
students did a great job following instructions
and participating in the workshop. I would say
their design quality easily rivals that of many
high school designs.”
www.rhinelander.k12.wi.us/
central
(715) 365-9600
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The Classroom
Page 19
Congratulations! To Wisconsin’s Teachers of the Year!
ford College, Rockford, Ill., and a Master
of Educational Computing from Cardinal Stritch University in Milwaukee.
She has been an educator at Wakanda
Elementary School since 2005.
Special Services Teacher of the
Year
Richard Erickson, Bayfield High School
High School Teacher of the Year
Richard Erickson, a chemistry,
physics, and alternative education
teacher at Bayfield High School, says
“students learn best when they are
engaged in their learning — learning by
doing and connecting lessons to what is
pertinent in their own daily lives.” He
created a Science Mentors program for
member schools in Cooperative Educational Service Agency 12, which puts
high school students in a teaching role.
The high school mentors use interactive demonstrations to teach science
to elementary school students. Outside
of school, Erickson helps organize
community centered service learning activities for alternative education
students. Erickson holds a bachelor’s
degree from the University of Minnesota-Duluth. He has been an educator at
Bayfield High School since 1994.
Jane McMahon, Jack Young Middle School
Education from the University of Wisconsin-Madison and a master’s degree
from Viterbo University in La Crosse.
She has been an educator at Jack Young
Middle School since 1989.
Elementary School Teacher of the
Year
Lynne Kohlepp, Wausau West High School
providing students with backpacks or
boxes of food as needs exist.
Kohlhepp holds both a bachelor’s
and master’s degree in education from
the University of Wisconsin-Eau Claire.
She has been an educator at Wausau West
High School since 1992.
From the Wisconsin DPI
PREFERRED EDUCATIONAL PARTNERSHIP
We can help assess the unique educational needs of your district,
school, or organization, and provide professional development
solutions through our Preferred Educational Partnership program.
Middle School Teacher of the Year
Jane McMahon, an English-language arts teacher at Jack Young Middle
School in Baraboo, sees her role as a
facilitator, using “open-ended learning experiences that require students to
investigate intriguing questions, apply
learning in unique ways to create something new, and to teach others in the
process In addition to McMahon’s work
in the classroom, she volunteers for
several non-profit organizations, including “Wisconsin Women Fish,” which
promotes fishing and outdoor opportunities for women and girls across the
Midwest.
McMahon holds a Bachelor
of Science in English/Secondary
Lynne Kohlhepp, a specific learning
disabilities teacher at Wausau West High
School, believes it is her job to find a way
to motivate the students, meet them on
their level, and develop their skills and
talents. One of Kohlhepp’s most successful programs allows ninth-grade students
with specific learning disabilities to be
completely included in the mainstream
English 9 course.The students are then
able to participate in the classroom discussions, assignments, quizzes, and
assessments with their peers. In addition
to Kohlhepp’s work in the classroom,
she has volunteered with the Girl Scouts,
Special Olympics, and United Way. She
also started a unique school food pantry,
Anne Hasse, Wakanda Elementary School
Anne Hasse, a fifth-grade teacher
at Wakanda Elementary School in
the Menomonie Area School District,
learns what motivates, moves, frightens,
and inspires each one of her students.
“Empowered with that knowledge, we
can go forth together and conquer the
world,” she said. Her math workshop
features three rotations to give each
group of students a focused mini-lesson,
time to practice independently, and
game-based learning opportunities to
build individual student success.
Hasse holds a Bachelor of Science
in Elementary Education from the Rock-
Preferred Educational
Partner Benefits:
» Tuition Reduction
» Needs Assessment
» Relevant Programs
» Flexible Delivery
To find out how your district, school, or organization can become a Preferred Educational
Partner please contact Dr. Steven Witt at: 262-243-4253 / [email protected]
Page 20 The Classroom
La Crosse Principal Named NAESP
Principal Elect
The School District of La Crosse’s
Hintgen Elementary School Principal
Mark White was elected president of
the National Association of Elementary
School Principals in May. White will
serve as President-elect during the 201314 school year and then as President of
NAESP during the 2014–15 school year.
White was hired as a teacher in the
School District of La Crosse in 1984 and
taught at Longfellow Middle School until
1988. He left to become the Principal of
Alma Center Elementary School from
1988-1990, but returned to La Crosse when
he was named the Principal of Hintgen
Elementary School in 1990.
“I am looking forward to the opportunity to provide direction and leadership
to an organization that represents 20,000
elementary and middle school principals,”
White shares. “This is a chance for me to
give back to the education profession as
well as to influence the important work
that we do every day for students.”
“When I began my career as a principal 25 years ago, I was probably a little
naïve about many aspects of the important work that principals do. It wasn’t
too far into my first year when I realized
I needed the support of other principals
and resources to be successful,” White
shared. “Being the best possible principal
was my goal then, just as it is today, and
the support from the state association and
NAESP continues to be the bedrock which
help me succeed as a principal.”
The National Association of Elementary School Principals (NAESP), founded
in 1921, is a professional organization
serving elementary and middle school
principals and other education leaders
throughout the United States, Canada,
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and overseas. NAESP advocates for the
support principals need to be successful 21st century leaders—to achieve the
highest results for children, families, and
communities. The Association believes
that the progress and well-being of the
individual child must be at the forefront of
all elementary and middle-school planning
and operations. Further, NAESP supports
elementary and middle-level principals as
the primary catalyst for creating a lasting
foundation for learning, driving school
and student performance, and shaping the
long-term impact of school improvement
efforts.
White shares that principals need each
other and NAESP provides a venue to bring
principals together to seek resources and
ideas to improve student learning, school
climate, and school safety. “You will not
find a successful school without a skilled
and dedicated leader in the principal’s
office. Principals must have all the requisite skills and dispositions to be a leader,
but even more, we need the passion and
heart to take on difficult issues and circumstances,” he adds.
White has served in several roles
with the Association of Wisconsin School
Administrators, including President as
well as the NAESP State Representative
and Federal Relations Coordinator. Additionally, he has spent three years on the
NAESP Board of Directors representing
Iowa, Michigan, and Wisconsin.
White stated that he will focus his
efforts in three main areas. The first is
advocacy, focusing on the NCLB reauthorization and issues surrounding safe
schools and mental health. The second area
is relevance, helping to refine and streamline the resources that principals in the
field find valuable and useful, and deliver
them in a manner that suits new methods
and times to learn. And finally, White will
focus on NAESP membership. He believes
the organization is a value to every principal and wants to connect with those who
have not yet become members.
White is excited for the year that lies
ahead. “I look forward to sharing the great
educational system and programs we have
here in the School District of La Crosse and
throughout the State of Wisconsin,” White
adds. “We have much to be proud of and I
look forward to sharing our good work in
my visits throughout the country.”
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The Classroom
Grants
Continued from Page 16
Lorrie Otto Seeds for Education
Grant Program
Wild Ones gives cash awards ranging from
$100 to $500 to K–12 classrooms that use native
plants to increase students’ knowledge and
awareness of natural landscaping. This grant is
especially valuable for teachers wanting to step
outside of the classroom. Funds may be used to
purchase native plants and seeds for a garden,
trail, wetland, or research project.
Website: www.for-wild.org/seedmony.html
Wellness and Prevention Grants
The CVS Pharmacy Charitable Trust is
offering up to $5,000 to programs that build
healthy habits and are designed to help people
achieve their best health outcomes. Programs
may take place in a community setting or in a
public school.
The Trust is currently accepting applications in the following areas:
1.Wellness programs that focus on building healthy habits, including chronic
disease management, nutrition and
exercise, and health screenings.
2.Wellness programs that take place in a
public school setting.
3.Inclusive programs that support wellness
initiatives for children with disabilities
such as physical activity and play.
Website: info.cvscaremark.com/community/wayswe-give/cvs-caremark-community-grants
Motorola Solutions Foundation
Generation Grants
Science & Math Classroom Grants
American Institute of Aeronautics
and Astronautics (AIAA) Foundation
RGK Foundation Education Grant
Program
The RGK Foundation’s primary interests
include programs that focus on formal K-12
education (particularly mathematics, science
and reading), teacher development, literacy,
and higher education. All applicants must first
complete an electronic Letter of Inquiry.
Deadline: Rolling
Website: www.rgkfoundation.org/public/
guidelines
Sunday, October 27, 2013
12—4pm
Davies Center
FREE
ADMISSION
Visit Our Website For
Parking and Other
Information
Educational Activities
Live Music and Dance
Cultural Exhibits
Global Cuisine
SPONSORED BY UW– EAU CLAIRE
CENTER FOR INTERNATIONAL EDUCATION
www.uwec.edu/cie * [email protected] * 715-836-4411
The Motorola Solutions Foundation funds
innovative educational programs in academic
institutions and community organizations that
promote science, technology, engineering, and
math (STEM). Generation Grants for STEM
education program applications are accepted
January through April.
Website: responsibility.motorolasolutions.
com/index.php/solutions-for-community/
com02-foundation/?category=736
The AIAA Foundation gives up to $250
to science, technology, engineering, and math
(STEM) programs. Eligible applicants include
AIAA Educator Associates who are K-12 teachers
that apply science, mathematics, and technology in their curriculum. Grants may be used for
classroom demonstration kits, classroom science
supplies, or other materials that energize science,
math, and technology hands-on learning.
Deadline: Rolling
Website: www.aiaa.org/Secondary.
aspx?id=4184
Page 21
Youth & Scientific Education Grants
The American Honda Foundation makes
grants to nonprofits, programs, and organizations that directly benefit science, technology,
engineering, and math (STEM) youth education. Among those eligible are K-12 educational
institutions, non-profit organizations, gifted
student programs, media concerning youth
education, youth education projects, programs
pertaining to academic or curriculum development that emphasize innovative educational
methods and techniques, and more.
Website: corporate.honda.com/america/philanthropy.aspx?id=ahf
Music Grant Program
The Fender Music Foundation’s mission
is to aid non-profit music programs across
America. The Foundation accepts grant applications throughout the year from 501(c)(3)
organizations that are established, ongoing, and
sustainable. Organizations should provide music
instruction to people of any age who would not
otherwise have the opportunity to learn. The
Grant Committee reviews applications 3 times a
year, and grant awards range from $500-5,000.
Website: www.fendermusicfoundation.
org/grants/?sec=info
Special Needs
SPECIAL NEEDS ResourceS
Bullying and Youth with Disabilities
and Special Health Needs
Children with disabilities—such as physical, developmental, intellectual, emotional,
and sensory disabilities—are at an increased
risk of being bullied. Any number of factors—
physical vulnerability, social skill challenges,
or intolerant environments—may increase the
risk. Research suggests that some children
with disabilities may bully others as well.
Kids with special health needs, such
as epilepsy or food allergies, also may be at
higher risk of being bullied. Bullying can
include making fun of kids because of their
allergies or exposing them to the things they
are allergic to. In these cases, bullying is not
just serious; it can mean life or death.
A small but growing amount of research
shows that:
• Children with attention deficit or hyperactivity disorder (ADHD) are more
likely than other children to be bullied.
They also are somewhat more likely
than others to bully their peers (Twyman
et al., 2010; Unnever & Cornell, 2003;
Weiner & Mak, 2009).
• Children with autism spectrum disorder (ASD) are at increased risk of being
bullied and left out by peers (Twyman et
al., 2010). In a study of 8-17-year-olds,
researchers found that children with ASD
were more than three times as likely to
be bullied as their peers.
• Children with epilepsy are more likely
to be bullied by peers (Hamiwka, Yu,
Hamiwka, Sherman, Anderson, &
Wirrell, 2009), as are children with
medical conditions that affect their
appearance, such as cerebral palsy,
muscular dystrophy, and spina bifida.
These children frequently report being
called names related to their disability
(Dawkins, 1996).
• Children with hemiplegia (paralysis of
one side of their body) are more likely
than other children their age to be bullied
and have fewer friends (Yude, Goodman,
& McConachie, 1998).
• Children who have diabetes and are
dependent on insulin may be especially
vulnerable to peer bullying (Storch et al.,
2004).
• Children who stutter may be more likely
to be bullied. In one study, 83 percent
of adults who stammered as children
said that they were teased or bullied; 71
percent of those who had been bullied
said it happened at least once a week
(Hugh-Jones & Smith, 1999).
• Children with learning disabilities (LD)
are at a greater risk of being bullied
(Martlew & Hodson, 1991; Mishna,
2003; Nabuzoka & Smith, 1993; Thompson, Whitney, & Smith, 1994; Twyman,
Saylor, Saia, Macias, Taylor, & Spratt,
2010). At least one study also has found
that children with LD may also be more
likely than other children to bullying
their peers (Twyman et al., 2010).
Kids who are bullied are more likely to
have:
• Depression and anxiety - Signs of these
include increased feelings of sadness and
loneliness, changes in sleep and eating
patterns, and loss of interest in activities they used to enjoy. These issues may
persist into adulthood.
• Health complaints
• Decreased academic achievement—GPA
and standardized test scores—and school
participation. They are more likely to
miss, skip, or drop out of school.
Ask the child specific questions about
his or her friendships. Be aware of signs of
bullying, even if the child doesn’t call it that.
Children with disabilities do not always realize
they are being bullied. They may, for example,
believe that they have a new friend although
this “friend” is making fun of them. Explore
whether the child may also be bullying other
younger, weaker students at school. If so, his
or her IEP may need to be modified to include
help to change the aggressive behavior.
Source: www.stopbullying.gov/at-risk/
groups/special-needs/
Education Programs. NATRI conducts
research that produces data and products that
will help improve the delivery of AT services
to students. In addition to a host of general
information, their website includes specific
information for families in their AT Planner:
From IEP Consideration to Classroom Implementation.
Website: natri.uky.edu/resources/reports/
repmenu.html
TotsNTech
TotsNTech is the website for a national
research program about AT includes information about adaptations and devices for infants,
toddlers and children. Includes resource information, and links to many useful sites.
Website: tnt.asu.edu
Featured Online Resources Simon Technology Center at
PACER
Topic: Assistive Technology
The Simon Technology Center (STC) is
Family Center on Technology and
Disability (FCTD)
The US Department of Education, Office
of Special Education Programs created the
FCTD to provide information about assistive
technology to organizations that work with
families of children with disabilities. The
FCTD includes a family information guide to
assistive technology which is a comprehensive
resource for parents/guardians on funding for
AT; AT in the IEP; as well as many links to
other resources on AT.
Website: www.fctd.info/
National Assistive Technology
Research Institute (NATRI)
NATRI is an organization supported
by the University of Kentucky and the US
Department of Education, Office of Special
with disabilities. Their website connects you
to their blog about assistive technology, videos
of different assistive technology devices, and
a great list of AT website links for further
exploring.
Website: www.pacer.org/stc/
Assistive Technology - Wrightslaw
For families who need a very thorough
resource regarding all aspects of technology,
this is the site for you. Information provided
in this article from Wrightslaw will take you to
additional resources that go into detail about
specific topics such as evaluation, universal
design for learning, and accessibility to materials to name a few.
Website: www.wrightslaw.com/info/atech.
index.htm
Reprinted from the DPI
dedicated to making the benefits of technology more accessible to children and adults
Coming Next Month:
TEACHING
TODAY
Special Featured Sections:
u Health and Wellness
u Computer Science
u Early Childhood
Page 23
Inspiring your potential
Special Education Program
This program is designed for educators who seek recertification credits, a master’s
degree in special education, a licensure in special education or both
a special education licensure and master’s degree.
• 100% online (except for field experience and
clinical practice)
• Initial and add-on licensure completion in
5-semesters
• Masters and licensure completion in
7-semesters
• Wisconsin DPI licensures in Cross Categorical
(801) and Specific Learning Disabilities (811)
(72 and 73 level)
• With inclusion in the classrooms, demands for
special education teachers to know all special
education areas, cross categorical, is important
and makes teachers more employable
45 S. National Ave. l Fond du Lac, WI 54935 l 1-800-2-MARIAN l www.marianuniversity.edu/education
Founded 1936 • Sponsored by the Congregation of Sisters of St. Agnes
Master of Arts in Education
Graduate
programs
are open
to men and
women.
Mount Mary
s
ie
it
n
u
t
r
o
p
p
o
s
e
t
a
e
cr
for teachers.
Mount Mary University’s Master of Arts in Education program can help you create a
brighter future for you and your students in an environment that challenges you
and encourages your success.
The 30-credit program uses reflective practice to foster your professional
development as an instructional decision maker and introduces you to relevant
techniques to apply in your classroom. The program will help you:
At Mount Mary, I was
encouraged to achieve and
do more than I believed
possible. The high expectations
allowed me to become a more
insightful educator.
—J. Haar Mutz, National
Board Certified Teacher
An Affordable Graduate Education
Employees of the Archdiocese of Milwaukee pursuing a
graduate degree in Education may be eligible to receive
a 50% tuition discount. Discounts for summer courses
may also be available. Learn more online!
• Broaden your repertoire of teaching skills
• Meet Department of Public Instruction (DPI) continuing
education requirements
• Specialize in an area that interests you
Application Deadlines
• August 1 (for fall semester entry)
• December 1 (for spring semester entry)
• May 1 (for summer semester entry)
Milwaukee, Wisconsin
Apply Online • (414) 256-1252 • mtmary.edu/ma-ed

Lincoln Elementary is a Spotlight School

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