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December 2007 ■ For Parents, Educators & Students ■ Education update07AA_PIMNY_EducUp10_ad_v2 11/1/07 11:26 AM Page 1AttentionAccountablefor Results?Empowerment SchoolsProven, research-based, standards-alignedmaterials give you high levels of studentachievement…and we can prove it!Progress in Mathematics TMK–65655545352515049480Progress in Mathematics TM (Experimental Schools)Progress in Mathematics TM Non-Users (Control Schools)“Progress in Mathematics Usersshowed significantly increasedmathematics achievementrelative to a matched group ofcontrol schools.*”www.progressinmathematics.comSee for yourself!Call today to get your FREE evaluation copies.(Toll-Free) 877-930-3336*Quantitative Analysis of California StandardsTest Results for Progress in Mathematics Users,Beck Evaluation & Testing Associates, Inc. Rigorous content fully alignedto New York standards Superior teacher support witheasy-to-use Teacher Editions Assessment to analyze performance,provide intervention, guideinstruction, and monitor progress


December 2007 ■ For Parents, Educators & Students ■ Education updateTesting Fails the ArtsBy Richard KesslerOnline biz:EdUpdate 11/28/07 6:36 PM Page 1As New York City public schools begin toreceive new funds from the state as part of theagreement in the long-standing Campaign forFiscal Equity lawsuit, schools will undoubtedlyface enormous pressure to improve scores onstandardized tests. This is understandable, butshould not come at the expense of social studies,foreign languages, physical education—and thearts. All of these make for a well-rounded educationbut are not measured on standardized tests.While the “Contracts for Excellence” recentlyagreed to with the state forgo the funding foradditional standardized tests that the Bloombergadministration had sought, the bulk of the funds—$442 million—are not governed by these agreements.And the $248 million that they represent isa very small part of the city’s $19 billion budgetfor public schools.The Department of Education had to come toterms with the governor and so earmark funds toreduce class size and improve training for teachersand principals. Similarly, one would hopethat decision-makers will also begin to rethinkthe emphasis placed on standardized testing inreading and math.While the drive toward accountability andthe focus on reporting is well intentioned, theover-reliance on standardizing testing has beenmet with growing public criticism. In fact, therecently released Department of EducationProgress Reports and their assigned letter gradesto schools, have left many parents and schoolcommunities scratching their heads, while othersare just plain angry.An ‘Incomplete’ for the Report CardsWhat strikes many observers is how narrowthe reporting scheme for the Progress Reportsdeveloped by the Department of Education is.The major portion of a school’s score, 85 percent,came down to how well students did on twostandardized tests, the state math and Englishlanguage arts multiple-choice exams. While theseare indeed very important measures, relying tooheavily on them and penalizing those schools andprincipals that receive failing grades, ultimatelycheats our students and our city. What is more,many people fail to understand the relationshipbetween the Progress Reports and QualityReviews issued for each school, the latter ofwhich consider a much wider array of data.While both the Department of Education and thefederal government identify the arts as vital to agood education, the grades—and the standardizedtesting approach—fail to acknowledge the centralrole subjects beyond reading and math play in achild’s education. Arts education may very wellbe the “incomplete” in these report cards.After the recent release of the Progress Reports,a vice principal at I.S. 318 told the New York Sunthat his school would not give in to the pressureto up its “grade” from a B to an A. “We…careabout the test, but not enough to sacrifice…art,music, chess, robotics—just to make sure theyget a better or equal score than they got the yearbefore,” he said. More test prep, according tothe principal, would leave students bored, notstronger learners.What this administrator understands is that testprep, often called “drill and kill,” has its limits.Parents know it too. They want a well-rounded educationfor their children, and that may be why somesend their children to private schools or flee the cityto enroll their children in suburban schools.The Importance of the ArtsMultiple studies show that learning in the artsenhances learning in other subject areas andcontributes to a student’s overall development.In addition to the skills taught in the individualarts disciplines—visual art, dance, music anddrama—the arts provide students with uniqueopportunities to work collaboratively, to developcreative and critical thinking skills, to solve problemsand develop innovative solutions—all 21stcentury skills that employers in New York Cityand around the world want.In fact, a national poll released in earlyNovember by Harris Interactive, an independentresearch company, showed that 83 percentof people earning $150,000 or more had amusic education.In New York City, arguably the arts capital ofthe world, the arts in our public schools have onlyrecently begun to recover from the devastatingbudget cuts of the 1970s. The scarce data thatexists indicates that more New York City publicschool students have access to arts educationnow than they did 25 years ago. In 1991, onlyone-third of the schools indicated having at leastone arts specialist, but in 2006, according to aDepartment of Education study, two thirds of theschools reported having at least one full or parttimearts specialist. Evidence also indicates thatschool partnerships with cultural organizationshave expanded, although children living outsideof Manhattan are half as likely to go to a schoolwith such a partnership as those in Manhattan.There is still, however, a long way to go torestoring arts education for all of New York’s1.1 million public school students. Accordingto the Department of Education’s parent surveyfor the 2006-2007 school year, 41 percent ofparents surveyed say their children receive zeroarts education. A 2006 department study foundthat hundreds of schools did not have a singlecertified arts teacher. Other studies have indicatedthat, even in schools where arts are offered, onlya fraction of the students receive the instruction.Recognizing the value of arts, New YorkState in 1996 developed a minimum set of staterequirements that, if adhered to, would be animprovement on the current instruction in thearts. The city has also developed a “Blueprintfor Teaching and Learning in the Arts” thatemphasizes arts instruction. However, it is nosecret that principals and teachers are feeling thesqueeze to sacrifice the elements of an educationthat do not directly relate to what appears onstandardized tests.The Department of Education has also launchedArtsCount, with a focus on holding principalsaccountable for meeting the minimum staterequirements in arts education. It is not at all clearhow ArtsCount, which is separate from the wellpublicizedschool report cards, will ensure thatevery child receives the minimum arts educationrequired by New York State. Moreover, manypeople remain skeptical of the department. Theschool system has, after all, eliminated ProjectArts, the only real guarantee, a financial guarantee,that no matter what else happened, therewould be funding for arts education for everysingle child in every public school.In this age of high stakes testing and accountability,a focus on the arts is more important thanever. Fortunately, New York State has set minimumstate requirements that all public schoolsacross the state must meet for the arts. However,this minimum is little more than a starting point,as all it requires in the critical middle and highschool years is a total of two years of arts. As amatter of equity and of access, the city shouldredouble efforts to ensure that all New York Citypublic schools at the very minimum meet theserequirements and provide a high quality wellroundededucation to every child in the city.#Richard Kessler is the executive director of theCenter for Arts Education, a not-for-profit organizationcommitted to restoring, stimulating, andsustaining quality arts education as an essentialpart of every child’s education.This article originally was published by theGotham Gazette on November 26, 2007. Formore info visit www.gothamgazette.com.Get back to business with CUNY’sNew Online Baccalaureate in Business. Complete your degree — on your own time Advance your career with a baccalaureate taught by distinguishedCUNY faculty An affordable degree open to students who have earned at least30 credits from an accredited college or universityApply Now...Start Next Springwww.cuny.edu/online or212-652-CUNY(2869)Ask our admissions counselors about financialaid programs available for working adults.OPEN HOUSES:Saturday, December 1, 11a.m.Wednesday, December 5, 6 p.m.Tuesday, December 11, 6 p.m.CUNY Graduate Center, 365 Fifth Avenueat 34th St., NYC


spotlight on schools ■ EDUCATION UPDATE ■ December 2007PROFILES IN EDUCATIONAlice Wilder: Publisher & Creatorof Think It Ink ItBy Vicki CobbThere are two problems that face every writerfrom the grade-school child to the professionalauthor. First, you must have something to say.That means content. Second, you must find a wayto say it. That means style. It goes without saying,that if you don’t solve the first problem, youcan’t begin to address the second. You’re stoppedbefore you even get started. Dr. Alice Wilderdoesn’t want to see that happen to children. Shebelieves that literacy means more than just reading.It means writing and writing means usingthe imagination.“Imaginative” is the perfect word to describethe four new products to come from Dr. Wilder’sbrand-new company Think It Ink It Publishing.Her mission is to have children write a book thathas already been illustrated by a professionalillustrator—a book that can end up as a beautifullyproduced hard cover complete with the child’stitle, name as author, personal dedication andphoto on the back with a bio. In the process ofproducing such a book, the child learns to writea draft, and rewrite it until satisfied, with lots oftips on how to think about language and create astory. The key products to make this happen arefour wordless books, professionally illustrated indifferent styles, and designed so that children canwrite their own words. A high quality workbookin full color in each style comes with a pad oflined sticky notepaper and a pencil and sells for$12.95. The child can draft the story in the spaceunder each picture on the notepaper, adhering itto the page with the appropriate drawing. (Thereis plenty of notepaper for rewrites.) When satisfiedwith the story the child can copy it (in ink)directly onto the workbook page or go on thewebsite: www.thinkitinkitpublishing.com/, wherethe custom hardcover can be purchased, and typein the text for each picture. For $29.95 the childwill receive a beautifully produced, full color,hardcover picture book, taking advantage of therelatively new print-on-demand technology.It is important to Alice that, “the focus is onwriting, not drawing. The art serves as “scaffolding”to give them something to think about, tospark their imagination and creativity. She says,“A lot of times the blank piece of paper is intimidatingto children. I wanted to give them somethingthat is both educational and empowering.”The project began about two years ago when acolleague, Frances Black, whose companyArts Counsel Inc. represents artists to publishers,approached her with a beautiful illustrated wordlesspicture book that told the story of SleepingBeauty. Fran asked Alice how children reacted towordless picture books. This is exactly the kindof question Alice loves to research. Why not askkids? So they made several mock-ups of wordlesspicture books each from a different artist,including Sleeping Beauty, and went to a secondgrade class in Brooklyn. The kids could choosethe book they wished to write about and workin groups or singly. After forty-five minutes,time was up and Alice asked to collect the work.Not so fast, the kids protested. Ideas and wordswere flowing. Writing was happening. WhenAlice finally read the results, she went back tothe illustrators with suggestions for revisions.Sleeping Beauty didn’t make the cut becausethe kids already knew the story and that was theonly story they told. Think It Ink It Publishingneeded to offer art that encouraged a variety ofinterpretations. After much field-testing, the fourdifferent styles they ultimately produced are verydifferent from each other, giving each buddingauthor a real choice.Think It Ink It Publishing is the latest step inAlice Wilder’s career. Since 1995, Alice hascontinued on page 8Ten Lessons From NYCTo Improve EducationBy Eric Nadelstern1. Invest in Leadership.The position of principal is the most pivotalwhen it comes to reforming schools. The legitimaterole of a central education authority is torecruit the best principals, support them, developthem, reward them when they do good work, protectthem from external political interference, andhold them accountable for high levels of studentachievement. Look among your best teachers tofind your next principals.2. Devolve responsibility, resources andauthority to schools.The central relationship in a school system isbetween students and teachers in classrooms.Everyone else exists to support that work. Thoseclosest to the students and their families, principalsand their teachers, should have the authorityto make the important decisions about howstudents learn best, along with the resourcesnecessary for success. Closing at least 50% ofthe regional offices and devolving the resourcessaved to the schools, is a good way to begin.3. Make everyone directly responsible andaccountable for higher levels of student performance.Most school systems are designed around complianceto the next higher authority. The real measureof a school system must be whether studentsare succeeding. Everyone in the system, fromteachers, to principals, to regional office staff, tocentral office employees must understand theirresponsibility to improve student performance.All decisions regarding staff retention, grantingof tenure, promotion and bonuses must be basedon demonstrated ability to improve student performance.Such data must be readily available,and everyone who works in the system mustknow exactly what they are accountable for, andwhat their annual student performance targets are.Such targets should reflect student attendance,retention, course and exam pass rates, promotionand graduation.4. Reward success and exact consequencesfor failure.Teachers and principals who successfullyimprove student performance should receivebonuses and promotions. Those who persistentlyfail to do so should be replaced. Students whoperform well should receive cash incentives. Thelowest performing schools should be closed.5. Create small schools.The most significant variable in determiningstudent success is school size. Schools of nomore than 400 students should replace large lowperforming schools. This canbe accomplished by phasingout large failed schools and replacing them withseveral new small schools that occupy the samebuilding.6. Reduce teacher load.Each teacher at the secondary level should beresponsible for no more than 100 students. This canbe accomplished by doubling instructional periods,and providing students with fewer, longer classes.This type of scheduling change does not require asignificant infusion of additional resources.7. Focus on improving student learning.The principal’s primary responsibility is to createa relentless school wide focus on improvingstudent learning. Student performance data, in thebroadest sense, should inform that work on a dailybasis. Evidence of such improvement must extendbeyond test scores to include excellent examplesof student work (research papers, literary essays,original scientific experiments, applications ofconceptual mathematics, works of art, etc.), whichmust be visible throughout the school.8. Partner with the private sector.In a competitive global economy, the distinctionsbetween public, not-for-profit and privatesectors within national borders lose the significancethey held for most of the 20th Century. Itwill take all three segments of society to build21st century school systems. Not-for-profit organizationsand private companies should be askedto sponsor schools, and provide seed money forpromising innovations. Involving these sectors isalso the key to the sustainability of reform.9. Reform the central office.Schools cannot be reformed unless the centraloffice undergoes transformation as well.Such reforms must include direct responsibilityand accountability for student achievement.Large insular divisions and offices should bereplaced with cross-functional teams responsibleand accountable for a limited numberof schools. These teams should work for, andreport to, the schools.10. Be bold!When asked what Great Britain should havedone differently in its school reform efforts, SirMichael Barber, former education advisor toPrime Minister Tony Blair responded by saying,“We weren’t bold enough.” Large failed governmentalagencies cannot be transformed throughincremental change. Such organizations need tobe rebuilt from the idea on up. #Eric Nadelstern is CEO, Empowerment Schools,NYC DOE.Nursery - Grade 5


TTRIMCON EDISON 10” X 13”December 2007 ■ EDUCATION UPDATE ■ spotlight on schoolsTRIMTNew York has a big appetite for energy.We’re building to feed it.NEW YORK KEEPS GROWING. More people. More homes. More kitchens where young chefs prepare great meals. Thatmeans more energy. Con Edison is growing, too. We’re investing $7.5 billion over the next five years in new substations,transformers, more than 11,000 miles of new cable and other improvements. So power is there when you want it, now andin the future. Learn more at www.conEd.com. You’ll also find tips on how to save energy and help the environment. Andremember to report electric service problems to us online or by calling 1-800-75-CONED.©2007 Consolidated Edison Company of New York, Inc. Ad: Arnell Group


Education update ■ For Parents, Educators & Students ■ December 2007Wildercontinued from page 6been the Director of Research and Developmentand Producer/Writer for Nick Jr.’s breakout preschoolseries Blue’s Clues. In this capacity, sheran the formative research process of workingwith the show’s audience (2-5 year olds), coauthoredthe curriculum on which Blue’s Cluesand spin-off Blue’s Room were based, and wrotescripts, books, educational workbooks, and columnsfor the magazine and Nick Jr.’s website.She has been nominated for Daytime Emmys forOutstanding Preschool Children’s Series as wellas Outstanding Writing in a Children’s Series.Wilder also served as the Director of Researchand Development for Little Bill and Oswald, bothanimated series on Nick Jr.A graduate of Columbia University TeachersCollege, Wilder earned her doctorate inEducational Psychology, where she was awardedthe Miriam Goldberg Research Award for her dissertationand the Early Career Award.What’s next for Think It Ink It Publishing?Alice would like to see it catch on in classrooms.She would like to create art to stimulate storiesfrom different regions of the country starting withNew Orleans. She has seen how a book signingfor one ten-year-old was a transformative eventfor this inner-city child. Ultimately she wouldlike Think It Ink It to create a foundation to supportwriting from kids. If Dr. Alice Wilder hadher way “writer’s block” would be two wordspermanently eliminated from every potentialwriter’s vocabulary.#Vicki Cobb is a well-known science authorof more than 85 nonfiction books for children.All the products mentioned are available on theThink It Ink It Publishing website: www.thinkitinkitpublishing.com.11 Nobelists Honored in Los AngelesThe Consulate General of Sweden in LosAngeles and the University of California hostedthe Sixth Annual Nobel Laureate Dinner at theGetty Center recently. Consul General of SwedenNina Ersman welcomed the 240 guests thatattended the black-tie event that honored the 11attending Nobel Laureates of California’s morethan 100 Nobel laureates awarded the Swedishprize since 1901. Actor David Krumholtz, ofthe popular CBS “Numb3rs” show, introducedkeynote speaker, UC Santa Barbara Nobel laureateAlan J. Heeger. In addition to Dr. Heegerwere Rudolph A. Marcus, 1992, Chemistry,Caltech; Kary Mullis, 1993, Chemistry, UC SanDiego; F. Sherwood Rowland, 1995, Chemistry,UC; Paul D. Boyer, 1997, Chemistry, UCLA;Louis J. Ignarro, 1998, Physiology/Medicine;Dan McFadden, 2000, Economics, UC; DavidGross, 2004, Physics, UC Santa Barbara; Finn E.Kydland, 2004, Economics, UC Santa Barbara;Robert H. Grubbs, 2005, Chemistry, Caltech; andGeorge F. Smoot, 2006, Physics, UC Berkeley.The gala evening also showcased science andmath projects during the reception presentedby 18 high school students enrolled in UC’sCalifornia State Summer School for Mathematicsand Science, known as COSMOS. Former FirstLady of California, Gayle Edlund Wilson, who ison the Advisory Board of COSMOS, also madesome special remarks.The California Nobel Laureate Dinner isorganized and hosted by the Consulate Generalof Sweden Los Angeles and the University ofCalifornia, not only to recognize California’s richtrust of Nobel laureates, but also to highlight theimportance of math and science education.#LEAD. INSPIRE. TRANSFORM.ENSURE HIGH ACADEMIC ACHIEVEMENT FOR EVERY STUDENT:BECOME AN URBANPUBLIC SCHOOL PRINCIPALIN NEW YORK CITY.Pursue a unique pathway to the principalship.Our comprehensive program offers:Administrative certificationRigorous coursework by national expertsYear-long, paid residency in a NYC schoolOngoing training and support from successful principalsA national community of like-minded peersFINAL DEADLINE FEBRUARY 28, 2008All applications must be submitted onlineFor more information, visit us online at www.nlns.orgor contact newyorkinfo@nlns.org


DECEMBER 2007 ■ For Parents, Educators & Students ■ Education updateWilliam Sadlier Dinger, Pres. of William H. Sadlier, Inc.and Maureen Dinger Receive Child of Peace AwardWilliam Sadlier Dinger (’63), President ofWilliam H. Sadlier, Inc. received the Child ofPeace Award at the 22nd Annual Child of PeaceAward Dinner together with his wife MaureenDinger on Thursday, September 27th at JumeirahEssex House in New York City in recognitionof their exemplary commitment to betteringthe lives of those in need. All proceeds fromthe Dinner benefited the Maternity ServicesProgram of the Catholic Guardian Societyand Home Bureau, a human services programaddressing the needs of mothers-to-be and motherswith newborns.William Sadlier Dinger received his BA fromthe University of Notre Dame in 1963. After college,he joined the family firm, where he served assalesperson, sales manager, Director of Marketing,and National Sales Manager before assumingthe responsibilities of President. His professionalaffiliations are numerous. His interest in the communityhas led Mr. Dinger to become involved in anumber of activities outside of publishing such asoffering handicapped children from the ManhattanOccupational Training Center a vital work experienceat Sadlier, participating in the Principal for aDay program for New York City Public Schoolsand volunteering at Lenox Hill Hospital.Mr. Dinger is an advisory Board Member ofthe Institute for Latino Studies at Notre Damereflecting his commitment to strengthen the U.S.Latino community, an interest stemming fromtime he spent in Mexico as an undergraduate. Healso participates in the Families Achieving NewStandards (FANS) Literacy Project at RutgersUniversity. He is past President of the NationalCatholic Educational Exhibitors (NCEE). In theaftermath of Hurricane Katrina, Mr. Dinger organizeda task force that went to Mississippi andLouisiana to replace much-needed school booksfor those communities.Among many honors, Mr. Dinger received theDistinguished Service Award from the NCEAand the Leadership Award from the University ofSan Francisco Institute for Catholic EducationalLeadership.Maureen Dinger received her BA from St.Joseph’s College. A proven leader who hasrecruited, motivated and supervised other committedindividualsto achieve extraordinarygoals, Mrs.Dinger has beeninstrumental inboosting the fundraisingefforts of theAmerican CancerSociety, WinthropUniversity Hospital,and SouthamptonHospital. She isalso a board memberof the Save theChildren organizationand affiliatedwith the Inner-CityScholarship Fund, the Committee for MissionResponsibility, The International CatholicOrganizations Information Center at the UnitedNations, and the Metropolitan Museum of Art.She is currently a teaching volunteer in theLearning to Look program. She is the recipientof the 100-Hour Service Award from WinthropUniversity Hospital and the Volunteer of the YearAward from the American Cancer Society.The couple resides in Manhattan and has twomarried sons, William, Jr. and Michael, and agrandson, Andrew.Founded in 1925, the Maternity ServicesProgram of the Catholic Guardian Society andHome Bureau provides pregnant women withaccess to pre- and post-natal care, free counseling,safe new cribs with bumper guards and mattresses,blankets, layettes, baby clothing, baby formula,assistance with immunizations and other supportiveservices. The Program serves over 500 womeneach year in metropolitan and upstate New York.It also offers full-service adoption and post-adoptionprograms, conducts domestic and internationalhome studies and places infants in approvedhomes. The Maternity Services Program is oneof several Catholic Guardian Society and HomeBureau programs designed to help families, children,and individuals with special needs. Whilemany of the agency’s programs are supportedby public funds, the Maternity Services Programrelies exclusively on private charitable donationsto provide its much needed services.This year marks the 175th Anniversary ofWilliam H. Sadlier, Inc., a leading educationalpublishing company, which for nine generations hasbeen helping educate students from Kindergartenthrough High School. William Sadlier Dinger andhis brother, Frank Sadlier Dinger, continue thetradition of family management by publishing abroad array of mathematics and language arts programsdesigned for today’s classrooms.#Logos Bookstore’s RecommendationsBy H. Harris Healy, III, President, Logos Bookstore1575 York Avenue, (Between 83rd and 84th Sts.)New York, NY 10028(212) 517-7292, Fax (212) 517-7197www.logosbookstorenyc.com92nd Street YThe possibilites are endless!Spring classes begin January 28—Enroll Today.For complete class listingsvisit www.92Y.org or call212.415.5500 to registerand request a catalog.Art • Music • Dance • ArchitectureAquatics • Cooking • Kid’s FitnessGymnastics • Sunday Science SpectacularsAnd so much more!Weekday and Saturday classes available!We also offer programs for children withdevelopmental disabilities. To learn more callMelanie Mandel, Nesher Director, at 212.415.5626.92nd Street YLexington Avenue at 92nd StreetLillian & Sol Goldman Family Center for Youth & FamilyMay Center for Health, Fitness & Sport • School of the ArtsAn Agency of UJA-FederationAhab’s Wife or, The Star-Gazerby Sena Jeter Naslund(Harper Perennial, $15.95)As the year-end holidays come and go, and aswinter approaches and one is looking for a goodbook to read during these long winter nights,Ahab’s Wife or, The Star-Gazer by Sena JeterNaslund is the book to read. As mentioned in MobyDick by Herman Melville, captain Ahab has a wife.The premise of Ahab’s Wife or The Star-Gazer iswho is Ahab’s wife and what is her life like.The narrative flows as Una, Ahab’s wife, tellsthe reader of her pregnancy in Kentucky, helping arunaway slave named Susan, Una’s childhood, herbad relationship with her father, and her parents’decision to have her go live with her mother’ssister and her family in a lighthouse on an islandoff of the Massachusetts coastline. Una runs off tosea disguised as a cabin boy and has momentousadventures there. Later after her marriage to Ahab,she meets such historical figures as MargaretFuller, Fredrick Douglass, and John Brown.Naslund’s best incorporation of a historicalfigure into the story is a lesser-known person,whom I thought was another fictional character,because she and her family interact considerablywith Una in the course of the novel. MariaMitchell was America’s first woman astronomerand the first woman to join the AmericanAcademy of Arts and Sciences later becomingin 1865 the Astronomy department at the newlycreated Vassar College. Her claim to fame andmonumental triumph was that of discovering atelescopic comet in 1847 that happens in chapters150 (‘During The Pleasure Party’) and 151(‘Celestial’) of the book. The author’s triumphwith this novel are the seamless interaction ofa historical figure, Maria Mitchell, with the fictionalnarrator and chief protagonist of the story,Una, the wonderful storytelling Una weaves ofher life, the rich atmosphere present in the bookas 19th century America and the sea come to life,and for the reader the sense of being witness to anexciting adventure and life.Holiday shopping time at Logos Bookstoreis a great time to find music for all occasions,as there are many world music CDs fromthe Putumayo label as well as recordings byRuben Gonzalez, Ibrahim Ferrer and CompaySegundo of Buena Vista Social club fame. Alsothere are recordings by Machito and his Afro-Cubans, Jesus Alemany’s ‘Cubanismo’, DaveSamuels Caribbean Jazz Project’, music by GalCosta, newcomer Nanny Assis, Leny Eversong,an old-time Brazilian cabaret singer, and HerbieMann, Dexter Gordon, Dizzy Gillespie, SammyDavis Jr., as well as Berlin Cabaret music,and music of New York collections from theMetropolitan Museum of Art. Also for Christmasthe Metropolitan Museum of Art’s fine collectionsof ‘Medieval Christmas’, ‘RenaissanceChristmas’, ‘Classical Christmas’ and ‘BaroqueChristmas’ are available for purchase as wellas many other fine Christmas collections. Alsoavailable at Logos are Holiday greeting cards andgifts and books for many occasions. Come shopthe holidays at Logos!Upcoming Events At LogosWednesday, December 5, 2007 at 7 P.M.,KYTV Reading Group will discuss A Pair OfBlue Eyes by Thomas Hardy.Tuesday, December 4 and 11, 2007 at 7 P.M.Sit-n-Knit Group will meet.Monday, December 17, 2007 at 7 P.M. theSacred Texts Group led by Richard Curtis willhold its holiday party and conclude its discussionof Jesus and the Sermon on the Mount.Wednesday, January 2 or 9, 2008, KYTVReading Group will discuss The Gathering byAnne Enright.Check with the store for which date.Transit: 4,5,6 Subways to Lexington Avenueand 86th St., M86 Bus (86th St.), M79 Bus (79thSt.), M31 Bus (York Ave.), M15 Bus (1ST and2nd Aves.)#


Volume XII, No. 1 • New York City • SEPTEMBER 2006FoR PaRENTS, EduCaToRS & STudENTSwww.EducationupdatE.com10 Special Education ■ EDUCATION UPDATE ■ December 2007New Programs for Gifted &Talented StudentsBy Richard KaganOver 100 parents came out on a chilly eveningto hear the latest Department of Education’s(DOE) proposals for their gifted and talentedstudents.Dr. Marcia Lyles, Deputy Chancellor forTeaching and Learning, Terrence Tolbert,Executive Director for Intra-governmentalAffairs, Ms. Anna Commitante, Director ofEnglish Language Arts, Social Studies, andGifted and Talented Education, Marty Barr,Executive Director for Elementary SchoolEnrollment, and John White, Chief OperatingOfficer of Portfolio Development, were presentfor the hearing. Parents got a three-minute windowto ask questions or make comments.Dr. Lyles presented the department’s proposalthat targets pre-K to 3rd grade. Opportunities foropenings in the upper grades will be determinedlater in the year when tests are administered. TheDOE said two tests will be used in assessing whomight be eligible for the gifted and talented programs(G&T). The Otis Lennon School AbilitiesTest (OLSAT) and the Bracken School ReadinessAssessment (BSRA) will be given to studentswhose parents send in the Request for TestingForms, which can be gotten at local schools oronline. Tests will be given at the students’ localschools and those students who score 95 percentwill be eligible for gifted and talented programsat the district level. Students who score 97percent will be eligible for the citywide Giftedand Talented School, located in Manhattan.A test score will be weighted to include 75percent of the OLSAT, which was first used inNew York City last year,and 25 percent of theBSRA, which replacesthe Gifted Rating Scalemeasurement, this year.School officials stressedthe importance of havingas many students aspossible take the test.School officials notedthat greater resourcesand attention would be available to makesure teachers are adequately prepared for theG&T curriculum as well as measurable levelsof assessment of both teachers and students,throughout the program.Key dates in this year’s application processinclude: December 3-January 3rd, Request forTesting Forms completed. January 22-Feb15th,OLSAT/BSRA testing at school sites for publicschool students. In late January to earlyFebruary, testing will be held at selected sitesfor non-public school students. By March 31st,score reports and application mailings will becompleted, By April 23rd, applications will bereturned with program choices, and by May31st, placement offers will be made to parents.Parents were keen advocates for their childrenand asked many questions about the levelof teaching competence at the G&T program.They wanted to know if teachers were properlycredentialed. Parents asked for the possibilityof having a citywide facility for the Giftedand Talented program outside the borough ofManhattan. When Mr. Torrence said that theyAward awardWinnerSUBSCRIBEtoBack-to-School 2006PRSRT STD.u.s. postage paidpermit No.500VooRHees, NJSPECIAL EDUCATION (part ii)Education UpdateOnly $30 Per YearName: _________________________________Address: ________________________________________________________________________City: ___________________ State: _______ Zip: ______________Payment Method: o Check o Credit CardCredit Card (Please circle one): AMEX VISA MCCard Number: ___________________________Expiration Date: __________________________Signature: ______________________________________________Please make checks payable to EDUCATION UPDATE, INC.Mail to: Education Update Subscriptions695 Park Avenue, Ste. E1509. NY, NY 10065-5024Or Call us at (212) 650-3552would review this issue, a hearty round ofapplause by the parents was heard.Marcia Kolb is a parent who has a child in 5thgrade in District 24, in Woodside, Queens in aGifted and Talented program. She is skepticalabout the quality of the proposal and how itwill be executed. “I think with everything, theyalready have their minds made up as to whatthey’re going to do,” said Kolb. “They don’ttake a lot of the stuff that we think is importantand incorporate it into their proposal.” TheDepartment of Education is currently evaluatingparental input it received in the recentmeetings.#Don’t let a psychiatric disorder take your child.The NYU Child Study Center is dedicated to giving childrenback their childhood by preventing, identifying, and treatingpsychiatric and learning disorders.To learn more, call (888)7-NYU-MED or visit AboutOurKids.org.


Private Placements for Childrenwith Disabilities: Who Pays?by Martha McCarthy, Ph.D.On October 10th, the U.S. Supreme Courtdivided evenly in Board of Education of NewYork City v. Tom F., which affirmed the SecondCircuit’s decision without setting a nationalprecedent. Justice Kennedy excused himself fromthe Supreme Court decision, which made thefour-four vote possible. As customary with tievotes, there was no written opinion, so we canonly speculate as to the justices’ reasoning.The Second Circuit had vacated the districtcourt’s ruling in light of its opinion in a companioncase, Frank G. v. Board of Education ofHyde Park, which in effect became the appellateholding in Tom F. Essentially, the Second Circuitruled that parents can get reimbursed for privateschool tuition for their child with disabilities eventhough the child has never received any specialeducation or related services from the publicschool district. The appeals court concluded thatthe private placement need not satisfy state educationstandards as long as the program allowsthe child to receive educational benefits and theproposed public school program is not consideredappropriate. Of course, parents who unilaterallyplace their child in a private school do so at theirown risk. In prior decisions, the Supreme Courtruled that parents can get reimbursement forunilateral private placements only if ultimatelydetermined through the appeals process that theavailable public school program for the specificdisabilities is not appropriate. It was assumedDecember 2007 ■ EDUCATION UPDATE ■ Special Educationuntil recently that parents would have to give thepublic school program a fair trial period for the“appropriateness” determination to be made.The Tom F. case is significant because somefear that it will be very costly for school districtsand will provide an incentive for parents to selectprivate programs over public school offerings.Also, there is some sentiment that the rulingfavors wealthy parents. Those without financialmeans may not be willing to take the risk of unilaterallyplacing their child in a private school,since ultimately they may be responsible for thetuition. The New York City school system arguedthat the Individuals with Disabilities EducationAct (IDEA) was not designed to allow parentsto enroll their children with disabilities in privateschools without giving the public school programa chance to meet their needs. School officials areconcerned that some parents who never intendedto enroll their children in public schools will seekto have their child qualify for IDEA servicessolely to be eligible for private school tuition.Only New York, Connecticut, and Vermont arecovered by the Second Circuit ruling, but otherjurisdictions may decide to follow this decision.The Supreme Court declined to review the FrankG. case, and until it renders a decision on themerits of this issue, the legal requirements mayvary across jurisdictions. #Dr. Martha McCarthy is the Chancellor’sProfessor and Chair, Educational Leadershipand Policy Studies, Indiana University.ADVERTISE ONwww.EducationUpdate.comChoose an animated or stationary online banner ad. Call (212) 477-5600 for rates.From the NYU CHILD STUDY CENTER: ASK THE EXPERT“Play is a child’s job”By Glenn S.Hirsch, M.D.My grandson Tanistarted kindergarten thisyear and I don’t rememberthe process beingthis stressful when myown children startedschool and I certainly know that we believed thatplaying was the major task of children this age.Nowadays, getting ready for kindergarten seemsto start shortly after birth. Children barely (ornot quite) out of diapers are being taught to singthe alphabet, recognize letters and watch BabyEinstein. Prepping for the preschool interviewtakes precedence over allowing time for imaginationand creativity and fun. The fact is, however,that play actually enriches children’s developmentand prepares them for learning. The yearsfrom 2 to 6 are often called the “play years” sinceplay thrives during these years.A child at play is working hard; in addition tohaving fun, she’s busy learning lots of things.Make-believe and imaginative play really relateto her everyday life; she’s finding out how herworld works and where she fits in. Play reflects achild’s world in miniature; through play childrenact out relationships—they assume the roles ofparents, bus drivers, storekeepers, doctors andeven television characters. They set up scenesfrom different points of view and explore differentways of mastering situations. Play can helpchildren deal with changes in their lives such asthe birth of a new baby, moving, parental separationand other events.Play is a safe way of expressing emotions thatmay be too complex to verbalize. In play a childcreates a magical world in which he can safelybe anyone and do anything, such as playing anaggressive game involving punching, hitting or11tearing down a structure. He may create scenesreflecting anger, fear, disappointment or jealousy.Play can also help a child cope with fears;in play he can master scary situations by beingbrave and fearless—a doctor sewing up a cut, arunner winning a race, a lifeguard saving a strugglingswimmer.Learning through play is happening all the time.In addition to conventional toys, children are constantlyexperimenting with whatever is available;they construct things, tear them down, compareobjects and use them in different ways. As theyexperiment they learn about math, words, symbolsand science (what floats, what sinks; heavy/light; large/small; in/out; backwards/forwards).It is through play that children gradually learnwhich activities they enjoy and excel in—frommusic to science to sports to art. Through groupplay they learn to get along with others and tounderstand the viewpoint of another person.Parents can encourage their children’s play bymaking space and props, and most of all, uninterruptedtime, available. For preschool childrenmaking time for play is more critical than timefor structured classes in reading, math, and ballet.Play reflects the predicaments of childhoodand can give parents insight into what their childis thinking, worrying about, and wishing for.Finally, play is just plain fun, so get down on thefloor and join in.This monthly column provides educators, parentsand families with important informationabout child and adolescent mental health issues.Please submit questions for ASK THE EXPERTto Glenn S. Hirsch, M.D., Medical Director atthe NYU Child Study Center at glenn.hirsch@med.nyu.edu. To subscribe to the ASK THEEXPERT Newsletter or for more informationabout the NYU Child Study Center, visit www.AboutOurKids.org or call 212-263-6622.#Do As I Do, And As I Say: ExperientialTraining for NYC’s PrincipalsBy Marisa SuescunOn a recent school day, the large wall calendarhanging in Phuong Nguyen’s office at East BronxAcademy for the Future—a small public middleschool where she served as a principal in training,an understudy for the role she will fulfillon her own next year—was jam-packed withcolor-coded tasks and appointments, all writtenin Nguyen’s neat print.If the calendar was full, it reflects only a fractionof what Nguyen—a 2007 participant in NewLeaders For New Schools, a national non-profitthat selects and trains accomplished educatorsto become urban principals—got done in a day.Nguyen is part of a growing cadre of educatorsacross the city and country who are training tobecome principals by spending a year essentiallydoing what principals do, guided by targeted supportand rigorous training.During her residence year, Nguyen’s typicalwork day looked like this: she arrived at school by7 am for an hour of what she called “quiet time,”which amounted to completing hefty amounts ofpaperwork, including writing observations andsuggestions for teachers whose classrooms shehad visited. At 7:45, Nguyen walked the hallsand greeted students and staff; at 8 am, she performed“morning duty,” supervising breakfast inthe cafeteria. For the rest of the morning, onceclasses began, Nguyen visited classrooms andworked on three ongoing projects: developing amath literacy curriculum, enhancing data driveninstruction, and building instructional leadersamong her staff. Then, it was lunch duty in thecontinued to page 17Neuropsychological, learNiNg Disability aNDatteNtioN Deficit DisorDer evaluatioNs aND treatmeNtExtended time evaluations, Cognitive Remediation,Neurofeedback, Tutoring, PsychotherapyChildren, Adolescents, Adults1J. Lawrence Thomas, Ph.D. DirectorFaculty, NYU Medical CenterInternational Dyslexia Association, Board of Directors19 West 34th st., peNthouse, NeW york, Ny 10001 • 212.268.8900Nurosvcs@aol.com • WWW.thebraiNcliNic.com


12EDUCATION UPDATE | December 2007Young Artists MakeTheir Mark at theNoguchi MuseumBy Katarzyna Nikhamina“When someone walks throughour doors, you know they’ve beenmotivated,” said Heather Brady,head of Education at the IsamuNoguchi Museum, an oasis tuckedaway in Long Island City, Queens.For eight New York City high schoolstudents who attended Making YourMark, the Museum’s free four-weeksummer art program, the convertedfactory building encircling a gardenserved as a space for reaction andsynthesis.“Some of our students attendschools with developed art programs;for others, this was a rareopportunity,” said Brady, who cameto the Museum as a freelance educatorin 1999. (The program wasfirst held in 2001.) She co-taughtthe summer session with MaryannKranis, who is earning her Mastersin Art and Art Education at Teachers College andinterned at the Museum in the spring.For the first three weeks of July, the young artists,most of whom had never visited the Museumbefore, experimented with a different material ormedium each day, using Noguchi’s life and workas a jumping-off point. Noguchi (1904-1988),born in Los Angeles to an American motherand a Japanese father, was a versatile artist whosculpted, painted and designed furniture, sets andbuildings. When the Museum opened in 1985, ithoused only Noguchi’s work; it now hosts otherexhibits, too, including the Making Your Markgroup show (September 1 to 9).In the program’s last week, each student proposeda final project and developed a three-dayplan for it. “Maryann and I questioned: whythis material, why this idea,” said Brady. Kraniscalled the studio setting “empowering.”The artists spoke confidently about the curatorialdecisions they had made. Justin Calder, asophomore at North Rockland High School, rearrangedhis ink sketches of ships, to see if peoplewould discern the actual order. Maria Kozanecka,a sophomore at the LaGuardia High Schoolof Music, Art and Performing Arts, hung herabstract paintings in the gallery’s corner becauseshe “wanted them to loom over the viewer. Iwanted to create a sanctuary,” she said.Vivian Ho, a senior at Benjamin Cardozo HighSchool, was inspired by Noguchi’s sculpturesReviewed By Joan Baum, Ph.D.Tony Bennett in the Studio: A Life of Art &Music is the name of this big, handsome book,but note the order of the last two nouns: “Art”before Music.” It’s not a statement of preferencebut of appropriateness, considering thenature and content of the volume just publishedby Sterling. The sequence may seem surprising,however, because Tony Bennett is one of thegreatest popular singers of the 20th century and,at 82, proving he can take on the 21st as well.Indeed, the day Education Update caught upwith him last month, Bennett was getting readyfor a forthcoming concert on Staten Island, andanticipating attending more performances by theto create one out of plaster: it contains a smallpool of water. She enjoyed the daily “homeworkletters” that Brady and Kranis tailored to eachstudent. The sketchbooks which contained theresponses to these letters were also on display,along with all eight final projects and two additionalpieces by each artist.Carolina Fung Feng, a senior at St. Michael’sAcademy in Manhattan, learned that you don’thave to follow your blueprint. “The newspapercollage is the only remaining part of my originalidea,” she said, reaching up to run her fingersover the varying textures of her piece.Kozanecka chose to portray Belgium, whereshe lived as a child, abstractly, because she onlyhad memories of color and light. “I rememberedchickens; I wanted toes mingling in the chickens’feathers. I wanted to create a sense of touchbetween two things.”Sybil Errazuriz, a sophomore at the RenaissanceCharter School in Jackson Heights, dyed yarnwith watercolors to create a bell that sways butdoes not sound.Sheila Salazar, also a sophomore at Renaissance,made a series of plaster molds – the Peruvianflag, a brush and palette, a cross – to represent herlife. The final mold? A wild smattering of color.“My many ideas,” she explained.To receive an application for the summer 2008session of Making Your Mark, email education@noguchi.org or call 718-204-7088, ext. 205.Tony Bennett in theStudio: A Life ofArt & Musicyoungsters in the school he started with his wife,Susan, five years ago (see article on p. 13). FrankSinatra called Tony Bennett simply “the best,”high praise from the Chairman of the Board, butTony Bennett’s first love would appear to havebeen art. It’s been with him all his life, early andlate.When he was but a youngster, an art teacherfound Anthony Benedetto chalking up the sidewalkoutside a railroad flat in Astoria, wherethe child lived with his mother. Impressed, theteacher offered to give him some lessons. Bennettconfesses that he wanted to go to The HighSchool of Music and Art but didn’t make it. Hewound up, instead, at Industrial Arts and that,Making Pianos:Historical Perspectiveby Joan Baum, Ph.D.There should be a limit as to how often the relativelyunknown General Society of Mechanicsand Tradesmen of the City of New York is identifiedas being across from the Harvard Club on44th Street, but the fact is that this marvelousinstitution, founded in 1820 for the “general educationof the apprentices of NYC,” and filled withunique archival material, especially books andpamphlets on the “useful arts,” still hasn’t madeit onto the radar screen, and that is a shame. Thesix-story Beaux Arts building also contains a collectionof 370 locks in its Museum. The Library,the educational arm of the General Society, wasthe largest free circulating library in the city,before the public library system came into existence,and its 2007-8 Tuesday Lecture series onLabor, Landmarks & Literature is reason enoughto come by. The recent presentation shows why.Titled, “The Piano: Hammer and Hands”—aplay on the General Society’smotto, “By Hammer andHand All Arts Do Stand,” theaudience was treated to anunusual educational experience—learningabout late19th century musical culture,seeing the “action” of theGeneral Society’s 1883 Weberpiano, and hearing two giftedyoung musicians, Vita andIshmael Wallace, brother andsister constituting The OrfeoDuo (violin and piano), playpieces that would typicallyhave been heard in NY in the1880s, including Schumannand Wagner.Janet Wells Greene, curatorof the lecture series (“bringingmusicians to unexpectedplaces”), introduced freespirit, Benjamin Treuhaft, 60, Vice President ofthe NYC Piano Technicians Guild, and pianotuner extraordinaire. Given his charm, modestyand humor—not to mention appearance—bandana,rolled up work shirt and, as the eveningprogressed, bare feet—he would particularlydelight young people. A self-declared sixties hippiewho roamed the country, looking for a professionthat would turn him on, he finally foundit tuning Steinway pianos, for, among many,Vladimir Horowitz. But, also, in the spirit ofhis parents, he took his passion to places wherehe felt he could do good, such as Cuba, wherehis nonprofit organization gave away over 237pianos to churches and schools. His mother wasJessica (The American Way of Death) Mitford, hisfather the well-known trade union lawyer, RobertTreuhaft—both Communists (who left the partyin 1958).In his talk, much of which he said relied onMen, Women and Pianos: A Social History byArthur Loesser (with prefatory pieces by EdwardRothstein and Jacques Barzun), Ben Treuhaftstressed how competitive piano making was in thelate 19th century. The General Society’s Weberhe says, was the best possible place for him tolearn how to draw and paint and perfect technicalskills—a judgment articulated by many a wellknown New York painter. Industrial Arts was alsowhere young Anthony learned to appreciate hardwork and discipline, both of which stood him ingood stead when he left school at 16 to help supporthis family. But since those formative years,Tony Bennett has never gone anywhere without asketchpad and paint box. He raises no eyebrowswith colleagues in the music industry who knowof his passion for drawing and painting and whoknow he’s there, sketching them, not needing thebelongs to a slightlylesser line thanthe grand Steinway(whose major competitionwas Massonand Hamlin), butcertainly served theWallaces well. A bitbrighter in soundthan most pianists Benjamin Treuhafttoday would like,and no longer showing off its elegant “ice cream”legs, the Weber seemed to strike an affectionatenote with Vita Wallace who celebrated its distinctregisters and tone. Surprising, perhaps to the laypublic, were Treuhaft’s remarks on America’splace in the piano-making industry in the lastquarter of the 19th century. In 1893, for example,the U.S. produced over half the pianos in theworld, with factories concentrated in the Eastand Midwest. Everyone fought over endorsements,and virtuosi like Lizst, who loved to love,endorsed everyone. But clearly, Steinway led thefield. And then, sadly, by the 1920s, pianos fellinto the hands of “unscrupulous dealers,” whotook advantage of a growing popular interest inpiano playing and forged dates. And mechanicalpiano players moved in.It would certainly be instructive for studentsto know about the culture of piano playing inthe late 19th century, in the home and in concerthalls. There was time when opera couldnot succeed in NY, unless it was in German (anopen air opera house in Brighton Beach used toput on Wagner for 25 cents). As Vita Wallacealso reminded the audience, the 1880s were awonderful time for music. Amateur choirs andgroups were everywhere and piano for four handsespecially popular. Serious chamber music wasplayed in the home. It was in the public forumswhere more accessible works were performed,flashy orchestral and operatic transcriptions.Quite a telling cultural comment.#For information on the General Society, go towww.generalsociety.org or, better yet, just stop in.best lighting or a formal pose.What becomes obvious early on in TonyBennett in the Studio is clear evidence of his talent,especially for drawing and watercolor. Thepeople (mostly musicians) and places he doesover and over again (alas, no dates are provided)are instantly recognizable, not just because he’ssuperb at capturing a likeness but because healso captures the spirit, expression and mood ofhis subjects. No rank amateur, Tony Bennett hasenjoyed many well-reviewed exhibitions; hiscontinued to page 21


13By Joan Baum, Ph.D.Can Tony Bennett really be 81 when his speakingvoice, clear and strong, suggests 31? Heexplains—when you’re taught how to sing, youknow how to conserve energy and project. Whathe’s particularly delighted to project these days ishis total delight in the public high school in LongIsland City that he founded six years ago with histhen companion, now wife, Susan Crow, formerPrincipal of Instruction at the school and now presidentof Exploring the Arts, a nonprofit arts organizationBennett established with the enthusiasticsupport of former NYC Council President PeterF. Vallone. The Frank Sinatra School of the Arts(FSHS) bears the name of one of Tony Bennett’smost significant mentors and friends—“Frank andI were good buddies, but I wasn’t part of the RatPack”.The school’s been such a success in its brief sixyears of existence that, for sure, there’s “A Song In[Tony Bennett’s] Heart”—not to mention PrincipalDonna Finn’s. FSHS’s dynamic leader has a backgroundin Fine Art, a B.A. and M.S. Ed. fromQueens College, a certificate in Administration,and great pride in having found herself in education,after years in the work force and startingcollege at the age of 32. But, as it’s often said, loveaffairs started later in life often last for life, and thepassion Ms. Finn exudes for FSHS—its mission,students and curricula in dance, drama, fine art,music and film—looks to be forever. Her greatenthusiasm for the school is shared, of course, byits founder.“Tony” shows up for every graduation, invitesstudents to attend his concerts and TV specials,and tries to attend theirs. Recently, “the kids”performed at the75th anniversary of Radio CityDecember 2007 | EDUCATION UPDATEKudos for the Frank Sinatra High Schoolfor the Arts, a.k.a. “Tony’s School”A “Degas” scenePrincipal Donna Finn stands beneath her first watercolor paintingMusic Hall’s Christmas Show, and it was an especially“wonderful” event, he notes, because theyhad been invited only three days before. When hecomes to the school, he says that he sees “youngAmericans full of hope—not one drop out.” Thedata back him up: 90% of FSHS’s 610 students aregraduated within the traditional four-year period,and 100% go on to college. “The kids adore him,the parents are thrilled,” Ms. Finn says. They knowwhat he does professionally and what he continuesto do for them to encourage their artistic andacademic endeavors. It’s a tricky balancing act,of course, to attend to both art and academics, asMs. Finn well knows. But she is sensitive to thosetwin needs and tries to hire subject teachers whounderstand the arts and arts teachers who respectthe academic curriculum. That means, for example,finding ways that allow students to participate inperformances that may turn up during a schoolweek and not scheduling recitals in June whenthey’re prepping for and taking Regents exams.Their day starts at 7:15 and ends at 3:20.Clearly, the school must be doing somethingright: applications have gone up and admissionsString ensembleA vocal classhave become more competitive, with auditionsplaying a central part. And how about those awards,Tony points out: The school’s Wind Ensemble wona Level VI Gold with Distinction medal from theNew York State School Music Association, a professionalorganization that tests secondary studentsin music, after students performed various pieces onJune 1 this year. Music is the largest arts program atthe school, though it is likely that in February 2009,when FSHS moves into its own building, a blockaway from the Kaufman Astoria Movie Studiosand the American Museum of the Moving Image,the filmmaking program will expand. And probablythe dance and drama programs as well, withoverall enrollment expected to grow to over 900.So what sets FSHS apart from other art andacademic high schools? A broad smile comesover Ms. Finn’s face. Three things, she says, inaddition to the school’s relatively small size: (1)It’s not enough to be a good performer; a studentshould also know about the history of an art form,aesthetic theory, interpretative differences in differentcultures, and also have the ability to expressthese in writing. Students are also given a globalsense of their discipline and taught to respect eachother’s preferences and gifts. For example, thosewho love classical music come to performancesof pop and vice versa. (2) Because education alsotakes place outside school, partnerships with artsinstitutions are important: Among FSHS’s manyprestigious partners, including American BalletTheater and the Metropolitan Museum of Art,the nearby Queens Museum of Art plays a majorrole in introducing students to the administrative,educational and business sides of the art world.Professionals visit the school and students visitorganizations. (3) Typically, high schools introducestudents to professional opportunities in theirjunior and senior years, but FSHS lets freshmenparticipate in performances, thus creating, in effect,an internal internship program where students learnfrom each other.For Tony Bennett FSHS is simply “the best.” “Ilove this place,” he says, and is especially proudthat it is “public” school. That was important tohim, and he looks to FSHS to provide a creativearts model for public schools nation wide. “There’snot enough culture in the country today. If there’smore involvement in the arts, perhaps there willbe fewer wars.” The arts teach the “history of theworld, what it was like at certain times,” an importantlesson in humanity and civilization. He quotesWinston Churchill on WW II: “What else are wefighting for?” Most of all, Tony Bennett wantsFSHS students to know that they must “nevergive up.” His own mother inculcated that attitudein him. She may have made only one cent a dress(”can you believe that!”), but she got her messageacross: as her son would put it years later in one ofhis more famous songs, with hard work and faith,“the best is yet to come.”#


14 Education update ■ For Parents, Educators & Students ■ DECEMBER 2007TEACHERS & PRINCIPALS: GRANTS & RESOURCESFree DOE EdTech GrantDirectory, 4th EditionBridge Multimedia and the National Center forTechnology Innovation (NCTI) announced todaythe launch of the fourth edition of http://www.EdTechOnline.org, a user-friendly Web site thatoffers a “One Stop Shop” for the latest informationon federal grants available to support educationaltechnology funded by the U.S. Departmentof Education.Available free of charge, EdTech Online linksstate and local educators, technology developers,vendors, and publishers to the latest data on currentand upcoming grants that focus on increasingtechnological capacity within K-12 publicschools. The online resource offers updatedinformation on federal grant program summariesand strategic objectives, appropriations, contactinformation, and links directly to the governmentagencies offering specific grants.“We are pleased to connect the educationtechnology community with a wealth of timelyinformation on available federal grants gearedtowards increasing capacity to assist the learningof all students,” announced Tracy Gray, Ph.D.,Director of the National Center for TechnologyInnovation.The revised tool highlights current and upcominggrants for the 2007-2008 academic schoolcalendar and offers two, new useful resources:Grants at a Glance, a snapshot of available technologyfunding and No Child Left Behind TitlesI-X, a digestible overview of the various componentsof the law.“Rather than searching multiple Web sitesoutlining various federal funding agencies, a visitto EdTech Online provides all of the necessaryinformation in a comprehensive and accessibleformat, saving members of the education andtechnology communities valuable time,” commentedMatt Kaplowitz, President of BridgeMultimedia.EdTech Online will be one of many resourcesfeatured at the upcoming National Centerfor Technology Innovation’s Eighth AnnualTechnology Innovators Conference. For the pasteight years, this conference has provided opportunitiesfor researchers, entrepreneurs, policymakers,technology developers, and venture capitalistsmaking advances in educational technologyto network and share innovative ideas. #About Bridge MultimediaBridge Multimedia is a New York City-basedmedia services company that develops universallyaccessible media designed to make the21st century classroom equally accessible toall learners. In partnership with the AmericanFoundation for the Blind, Bridge was awardeda three-year grant from the U.S. Department ofEducation, National Institute on Disability andRehabilitation Research (NIDRR) to build andtest the Universal eLearner. Bridge Multimedia’swebsite can be found at http://www.bridgemultimedia.comAbout the National Center for TechnologyInnovationThe National Center for Technology Innovation(NCTI), funded by the Office of Special EducationPrograms at the U.S. Department of Education,advances learning opportunities for individualswith disabilities by fostering technologicalinnovation, as well as by providing resources andpromoting partnerships for the development oftechnology-related products by manufacturers,producers, publishers and researchers. For moreinformation on NCTI, please visit their website athttp://www.nationaltechcenter.orgNational Memorial SeekingEducators for Fellowship ProgramThe Oklahoma City National Memorial &Museum invites educators from across the countryto participate in a five-day fellowship at themuseum in Oklahoma City, June 22-27, 2008.The Educator Fellowship Program at theOklahoma City National Memorial & Museumprovides educators from across the United Statesan opportunity to study the events of April 19,1995, and understand the impact of violence,the senselessness of using violence as a meansto effect change and the importance of personalresponsibility. Using what they learn, participantswill create and use in their subject or programarea lesson plans that promote nonviolent problemsolving and conflict resolution as well asrespect for self and others.The Memorial Fellows will participate in avariety of activities geared toward helping themincorporate lessons learned in Oklahoma Cityabout the impact of terrorism into their own lessonplans. Applications for the program must bepostmarked by December 21, 2007, and participantswill be notified February 1, 2008.The Memorial Fellows will participate in workshops,tours and other sessions during the fellowship,which will be held at the memorial andmuseum. Last year, teachers from California,Michigan, Missouri, New Hampshire, SouthCarolina, South Dakota, Texas and Utah participatedin the program. Their subject areasincluded American literature, English, reading,American Constitution and citizenship, worldcivilizations, social studies, U.S. history, technologyintegration, communication arts, dramaticarts, and history. Years of teaching ranged fromthree to 32, and five had more than 20 yearsexperience in the classroom.“The fellowship was emotionally moving, gripping,and eye opening. From the opening activities,bringing in a counselor to talk about ourreactions, to the private tour of the memorial with(Memorial designer) Hans Butzer, it was aboveand beyond my expectations,” said Renee Semik,2007 Memorial Fellow and Freshman Seminarand Advanced Placement US History teacher atSanta Monica High School in Hermosa Beach,Calif. “This fellowship raised the bar and I doubtanother professional opportunity will be able tocompete with the content I learned, support we allreceived, and all the materials we were given.”Applications for the Teacher FellowshipProgram are available on the memorial’s website at www.oklahomacitynationalmemorial.org.All applications must be returned to LynneRoller, Deputy Director, Oklahoma City NationalMemorial & Museum, PO Box 323, OklahomaCity, OK 73101, and postmarked by December21, 2007. The Memorial’s Educator FellowshipProgram is made possible through the generoussupport of JPMorgan Chase.The Oklahoma City National Memorial &Museum was created to honor “those who werekilled, those who survived and those changedforever” by the 1995 bombing of the Alfred P.Murrah Federal Building in Oklahoma City.The Memorial and Museum are dedicated toFree Teaching Resources:Energy, Life Sciences,Mark Twain and MoreBy Peter Kickbush & Kirk WintersRenewable energy, life science careers, computersand health, space food and space suits,prehistoric sea monsters, Mark Twain, politicsin antebellum America, and creative writing areamong the topics of new resources at FREE,the website that makes teaching resources fromfederal agencies easier to find: http://www.free.ed.govHistoryColorado’s Historic Newspaper Collection featuresnewspapers published throughout Coloradofrom 1859 to 1930. Topics include Colorado statehood,the 1908 Democratic National Convention,Denver mint robbery, early days of telephone service,and early gold mines. (Institute of Museumand Library Services)http://free.ed.gov/resource.cfm?resource_id=1974Getting the Message Out! National PoliticalCampaign Materials, 1840-1860 looks at politicsin antebellum America. Read about the presidentialcampaigns. See campaign biographies of thecandidates—from William Harrison, Martin VanBuren, and James Birney to Abraham Lincolnand Stephen Douglas. Learn about the “secondparty system.” (Abraham Lincoln HistoricalDigitization Project, Institute of Museum andLibrary Services)http://free.ed.gov/resource.cfm?resource_id=1975Language ArtsMark Twain’s Mississippi examines what theMississippi Valley meant to people in the 1800sand how these meanings influenced Twain’s writing.Learn about economic development, politics,race, religion, culture, and the idea of “the West.”Read a biography of Clemens. Find the full textof The Adventures of Tom Sawyer, Adventuresof Huckleberry Finn, and Life on the Mississippi.(Northern Illinois University, Institute of Museumand Library Services)http://free.ed.gov/resource.cfm?resource_id=1973Poets and Writers is a source of informationand inspiration for creative writers. It featuresPoets & Writers Magazine and includes a discussionforum, a database of writers, and adviceabout publishing and copyright issues. A teachersguide offers a place to discuss essays on writingand teaching. (Poets & Writers, NationalEndowment for the Arts)http://free.ed.gov/resource.cfm?resource_id=1979ScienceBioWorksU introduces students to life sciencecareers. It is set in a virtual university and usesgames, experiments, and simulations to showjobs at a range of locations—a nurse’s station,ambulance bay, diagnostic lab, pathology lab,radiology department, pharmacy, physical therapyroom, dentist’s office, and more. Watch videosof professionals describing what they do. Playthe ambulance maze game. (IPIC, Departmentof Labor)http://free.ed.gov/resource.cfm?resource_id=1972Computing Life looks at ways physicists, biologists,and even artists are harnessing the powereducating visitors about the impact of violence,informing about events surrounding the bombing,and inspiring hope and healing through lessonslearned by those affected.of computers to advance our understanding ofbiology and human health. Learn how computersare used to simulate the spread of flu through aschool, the movement of cells in our bodies, andthe beating of a heart. Find out how computershelp in the search for gene variations that couldlead to disease. (National Institutes of Health)http://free.ed.gov/resource.cfm?resource_id=1976K-12 Energy Lesson Plans and Activities offers350 lessons on energy efficiency and renewableenergy. They’re organized by grade level andtopic—biomass, geothermal, fuel cells, oceanenergy, solar power, transportation fuels, windenergy, and energy efficiency and conservation.Learn about passive solar buildings, advancedphotovoltaics, or basic wind turbines. Take anenergy awareness quiz. Estimate your carbonfootprint; find ways to reduce it. (Departmentof Energy) http://free.ed.gov/resource.cfm?resource_id=1969Sea Monsters: A Prehistoric Adventure Movieprovides photos and video clips from this movieabout creatures that roamed the seas 82 millionyears ago. Discover sea monsters of the past andpresent using the interactive time line. Excavatefossils on a “virtual dig.” See a video on how tosurvive a shark attack. (National Geographic,National Science Foundation) http://free.ed.gov/resource.cfm?resource_id=1970Space Food and Nutrition Educator Guidelooks at the history of preparing and packagingfoods that taste good, provide necessarynutrients, and travel well in space. The guideincludes math and science activities in whichstudents (K-8) classify space food, ripen fruitsand vegetables using a chemical inhibitive, measurefood packaging, determine the percentage ofwater reduction by dehydrating fresh food items,and plan a nutritionally balanced 5-day menufor astronauts. (National Aeronautics and SpaceAdministration)http://free.ed.gov/resource.cfm?resource_id=1977Suited for Spacewalking Educator Guide examinesthe technology behind space suits. Studentslearn about the environment of space, the historyof spacewalking, NASA’s current spacesuit, future space suits, and work that astronautsdo during spacewalks. Students (grades 5-12)are challenged to design and build a protectivegarment that will permit future space travelersto explore the surface of Mars. (NationalAeronautics and Space Administration)http://free.ed.gov/resource.cfm?resource_id=1978Voyages Through Time is a yearlong integratedscience curriculum for 9th or 10th grade basedon the theme of evolution. It is presented in sixmodules: cosmic evolution, planetary evolution,origin of life, evolution of life, hominid evolution,and evolution of technology. Individualmodules can be used in discipline-based sciencecourses such as biology, earth science, geology,or astronomy. (Learning in Motion, NationalScience Foundation)#http://free.ed.gov/resource.cfm?resource_id=1971For more information on the Oklahoma CityNational Memorial & Museum, call (888) 542-HOPE or visit www.oklahomacitynationalmemorial.org.#


December 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 15The College Of New RochelleReceives $50,000 Grant From NYSState Assemblyman George Latimer has presentedThe College of New Rochelle (CNR) witha $50,000 capital construction grant from NewYork State. The funds will be used toward theconstruction of multi-media “smart” classroomsin the College’s new state-of-the-art WellnessCenter, scheduled to be completed this December.In addition to the smart classrooms, the WellnessCenter will include areas for conferences andseminars, a state-of-the-art fitness center, a gymnasiumequipped with arena-style bleachers, competition-sizebasketball and volleyball courts, aninterior running track suspended above the gymfloor and a six-lane NCAA competition swimmingpool. Other highlights include a meditationroom and contemplation roof garden. The ecologicaldesign of the building as a metaphor for wellnesswill be eligible for certification by the U.S.Green Building Council under its Leadershipin Energy and Environmental Design (LEED)Green Building Rating System®. AssemblymanLatimer recently toured the Wellness Centerconstruction site.The first Catholic college for women in NewYork State, The College of New Rochelle wasfounded in 1904 by the Ursuline Order. Today,it comprises the all-women School of Arts &Sciences, and three schools which admit womenand men: the School of New Resources (for adultlearners), the School of Nursing and the GraduateSchool. The main campus of the College is locatedin lower Westchester County, 16 miles northof New York City. The College maintains fiveother campus locations in New York City. Visitthe College’s website at www.cnr.edu.CCNY Launches New Website ToCommemorate The Centennial OfIts Historic, Landmarked CampusThe City College of New York (CCNY) recentlylaunched a new website, “100 Years on HamiltonHeights,” to commemorate the Centennial of itsCampus in Harlem. The CCNY Campus, whichwas designed by George B. Post, is consideredone of the finest examples of neo-Gothic architectureat any academic institution in the UnitedStates. The structures are on national and stateregisters of historic buildings.Using historic and contemporary photographs,the website tells the story of the Campus’ development,its role in CCNY’s growth, its restorationand what is in store for its second century. Inaddition, the site contains a bulletin board wherealumni may post reminiscences and anecdotesfrom their student years as well as photographstaken on campus.“In developing this campus 100 years ago, NewYork City’s leaders made a powerful statementthat City College students, who came mainly fromworking class and immigrant families, deserved a‘plant second to none,’” said CCNY PresidentDr. Gregory H. Williams. “This is still true ofour students today. By restoring The City CollegeCampus to its original glory, today’s leaders havereaffirmed their commitment to that ideal.”CCNY acquired the site of its campus, stretchingalong Convent Avenue from W. 138th Streetto W. 140th Street, in the 1890s after having outgrownits original home, the Free Academy buildingat 23rd Street and Lexington Avenue. In 1898,George B. Post, whose buildings include the NewYork Stock Exchange, was selected as architect.However, actual construction did not beginuntil 1903, due to a heated debate among Collegetrustees and administrators over the future ofthe school’s curriculum and whether to erect asingle structure or a campus with several buildings.The final design included five buildings:Shepard Hall, Townsend Harris Hall, WingateHall, Baskerville Hall and Compton Hall.For the buildings’ facades, Post selectedManhattan schist, a dark gray native stone withwhite terra cotta trim applied to the windows,doors and other architectural details. These detailsare the buildings’ most distinguishing features,and they include over 600 grotesque figures relatingto the buildings’ academic functions.Within four years of the Campus’ completion,CCNY’s enrollment had grown to almost 8,000collegiate, preparatory and extension students. Theoriginal campus in Midtown soldiered on as thehome of the City College School of Commerce,or “City Downtown,” which would later becomeBaruch College. Also during the early 20thCentury, CCNY opened a Brooklyn campus thatwould be the progenitor of Brooklyn College.Several smaller projects during the first halfof the 20th Century expanded the main Campus.These culminated with the 1950 acquisition ofthe old Manhattanville College campus, whichextended CCNY south to W. 130th Street.Unfortunately, the buildings Post designedcould not withstand the harsh New York environmentdue to flaws in the structural design. Theirexterior walls supported steel beams, but the terracotta proved too brittle to function as part of aload-bearing system and the mortar joints weretoo rigid to absorb building movement. Withintwo decades, cracks had formed. This allowedwater to seep in and rust the steel beams.By the mid-1980s, the situation had becomecritical, particularly for Shepard Hall’s maintower. Ultimately, the top 60 feet of the towerwould have to be taken down and rebuilt.A solution was devised by architect Carl Steinthat called for a “thin-shell cladding system”with the ornamental elements attached to new,weatherproof structural walls using stainless andgalvanized steel brackets. The terra cotta wasreplaced with glass-fiber-reinforced concrete, amaterial that could replicate complex forms andwithstand harsh weather. Flexible sealant joints,which accommodated movement, were used inplace of mortar.Ultimately, 70,000 pieces would be needed forShepard Hall plus tens of thousands more forthe other buildings. More than 10,000 differentshapes were cast, including over 1,000 gargoylesand grotesques.The project, which included a new roof overthe Great Hall of Shepard Hall, reconstructedfacades for Shepard and the other four buildings,and restoration of the three original campus gates,extended over 20 years. It is largely complete,save for a few sections of Shepard Hall’s exterioralong St. Nicholas Avenue. For the first time inmany years, none of the original buildings areclad in scaffolding.“100 Years on Hamilton Heights” was producedand written by Ellis Simon, CCNYDirector of Public Relations, and designed byAngela Franklin, CCNY Director of Web-BasedCommunications and Marketing. Visit www1.ccny.cuny.edu/ci/centennial.For 160 years, The City College of New Yorkhas provided low-cost, high-quality education forNew Yorkers in a wide variety of disciplines. Over14,000 students pursue undergraduate and graduatedegrees in the College of Liberal Arts andSciences, the School of Architecture, the Schoolof Education, the Grove School of Engineeringand the Sophie Davis School of BiomedicalEducation.United Negro College Fund LeadsWay in Cutting College Costs“Brisk, thoughtful profiles of topnotch,intriguing schools.”—New York Daily News“Hemphill has done for schoolswhat Zagat’s did for restaurants.”—Big Apple Parent“A bible for urban parents.”—The New York TimesNew York City’s BestPublic High SchoolsClara Hemphill256 pp./Paper, $21.95New York City’s BestPublic Elementary SchoolsClara Hemphill320 pp./Paper, $21.95New York City’s BestPublic Middle SchoolsClara Hemphill256 pp./Paper, $18.95Following Congressional passage by an overwhelmingmajority, President Bush recentlysigned the College Cost Reduction and AccessAct into law. The United Negro College Fundwas a leader in the broad-based coalition thatsupported the bill from introduction throughfinal passage.This measure will represent the single largestinvestment in higher education since the GIBill, and will avoid additional taxes throughsavings resulting from the reduction of federalsubsidies to lenders in the commercial studentloan industry.The bill’s highlights include: increasing thefederal investment in historically black collegesand universities by a total of $170 millionover two years; increasing the maximum PellGrant award by 25 percent over five years, fromtoday’s maximum of $4,310 to $5,400 by 2012;protecting low- and moderate-income studentloan borrowers by guaranteeing that their loanpayments will not exceed 15 percent of their discretionaryincome, and by forgiving loans to borrowerswith economic hardship after 25 years;reducing interest rates on student loans for morethan 5 million low- and middle-income studentborrowers receiving subsidized Stafford loans.Dr. Michael L. Lomax, President And CEO ofthe United Negro College Fund stated that at atime when a college degree is a prerequisite tolaunching almost every good career, the increasingcost of attending college has made it difficultor impossible for students from low- and moderate-incomefamilies to get the education theyneed and deserve. The Act’s 25 percent increasein Pell Grants and tying student loan repaymentto income level will be important steps in openingcollege doors to the young men and womenwho are our future scientists, teachers and doctors..#Learn more about UNCF at www.uncf.org.The One That Did Not Get AwayDavid Mercado75 lb. Yellow fin tuna caught on Viking fleetsailing out of Montauk.AvAilAbleAt your locAlbookstore orA Parents’Guide to SpecialEducationin New YorkCity and theMetropolitan AreaLaurie DuBos andJana Fromer208 pp./Paper, $19.95The PositiveParentRaising Healthy, Happy,and Successful Children,Birth–AdolescenceDr. Kerby T. Alvy264 pp./Paper, $21.95800.575.6566www.tcpress.com


16 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ DECEMBER 2007Bank Street College:Leading the Way forEducational ChangeBy Elisabeth Jakab212.875.4698“The leadership for educational change programis a particularly inclusive one,” says itsDirector Gil Schmerler. “We serve people fromboth public and independent schools in New YorkCity and the tri-state area. The program extendsfrom preschool, to early childhood, throughhigh school, and even into other kinds of educationalsettings (e.g., after-school programs,district offices, non-profits, and into policy andadvocacy work). We are now also offering animportant new Leadership in Special Educationtrack.” Typical program applicants are experiencedteachers spanning all of the grades fromearly childhood through twelve, as well as practicingleaders.“Basically, we help these teachers developthe skills to become leaders, and those who arealready leaders to develop more in-depth skills,”says Schmerler. The common denominator isworking to make schools more dynamic, humane,and collaborative places—a typical Bank Streetorientation. “We focus on teaching our studentshow to organize the people within the schools,often working from the bottom up. Changing aculture is a very inclusive job, and if you don’tattend to all the areas, the change won’t happen.Helping students acquire the skills to bring thetotal school community together into a collaborativeculture is a major goal,” he says. The studentsget certification as School Building Leaders. Theprogram is also pursuing an additional certificationfor School District Leader, which equipsstudents for an even larger role.Since all school leaders have to understandadults and how they work and relate, the AdultDevelopment course functions as a central partof the program. “We focus primarily on the professionalyears. For instance, how do you workwith faculty in mid-career or late career; peoplewho have been in a very narrow environment;those with a vested interest in stability or jobsecurity; or those who have lost the spark,” hesays. “Knowing how to work with diverse groupsof adults toward goals of equity and communityis very important to us.”Developing instructional leaders is a complexprocess. “Our students learn to observe teachers,listen to them, model for them, and, most of all,engage in rich, non-judgmental discussions aboutcurriculum and instruction with them. You haveteachers watch each other, so you create peerinteraction and peer coaching. This is where thegreatest growth can take place, when teachersare learning from each other,” says Schmerler.Promotion of teacher leadership is one of themajor emphases of the program.Among the many NYC public school people inthe program, “some go on to create small schools,which have become a very important part of theNYC scene. We’ve had a number of small schoolprincipals and directors come through our program,”says Schmerler. “These more personalized,collaborative schools have been a growingphenomenon in New York the last twenty years.People can actually start their own schools,and Bank Street is very much in the middle ofthat. Some of these schools are part of the NYCsystem, others are outside it.” He adds that anew part of the NYC system, the EmpowermentZone (EZ), headed by Eric Nadelstern, a formerinstructor in the Leadership program, offers agrowing number of small schools freedom fromsome Department of Education regulations andgives them more autonomy. [See article page 6by Nadelstern]Says Schmerler: “It’s not easy being a leaderanywhere in education. It takes strength andwisdom. We are sending people to sometimeslonely, isolated learning outposts. At Bank Street,we surround them with people who understandthem and help them in their personal journeystoward new roles, skills, and accomplishments;and who give them a feeling of connectedness toother educators with similar ideals and goals. Wedo this through the advisement process and withsupport from their teachers and peers. This is whypeople come to Bank Street. They don’t get thatkind of support in most other places.”“Through Bank Street’s Educational LeadershipProgram, I found the guidance and mentorship toreach deep within myself and take action in makingchanges within my school. I have doubledthe size of my school and staff, run a CapitalCampaign, and moved us into a state-of-the-artspace designed to support our special needspopulation. Now, in collaboration with my schoolcommunity, we are making a difference for morefamilies and children in need. That is what it isabout: making a difference with others, for others.That is success.” —Donna Kennedy, Head ofSchool, The Gillen Brewer School“Bank Street taught me to slow down, listen,and reflect. Above all, I took from Bank Street aprocess which profoundly changed the way I thinkabout children, my role as a leader, and the way INew Leaders for New SchoolsNew Leaders for New Schools is a nationalnonprofit organization that recruits extremely talentedindividuals to become urban public schoolprincipals. Through a combination of rigorouscoursework delivered by nationally recognizedexperts, a full-time year-long paid residency witha strong mentor principal and leadership coaching,New Leaders get unique preparation to enterthe urban principalship. At the end of the year,New Leaders for New Schools helps place participantsin urban public schools and provide themwith ongoing support, networking, and a lifelongcommunity of peers. New Leaders currentlyhas 431 leaders serving more than 200,000 studentsin New York City, Baltimore, California’sBay Area, Chicago, Memphis, Washington, DC,Milwaukee, New Orleans and Prince George’sCounty. Here in New York City, there are 74 NewLeaders impacting the lives of approximately37,000 students. Additional information aboutNew Leaders for New Schools can be found onthe website: www.nlns.org.New Leaders for New Schools strives to buildthe next generation of exceptional school leaderswho will ensure that every child achievesacademic excellence. Once accepted into theNew Leaders for New Schools program, participantspartake in an intensive three year programthat involves 3 major components: SummerFoundations, the Residency Year, and ongoingsupport and leadership.During Summer Foundations participants completea rigorous five-week training institute withNew Leaders from across the nation. Taughtby outstanding educators and national educationand business leaders, the program focusesLaGuardia Community College in New Yorkhas been awarded a $574,930 grant to strengthenand improve its facilities and academic programsfor Hispanic-American according to U.S.Secretary of Education Margaret Spellings.A total of $17.2 million will fund 30 new developmentgrants in FY 2007 under the DevelopingHispanic-Serving Institutions Program.“Thanks to No Child Left Behind the achievementgap is closing for Hispanic students andacademic progress is on the rise,” Spellings said.“At the higher education level it’s a differentstory where Hispanic students still lag behindtheir peers in earning a postsecondary credential.This program will ensure that Hispanic studentshave access to quality programs at the highereducation level to improve their opportunities forsuccess beyond school.”The overall purpose of the program is toon developing instructional and organizationalleadership skills.Throughout the Residency Year participantscomplete a yearlong, full-time, paid residencyin an urban public school working alongside amentor principal. New York City participants areemployees of the Department of Education andreceive salaries and health benefits equivalent toassistant principals. With the support of a coach,residents are full members of school leadershipteams and are directly responsible for raisingstudent achievement and leading teachers. Theresidency year also includes intensive, academicstudies that further develop leadership skills.New Leaders receive job search support andare supported by mentors, coaches, and the entireNew Leaders Community for the first two yearsas a principal. New Leaders actively participatein a national, life-long network of peers whosupport one another and share tools and promisingpractices. New Leaders benefit from continualfeedback, support, and exchange of bestpractices from the New Leaders network. As anational movement for educational excellence,New Leaders make a long-term commitment totransform urban public education.All applicants must possess a minimum of 3years of full-time K-12 classroom teaching experience.All applicants must also meet our rigorousSelection Criteria available for your reviewat www.nlns.org.All applications must be submitted online atwww.nlns.org by the Final Deadline February28, 2008. For more information, please visit ourwebsite, email us at newyorkinfo@nlns.org orcall (646) 792-7855#LaGuardia Community CollegeGets $574,930 Grant ToHelp Hispanic StudentsFive New York students are joining the WingsAntarctic expedition representing the boroughs ofQueens, Manhattan, Brooklyn, Bronx and StatenIsland:Miss Yvette Alfaro – Eleanor Roosevelt HighSchool (Manhattan), Miss Kasey Fausak –The College of Staten Island High Schoolsee myself.” —Thomas Brunzell, Dean of Students,KIPP Infinity Charter School, Harlem, NYC“Bank Street has a clear vision of how studentslearn. From that vision, they developed anEducational Leadership program that pushed meto think about how adults learn and how to createinstitutions that best support learning for allmembers of the community. It may seem simpleimprove academic quality, institutional stability,management, and fiscal capabilities of eligibleinstitutions. Funds may be used for a variety ofactivities, such as: faculty development, curriculumdevelopment, scientific or laboratory equipment,construction and renovation of instructionalfacilities, academic tutoring, counselingand student support services.There are two types of grants awarded underthe program. An Individual Development Grantis awarded to a single, eligible institution. ACooperative Arrangement Development Grantis awarded to an institution and its partners. AHispanic-Serving Institution (HIS) is defined asa non-profit institution that has at least 25 percentHispanic full-time equivalent enrollment.Additional information on these grants is availableat: http://www.ed.gov/programs/idueshsi/index.html. #Student Explorers inNYC Go to Antarcticfor International Studies (Staten Island), Mr.Victor Pagan – Mount Saint Michael Academy(Bronx), Miss Iraida Cabrera Marmolejos – HighSchool for Enterprise, Business and Technology(Brooklyn), Miss Felicia Vanacore – Long IslandCity High School (Queens)..to say that adult learning parallels students’ learning,but it isn’t. It represents a paradigmatic shiftin how we think about school and school districts.Bank Street helped me understand that. It iscore to the work I am now supporting throughoutNYC.”—Josh Thomases, Chief AcademicOfficer, Office of New Schools, New York CityDepartment of Education.#


December 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 17Powerful City & State Officials Salute CUNY Women’s LeadershipPres. Regina Peruggi & Pres. Jennifer RaabKeynoter Sheryl McCarthySr. Vice-Chancellor Jay Hershensonby Sybil MaiminIt was mutual admiration all around at theWomen’s Leadership Conference as some ofthe most successful and powerful women inthe city and state saluted the city’s futureleaders, the fourteen female student participantsin the 2007-2008 CUNY Women’s PublicLeadership Internship Program. Speakers honoringthe young women included four femaleCity Council members as well as the Speaker,four female members of the State Senate andAssembly, seven female presidents of CUNYcolleges, and female executives from The NewYork Times and the financial community. CityCouncil Speaker Christine Quinn explained,‘When recruiting for workers in city governmentwhere it is important to have real lifeexperience as New Yorkers… when we wantto get work done in a New York way, we go toCUNY to get fast, efficient employees with alittle bit of attitude.” The audience chuckled.To the young women being recognized, sheexclaimed, “You will be a powerful example…as you take real life experiences as New Yorkersand bring it out there into your fields and intoExperiential Trainingcontinued from page 11cafeteria, followed by more classroom visits andproject work in the afternoon. At the end of theschool day, Nguyen attended weekly meetingswith her leadership coach and training seminarswith other “New Leaders.”“The theoretical aspects combined with thepractical application really give me a solidgrounding for the profession,” she said. Thisschool year, one in five NYC public schoolprincipals are graduates of experiential trainingprograms: 252 principals graduated from theNYC Leadership Academy’s Aspiring Principalsprogram and 39 from New Leaders. Betweenthe two programs, an additional 49 graduatesare assistant principals, and 22 serve in otherschool-based leadership roles.Many graduates of New Leaders, in keepingwith that program’s mission, have opened theirown new, usually small schools. Nguyen isspending this school year working for the NYCDepartment of Education at the Office of NewSchools, while she prepares to open a small middleschool in September 2008, where she willserve as principal. Other new principals fromboth programs take posts at existing schools thatneed a change in leadership.“Our participants go into the hardest-to-staffschools and underserved neighborhoods,” saidSandra Stein, CEO of the NYC LeadershipAcademy, a non-profit created by ChancellorJoel Klein and Mayor Michael Bloomberg thatalso offers ongoing support to all NYC DOEprincipals in their first four years.Improving student achievement and the philosophythat “all students can learn” – forms a keycomponent to the mission of both LeadershipAcademy and New Leaders and is accompaniedby an increase in principals’ autonomy to makebudgeting, staff, and support service decisions.“We have clear, high accountability goalsthe workplace.”In a keynote, Sheryl McCarthy, print journalist,TV show host, and Distinguished Lecturerat Queens College, gave advice to the studentleaders: Being successful is not the same asbeing a leader. Leaders listen, recognize talent,delegate responsibility, and give credit. Theway to get back at detractors is to work hardand do well. Ask for what you want or youwon’t get it. When seeking a job, find peoplewho see something wonderful in you. Gettinghired is about chemistry between prospectiveemployee and employer. Getting ahead is aboutdoing your job well, not about playing politics.If a woman has to work harder than a man, workharder. Take work seriously, but take yourselflightly. Don’t let ego interfere.CUNY executive vice chancellor and provostSelma Botman explained, “The university hasa long history of educating leaders” and countsmany among its graduates. In 2005 it heldits first conference focusing specifically onhow to prepare women for leadership. Botmannoted that women outnumber men at the pollsin this country and a woman is presently acalled the 90/90 goals,” Mashea Ashton,Executive Director of the New York programof New Leaders for New Schools stated.“This means that, by 2009, 90% of studentsin our schools would be proficient in 90% ofsubject areas, and we would have a 90% graduaterate.”New Leaders partnered with researchersfrom RAND Corporation, which will evaluateNew Leaders’ progress towards its 90/90goals through a four-year longitudinal study.Preliminary findings show that in 2007, NYCpublic schools led by New Leaders principalsfor three years or more had an average 3-yeargain of about 10 percentage points in mathand 5 points in ELA, and that 43% of NewLeaders-led elementary schools outperformedthe district in both ELA and math. “In NewYork City, our New Leaders led schools aremaking substantial gains, but they are not yetdramatic enough to reach our high standardsfor all students,” Ashton said.Beyond a commitment to improving studentachievement, the two programs share commonfeatures in how they go about attaining thatcommitment. They recruit and select educatorswith a record of high student achievement andleadership. They immerse those educators inan intensive summer training – “which a lotof participants like to call boot camp,” Steinsaid with a smile – comprised of instructionalseminars and individual and group activitiesdesigned to simulate the challenges that urbanprincipals face.And they guide those educators througha residence year, in which each “AspiringPrincipal” or “New Leader” is assigned aschool and “mentor principal” – the actualprincipal of the school, in some cases a graduateof the program – and completes a host oftypical duties, from giving instructional trainingand support to teachers to handling studentdisciplinary issues to managing the school’sbudget.#serious contender for president. The goal is nolonger “fitting in” or simply advancing politicallyand economically. The current discussionis more comprehensive and asks how womencan transform the nature and structure of powerand impact values previously informed by men.To the interns, she said, “I see here the faces ofwomen who are the future of New York City.”A panel of female state assembly and senatemembers tackled, “Women’s Leadership forChange: Building a Better New York State.”Moderated by President Regina Peruggi ofKingsborough Community College and PresidentJennifer Raab of Hunter College, the group agreedit is particularly difficult to elect women to toppositions (such as governor or speaker) in NewYork because of the state’s profile as a financialand media center, high costs, and entrenchedpower. There has been a steady growth of womenin government, but the numbers are “still pitiful,”explained Assembly Member Deborah Glick.“Recruitment is one of the keys,” advised StateSenator Toby Ann Stavisky, and “We haven’tdone a good job…Encouragement from otherpeople is what makes people run.” Pheffer spokeof “pushing people forward and grooming people…weneed a farm team.” Assembly MemberMichele R. Titus spoke of the importance ofmutual support by women in government as theytry to balance complicated lives. Focusing solelyon women’s issues is a mistake, warned Stavisky.“We should not forget our roots, but should alsotake on budgets and finance. Women’s issuesare really “people issues,” declared Glick, andwomen do have a special perspective. Albanyis leadership driven, they all declared. “To makea difference you must be part of the action,”advised Assembly Member Audrey Pheffer.Chairing major committees is key to success.Young women interested in politics have many© 2007, visual arts press, ltd.options. Internships, district political clubs, andelection campaigns are some entry points. “Thebottom line is you have to get involved inpolitics,” offered Stavisky, and “you have tolove it.” Another panel, of female City Councilmembers, discussed “Women’s Leadership forChange: Building a Better New York City,” and apanel of female executives in finance considered“How Women are Transforming the Practice ofLeadership.”Catherine Alves, a bright and enthusiastic juniorat the prestigious Macaulay Honors College atHunter, works 12 to 15 hours a week as an internfor State Senator Liz Krueger. All CUNY students,female and male, may apply to the internshipprogram and, if selected, are placed with amentor (mainly in politics) of the same sex fora one-semester paid position. At the conference,Alves was pleased with the opportunity “to hearfrom women active in public life and to learnabout the various ways women can influenceother women.” She is interested in policy-makingand is “still learning a lot of things” at thecenter of activity in Krueger’s office.The conference was a special opportunity forJay Hershenson, senior vice chancellor for universityrelations to announce publication of theCUNY/New York Times Knowledge Network2008 calendar, Let Freedom Ring, an endeavorin which he played an instrumental role. Thefourth in a series of annual handsome hangingcalendars, it is packed with information celebratingfreedom and rights in the United States, rangingfrom slavery and emancipation to women’sequality and the Cold War, all beautifully presentedthrough historic documents, pictures, andtext. A treasure trove of materials, including somefrom CUNY and New York Times archives, it isa readily accessible teaching tool available to allon-line at www.cuny.edu/letfreedomring.#FOR ARTISTS WHO WANTTO BECOME TEACHERSThe School of Visual Arts offers a Master of Arts in Teaching inArt Education. This 36 credit, three-semester program, leads toa New York State Initial Certification in Art. The MAT curriculumcenters on a community-oriented approach to art education.The faculty of artists offer expertise in a range of areas, includingarts-integrated curricula, technology and museum education.For further information, please request a Graduate Programscatalog from the Office of Admissions, 212.592.2107.School of VISUAL ARTS209 East 23 Street, New York, NY 10010-3994Tel: 212.592.2107 E-mail: gradadmissions@sva.eduWeb site: www.sva.eduR


18 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ December 2007P.O. #: 18032Would you like Education Update mailed or delivered to your school, college or apartment building? Just email us and let us know at ednews1@aol.com. We are5now in over 1400 public schools in NYC, 170 schools in NJ, 207 public libraries, 150 private schools and 2000 apartment buildings 5 ⁄8 x 7 1 ⁄4as well as streetcorner boxes.College & University Directory1 2 3 4STATE UNIVERSITY OF NEW YORKWed., Feb. 22, 6 p.m.5Penn Grad Makes GoodAs Cyclones PitcherBy Richard KaganFifth and Sixth Floors325 Hudson Street(corner of Vandam)New York CityEducation Update - college directory2/7/062.375" x 1.75"It’s the 9th inning and the game is on the line.Lefty Reliever Josh Appell has been called tothe mound to get the Cyclones out of a late jam.Appell, a University of Pennsylvania graduate,is focused on retiring the side. As he made hisway to the mound, he could hear the noise, thecheers, and could feel the churning energy of thecrowd at sold-out KeySpan Park. That’s quitea difference from taking notes in a psychologyseminar. Appell made his pitches and got out ofthe jam. “The fans are so electric. The energyin the stadium when you’re on the mound.” saidAppell. “Everybody in the stadium, probablylike 9,000 people (are) on their feet. It’s a specialatmosphere.” Appell observed.Appell is riding the baseball wave as far asit will take him. “My job is to play baseball. Ifbaseball ever ends, I could go out and get anotherjob. Hopefully, it won’t have to end for a while,”Appell said.It’s the beginning of winter and that means the“Hot Stove League” is heating up.The offseason has seen ex-Yankees managerJoe Torre headed to Los Angeles where he’llmanage the Dodgers, Joe Girardi, was namedhis successor in New York, and Alex Rodriguez,wants to continue his career as a Yankee, afterfirst refusing to negotiate with the team. Baseballstirs the passions of its fans, even when the teamsdon’t play.The teams from the Majors draw the big headlines.But minor league baseball in Brooklyn, wasOff-Broadway’s smash hit.It’s an old adage in baseball that pitching winschampionships. A good hitting team is excitingto watch and will win you some ballgames, but toemerge victorious in those “white-knucklers”, the2-1, 3-2 games, you have to have good pitching.This past season, the Cyclones, were on thecusp on a New York - Penn League championshipas they faced the Auburn Doubledays in abest of 3 game series. The Cyclones compiledthe best record in the league and beat their rival,the Staten Island Yankees, in a playoff series, toreach the championship round. They did it withlights out pitching and timely hitting.The Cyclones’ pitching staff led the league,and as of September 1st, had an impressive 2.95earned runs average per game. Cyclones’ pitchershad a 2 to 1 strikeout ratio, striking out morethan 500 batters, and walking only 214, as ofSeptember 1st.The pitchers also hurled 8 shutouts, second inthe league, heading into the final week of the season.That translates into a winning season.The Brooklyn team, a class “A” affiliate, ofthe New York Mets, has become a bona fidefan attraction. This summer, the team drew its2 millionth fan, and averaged over 8,000 fansa game. The team also broke single attendancerecords twice as the Cyclones were playing for aplayoff berth.The New York – Penn League is a short seasonleague. Games begin in June and end shortly afterLabor Day. Many players come to the leaguejust out of college, their first step on the wayto baseball stardom. Hall of Famers like WadeBoggs, Nellie Fox, and Warren Spahn, startedin the NYPL. Current big-leaguers who haveplayed in the NYPL include Met’s slugger CarlosDelgado, relief ace Billy Wagner, and the youngster,pitcher John Maine, who is showing promisewith the Mets.New York native, Josh Appell, a lefty reliever,with a degree from the University of Pennsylvania,seems to epitomize the grit of the Cyclones’pitchers. Appell, is one of two players on theteam that saw action in 2006. Appell, 24, whomajored in sociology at Penn, made the teamafter a good “extended” spring training down inFlorida. While there, he developed a slider and itCome to Goddard as you are.Leave the way you want to be.1-800-468-4888www.goddard.eduOpen House May 14th- Plainfield, VTI Am Interested In ApplyingEducation Update ❑ - College Freshman ❑ TransferDirectory ❑ Day ❑ EveningOct. 20072.375 x 1.75As My Status❑ H.S. Student❑ TeacherGrad-EdUpdateDir10.07❑ CollegeStudentPlease circle catalogs you wish to receive:1 2 3 4 5has become his “out pitch.”Pitching consistently gave Appell a lot ofconfidence and the Mets management selectedhim to play in Brooklyn. “They decided to keepme in extended spring training where I was ableto work on a lot of things. I got to develop asa pitcher,” said Appell. The Long Island , NYnative is pleased with his progress as a pitcher. “Ihad a real good extended (spring training). Cameto Brooklyn…so far everything is going prettyPlease mail to:College Directory - Education Update17 Lexington Ave., Box A1207New York, NY 10010Education UpdateSeptember 2006 IssueP.O. #: 17897Education Update5 5 ⁄8 x 7 October 1 ⁄4 2006 IssueGraduate School Open HouseGraduate Thursday, School October Open 12, House 5:15 PMTuesday, September 19, 5:15 PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 10025-1898Bank Street College Graduate School of Education610 West www.bankstreet.edu 112th Street, New York, NY 212.875.469810025-1898www.bankstreet.edu 212.875.4698Mail this Couponwell,” said Appell. From books to baseball…pretty heady stuff for a young man to commutefrom Long Island to Coney Island to play baseballin front of 8,000 fans a night.Postscript: The Cyclones’ quest for their secondleague title ended in disappointment whenthey fell to Auburn, 4-1. Auburn took the firsttwo games of the best of 3 game series to win theNYPL 2007 crown.#Please Include your phone numberDecember 2007“What I learned“What Bank I learned Streetcontinuesat Bank Streetto continues inspire meto inspire mein my ownin my ownclassroom.”classroom.”A BANK STREET COLLEGE ALUMNA— A BANK STREET ALUMNAWhichprogram willinspire you?INNOVATION INTEACHING AND LEARNINGINNOVATION INTEACHING AND LEARNINGName:__________________________________________________________Address:_______________________________________________________City:_________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________________


December 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools19Chinese Doctoral Students atTC Discuss Education Reformby Sybil MaiminPhi Delta Kappa, Columbia UniversityChapter, Educators of the Year 2007Dr. Lander Dr. Polemeni Dr. Levy, PDK Pres.Dr. Steven Levy, President of Phi Delta Kappa(PDK), Columbia University Chapter, presidedover a gala event at the Faculty House celebratingthe achievements of Dr. Anthony Polemeni ofTouro College as well as Poul Jensen, Presidentand CEO of Graham Windham.Anthony Polemeni, Ph.D. is the Vice- Presidentand Dean of Education at Touro College who hasexpanded affordable quality graduate education,growing the enrollment of Touro College fromseveral hundred to over 7000 students.The Child Advocate of the Year 2007, PoulJensen has been the President and CEO, GrahamWindham, President, Board of Education in theGreenburgh Graham School District for over 10As part of its recent celebration of InternationalEducation Week, Teachers College of ColumbiaUniversity (TC) hosted presentations by visitingdoctoral students from China who spoke abouteducation reform in their rapidly developingcountry and what they can learn from the UnitedStates. Teachers College and China have had along and fruitful relationship. The school’s firststudent from China to receive a PhD (1914), Dr.Kuo Ping-wen, became president of a college inhis homeland as did several other TC ChinesePhDs. Between 1914 and 1950, forty-five studentsfrom China earned doctorates at the school.Research and collaboration began in the early20th century; John Dewey, famous philosopherand education reformer, lived and researched inChina from 1919 to 1921.China is supporting its current aim, “Educationfor all” in K-12, with greatly increased funding.Curriculum reform is central to its efforts, andcreation of learned “quality citizens” with correctvalues and attitudes is its goal. The country shiftedfrom Soviet to international model in 1949 andhas seen dramatic social and economic changesin the past twenty years as it has gone from aplanned to a market economy. In education, ithas moved from centralized to decentralized and,recently, back to centralized funding and controlas it struggles to find the most equitable system.Increasing disparities in resources betweenregions and between urban and rural areas havecreated challenges. The new curriculum hasrun into some resistance from teachers andadministrators who are wed to traditional ways.In such a large, multicultural country, uniformimplementation is difficult. The number of studentsin higher education is exploding. In 1990,less than 4% of all students attended colleges oruniversities. By 2006, the figure had jumped to22%. The Chinese labor market is not preparedfor so many highly educated workers, and unemploymentamong college graduates is very highand growing. Questions of “skill mismatches”and “over-education” are fueling a rethinkingof the “investment efficiency” of higher education.Free tuition versus fees (current practice) isdebated. The doctoral students visiting TeachersCollege are funded by the Chinese governmentwhich hopes they “learn from a first-class universityand first-class professors.”Yingshi Yang, a Chinese student in doctoralstudies at TC, is researching “Art Museums asEducational Institutions: A Case Study of FourMuseums in New York City with Implicationsfor China.” Both China and the United Stateshave relatively short histories of public museums(they took the idea from Europe), but the conceptof museum as educator is quite new in China.Since the first art museum was established inChina in 1936 (it had a history museum in 1906),unprecedented future growth is indicated by thegovernment’s plan to have 3,000 museums by2015. China is determined to build a “harmonioussociety” and museums are seen as instruments ofthis aim. Yang, who is associated with Beijing’sNational Museum of China (NAMOC), whichhouses a collection of 19th and 20th century,mostly Chinese, art, has been seeking reasons forthe lack of large crowds at his institution and forthe many visitors found in New York museums.He has realized that museums must “put audienceat the heart of their priorities” and “balance theirrole as conservator and public educator.” A collection“is not of use unless seen by the public,”he concludes, and “public service is probably thebest and only future for museums.” NAMOC, themost important museum in China (“as a nationalleader, if it changes, others will follow”), openedto the public in 1962 but did not establish aneducation department until 2005. Yang reports “alot of things are happening in China and… learningfrom other museums, education programsare expanding quickly.” Audio guides, publiclectures, children’s workshops, book stores, andart appreciation classes have been introduced.years.Graham Windham founded in 1806 by IsabellaGraham and Elizabeth Hamilton, widow ofAlexander Hamilton, is the nation’s oldest nonsectarianchild care agency. This premier socialservice agency, provides a wide range of familyfoster care and adoption services, center andfamily-based early childhood programs, a varietyof family and community support services and acampus-based residential school and treatmentcenter for troubled children and adolescents.Graham Windham employs over 500 full time andpart-time staff and is accredited by the Council inAccreditation and the National Academy of EarlyChildhood Programs.#Volunteer docents give tours. Judith Burton,TC international exchange director, explains,“Education is a very popular topic in Chinatoday,” but a particular challenge is “people donot have the qualifications and training to work inthe field of museum education.” Collaborationswithin and beyond the museum, professionaltraining, and international exchanges are in order.Studies such as Yang’s, which consider culturalsimilarities and differences, will help determinewhich museum education practices are appropriatefor China.#A degree for creative thinkers ...• Come to campus one weekend a month or two weeks a year• Do the rest of your studying from home• Earn your degree while continuing to meet your work andfamily commitmentsContact:Offering:admissions@tui.edu • www.tui.eduB.A. • B.S. • M.A. • M.A. in PsychologyM.Ed. • M.F.A. • Ed.D. • Psy.D. • Ph.D.


20 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ DECEMBER 2007TEACHERS COLLEGE CONFERENCE on EDUCATIONAL EQUITYThe Future of School Desegregation & Affirmative Action:Analysis of Seattle & Louisville U.S. Supreme Court RulingBy Richard KaganThis morning panel kicked off the two daySymposium “Equal Educational Opportunity:What Now?” Panelists included Ted Shaw,President and Director-Counsel, NAACP LegalDefense and Educational Fund, john a. powell,Executive Director, Kirwin Institute for RaceEthnicity, Ohio State University, and JamesRyan, Professor of Law, University of VirginiaLaw School. The panel was moderated by Dr.Amy Stuart Wells, Professor of Sociologyand Education, Teachers College, ColumbiaUniversity.This past summer, the Supreme Court handeddown a 5-4 decision, to overturn Seattle andLouisville’s plan of voluntary school desegregation.At the same time, a different majority of thecourt indicated that other voluntary integrationplans which do not assign individual students byrace, but which rely on mechanisms, like magnetschool, re-drawing of attendance zones, strategicsite selection of new school, allocated resourcesfor special programs, recruitment of students andfaculty in a targeted fashion, and tracking enrollments,performance, and other statistics by raceare permissible. Justice Kennedy was the swingvote in his concurring opinion.Mr. Shaw, a legal expert in the continuingstruggle for civil rights for people of color, conveyedhis disappointment in the Supreme Courtdecision and said that in essence, the court hasturned its back on the landmark Brown v. Boardof Education case. He said there is a need forpolitical pressure and called the challenge beforethe nation, “daunting and depressing.” Shaw saidthat if the issue of school segregation can’t besolved by both whites and blacks together, thenation as a whole, will suffer.john powell of Ohio State University, had amore positive outlook on this case. He admits thecourt seems conflicted, that Kennedy isn’t clearon what the decision means. He himself admitshe doesn’t know what it means. powell statesthat this case is a very complicated and confusedopinion. And, precisely because of this, he sees aplace for “potential movement.” Kennedy is tellingus there is something that we can do. powellstates that this issue is not over; he said that 95percent of the people in the U.S. say they supporthaving integrated schools. powell notes an“Implementation Gap”, saying people agree todo something, but they don’t want to make theeffort and that applies to integration in schoolstoday. Progress can be made, but we, as a nation,need to be clear about what we want. powellrefers to the work of Thomas Jefferson who notedthat education is the bedrock of democracy. Thisis the goal that we need to work toward, thateveryone, regardless of color, have equal accessto education.The Impact of Special Education Lawson Equity & The ClassroomBy Richard KaganDr. Tom Hehir, Professor of Practice andDirector of the The Leadership Program at HarvardUniversity, Graduate School of Education made aninformative presentation.Kim Sweet, Executive Director, Advocates forChildren of New York City, and Linda Chen,Principal of P.S. 165 in New York City, were panelparticipants. Dr. Jay Gottlieb, of the New YorkUniversity Steinhart School of Education, moderatedthe panel.Dr. Hehir served as Director of the U.S.Department of Education’s Office of SpecialEducation Programs from 1993 to 1999. AsDirector, he was responsible for federal leadershipin implementing the Individuals with DisabilitiesEducation Act (IDEA). He also served asAssociate Superintendent for the Chicago PublicSchools prior to joining the U.S. Department ofEducation.Dr. Hehir said tremendous change has happenedin special education due to informed testing, utili-The Art of TeachingMaster’s ProgramDiscover our unique community oflearners with a passion for teaching Small seminar classesconnecting theory withteaching practice, leadingto a Master of Sciencein Education Student teaching andfieldwork in tri-statearea public andalternative schools Students prepared forcertification in EarlyChildhood, Childhoodor dual certification Students of diversebackgrounds andexperiences areencouraged to applyPart-time/full-time studyand financial aid availableFor information contact:Sarah Lawrence College Office of Graduate Studies1 Mead Way, Bronxville, NY 10708(914) 395-2371 x236, grad@slc.edu or visit us atwww.sarahlawrence.edu/teachingzation of due process, and better teacher training.In 1987, the National Longitudinal TransitionStudy looked at a nationally representative sampleof high school students with disabilities in 1987,and did a follow-up, three years later. The resultsfound that disabled students were dropping out athigher rates, approximately double to that of theirnon-disabled peers. Those who did drop out faceddifficulties with getting a job, got in trouble withthe law, and became unwed mothers.The findings in the study influenced the 1997re-authorization of the IDEA, which mandatedchange. Disabled students were taught the samesubjects of their non-disabled peers. Children withdisabilities were given “more accountability” inthe general education system. There was a greateremphasis toward “inclusion” into the system.A follow-up study conducted in 2003 found positivegains for children of middle and upper middleclass families. 70% of disabled students completedschool. More youngsters went on to postsecondaryeducation (32%), double the 1987 rate.More kids were employed, a 70% employmentrate among those who had been out of school up totwo years, an increase of over 50%.The findings of this study showed that disabledyouth from low-income backgrounds did not showthe same academic improvement, and employmentgains.Dr. Hehir believes legal intervention can improvechanges in districts. But, he points out, in theirDemocracy & Diversity inHigher Educationby Richard KaganThis panel featured the distinguished VisitingProfessor of Law at Columbia Law School, LaniGuiner. In 1998, she became the Bennett BoskeyProfessor of Law at Harvard Law School andthe first woman of color appointed to a tenuredprofessorship. Lee Bollinger, current Presidentof Columbia University and former President ofthe University of Michigan and Susan Sturm, aProfessor of Law at Columbia University roundedout the panel which was moderated by JonathanR. Alger, Vice-President and General Counsel atRutgers University. This panel looked at the rolethe University plays in our society today and howit can change to be more responsive to the needsof a changing community.Professor Guiner gave a thought provokingtalk on the nature of democratic merit and howour university operates today. Guiner notes thatpart of the problem is that today’s parent is veryconcerned with getting their child enough “credentials”to get admitted to the school of theirchoice. What this reinforces is a system where theuniversity is a private actor, an institution, thatMichael Rebell, Executive Directorof Campaign for Educational Equity:“The Campaign for Educational Equity isabout a commitment at Teachers College hereat Columbia, to try to organize all the resourcesof the institution to promote educational equity,which we think is a major education issue ofthe 21st century. We try to do that by extensiveresearch, by holding symposia, like this, by takingpolicy positions, by publications to understandwhat the problems are and go from thereto shape messages and keep promoting equity.”zeal to effect change, advocates for the disabledhave a tendency to seek too much, and the schooldistrict resists the effort to change.Kim Sweet is an attorney for a group that representsthe disabled. She said her agency gets almost4,000 calls a year from parents with children ofdisabilities. She said her office can only representa fraction of those calls. She noted that the sheernumber of substantive and procedural issues thatneed to be addressed by large school districts, likethat in New York City, is completely overwhelming.She stressed that early evaluation of a disabledchild is paramount.Linda Chen, a Principal at a NYC public schoolsaid more emphasis should be placed on trainingeducators to help in early intervention of a studentwho might be disabled. She noted that building thecapacity and creating communication among allparties: the students, parents, advocates, litigants,and school administrators is critical.#treats students as consumers.Gunier explores a new paradigm based on“democratic merit” where universities can directtheir admissions practices to expand to thewhole community, and be of service to a livelydemocracy.Dr. Bollinger, was engaged in a ground-breakingaffirmative action case which was upheld bythe Supreme Court in 2003 while dean of theUniversity of Michigan Law School. He notedthat inner metro Detroit is more segregated todaythan it was in 1960. “The very problems thatwere there from the beginning are still there,”Bollinger said. “I view this as a very, very seriousmatter.”Guiner gave two illustrations as to how aUniversity can expand, and be a transformer ofchange, which can affect immediate neighborhoods,and hundreds of lives.The Texas 10% plan was a direct response toa federal court decision. It said that anyone whograduated from a Texas public high school in thecontinued to page 23


New York City’s Best Public HighSchools—A Parents’ GuideNew York City’s Best Public High Schools—A Parents’ Guide—Third Editionby Clara HemphillPublished by Teachers College Press: New York, 2007 (240pp)reviewed by merri rosenbergNo one said raising children in New York Citywas easy.And trying to select an appropriate public highschool for one’s child is almost as nerve-rackingfor city parents as negotiating the college admissionsprocess is for anxious suburbanites.To help with this process, Clara Hemphill, anaward-winning journalist who was the foundingeditor of Insideschools.org, an online guide toNew York City public schools, has written anupdated (third edition) of her popular guide toNew York City’s Best Public High Schools—AParent’s Guide.It’s invaluable, and should be offered to everyparent of an eighth (no, make that seventh) graderto help them narrow their choices and preparetheir admissions materials. It’s practically a fulltimejob, with tasks that include touring prospectivehigh schools, attending open houses andhigh school fairs, studying for entrance exams,completing applications, writing personal essays,and in some cases, arranging for auditions.There are now nearly 400 public high schoolsin New York City, primarily as a response to theBill and Melinda Gates Foundation and otherfoundations’ initiative to transform large, anonymoushigh schools into smaller, more focusedacademic communities.As a result, the idea of a neighborhood publichigh school has pretty much disappeared, whichalso means that nearly all eighth graders and theirparents have to figure out the somewhat mystifyingand daunting process of selecting a publichigh school.What’s welcome in Hemphill’s work is her—and her researchers’—ability to provide intimate,insider knowledge that goes beyond suchstatistical information as class size, graduationand college admissions rates, ethnicity or thepercentage of students who qualify for free lunch.She also offers suggestions about what parents,and their children, should consider before theyvisit, the kinds of questions to ask when theyactually tour the school, and even how to evaluatea new school that may not have much of aconventional track record.Hemphill writes candidly about a school’sphysical appearance, which can range from thebrand new and beautiful to the dilapidated ordownright ugly. Some schools require that studentswear uniforms and that parents sign a contractor agreement that they will attend meetingswith teachers and monitor homework.Like the best college admissions’ guides,Hemphill’s guide offers detailed snapshots of aschool’s culture. Prospective students, and theirparents, can get a sense of how they might fit in at aparticular campus. At Manhattan’s The Lab Schoolfor Collaborative Studies, for example, Hemphillbluntly writes that “It is based on the notion thatkids learn best in groups—hence the name collaborativestudies…Lab is not for everyone. Somekids hate group work. Classes that start as early as7:15 am drive some kids nuts. But other kids lovethe place, and Lab’s consistently high test scoresand graduation rates attest to its success.”Or consider this assessment of Edward R.Murrow High School in Brooklyn, a school that“is racially and ethnically diverse and has kidsof every level of skills—from super-high achieversto the severely disabled. It also attracts kidsfrom different social milieus—from politicallyconservative residents of Marine Park to openlygay kids from Park Slope. Shocks of turquoiseblue hair and the white head scarves that modestMuslim girls wear are both in evidence, and youmay see kids in wheelchairs or a blind girl navigatingthe corridors with a cane.”A particularly valuable feature of the guideis a section, at the end of each borough, highlightingwhat Hemphill calls “Worth Watching”schools that show great potential, such as theBrooklyn Studio Secondary School that “offersa gentler alternative to large neighborhood highschools” or The Scholar’s Academy in Queens,“a promising new school with strong leadership,imaginative teachers and smart kids.”There is a wealth of excellent material here,written in an engaging style that conveys exactlywhat parents and their prospective high schoolstudents need to know. #RESOURCE & REFERENCEGUIDEBOOKSBank Street Bookstore112th St. & Broadway ; (212) 678-1654Exceptional selection of books for children,teachers and parents. Knowledgeable staff.Free monthly newsletter. Open Mon-Thurs10-8 PM, Fri & Sat 10–6 PM, Sun 12–5 PM.Logos Books1575 York Ave, (@84th Street);(212) 517-7292A charming neighborhood bookstorelocated in Yorkville featuring qualityselections of classics, fiction, poetry,philosophy, religion, bibles and children’sbooks, and greeting cards, gifts and music.Books can be mailed. Outdoor terrace.High Marks In Chemistry1-877-600-7466;www.HighMarksInSchool.comOver 95,000 books sold. HIGH MARKS:REGENTS CHEMISTRY MADE EASY BYSHARON WELCHER (College Teacher,Chairperson and teacher of high schoolreview courses). This book is your privatetutor-Easy review book for NEW regents(second edition) with hundreds of questionsand solutions, Get HIGH MARKS $10.95.Available at Leading book stores or call(718)271-7466.FOSTER CARE & ADOPTION1-888-611-KIDSHelp rebuild a family inyour community today!ESS Foster care and AdoptionChildren and Teens: Manhattan and BronxTeens only: All boroughs1-888-611-KIDSGRADUATE EDUCATIONInternational Universityfor Graduate Studieswww.iugrad.edu.kn(888) 989 - GRAD (4723)IUGS is an accredited and recognizedtwenty-eight year old University which offersonly master’s and doctoral degrees. Allrelevant graduate credits including approvedcontinuing education credits are accepted intransfer. Visit our website at www.iugrad.edu.kn or call (888) 989 - GRAD (4723).MEDICALNYU Cancer Institute212-731-5000www.nyuci.orgUnderstanding Cancer. And you. At theNCI-designated NYU Cancer Institute, weprovide access to the latest research,treatment options, technology, clinical trialsand a variety of programs in cancerprevention, screening, diagnostics, geneticcounseling and supportive services. Visitwww.nyuci.org or call 212-731-5000.SPECIAL EDUCATIONThe Sterling School(718) 625-3502Brooklyn’s private elementary schoolfor Dyslexic children offers a rigorouscurriculum, Orton - Gillingham methodologyand hands-on multi-sensory learning. Oneto-oneremediation is also provided. If yourbright Language Learning Disabled childcould benefit from our program pleaseDECEMBER 2007 ■ EDUCATION UPDATE ■ BOOK REVIEWSdo not hesitate to contact Director: RuthArberman at 718-625-3502.Special Education Teachers WantedCall: 718-436-5147Fax resume to: 718-436-6843E-mail resume to: abcdinc@verizon.netVisit our website: www.abcdnyc.netAssociates for Bilingual Child DevelopmentInc. is Seeking Mono/Bilingual Special EdItinerant Teachers, Bilingual Certified. TeachPreschoolers 3-5 years of age, Full-Timeand Part-Time Opportunity, CompetitiveSalary and Rates. Call: 718-436-5147. Faxresume to: 718-436-6843. E-mail resumeto: abcdinc@verizon.net. Visit our website:www.abcdnyc.netSchoolsLycée Français de New York505 East 75th Street; NY, NY 10021212-439-3834;Admissions@LFNY.org www.LFNY.orgThe Lycée Français de New York is a multicultural,bilingual institution with studentsfrom sixty nations (preschool-12th grade).The school is an American, private, nonprofitschool chartered by the NY StateBoard of Regents, and accredited by theFrench Ministry of Education.TherapyThe Brain ClinicNeuropsychological, Learning Disability& Attention Deficit Disorder Evaluations& Treatment19 West 34th St, Penthouse,NY, NY 10001; 212-268-8900nurosvcs@aol.comwww.thebrainclinic.comStudio Thinking: The RealBenefits Of Visual Arts EducationStudio Thinking: The Real Benefits Of VisualArts Educationby Lois Hetland, Ellen Winner, Shirley Veenema andKinberly M. SheridanPublished by Teachers College Press: New York, 2007 (120pp)Reviewed by Merri RosenbergTony Bennettcontinued from page 12work is in the private collections of some veryimportant people; and one of his many takes onCentral Park is in the permanent collection of theSmithsonian.Although it’s obvious that his influences andabiding loves have mainly been the FrenchImpressionists, some works here show his admirationfor abstract art and, lately, for aborigineart. Among the numerous anecdotes in the volumeone that particularly stands out has to dowith Tony Bennett bumping into the poet AllenGinsberg at an exhibition of Franz Kline—theCamp FairSPECIAL CAMP FAIR ON SATURDAY, Jan. 26, 2008Presented by Resources for Children with Special Needs, Inc.Contact: Gary Shulman, 212-677-4650 www.resourcesnyc.orgParents and caregivers of children and teens with disabilities can planahead for summer with the wealth of information offered at the 23rdannual free Special Camp Fair on Saturday, January 26, 2008 from 11AM to 3 PM. at the Church of St. Paul the Apostle, (Entrance to Fair onColumbus Ave. near W. 60th St.) NYC .Representatives from 70 New York City day camps and sleepawaycamps in the northeast will be on hand to help parents andprofessionals plan productive summer experiences for children withdisabilities. The Fair will also feature information on travel programs,remedial education programs, volunteer and job opportunities and earlychildhood programs. Spanish and sign language interpreters will beavailable.Visitors to the Fair will receive a free copy of the Camps 2008 Guide.The Camps 2008 Guide (publication date January 2008) is alsoavailable by sending a check for $25 plus $8.00 postage and handlingto Resources for Children with Special Needs, Inc., Dept. PR1, 116 E.16th St., 5th Floor, New York, NY 10003.ConferencesGILDER LEHRMAN INSTITUTEOF AMERICAN HISTORY19 West 44th Street,Suite 500New York, NY 10036History now looks at the american westThe institute is pleased to present the ninth issue of history now, aquarterly online journal for history teachers and students, available atwww.historynow.org. The issue examines the american west, withessays by some of the most eminent scholars in the field. As always,history now accompanies these scholarly essays with imaginative andaccessible supporting material and lesson plans. Don’t miss this issue’sinteractive feature -- “a view of the west” -- a photographic tour of the late19th and early 20th century american west.In a world dominated by what seems to be anever-ending stream of assessments and accountability,with the expectations from No Child LeftBehind looming large and casting a very long shadowon educators’ independence and creativity, artseducation is often side-lined as a frill or luxury.Some advocates, disheartened by the stepchildstatus too often conferred on arts education, havetried to argue that the arts mattered because theycould help students perform better on standardizedmath and reading tests.Which, according to the authors of this book,kind of misses the point. The arts need to bevalued, and taught, because of what studentslearn from these disciplines, not because the artsare going to boost SAT scores. Here the focus ison visual arts, where the authors-as-researchersfind that—at least when taught by gifted teachers—studentsacquire such important skills asflexibility and being able to shift direction, imaginationand expression, among others.In their model, proficiency in what they term“studio thinking” develops students’ capabilitiesin areas like craft, observation, expression, reflection,exploration and understanding the art world,to cite some examples.As the authors write, “We present the case herethat the visual arts teach students not only dispositionsthat are specific to the visual arts…butalso at least six dispositions that appear to us tobe very general kinds of habits of mind, with thepotential to transfer to other areas of learning.”The authors studied five high school teachersin the Boston area—three at the Boston ArtsAcademy and two at Walnut Hill—and spent timethroughout the school year observing and videotapingwhat went on in their classrooms.Through art, students learn how to work on aproject that interests them over a long period oftime, or grapple with a challenging problem andresolve it.This isn’t a how-to manual, offering studio artteachers ideas and inspiration for specific projectsor lessons. While there are examples of artprojects, they are provided as a way to illuminatea concept, such as how to draw for meaning orfeeling, or comparing works of art.As the authors explain in their preface, “Ourgoal was to understand the kinds of thinkingthat teachers help students develop in visual artsclasses and the supports they use to do that.”The techniques and best practices these fiveteachers use—from the design of their studios,the assignments they provide, the critiques theyoffer—are certainly good models that couldbe adapted by other studio arts teachers. Moreimportantly, though, are the universal lessonsstudents acquire that go beyond facility at throwinga clay pot or drawing a credible self-portrait.As one teacher said, (p.56) “It is about connectingthe art to your life and to the world, andyour place in the world.” Ideally, couldn’t—andshouldn’t—that be the goal of any teacher?#two most unlike artists instantly taking a likingto each other, not to mention sharing a sense ofKline’s importance. Bennett’s always reading andready to learn, an attitude that may explain in partwhy he and Susan, an art teacher, founded a publichigh school devoted to both music and art.This is a good-looking collection and, if at$29.95, the art alone was not enough to recommendit, readers get a lively text from co-writerRobert Sullivan, the deputy managing editorof Life Magazine who has known Bennett formany years. And readers also get a CD with sixpop ballads. Meanwhile, keep your eyes openfor announcements of more concertizing and artshows.Calendar of Events DECEMBER 20072007-08 Historians’ forums in new york cityFor the 11th straight year, the gilder lehrman institute presentsdistinguished scholars and historians to lecture on their most recentlypublished books and answer audience questions. The historians’ forumsare open to the public and are followed by a reception and book signing.Check out the 2007-2007 schedule and buy tickets:www.gilderlehrman.org/institute/public_lectures.htmlFeatured documentThe institute regularly features documents from the gilder lehrmancollection. In the spotlight this week is a broadside, printed in 1805 in newyork city, which illustrates the atrocious treatment of slaves.See the broadside and read the transcript:www.gilderlehrman.org/collection/docs_current.htmlOpen HousesNEW LEADERS FOR NEW SCHOOLSInformation Session-November 28that 30 West 26th St. 9th floorNew York, NY 10010Information Session-December 10that 30 West 26th St. 9th floorNew York, NY 10010Final Deadline for applications- February 28, 2008Contact info: www.nlns.orgemail: dforrester@nlsn.orgphone: 646-792-855touro college new yorkschool of career and applied studies1870-86 Stillwell Avenue; Brooklyn, NY 11223Phone: 718-265-6534 x1015Fax: 718-265-0614Location: West 23rd StreetNew York, NY 10010Every Tues. & Thurs. from 10: am - 7 pm,Sun. 11:00 am - 5:00 pm. at 27-33.Telephone: 212-463-0400 ext.50021


New York City • DECEMBER 2007For Parents, Educators & Students • 22NY’s Premier Lasik Practice Since 1995Most advanced Laser technology in the worldDr. Moadel personally examines and treatseach patient.Low Cost Payment PlansMajor insurances accepted(offers cannot be combined)Free consultation.LASIK BYDR. KEN MOADELOver 40,000 Laser VisionCorrections PersonallyPerformedVISXW E M A K E T H I N G S C L E A RBy Alberto CepedaThe Beth Israel Medical Center officiallyopened the Gerald J. Friedman Diabetes Institutewith a gala on World Diabetes Day. The eventfeatured expertise from leaders in the medicalcommunity such as Leonid Poretsky, MD,Director of Beth Israel’s Diabetes ManagementProgram and Gerald Bernstein, MD, former presidentof the American Diabetes Association. Italso included speeches from other leaders in themedical and political communities such as MaryBassett, MD, Deputy Commissioner Bureau ofHealth Promotion and Disease Prevention, NYCand New York City Council Members John Liu ofDistrict 20 and Daniel R Garodnick of District 4.Over half a million New Yorkers are afflictedwith diabetes which is the fifth largest cause ofdeath in New York City. Despite this fact a centerhas never been established to provide adequate careand education to the hundreds of thousands NewYorkers who suffer from diabetes which contributesto cardiovascular disease, retinal damage and renalfailure among other disorders and in many casesleads to the development of gangrene in the feetand legs which results in probable amputation.The Gerald J. Friedman Diabetes Institute willprovide people afflicted with diabetes state ofBASEBALL SUPERSTARGo with New York’sLASIK ALL-STARNY TEACHERSSAVE $500Beth Israel Medical Center InauguratesThe Gerald J. Friedman Diabetes InstituteBERNIE WILLIAMSCall to schedule a free personal Lasik infosession with Dr. Moadel 212-490-EYES3 9 3 7Located in Midtown ManhattanDr. Leonid Poretskythe art care, education, research and awarenessthrough different wellness programs and a fulltime staff of nutritional, educational and clinicalexperts. The development of the institute wasmade possible through the philanthropic effortsof the Gerald J. and Dorothy R. Friedman NewYork Foundation for Medical Research whichwas established in 1992 to help create institutesand programs that support the study and practiceof diabetes and metabolism as well as clinicalnutrition, cardiology and endocrinology.In his opening remarks, Dr. Leonid Poretsky,an expert in the field of diabetes described Dr.Gerald J. Friedman as, “a man of great intellect,energy, vision and compassion who became passionateabout the plight of people with diabetes.”SAYS:Full Info WebsiteNY2020.COMSchedule OnlineI TRUSTED MY EYESTO DR. MOADEL ANDNOW SEE BETTER THAN 20-20Baseball Superstar Bernie WilliamsIn appreciation of your service to ourchildren & community, Dr. Moadel ispleased to extend this offer. Not to beused in conjunction with any other offeror insurance plan. Exp date 12/31/07PAY ONLY $ 35 PER MONTH PER EYE - INTEREST FREE FINANCINGUSE YOUR FLEX $ FOR LASIKSusan Thomases Katie Couric David Schulkin, CEODr. Poretsky then discussed the progress that hasbeen made the last several years in the field ofdiabetes care and research. He explained, “It’shard to believe that just about twenty years ago wewere treating patients with diabetes in the hospitalwithout knowing their blood sugar levels.” Hecontinued, “It was the work of Dr. Friedman andthis institution that allowed us to develop bedsideglucose monitoring which became a model for thecountry and the world.”Dr. Poretsky described the institute as “a newbeginning for diabetes care which focuses onwellness over illness. We’re going to focus onpreventive services with a lot of education andwe’ll also provide a big outreach program to thecommunities. And in about six months we willhave an interactive educational website wherepeople from anywhere in the world can learnabout diabetes. It’s a very different approach thanhas been used before.”Despite all the progress that has been madeover the past couple of years in diabetes careand research there are still challenges that thediabetic community face, most notably the failureby insurance companies to pay for the costs ofeducational and preventive services.David J. Shulkin, President and Chief ExecutiveOfficer of Beth Israel Medical Center, explained,“The problem with this institute being a model isthat no one wants to pay for this care. We can’tget the managed care companies or the insurancecompanies to pay for these services.” He adds,“My fear is that unless the payers understand topay for nutrition and educational support, they’regoing to be paying the cost when people are in thehospital for heart surgery and renal failure. This isa crisis in health policy… Patients with diabetesand employers should be demanding from theirinsurance companies access to education andpreventive services.”The evening culminated with a speech by KatieCouric, anchor and managing editor of the CBSEvening News, who in a short address congratulatedthe staff of Beth Israel Medical Center forthe launching of the Gerald J. Friedman DiabtetesInstitute and praised fitness guru High Voltage(aka Kathy Dolgin) who capped the event with afitness performance. #Student Scientists MeetNobelist Harold Varmus atMt. Sinai School of MedicineJust hours before the world learned that skincells could be re-programmed to behave as if theywere stem cells, nearly 600 junior and senior highschool students gathered at Mount Sinai School ofMedicine to hear three dyad finalists in a “NovelIdeas in Biomedical Science” Essay Contest competefor 1st, 2nd, 3rd Place cash prizes.Guests of honor were two eminent scientists—HaroldE. Varmus, MD, Nobel Laureate,President of Memorial Sloan-Kettering CancerCenter, and Ihor Lemischka, PhD, Director ofThe Black Family Cell Institute and Lillian &Henry M. Stratton Professor, Department of Geneand Cell Medicine at Princeton University—discussingtheir life and its meandering pathway totheir becoming scientists. The two sat side byside at center stage of the 600-capacity SternAuditorium, taking turns talking about beingchildren of immigrant parents, being born andgrowing up in New York City, attending publicschools. The conversation was as fascinatingas it was riveting and revealing. Neither ofthese renowned scientists, though children ofphysicians, started out thinking of themselvesas scientists. Dr. Varmus majored in Englishliterature. Both had other interests: Varmus insports, Lemischka in music (Lemischka lovedThe Grateful Dead). Science was something thateach discovered in himself along the way duringbut mostly after graduating college.The intent of the Conference was to initiate aconversation around biomedical science issuesto “humanize” scientists to our youth, and forscientists to appreciate the scientist “residing”in the youth of today. Above all perhaps, theConference was meant to awaken interest in, andenergize those already headed towards careers inbiomedical science and medicine.The premise for the event was an invitationto public schools (Middle and High School) toenter Mount Sinai’s “Novel Ideas in BiomedicalScience” Essay Contest. Students were asked totell scientists and/or physicians in 1,500 wordsor less what problem they see as most important,and to share with the scientists a novel approachtoward addressing that problem. All entries had tobe submitted as dyads (students working in two’s):what Center for Excellence in Youth Education(CEYE) Director Lloyd Sherman believes is themost powerful learning unit.The three dyad winners were: Joselyn Lantiguaand Charlotte Alvarez from the High School forMathematics, Science and Engineering: Over-Consumption of Resources (First Place); DavidHuang and Omar Ahmad from Stuyvesant HighSchool: Applying Gene Therapy to Cure Late-Stage Hepatocellular Carcinoma (Second Place);and Cathy Le and Rossana An from Bayside HighSchool: Alzheimer’s Disease: The Effects ofAmyloid Plaques together with NeurofibrillaryTangles on Nerve Cells (Third Place)..For more information, call: 212-241-6089.


DECEMBER 2007 ■ For Parents, Educators & Students ■ Education update23FROM THE SUPERINTENDENT’S SEATGood Health is Up to YOU, Says Dr. OzBy Dr. Carole G. Hankinwith Randi T. SachsOn Election Day, while theSyosset Schools were closed forstudents, our faculty and staff mettogether for a Superintendent’sConference Day of staff developmentworkshops. All 1,100 peoplewere invited to meet for breakfastat the High School and then attenda presentation given by our keynotespeaker, Dr. Mehmet Oz.For those of you who haven’t readany of his best-sellers, such as You:The Owner’s Manual, You: On aDiet, or his most recent book, You:Staying Young, or have never seen him on TheOprah Winfrey Show or read his column in TheReader’s Digest, Dr. Oz is a cardiac surgeon withColumbia Presbyterian who has made one of hismissions in life teaching people how to live longer,better, and healthier. He has established anin-school education program, The Health Corps,and Syosset High School is a member school.The Health Corps brings young health professionalsinto schools to help students adapt andrevise their lifestyles to improve their overallhealth and nutrition throughout their lives.Dr. Oz delivered his message to the 1,100adult members of the Syosset School communitywith humor and hard, indisputable facts. Withthe graphic visual aids of actual human organsthat had been damaged by disease caused bypoor nutrition, smoking, obesity, and high bloodpressure, Dr. Oz showed us what we are unwittinglydoing to the organs that keep us alive.Fortunately, he told us, we know exactly whatwe need to do to prevent this organ disease andit is simply up to us to make the choice to live ahealthy lifestyle.Aging, he says, does not have to result in adevastating loss of bone mass, strength, andabilities. It does, however, take the commitmentto eating well and to making exercise part of ourIn his presentation to Syosset’s 1,100 faculty andstaff members, Dr. Oz clearly explained how diet andexercise impact on an individual’s overall healthdaily routine.When we plan Superintendent’s Conferences,generally, a full year in advance, we give specialattention to who will give the keynote address.Our goal is to bring someone who will educate,motivate, inspire, and certainly generate alot of thinking and discussion among our staffmembers, in large part to thank them for all thatthey do each day. In the past we’ve had talks byphilosophers, entrepreneurs, psychologists, andsome fascinating motivational speakers. But Dr.Oz seemed to make the most compelling impression.Perhaps the reason he reaches us so well isthe same reason that his books all begin with theword, “you.” When he speaks to 1,100 people heis truly speaking to each individual, and everyindividual listening knows that if they want toprolong their lives by improving their health thenthey must take personal responsibility for that.By reaching out to schools, both by his HealthCorps and by speaking directly to our teachers,Dr. Oz is helping us to reach multiple generations.In Syosset, our students will share whatthey learn with their parents and youngersiblings and our teachers and staff memberswill make changes in their own homes, and webelieve that together, families will learn to bemore proactive in managing their health.#School of Visual Arts AnnouncesNew Design Classes In SpanishThe Division of Continuing Education at theSchool of Visual Arts (SVA) will offer a newseries of advertising and graphic design courses,from beginning to advanced levels, taughtentirely in Spanish. The faculty members, allnative Spanish speakers, are practicing creativeprofessionals who have lent their talents to suchclients as Burberry, HBO, IBM, The New YorkTimes, Nike, MTV Networks, Random House,and Target, among others.“With this program, New York’s Spanish-speakingcommunity and those seeking heightened marketabilitywithin the growing Spanish-languagemedia gain access to a choice of studio-based,career-enhancing classes taught by respectedart directors and designers,” says Joseph Cipri,executive director of the Division of ContinuingEducation at SVA. ¿Hablas Diseño? marks thefirst initiative by the College to provide advertisingand design instruction in a second language.“Language should not be a barrier to cooperationand education,” says José Luis Ortiz Tellez,a longtime SVA faculty member and award-winningdesign consultant, “This program reflectsthe global outlook SVA has always embraced,by aiding designers that are transitioning into theSpanish-language market, and those seeking animmersion into U.S. design culture.”Geared towards an audience of both practicingand aspiring designers, brand managers andcopywriters, ¿Hablas Diseño? is structured toallow students the flexibility to pursue as manycourses as suit their professional needs andexperience level. The program offerings include:Color, which investigates the practical applicationsof color in design and visual communication;Basic Graphic Design, which introduces theformal elements of design—texture, structure,movement, scale, rhythm, proportion, line andmass—along with color, format and typography;Digital Design: Photoshop and Illustrator, whichconcentrates on the fundamentals of these twoprograms and their use in illustration and multimedia;Digital Layout and Desktop Publishing:InDesign, which explores the uses of the programto create brochures, advertising and promotionalmaterials; Branding, which addresses the creativetechniques, symbolism, and critical evaluationused in successful brand design; Copywriting,which delves into the processes and techniquesfor creating clear and succinct copy; ProjectManagement, which explains the various stagesof developing and coordinating an account, alongwith legal requirements, and technical and humanresource issues; Dreamweaver, where studentswill explore the program’s capabilities and createtheir own functioning Web site; Editorial Design,which examines the design process and layouttechniques; and Create a Winning Portfolio,where students will be guided in the design of apersonal portfolio. Courses are scheduled to meeteither in the evenings or on weekends.¿Hablas Diseño? will provide students withthe opportunity to study with a group of accomplishedHispanic professionals in advertising andgraphic design.To register for ¿Hablas Diseño?, please contactPaloma Crousillat, advisor, Divisionof Continuing Education, at 212.592.2057 orpcrousillat@sva.edu. #Kleynkunst! Warsaw’s Brave andBrilliant Cabaret at the JCCBy Jan Aaron“Funny,” “sexy,” “ironic” are apt to describe“Kleynkunst! Warsaw’s Brave and BrilliantYiddish Cabaret” inaugurating the 93rd consecutiveseason of the National Yiddish Theater– Folksbiene. The new show playing throughDecember 30 at the JCC in Manhattan revivesthe irreverent, politically charged theater thatflourished in Warsaw roughly between PolishIndependence pre World II and the Nazi extermination.Jews then made up roughly one-quarter ofcity’s population, and abundant Yiddish cabaretsthrived drawing inspiration from famous clubsin Berlin.Reviving this lost theater, Rebecca Joy Fletcher,who is also a cantor, researched and wrote theshow, stars along with Broadway veteran, StephenMo Hanan, whom Folksbiene fans will rememberfrom his rollicking performance in last season’sYiddish version of “Pirates of Penzance.” Theshow is performed in English with supertitles forthe Yiddish parts, and includes songs from theperiod as well as well as new arrangements bymusical director, pianist Bob Goldstone.Ms. Fletcher and Mr. Hanan do a fantastic jobcovering a wide range of timeless topics likemoney (or the lack of it), love, debauchery,Zionism, feminism, anti-Semitism, and urbanblight in 14 songs and comedic sketches in abroad range of styles from Argentinean tango tocantorial chants and opera.In one charming number, “Kum, LeybkeDemocracy & Diversitycontinued from page 20top 10% could attend the University of Texas.This opened the doors to blacks, latinos, and ruralwhites, who were underrepresented. This planhas been in effect for the past ten years and leadsto a diversified freshman class.Guiner also spoke about the neighborhoodaround Clark University in Worcester, MA, whichwas blighted, had a high crime, and kept studentsand teachers away from the school site. TheFREETax Return for 1st YearEducators$& ParasParEnts & studEntsALL OTHER: 50% DiscOunTFree list of 75 Educator’s deductionsIRS EnRollEd AgEnt—27 YEARS ExpERIEnCEteacher tax specialist(516) TAX-sAVE(516) 829-7283THEATER REVIEWJeff FasanoDecember 6,Stephen Mo Hanan & Rebecca Joy FletcherTantstn!”, from the 1920’s, Ms. Fletcher urges thehesitant Mr. Hanan to dance. And dance he does!In the poignant “Krokhmalne Gas” (“Street”)from the 1930’s, they both stoke memories whilestrolling familiar territory; in “Oy Madagaskar!”,from 1937, when Jews were beginning to feel lesswelcome in Warsaw, Mr. Hanan imagines anexotic deportation, and “The Last Jew in Poland,”from 1938, a sketch featuring both actors, is bothironic and satiric. Toward the end of the program,“Mues” (“Money”) and “Minutn fun Bitokhn”(“Moments of Believing,”) were sung in thePolish ghettos.Director Michael Montel allows the stars toshine and Gayle Cooper-Hecht’s hats, shawls,and payess (“curls”) provide effective changes tocostumes in tune with the songs.The show is fitting tribute to a time long ago, besure to see it before, too, becomes history. (JCC,334 Amsterdam, 76th St. 2i2-279-4200)University took a seat on the local CommunityDevelopment Board and asked what they coulddo to help. They were told to help provide betterhousing and help construct a school for K-12grades. The University Park Campus School startedand transformed the neighborhood. Startlingstatistics about the graduates included that 100%went to college; 100% of the graduates alsopassed the MCAT, a state test for those interestedin attending college. Partnering with the community,it transformed the neighborhood, a salientexample of democratic merit at work.#HELP! CHEMISTRY,PHYSICS TESTSOVER 100,000 BOOKS SOLD!HIGH MARKS: REGENTS CHEMISTRYMADE EASY - BY SHARON WELCHER $10.95(College Teacher, Chairperson &Teacher of High School Review Courses)Easy Review Book with hundreds ofquestions and solutions for new RegentsNEW BOOKHIGH MARKS: REGENTS PHYSICS MADEEASY - BY SHARON WELCHER $12.95Easy Review Book with hundreds ofquestions and solutions for new RegentsAvailable at leading bookstoresor call 718-271-7466www.HighMarksInSchool.com


Education update ■ For Parents, Educators & Students ■ DECEMBER 200712184 Ed Update Ad v3:Layout 1 5/30/07 4:47 PM Page 112184 Ed Update Ad v3:Layout 1 5/30/07 4:47 PM Page 1AMERICA’S LEADING COLLEGE FOR STUDENTSWith Learning Disabilities and AD/HD“Nobody knows the business of teaching students with learning“NobodydisabilitiesknowsbetterthethanbusinessLandmarkof teachingCollege.”students with learningWALL STREET JOURNALdisabilities better than Landmark College.” WALL STREET JOURNALSYDNEY’S PATH:SYDNEY’S PATH:LANDMARK COLLEGE TOLANDMARK COLLEGE TOSYRACUSE UNIVERSITYSYRACUSE UNIVERSITYFor bright and talented students with learningFor disabilities bright and AD/HD, talented Landmark students College with learning providesdisabilities a proven path and AD/HD, for academic Landmark achievement College provides anda success. proven Our path students for academic “learn achievement how to learn” and insuccess. a new way Our based students on “learn their particular how to learn” needs, ina empowered new way by based effective on their learning particular strategies needs, andempowered the latest in by assistive effective technology. learning strategies andthe latest in assistive technology.• Associate Degrees in Business & General Studies•AssociateBridge SemestersDegrees inforBusinessCollege&StudentsGeneral Studies•BridgeSummerSemestersProgramsforforCollegeHigh SchoolStudents&• Summer College Students Programs for High School &College StudentsLearn More at Our Saturday Open HousesLearn More at Our Saturday Open Houses2007: Oct. 20 • Nov. 17 • Dec. 12007: 2008: Oct. Feb. 20 16 • Nov. Mar. 17 29 • Dec. Apr. 1912008: For information Feb. 16 and• Mar. to register, 29 •contact Apr. 19us atFor PHONE information 802-387-6718 and to register, E-MAIL contact admissions@landmark.eduus atPHONE 802-387-6718 E-MAIL admissions@landmark.eduSydney Ruff, ’06Sydney Waterville, Ruff, ME’06www.landmark.eduWaterville, MEwww.landmark.eduOur approach works: Nearly eight out of every 10 Landmark graduates go on to pursue their bachelor’s degree at top collegesOur approach works: Nearly eight out of every 10 Landmark graduates go on to pursue their bachelor’s degree at top collegesnationwide, including: American University • Auburn University • Boston College • Brown University • College of Sante Fe • Cornellnationwide, University • Emory including: University American • Grinnell University College • Auburn • Hamilton University College •• Boston Hampshire College College • Brown • Hobart University & William • College Smith College of Sante • Hood Fe • College CornellUniversity • Lesley University • Emory University • Morehouse • Grinnell College College • Occidental • Hamilton College College • Sarah • Hampshire Lawrence College • Hobart Savannah & William College Smith of Art College & Design • Hood • University College• of Lesley Arizona University • University • Morehouse of Denver College • University • Occidental of Pittsburgh College • Sarah Lawrence College • Savannah College of Art & Design • Universityof Arizona • University of Denver • University of Pittsburgh

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