Download PDF - Education Update

Download PDF - Education Update


APRIL 2003 ■ FOR PARENTS, EDUCATORS & STUDENTS ■ EDUCATION UPDATEAwardWinner3CUNY Financial AidSeminars in April/MayAll programs are FREE and open tothe public.ManhattanSaturday, April 26. 1 PMCity CollegeConvent Ave. & W. 138th St.ManhattanBronxSaturday, April 26, 1 PMBronx Community CollegeW. 181st St. & University Ave.BronxQueensSaturday, April 26, 1 PMYork College94-20 Guy R. Brewer Blvd.JamaicaStaten IslandSunday, April 27, 12 noonCollege of Staten Island2800 Victory Blvd.Staten IslandBrooklynSunday, May 4, 1 PMBrooklyn CollegeBedford Ave. & Ave. HBrooklyn1-800-CUNY-YES• WWW.CUNY.EDU

4 SCHOOLSPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003Bank Street College and Newark Schools: A Success StoryBy SYBIL MAIMINThere are success stories in education. Thededicated people involved in Bank StreetCollege of Education’s New BeginningsProject, which turned failing schools inNewark, NJ into dynamic centers of learning,celebrated a book about the Newark initiative,Putting the Children First: The Changing Faceof Newark’s Public Schools, edited by JonathanG. Silin and Carol Lippman, (Teachers CollegePress).EXPERIENCE 140 YEARS OF EDUCATIONAL EXCELLENCEADELPHI ACADEMY“Preparing young people for college, career ad life.”1863 ~ 140th ANNIVERSARY ~ 2003PRIVATE, INDEPENDENT, CONTINUING, CO-EDUCATIONAL, COLLEGE PREPARATORY DAY SCHOOLAdelphi Academy teaches children how to think, not just learn. The “Adelphi Plan” encourages motivationthrough involved and hands-on teachers and students. The Academy stresses critical thinking, has a 100% collegeplacement rate and is a regents exempt program. Extra after school tutorials, special morning SAT classes,honor programs and community service programs are available. Faculty and staff members with advanceddegrees and specialized training as well as Educational Specialists make up the staff. Adelphi features smallclasses with an 8 to 1 student-teacher ratio in an intimate, safe and caring environment, state of the art facilitiesand a wide variety of after school extra curricular activities and athletics. Other programs include an afterschool enrichment program, before school care, a summer school and summer day camp programs.THREE NEW PROGRAMS PREMIERING FOR THE FALL OF 2003:The Adelphi Honor’s Academy for Gifted ScholarsAdelphi’s SUCCEED Program for Children with Learning DisabilitiesThe Philip David Stone Fine Arts enrichment Experience for Students of the ArtsOPEN HOUSE DATES:Wednesday, April 9th, 2003 ~ 12 - 2 PMSunday, May 4th, 2003 ~ 1 - 3 PMWednesday, June 18th, 2003 ~ 7 - 9 PMAfter the riots of 1967, Newark fell into asteep decline that severely impacted publiceducation. The state took control of failingschools and invited Bank Street into a collaborationto help restructure the early educationprogram. In 1996, the college introduced itsprogressive approach, which, explains BankStreet President Augusta Kappner, “creates anoptimum physical learning environment whichis structured but learning-centered. Teachersrecognize different learning styles and adjust- PRIDE - TRADITION - - SPIRIT- EXCELLENCE -SCHOLARSHIP ENTRANCEEXAMINATION DATES;Saturday, April 12th, 2003 ~ 11 AM - 1 PMSaturday, June 21st, 2003 ~ 11 AM - 1 PM(718) 238-3308, EXT 213, WWW.ADELPHIACADEMY.ORGinstruction to meet individual needs and utilizekids’ strengths.” Begun with 16 kindergartenclassrooms and slowly expanded to includepre-K through third grade and 100 classes in 20schools, the project involves intensive staffdevelopment, curriculum reform, and changemanagement. New supplies have been broughtin and classrooms divided into different areasto facilitate small groups and learning bydoing. Students can work independently aswell as learn from each other. Bank Streetrooms are alive. Teachers are nurturing andshow pride in their pupils. Superintendent ofNewark schools Marion Bolden says, “Thepartnership has transformed early childhoodprograms and has become the model that isreplicated throughout the district…. Everyonewho goes into the schools can feel the difference.Now we need a trickling down and bubblingup.” Carol Lippman, director of the project,explains that it is “about partnerships anddeveloping relationships. We could not have(212) 288-3507CKunstenaa@aol.com501 East 79th Street, #6ANew York, NY 10021www.manhattanplacements.comdone it without partners.” Jonathan G. Silin,New Beginnings co-director of research, notes,“The challenge has changed over the years.Initially, it was about gaining trust and buildingrelationships. That takes time.” Adds Lippman,“We didn’t go in with all the answers. Welearned as much from Newark as they learnedfrom us.”Evaluations and test scores show that NewBeginnings is making a difference. The districtis committed to the project. The foundationpartners remain enthusiastic. A privately fundedmental health initiative is making theschools more peaceful. Yet, cautions Silin, “Wecannot change the world outside of the school.The building cannot be accountable for thelarger social issues.” Beth Lief, Bank Streettrustee and well known and effective advocatefor small schools and progressive education,wonders why “It is so hard to do what shouldn’tbe hard, to care for our children.”ManhattanPlacementsA personal and highly effective placementcompany for teachers, administrators &department heads serving New York,New Jersey and Connecticut independent schoolsTEACHERS and ADMINISTRATORS seekingpositions in independent schools,please send your resumes* No fees to candidatesClaude Kunstenaar,DirectorSylvie Falzon-Kunstenaar,Assistant DirectorStudies Weekly, Inc. at1-800-300-1651Visit our website atwww.studiesweekly.comThe curriculum for the 4th grade nowincludes a free bonus issue exploringimportant historical documents.Studies Weekly also available for MA, CT, NJ!New York Studies Weekly is a curriculumsupplement enjoyed by tens of thousands ofstudents in New York since 1997. It iscurrently available for the 3rd, 4th and 5thgrades. Each grade level supports the NewYork State Social Studies Resource Guiderecommendations for that grade.Asingle student subscription consistsof 28 weekly issues filled with history,current events, and fun history-basedactivities. 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APRIL 2003 ■ EDUCATION UPDATE ■ COVER STORYSCHOOL5Chancellor Matthew Goldstein at the Helm of CUNYBy JOAN BAUM, Ph.D.On maps of old, dangerous or unknown territorysuspected of harboring sea monsters wasmarked hic sunt dracones. Only those skilledenough to navigate the treacherous waters survived.In June 1999, Benno Schmidt, thenChairman of the Mayor’s Advisory task Forceon CUNY, reported that The City University ofNew York was “An Institution Adrift.” Threemonths later, in the wake of the Schmidt blueprintfor reform, Dr. Matthew Goldstein wasappointed Chancellor. Now, four years later,with Dr. Schmidt having just been namedChairman of the CUNY Board of Trustees,Chancellor Goldstein can state that he has notonly negotiated passage through some roughpolitical and financial seas but that he hasfound secure mooring for the 20 colleges andgraduate and professional schools that make upthe nation’s most diverse public institution ofhigher education. With rigor, commitment, andwide support from all constituencies, and withoutcompromising CUNY’s mission as anurban university, the Chancellor has tightenedadmissions and assessment criteria and turned aloose federation of often competing collegesinto a unified three-tiered system of flagshipprograms that could serve as models for otherpublic universities intent on piloting a similarcourse.The turnaround is quite an accomplishment,considering that barely four years ago CUNYwas said to be listing dangerously: enrollmentand retention were imperiled, experienced facultywere retiring, and the press seemed unrelentingin its criticism. Now ChancellorGoldstein points to the success of initiativesthat have helped CUNY “stay the course.”Enrollments went up 10.5 % and the averageSAT scores of those entering the selective seniorcolleges shot up 80 points. In an addressthis past January at the Harvard Club on “fiscalchallenges and new opportunities” at CUNY,the Chancellor reminded his audience that someyears ago he had warned that “unless CUNYstarted to raise the bridge instead of loweringthe river, our students would never learn how toswim.” He is obviously pleased that “thebridge is going up” and that students as well asfaculty and administration “are much strongerswimmers than we were, much better able tohandle the uncertain tides of a rapidly changingworld.” A new assessment program “turned [theuniversity] inside out,” and the new tier structure,with its commitment to articulationbetween the two- and four-year colleges, aswell as the introduction of an executive compensation/managementperformance system arehelping sustain a new “meritocracy.”Confident about what Chairman Schmidtcalls CUNY’s “revitalization,” the Chancelloris contemplating new ports of call, such asGovernors Island, which he envisions as a sitefor an international think tank that would bringtogether prestigious CUNY faculty and leadingscientists at neighboring institutions to do cutting-edgeresearch on issues critical to the cityand the surrounding region. The Chancelloralso talks about a Journalism School, a Schoolof Professional Studies (in conjunction with theEconomic Development Corporation), moreuniversity-wide interdisciplinary programs,further collaboration with the New York CityDepartment of Education, and continuedenhancement up and down the line of “liberallearning.” It’s obvious that the Chancellor hasmore in mind than staying the course — he alsointends to steer into unchartered waters.Instinctively he draws his phrases andimagery not from nautical lore, however, butmathematical statistics, the field in which heearned a B.A. at The City College and a doctorateat the University of Connecticut, and inwhich he has published widely. A former presidentof Baruch College, of the CUNY ResearchFoundation, and of Adelphi University,Chancellor Goldstein talks of “large variance,”data and “new managerial systems.” While hisbackground in both mathematics and highereducation administration would seem to haveprepared him for the fundraising campaignsand academic program reviews he faces continually,he says that heading up CUNY has been“the biggest challenge” he has ever faced.Other large universities don’t have the university’sextraordinary diversity, its vast number oflow-income and immigrant students (“only inAmerica”) and its increasing number of thosewho could have gone on to ivy league schoolsbut who chose CUNY instead, some of whom,perhaps were attracted to the new universitywideHonors College. With 325 participants,out of 2,500 applicants, the Honors College,now in its third year, is expected to grow to1,400-1,600. The Chancellor beams. Other successesripple out for him, the Teacher Educationprograms, now reflected in the over 90% passrate on certification exams, the CUNY-highschools partnerships, and the Teaching Fellows,which originated at CUNY in joint sponsorshipwith High Schools Chancellor Joel Klein. “Noother university system is so closely linked withpublic high schools.”“We’re serious,” the Chancellor says morethan once about the university, which doesn’tmean, of course, that the Chancellor always is.Playful, full of anecdotes (“let me illustrate thatCUNY Chancellor Matthew Goldsteinpoint with a story”) and obviously enjoying hisrole at the helm, a company man, he nonethelessrefers to himself as a “maverick.” He isalso a lover of opera and art and an appreciatorof intellectual quality. He likes “to be aroundvery smart people helping to solve very complexproblems,” and the “extraordinary faculty”at CUNY deliver. He doesn’t just mean theNobelists who make the news, or even theresearch-oriented professors who teach at theGraduate School, where one third of the Ph.Dprograms are ranked nationally. He meansteachers on all the campuses. Despite budgetreductions this year, he has managed to hire450 new full-timers.The hour is late, the day cold and rainy, buthe’s off in a minute to attend a poetry jam inThe Bowery. “Chancellors have to bang heads,”he says, but they also need to listen quietly tonew ideas. Vessels cannot always beat into thewind. Sometimes they reach their destinationsbest by simply yielding to the currents.#STAFFDEVELOPMENT“A must-have toolfor teachers!”Is your child Dyslexicor experiencing school failure?If so, we may be the solution.We strive to help children not only havethe skills needed to learn, but to want to learn.Learn about classroom management,teaching for mastery, and creating positiveexpectations as The First Days of School helpsyou to become an even more effective teacher.OTHER PRODUCTS FROM WHALEY GRADEBOOK CO.• Two- and Three-Line Record Books by Merle J. Whaley (The only Gradebook to befeatured in the book “The First Day of School” pg 139)• “New Teacher Induction” by Annette L. Breaux and Harry K. 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66 SCHOOLSPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003Don’t Abandon the Children:The Need for Creative PartnershipsBy MATILDARAFFA CUOMO &SUSAN J. MOESKERNew York’s economyhas been in decline.Every day we read aboutlost jobs, reduced consumerism,an unstablestock market and consequentdifficult time for the non-profits such asMentoring USA (MUSA).Mentoring USA’s major donor corporations,battered by the poor economy, have eitherdecreased funding or, at best, stayed at thesame level, while MUSA’s costs have continuedto escalate.It gets worse. Most of the volunteers we havelost this year have been professionals laid offby their companies, or, denied the paid leavetimethat encouraged employees to turn out inlarge numbers. Some companies who providedtransportation to mentoring programs in theouter boroughs can no longer afford to do so.One such MUSA program, in Jamaica Queens,lost all of its mentors when the company had todiscontinue the bus that drove the employeesfrom their work place to the mentoring programdue to cutbacks. There is no fairy taleending. The program is no longer in existence,as it has proved difficult to find mentors whocan make the long journey to the program,which is far from public transit stops.The New York City mayor should be steadfastin working with the state legislature to doeverything possible to protect our children inthese difficult fiscal days. We know from yearsof experience that it is cost effective to helpchildren with programs that protect them fromthe injury done by a lack of services and attention.One of the most effective has proven to bethe 1:1 mentoring of children at risk by atrained, committed role model.The demand for mentors is great. Our staffreceives inquiries from approximately 10sources every week, requesting the MUSA programfor their children. Every school, afterschool program, and foster care agency has thesame story to tell: in tough times like these,mentors are more important than ever. Thesekids NEED mentoring role models.Unfortunately we have to say “no” to many ofthe programs because our staff is already overburdened.Each MUSA Program Manager currentlyhas a caseload of seventeen sites whichtranslates to approximately 200 mentor-menteepairs. This is already pushing the outer limits ofthe ability to provide high-quality programmingvia consistent support.For all these reasons, MUSA is proud to bethe newest partner in a creative new initiative,“Building the Future One Life at a Time,”sponsored by Emigrant Savings Bank. This initiativemarks a unique public/private alliance ofcelebrities, businesses, civic organizations andthe general public.Through the support which Building theFuture One Life at a Time provides to programpartners we bring much needed help andresources to our area’s young people. Each ofEmigrant Saving’s Bank’s 36 branches hasadopted a local school or community center,which is provided a broad range of support. Inaddition, each bank branch has been turned intoa mentor recruitment center, in whichCustomer Service Representatives dispenseinformation to customers about how to becomea mentor. Anyone who opens a new accountreceives two gifts—a CD featuring top recordingartists from around the city, AND a contributionto one of the program partners.Working as a team, these public and privatepartners have found a way to increase theresources available to New York City’s children,with a focus on mentoring. We all bringvarious strengths to the table, and when we collaborate,we are greater than the sum of all ofour parts.Hopefully other corporations can replicatethis successful model of Emigrant SavingsBank.#Matilda Raffa Cuomo is former first lady ofNew York State.EPIC STORY.GIGANTIC SCREEN.Schools &YouConsultations For ParentsMaking Choices PreK-8th GradeBrooklyn & ManhattanPublic & Independent Schools718-230-8971www.schoolsandyou.comHELP! CHEMISTRY TESTS,REGENTSOVER 50,000 BOOKS SOLDHIGH MARKS: REGENTS CHEMISTRYMADE EASY BY SHARON WELCHER(College Teacher, Chairperson, andTeacher of High School Review Courses)This book is your private tutor-Easy Review Book for NEW Regents(second edition) with hundreds of questionsand solutions, Get HIGH MARKS $10.95Available at leading book storesor call 718-271-7466www.HighMarksInSchool.comPARENT CENTER STAFF POSITIONSThe Metropolitan Parent Center of Sinergia, Inc.seeks motivated individuals for 2 positions• Advocate: Assist parents of students with disabilities in arrangingservices and resolving difficulties• Outreach Specialist: Work with school districts and otherorganizations to alert parents to MPC as source of info and trainingBoth positions require interest in educational issues and commitment toequity for diverse families. Both offer exc. benefits, salary mid-30s.Bilingual Eng/Sp a plus. Fax resumes to Joscelyne Fernandez at (212)496-5608 or e-mail— EQUAL OPPORTUNITY EMPLOYER —NOW PLAYINGBroadway & 68th Street, NYC • Sales 212.336.5025Showtimes and Information 212.336.5000Advance Tickets 800.555.TELL480,000©2003 Loews Cineplex Entertainment800 Troy-Schenectady Road, Latham, NY 12110

APRIL 2003 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLSSCHOOL7LEARNING LEADERSACCOMPLISHES WONDERSLearning Leaders, founded in 1956 as theNew York City School Volunteer Program, hasa long history of mobilizing and training adultvolunteers to work with students in New YorkCity public schools and is now among thelargest programs in the nation fostering parentinvolvement in education. Over 11,500 peoplevolunteered last year under the auspices of thisorganization; 71 percent of these volunteers areparents of public school children.While Learning Leaders had accumulatedconsiderable testimony and anecdotes in supportof its program, the organization sought amore comprehensive assessment of its impacts.Arete Corporation, a New York City-basedevaluation, planning and management consultingfirm, was engaged by Learning Leaders toconduct an independent in-depth evaluation ofits model of parent involvement.The researchers amassed a large body of evidenceshowing that the Learning Leadersapproach to training parents to volunteer inschools makes a significant difference in theirbehavior at home with their own school-agechildren, that their children perform better, andthat the program makes a difference in theschools in which there is a sizable presence ofvolunteers.After serving as a Learning Leaders volunteer,parents spend on average 27 percent moretime reading with their children and 22 percentmore time helping their children with homeworkthan they spent before becoming a volunteer.The children of Learning Leaders performbetter academically than their peers: they scorehigher on both English Language Arts (ELA)and Math tests, and they have better attendance.Learning Leaders has a beneficial andprofound effect on schools in which large numbersof parents serve as volunteers (20 ormore).Often, language barriers have deterred parentsfrom getting involved in schools. Not onlydo Hispanics constitute the largest single ethnicgroup among Learning Leaders volunteers, butalso the percentage of total Hispanic parentvolunteers is even greater than the equivalentHispanic student percentage of the school system(over 42 percent of the parent volunteersvs. 38 percent of the students). Parent volunteershave very positive feelings aboutLearning Leaders. Ninety-five percent of allsurvey respondents said that being a LearningLeader was a very positive experience.The overwhelming conclusion is that theLearning Leaders approach “works.” It is amajor factor in bringing about positive changein parental behaviors, student performance, andthe quality of school environments. It has ademonstrable impact on higher student academicperformance, a more orderly schoolatmosphere (exemplified by reduced studentsuspensions), and better parent-teacher communication.The evaluation findings also suggestthat it is not simply volunteering itself but,more specifically, volunteering as a LearningLeader that leads to these benefits to publicschools, parents and their children.#?Literary RiddlesBy CHRIS ROWANI. Match the person to the quote:(a) “Never think that any war, no matter how necessary…is not a crime.”(b) “War, like any racket, pays high dividends to the very few.”Henry David Thoreau, Ernest Hemingway, Noam Chomskyor U.S. Marine Corps General Smedley D. Butler.II. “Every gun fired, every warship launched, every rocket fired signifies in the finalsense a theft from those who hunger and are not fed.”Who wrote these words?✶ThinkQuest Comes to NYCBy STUART DUNNStarting with a pilot program in 2002,ThinkQuest New York City introduced a programin which students work in teams with thesupport of adult mentors to develop educationalWeb sites. The teams, consisting of up to sixstudents, work with teacher coaches. Teachertraining for the pilot program was conducted inconjunction with the Center for Developmentat City College of New York. The ThinkQuestphilosophy is based on student-centered,Internet-enhanced, project-based learning. It isexpected that through the program, young peoplewill develop technology skills, gain knowledgein specific subjects, and learn interpersonalskills.The ThinkQuest New York City program isan offshoot of the ThinkQuest InternetChallenge, which was launched in 1996 by theAdvanced Network and Services, Inc. This programhas already brought on-line learningto over 100,000 children in more than 100countries, and has created a library of over5000 educational Websites, which areused by millions of students and educatorseach year. The New York City programwas launched last year in cooperation withthe Department of Education, Office ofInstructional Technology. By the end ofthe 2002-2003 school year, it is expectedthat 200 educators will be trained, who inturn will bring the program to schoolchildrenthroughout the five boroughs.Program evaluation is being conducted bythe Center for Children and Technology,EDC.In a time of fiscal austerity, it is particularlynoteworthy that this program hasbeen launched with private support. Sponsorsinclude AOL Time Warner Foundation and theMark and Ania Cheng Kingdon FamilyFoundation.In a recent letter, Caroline Kennedy, CEO ofthe Office of Strategic Partnerships, New YorkCity Department of Education wrote: “Theseare challenging times that call upon us all tofind new ways to meet our common goal ofproviding New York City’s 1.1 million publicschool students with a first-rate education.Chancellor Klein is committed to developingvital public-private partnerships that marshalthe resources of the business, nonprofit andeducational communities to reform our schoolsand give our children the chance to make themost of their potential…That is why theDepartment of Education is proud to work inpartnership with ThinkQuest.”#New York’s BestBudget Hotels✷I. (a) Ernest Hemingway (b) U.S. Marine Corps General Smedley D. Butler.II. Dwight D. Eisenhower.The Herald Square Hotel31st Street(Between 5th & Broadway)(212) 279-4017, 1-800-727-1888www.HeraldSquareHotel.comSteps from the Empire StateBuilding. Near Macy’s and someof the best shopping in the city!The Portland Square Hotel47th Street(Between 6th & Broadway)(212) 382-0600, 1-800-388-8988www.PortlandSquareHotel.comIn the heart of the BroadwayTheater District, “Restaurant Row” &the lights & dazzle of Times Square.Two Historic New York Hotels with a history of making peoplehappy. For cost conscious travelers who prefer to spend theirmoney enjoying all of the great and exciting things that NewYork City has to offer. Clean rooms, courteous service, color TV,Voice Mail Messaging, Air Conditioning, in room safes, charmingatmosphere, all ideally located in the heart of the city. Freeupgrades available, with this ad. Prices range from $65 –$140.A hotel you can recommend to your student friends & clientsBest Of City Search - 2002 Audience WinnerCIRCA 1893✶ ✷

8MUSIC, ART & DANCE ■ EDUCATION UPDATE ■ APRIL 2003Young Audiences Honor Riesenberg & EllerbeeYoung Audiences/New York (YA/NY), a pioneerin creating innovative arts education programsintegrating the arts and education forNew York City public school students, will hostits annual Children’s Arts Medal Benefit at theMetropolitan Pavilion on Monday, April 7,2003. YA/NY will present the 2003 Children’sArts Medals honoring two exceptional advocatesof the arts and arts education, RobertA Downtown Community ChorusSusan Glass, DirectorJohn Kolody, AccompanistSpring ChoralConcertqFriday, May 9, at 8:00 p.m.The Catholic Center of NYU58 Washington Square South(Thompson & West 4th Streets)ManhattanRiesenberg, Executive Vice President andDirector of MAGNA Global Entertainment andLinda Ellerbee, journalist, author and awardwinningtelevision producer.“I feel honored to be part of a cause whichhas affected me personally,” said one of thisyear’s honorees, Robert Riesenberg. “Growingup, I was always participating in the arts and Iam greatly appreciative of the ways it has influ-Poetry and Songmusical settingsof great poetry:Barber & Agee,Finzi & Bridges,Persichetti &e. e. cummings,Levine & Longfellow,plus numeroussettings ofShakespeare's mostfamous texts.SUGGESTED DONATION$15 ($8 for children)Linda Ellerbeeenced my life.”“I feel strongly thatevery child should beintroduced to the arts,”said Linda Ellerbee,one of this year’sChildren’s Arts Medalrecipients. “As a longtimeproducer of children’sspecials and aweekly newsmagazinefor kids—Nick Newswith Nickelodeon—Iam convinced thatengagement in the artsat an early age positivelyaffects children.”“We are delighted tohonor two such important advocates of arts educationin New York City, Robert Riesenberg andLinda Ellerbee,” said YA/NY ExecutiveDirector, Joanne Bernstein-Cohen. “Last year weworked with more than 200,000 young people,teachers and families in the New York City publicschools with morethan 10,000 workshopsand performance programsby professionalartists together withclassroom teachers. Withfunds that we raise at thisbenefit, we look forwardto augmenting our workin public schools in 2003and beyond.”Young Audiences/NewYork advances the artisticand educationaldevelopment of NewYork City’s publicschool students by bringingstudents together withprofessional artists of all disciplines to learn,create and participate in the arts.#New Orleans Music Festivalwith Louis ArmstrongNew Orleans’ favorite new festival isSatchmo SummerFest, a five-day event celebratingthe lasting influence of jazz icon, internationalcultural ambassador and native sonLouis Armstrong. The 3rd annual festivalevents will be held July 31 - August 4 at locationsaround the city.The festival grounds at the Louisiana StateMuseum’s Old U.S. Mint include four musicstages, entertaining and educational panel discussions,an outdoor New Orleans food courtappropriately dubbed “Red Bean Alley,” and achildren’s area. The Museum’s New OrleansJazz exhibition, featuring the cornet on whichArmstrong learned to play as a youngster andother rare and important artifacts, is also amust-see.#

“Special Products ForSpecial Children”Toll-free: 1-8-Special-Ed(1-877-324-2533)APRIL 2003 ■ EDUCATION UPDATE ■ SPECIAL EDUCATIONTeachers of the Visually ImpairedOrientation & Mobility InstructorsOccupational TherapistsHelp your children with visual ormultiple impairments to achieve resultswith our unique and affordable line ofsensory stimulation products andadaptive mobility devices (Pre-canes).Call or visit us online to learn more!Sensory Stimulation RoomsResonance BoardsManipulativesPre-CanesE-cards from the “BrailleBug” Children’s Web SiteThe days of flimsy paper cards with cartoonanimals are gone. The web-savvy kids of todayare looking for something a little more hip andup-to-date. At the American Foundation for theBlind’s (AFB) Braille Bug children’s web site,kids can take advantage of a unique feature tocompose and send Braille e-mail cards to theirfriends and loved ones. At the same time theylearn about Braille.When visiting the Braille Bug web site(, children can type ina message, or click directly on Braille icons tospell out a secret message or card, and have ittranslated immediately into Braille. The messageis then displayed in Braille as the sendertypes in the e-mail address for delivery. Kidswho receive the e-card can go to the BrailleBug to view it, get decoding help, and learnmore about Braille. Although children can sendBraille e-mail messages from the Braille Bugall year long, on Valentine’s Day this feature isespecially popular.“All kids are fascinated by Braille; they thinkit’s a secret code that’s fun to learn, “saidFrancis Mary D’Andrea, director of AFB’sNational Literacy Center in Atlanta, GA.9“Sending Braille greeting cards is an entertainingand educational activity that can only helpfoster a better understanding and acceptance ofpeople with disabilities.”Designed for children in grades three throughsix, the Braille Bug was launched last year toteach sighted children about Braille and toencourage literacy among children. It is thefirst interactive and educational website that isfully accessible to all kids—including thosewith disabilities. The “Braille Bug,” the site’sladybug mascot with the six dots of the Braillecell on her back, welcomes visiting childrenand helps them to understand the “secret code”of Braille through a variety of online activitiesand games. USA Today, the National EducationAssociation, and the American LibraryAssociation have honored the Braille Bug website as an outstanding educational site for children.The American Foundation for the Blind—theorganization to which Helen Keller devoted herlife—is a national nonprofit whose mission isto eliminate the inequities faced by the ten millionAmericans who are blind or visuallyimpaired.#ADD / ADHDLearning DisabilitiesDepression, Anxiety.Gabriela Hohn, Ph.D.Clinical Neuropsychologist153 Waverly PlaceNYC 10014Call for information on upcomingparent education seminars212.691.0291geh6@columbia.eduhttp://G.E.Hohn.PhD.att.home.netWest EndDay SchoolOur mission is to provide an academicelementary school program for intelligent childrenhaving learning and/or social issues.• Full academic curriculumgrades K-6• An intimate nurturing school• Academically & Sociallygrouped classes• Small structured classes212-873-5708 • • 255 W.71St. NYC 10023

10SPECIAL EDUCATION ■ EDUCATION UPDATE ■ APRIL 2003Research On Beach Access for the Wallace-Reader’s Digest Fund givesHandicappedIt’s virtually impossible for people who usewheelchairs and other mobility devices to enjoythe full benefits of a beach experience, but theNational Center on Accessibility (NCA) atIndiana University Bloomington is working toremedy this situation that affects millions ofAmericans.NCA Director Gary Robb recently directed astudy of adults in Florida using various types ofdevices to move people across the beach surface.“Most typical wheelchairs are impossible touse on sand, so people with disabilities areunable to enjoy the beach,” Robb explained.“We had about 40 men and women who usewheelchairs test five different wheeled devicesdesigned to traverse beach sand to evaluate theirusability. We are now compiling the data andhope to report our findings in two to threemonths to government agencies, people withdisabilities, and others interested in an independentanalysis of this equipment.”The report will cover only participant inputand recommendations. No ratings of the devicesor purchase recommendations will be made, hesaid.Robb said factors being reviewed include thecomfort and safety of the devices, along withtheir appearance, ease of operation and independenceof use. He estimated the cost of thesedevices at between $1,000 and $2,000 eachwhen manually operated. Powered devices costconsiderably more. “These costs would makepurchase by the general public prohibitive, butnot necessarily for government and privatebeach agencies that could purchase them as apublic service and recover their costs throughrental fees,” he said.Robb estimated there are 2 million people inthe United States who use wheelchairs, so thesurvey findings will interest a large group ofpeople. “The development of these accessiblebeach devices will obviously help those withdisabilities,” he explained, “but it also will helpthe elderly who have difficulty walking across asandy surface because of the infirmities ofaging.” He said more than 6 million Americansuse mobility devices such as walkers, canes orcrutches. In addition, some 25 million peoplehave difficulty walking a quarter of a mile orclimbing a flight of 10 stairs, and most of theseare either elderly, disabled or both, he said.Robb said NCA first studied this topic soonafter the Americans with Disabilities Act waspassed in 1990. Many of those devices are nolonger in existence, he said, and the newer modelsreflect significant improvements.Two years ago the NCA conducted a study onthe use of “temporary beach mats” as a way forpeople to traverse sand while remaining withtheir individual mobility device (wheelchair,cane, crutches or walker). A summary of thatreport is available on the NCA Web site at [].NCA is a cooperative program between IUand the National Park Service that was created in1992 and is committed to full participation inparks, recreation and tourism by people with disabilities.NCA has helped develop nationalaccessibility guidelines for swimming pools,trails, beaches, golf and other recreation environments.Formore information, contact Robb at812-866-4422 or[].$50,000 for Study of Successful Leadersin High-Poverty SchoolsThe Wallace-Reader’s Digest Fund has given$50,000 to Dr. Jacobson, University of Buffaloprofessor of educational administration in theGSE’s Department of Educational Leadershipand Policy, for a study of successful leadershipin elementary and secondary school settingsthat serve high-poverty communities.The research will focus on learning moreabout school leaders’ influence on student performance,and how they work with teachers,staff, parents, members of the community andthe students themselves to improve studentlearning.The grant is part of the Wallace-Reader’sDigest Fund’s “Ventures in Leadership” program,the goal of which is to help nonprofit,tax-exempt organizations and public schoolsaround the country test innovative ideas forimproving educational leadership.The grant is part of “The Campaign for UB:Generation to Generation,” which is in its finalphase and has a goal of $250 million.#For information on how you can support theUniversity at Buffalo, go to Matters - from School to IndependenceA Guide and Directory of Services for Youth with Disabilitiesand Special Needs in the Metro New York Area.The transition from the high school system to adult life–postsecondary education,vocational training, employment opportunities, living options for young adults–isa difficult process for everyone. For youth with disabilities, working through the mazeof systems is especially hard. Covering programs for youths 14 and up, this new directorywill help YOUTH, PARENTS, TEACHERS, TRANSITION SPECIALISTS, andCOUNSELORS understand the rights and entitlements, and the manyservices available to smooth the transition process.500 pages, $35.00 + $8.00 postage and handling ISBN 0-9678365-6-5Available in April at local and on-line booksellers or direct fromResources for Children with Special Needs, Inc.116 East 16th Street/5th floor • New York, NY 10003Call 212-677-4650 Fax 212 254-4070or visit www.resourcesnyc.orgA NEW GUIDE AND DIRECTORYTHERE IS HELP FOR ADD/ADHDResults-Oriented Solutions For Families & AdultsAdvanced Parenting Skills - Learn the tested techniques thatwork with your child’s special wiring. Minimize non-compliantbehaviors, power struggles and family discord as you help your childincrease his or her ability to self-regulate. Instructor: Dr. Norma Doft6-session evening seminars for parents & caregivers of 2-11 year olds withAttention Deficit Disorders or related behavioral issues. Limited group size.Study & Organization Skills - Learn useful techniques andstrategies to successfully manage schoolwork, graduate board study,multiple deadlines, papers and projects.Individual sessions for adults and older teens.ADDult Coaching - Enhance your personal and professional life.Your Coach helps you to compensate for problem areas throughpractical strategies, self-management techniques, motivation,accountability, structure and support. Clarify and accomplishpersonal and career goals.For high-functioning adults with attention deficit disorders or similar issues.Individual Coaching by appointment. Telephone Coaching & Groups available.Organization & Time Management Skills - Take control of yourtime and environment. Manage your day more efficiently, accomplishprojects more effectively, organize your home or office and controlpaperwork and clutter through personalized and “do-able” systemsand strategies.Individual sessions by appointment. Home and office visits available.Consultation & Case Management - Knowledge empowers!Individual help, education and suport for such issues as BehaviorManagement, Education/Employment Rights and Advocacy,Medication and Treatment Options, Working with Doctors, Therapists,Educators, etc.Individual sessions by appointment.DO YOU KNOW ADEPRESSEDTEENAGER?One out of every 20 teenagers struggles with depression. If youknow a teenager (12-17) who is experiencing feelings of sadness,irritability, changes in sleeping and eating habits, loss ofenjoyment, and difficulty concentrating, he or she may beeligible to participate in a new research study sponsored by theNational Institute of Mental Health.The Treatment for Adolescents with Depression Study(TADS) is designed to find the best and most long-lastingtreatment for depression in teenagers. TADS uses variouscombinations of an FDA-approved medication, placebo, and talktherapy.For more information please contact:212-263-8613www.AboutOurKids.orgNYU Child Study CenterThe A.D.D. Resource Center, Inc.New York City: 646-205-8080Westchester/Connecticut: 914-763-5648 • Email: addrc@mail.comHal Meyer, Director • Programs since 1993

APRIL 2003 ■ EDUCATION UPDATE ■ SPECIAL EDUCATION11Legislature Re-Elects Two Board of Regents MembersAssembly Speaker Sheldon Silver, EducationCommittee Chair Steve Sanders and HigherEducation Committee Chair Ron Canestrariannounced the re-election of two members tothe New York State Board of Regents. Reelectedto the 16-member board are RegentGeraldine Chapey of Queens and RegentLorraine Cortes-Vazquez of the Bronx. Thecurrent term of each regent is set to end March31 st.Board members are elected to five-year terms?IS THIS SOMEONE YOU KNOW?Are you or your child easily distracted, unfocused, unable to concentrate, feelingover-stressed or anxious? Are you or your child having difficulty at work, in school or withrelationships? Do you need a translator to understand your child’s school evaluations?There are solutions. The Group for ADHD can help. Often, depressed, addictive,compulsive or anxious behavior are indicative of misdiagnosed and untreatedAttention Deficit Hyperactivity Disorder (ADHD) and/or Learning Disabilities (LD).These behaviors become the individual’s method for coping with the symptoms ofADHD and/or LD. This is true of all children and adults. The aim of Group ForADHD is to develop strengths out of weakness and to create more effective methodsof compensation when necessary.THE MISSIONThe Group For ADHD does not believe in a one size fits all therapy. Our Clinicianscarefully evaluate each individual using state of the art diagnostic tools. Based uponthe findings, we design, together with the individual, an effective treatment plan. Wehave many tools in our tool box at the Group for ADHD to accomplish this, and weemploy the methods best suited for each particular situation.The Group For ADHD is dedicated to individual adults, children, and families of allages living with Learning Disabilities and Attention Deficit Hyperactivity Disorder.The goal is to establish alternative and adjunct treatments to drug therapy as well asto offer school and workplace support.Lenore Ruben, CSW, CHT, EMDROrly Calderon, PsyDCathy Wein, PhDby a joint session of the state Legislature. Thereis one regent for each of the state’s 12 judicialdistricts and four at-large members. Regents donot receive a salary for serving on the board.#Looking for information about NYC publicschool system? Want to know what’s goingon at the Department of Education? Log on or call the Department’sParent Hotline at 718-482-3777.250 West 57 Street,Suite 723New York, NY 10107212.586.2135Resources, Referrals and HelpAs a principal of a private school for learningdisabled children, I am asked by parents andother professionals on a daily basis for informationon resources. With web access,Resources for Children’s source book (212-677-4650) and the “leave no child behind legislation,”one would expect that reliable informationis readily available. Yet when the needis for low cost services or very specific services,my daily interactions tell me that gettinginformation is still difficult.Three opportunities have recently becomeavailable to parents. One provides free psychoeducationalevaluation, one free remediationwith a learning disabilities specialist, and oneexcellent on-line support.Free Evaluations:As I am sure most parents and professionalsare aware, if you have concerns about yourchild’s academic progress you can request, inwriting, an evaluation from the Department ofEducation. Therefore, one might wonder why afree private psycho-educational evaluationmight be desirable. There are two reasons: Firstto get a second opinion, especially if you findyourself in disagreement with the primary evaluation.Second, the mandate of TheDepartment of Education is to offer appropriateservices within a public school setting, not necessarilyto provide a diagnostic profile of yourchild as a learner. The State College ofOptometry, Learning Disabilities Unit hasrecently received a grant to provide FREE evaluationsfor children in grades k-8 withMedicaid (non HMO) or Centercare. As part ofthis process your child will also receive a visualand perceptual evaluation. Call 212-780-on the outskirtsBy KATARZYNA KOZANECKAa khaki convoy nearingand farthering away,stirring crows to wing,kicking up mud in flecksagainst the house-wallon which hangs a posterfor a film; the house-wallaround whose corner a doghangs by the throat,its snowed coat thawing,its snowed coat thawing.the film is przed-wiosna,before-spring.made in west in west west.i’ve no eyes for winter’s longer than that world’sby an arm of rope.4960 for information.Free Remediation:Often parents face a difficult problem: theyknow that their child needs Orton-Gillinghamor multi-sensory remediation but they don’tknow how to go about getting help. Whilemany fabulous well-trained LearningDisabilities Specialists can be contacted bycalling The International Dyslexia Association(212-691-1930) options are fewer when familieslack financial resources. Lady LibertyEducational Alliance was established to offerinstruction in reading and related languageskills free of charge to students who have notyet gained adequate skills in a standard schoolsetting despite intervention and who cannotafford private fees. Contact Carol Kanter at212-744-6121 (10-3). Because Lady Liberty isa charity with all of its monies committed toproviding services, it must raise funds to continueto provide remediation.The Manhattan Jazz ensemble will perform abenefit concert at The Weill Recital Hall ofCarnegie Hall on Friday May 16th at 8PM. Tosupport his unique and very worthy programcall for tickets at 212-247-7800 or go on-line Support:Finally for those parents new to the processor seeking information about learning disabilitieson the web try Schwab, of brokerage fame, is dyslexicand has put the considerable resources of hisorganization to work on creating a guide forparents and educators. Request a parent or educatorpacket.#NATIONAL POETRY MONTH:STUDENT POETSmay you forgive meFirst place in theWorld Poetry Day competition:POETRY EVENTS:• Friday, April 11, 5-7 PMHunter College, President’s ConferenceRoom, E. 68th St. and Lexington Ave, 17thfloor.Celebration of the paperback publication ofJune Jordan’s Some of Us Did Not Die: Newand Selected Essays.For reservations: (212) 772-5185• Saturday, April 12, 2-4 PMBy ALICE CHANfinding your unwrittennotes oh what have you not done, unpaintedmonsters in history: for example “the creativeromans had more than one means of crucifixion” – tfor time and x for space every variable ofhidden haggard graves formedevery diurnal turn of unswept earth. in digging (mayyouforgive me for not knowing you) i find aviolin with a twisted neck. charredscarred by efficient virtue of our contemporaryovens, it did happenagain what dying-posts have we today createdacrosssplintered skies whatapologies must i make for (in)humanitygoodnight i love you worldCenter for the Humanities at the GraduateCenter/CUNYFifth Avenue at 34th St., Elebash Recital HallIn Tribute to June Jordan: A Panel Discussionon Poetry, Politics & Performance. For ticketsand reservations: (212) 817-8215• Sunday, April 13, 1-5 PMTeachers & Writers Collaborative, 5 UnionSquare WestMarathon Reading of the Poetry of JuneJordan. Come and join us anytime from 1-5 PM

12 AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ APRIL 2003CAREERSPAUL BINDER, FOUNDER,BIG APPLE CIRCUSBy TOM KERTESPaul Binder’s first “circus thoughts” came tohim during his stint with the San FranciscoMime Troup in 1970. “It had an outstanding circustraining program,” says Binder, now theDirector of the world-renowned Big AppleCircus. “We studied all kinds of circus things,such as juggling, trapeze work, and aerials.” Buthow does a Dartmouth, and later ColumbiaBusiness School, graduate find himself with amime troup in the first place? “I was working intelevision, first as a stage manager with JuliaChilds and then with Mike Douglas as a talentcoordinator. I was booking the more seriousguests, such as authors, so I felt fairly satisfiedwith my accomplishments in TV. It was the1960s,” smiles Binder. “A restless time for mostof us. And I was beginning to feel that I wasready for a lifestyle change.”Binder’s desire to be in showbiz led him tothe Mime Troupe on the West Coast. With hisfriend he developed a juggling act that becameso successful; it took them all over Europe.They were a hit on the streets of Paris, “performingin front of the Casino de Paris, passinga hat.” Being in the right place at the right timepaid off: the street jugglers were discovered bythe Neaveau Circus de Paris, which took Binderand his nouveauupartner on a tour throughoutFrance.By now Binder, despite his outstanding businessbackground, got completely bitten by thecircus bug. He began to feel that bringing a differenttype of circus to the United States—onethat Americans never had a chance to experiencebefore—would be an ace business idea.Thus an American version of the “CircusIntimes” was born. Instead of the huge threeringBarnum & Bailey type presentation, thiswould be a circus of theatrical intimacy, a specialkind of a performance where the audiencewould completely surround the artist. “Wewanted to create a powerful connection betweenthe audience and the performer,” Binder says.“We wanted an almost visceral response, tomake a profound impact on the audience.”Upon his return to the U.S., the BrooklynbornBinder began to research circuses—and hefound that his idea would be novel, indeed.“Growing up, art was always an enormous partof my life,” he says. “I was in every school playboth in high school and at Dartmouth. And, as akid, my happiest memories were of sittingaround on Saturday nights with my family andlistening to my Dad playing the violin.”Creating the Big Apple Circus would be a wayof staying in the arts and, at the same time, makingpeople feel good.“The circus is a unique life-style; it’s like livingin a close-knit, international community,”says Binder. “My wife, Katja Schumann, isfrom a fifth-generation circus family.” KidsMax and Katherine work with horses and performa variety of other functions around the BigApple Circus. “I’ve never pushed them—it is alife that is very different,” says Binder. “ButMax chose to work with the circus. AndKatherine, who will be at Barnard College inthe fall, is talking of coming back.”Viva la difference! The Big Apple Circus, anenormous success, has been around for 25 yearsnow. “Each show is built around a specifictheme,” says Binder. “This year, it’s a tribute toNew York around the turn of the century.” Otherrecent themes have been the Wild West, Big TopDoo-Wop, and Jazz-Matazz.The tent, which could seat 850 people at thebeginning, now seats 1620 in New York and1750 on the road. The 50-foot ring is “the perfectsize to still make intimate contact with theaudience,” Binder says. “Circus is the originaltheater—and I feel that we were a major forcein reviving the art form in the U.S. Now we areon our second generation of guests.” Each year,a half million “children of all ages” attend. “Welive a very intense life,” says Binder. “There’s atremendous amount of training involved. Andyes, you can apprentice with us. But we have notraining-school per se.”The Big Apple Circus also performs thefamous “Circus of the Senses” (for childrenwho are visually and hearing impaired), andsponsors a Clown Care Unit in pediatric hospitalsaround the nation.#For information, or to make a contribution,call Tom Exton at 212-268-2500.HAVE YOU THOUGHT OFBECOMING A PHARMACIST?Over one-third of pharmacists would selectanother field if they had their careers to doover, according to a new survey by AlliedConsulting, a Dallas-based health care staffingfirm. The survey indicates that pharmacistshave plenty of job opportunities to select fromtoday but are not necessarily content with theirchoice of a career.“Job security does not always translate intojob satisfaction,” notes John Hawkins, vicepresident of Allied Consulting. “Some pharmacistshave reached a point of diminishingreturns in their careers.”Paul BinderDespite abundant job offers and risingsalaries, however, 22 percent of pharmacistssurveyed indicated they would not recommendpharmacy as a career to young people today.The nature of pharmacy work can be repetitivein some settings, and patient and peerinteraction can be minimal, as can theprospects of organizational advancement.When asked to identify their two top motivationsfor seeking a new position, more pharmacistscited “more interesting work” than anyother factor.Supporting Science Education:Public/Private Partnership At WorkBy CARLO PARRAVANO, Ph.D.“Write a check and get out of the way!”That’s the answer some school administratorsgive me when I ask them how the most effectivebusiness partnerships operate. Havingworked on both sides of school-business partnerships,I understand their reactions. A wellintentionedbusiness without experience ineducation can cause more harm than good.However, when done right, a business-educationpartnership can be more than just providingfunds. Businesses have the ability to strategicallyalign with our schools’ goals whenfinancial support is coupled with technicalassistance and flexibility. Such had been theexperience of Merck & Co., Inc., a corporationwith a long history of supporting education.Motivated by a desire to make a long-lastingimpact on science education, Merck created theMerck Institute for Science Education(MISE)—a public/private partnership dedicatedto improving the participation, performanceand interest in science among children ingrades K-8.Merck recognized that the challenge ofreforming science education required a balanceof the following: a long-term, focused commitment;guidance from science education experts;respect for teachers and administrators; andcareful evaluation along the way.With this knowledge, MISE formed partnershipswith public school districts in four communitiesthat are home to Merck’s major operations.Because we believe that teachers are thesingle most important factor in improving studentperformance, MISE’s programs primarilyfocus on professional development and otherkinds of support, for the elementary and middleschool teacher. This year marks the 10thanniversary of the program and its efforts instrengthening teaching expertise, making learninghands-on and increasing science proficiency.When the program began 10 years ago, thepartner schools and MISE worked together tochange the way science is taught—movingaway from text book centered learning andtoward the use of hands-on experimentation.However, as teachers began to implement thisnew approach, they began to realize that theyneeded deeper background knowledge in science.To meet this need, MISE introduced threekey initiatives known as the Leader TeacherInstitute, Peer Teacher Workshops, and thePrincipal’s Institute to the bolster teacher’sknowledge of science and the ability of schooladministrators to support the teachers.The success of the program has had the kindof impact that it sought to achieve from thebeginning. Our accomplishments are far rangingand have touched all areas of school lifeand development by: creating professionallearning communities for administrators, principalsand teachers by fostering communication,sharing experiences and supporting standards-basedscience teaching; enhancing thelevel of student performance by placingemphasis on inquiry-based curricula, scientificreasoning and critical thinking; influencing scienceeducation reform on local and state levelsby developing and supporting changes to sciencestandards and assessments.Business partnerships can make a differencein public education. The difference begins withfunding but it can go much further. Withvision, good planning and effective communications,school-business partnerships can be awin-win proposition for all stakeholders, foremostamong them, our teachers and students.#Dr. Carlo Parravano is the ExecutiveDirector of the Merck Institute for ScienceEducation. Prior to joining Merck in 1992, hewas Professor of Chemistry at the StateUniversity of New York at Purchase andDirector of the Center for Mathematics andScience Education of the SUNYPurchase/Westchester School Partnership.BOOK REVIEWSA PASSIONATE CASE FORLIBERAL EDUCATIONFormer Dartmouth and University of IowaPresident James O. Freedman provides anintelligent guide for administrators in LiberalEducation and the Public Interest.In 1996 James O. Freedman publishedIdealism and Liberal Education, which discussedthe ideals that shaped his life as an intellectual,a law professor, and a college and universitypresident. In Liberal Education and thePublic Interest he convincingly explores hisfirm belief that a liberal education is the “surestinstrument yet devised for developing thosecivilizing qualities of mind and character thatenable men and women to lead satisfying livesand to make significant contributions to a democraticsociety.”Freedman concentrates directly upon theproblems facing university presidents and alluniversity administrators. A passionate andbeautifully written argument for the benefits ofa liberal education, Liberal Education and thePublic Interest is also a practical guide forthose administrators struggling with suchthreatened institutions as tenure and affirmativeaction; it enables them to make an effectivepublic case for the value of a liberal education.Freedman speaks out clearly, lyrically, andsometimes bluntly; throughout, in an importantand timely fashion, he makes us aware of themany ways in which a liberal education nurturesindependent perspectives and strengthensdemocratic values.James O. Freedman is president emeritus ofthe University of Iowa and Dartmouth College,past president of the American Academy ofArts and Sciences, and the author of Crisis andLegitimacy: The Administrative Process andAmerican Government and Idealism andLiberal Education.#City College & Columbia U Share GrantCity College and Columbia University have received a National Science Foundation Traineeship(IGERT) grant to establish an interdisciplinary Ph.D. program in soft materials. Albert EinsteinProfessor of Science and Engineering Morton M. Denn, who is a member of CCNY’s ChemicalEngineering and Physics Departments, will head the partnership. CCNY and Columbia Universitywill share a $2.9 million grant that will offer doctoral research fellowships.

APRIL 2003 ■ EDUCATION UPDATE ■ BOOK REVIEWS13Logos Bookstore’s Recommendations‘Bowser theHound MeetsHis Match’,‘Baby PossumHas a Scare’,‘Peter RabbitLearns to UseHis New Coat’by ThorntonBurgess(B. Schackman,& Co., $2 each)After a long, cold winter,spring is here! There istime to take children outdoorsand enjoy nature,and all the animals onefinds there. Some neat littlepresents for the youngones are some nicely illustratedbooklets ofThornton Burgess talessuch as Bowser the HoundMeets His Match, BabyPossum Has a Scare, andPeter Rabbit Learns to use His New Coat ($2each, B. Schackman & Co.), as well as somelarger booklets of stories in rhymes called BabyChickies, Ducky Doodles, and Bunny Babies($2.95 each, B. Schackman & Co.). From thestirring fight of Digger the Badger and Bowserthe Hound, to Baby Possum landing on a stonethat moves in the Thornton Burgess tales, to thechick that comes home late to bunnies enjoyingice cream in the story rhymes, there is much tocapture the young child’s eye.As this issue of Education Update appears,Logos Bookstore will be in the midst of a 50%off Spring book sale of many books presentedin special sales sections. The sale started March24, 2003 and will go through April 7, 2003.There is still a 10% discount off on our regularbooks.By H. Harris Healy, III, PresidentLogos Bookstore1575 York Avenue (Between 83rd And 84th Sts.)New York, New York 10028(212) 517-7292, Fax (212) 517-7197WWW.NYCLOGOS.CITYSEARCH.COM‘Baby Chickies’,‘Ducky Doodles’,‘Bunny Babies”,(B. Schackman &Co., $2.95 each)Kill Your TV ReadingGroup will be discussingthis spring, Mrs.Dalloway by VirginiaWoolf on Wednesday,April 2, 2003 at 7 P.M.and Atonement by IanMcEwan on Wednesday, May 7, 2003 at 7 P.M.The study and discussion group of Augustine’sCity Of God continues on the other Wednesdaynights at 7 P.M.For the spring Holidays come to Logos forcards, books and gift items for Easter, Passover,Mother’s Day, graduation, Father’s Day, baptism,confirmation and first communion. Enjoythe spring!Transit: #4, #5, #6 Lexington AvenueSubway to 86th St., M15 Bus (First & SecondAves.), M86 Bus (86th St..), M79 Bus (79thSt.), M31 Bus (York Ave.)Upcoming Events At Logos50% off Spring Book Sale, Monday, March24–Monday, April 7, 2003Wednesday, April 2, 2003 at 7 P.M., KYTVwill discuss Mrs. Dalloway by Virginia WoolfWednesday, April 9, 16, 23 and 30, Study andDiscussion of Augustine’s City Of GodWednesday, May 7 at 7 P.M., KYTV will discussAtonement by Ian McEwanChildren’s Story time every Monday at 3:30P.M.#Bank Street Holds BestChildren’s Book AwardsBy POLA ROSEN, Ed.D.The day war was declared in Iraq, I shallnever forget where I was: at a celebration of thebest books for children at the Bank StreetCollege of Education, a haven for those seekingrefuge from the harsh reality of the worldoutside. In her opening remarks, PresidentAugust Kappner expressed the sentiments ofthe audience in saying, “We live in a world ofsuch uncertainty, we need the world of booksand literature for children.”The Children’s Book Committee has a 30-year history of working in the community andin the New York City public schools to guidelibrarians, educators and parents to the bestbooks for children published each year. Thecurrent committee, led by Chairperson andCoordinator Alice B. Belgray, includes educators,librarians, authors, parents and psychologistswho share a passion for the world of children’sliterature. Young reviewers from all overthe country, ages 7-15, read and evaluate manyof the books as well. The Committee publishesThe Best Children’s Books of the Year andBooks to Read Aloud with Children of All Ages,an annotated list of over 400 books.Caroline B. Cooney, one of the winningauthors felt that the role of a writer is to “transportkids to realms of gold. Homer did that forme,” she said. Her book was entitled, Goddessof Yesterday. Winner Kristine O’ConnellGeorge always wanted to write a book based inthe south, where her mother was born, becauseit was such a foreign culture compared to herhometown in Indiana. Her book, Little Dog andDuncan won a poetryaward. Her 7 1 /2-pound dogand a neighbor’s 70-pounddog were the inspirationCaroline B.Cooneyfor the poems. The book’s message is thatwhether large or small, canine or human, ouremotions are not much different; there areamazing rewards in friendship; and that fairness,equality, differences and mistakes arecommon threads in our lives.Doreen Rappaport, author of No More!Stories and Songs of Slave Resistance, wasinspired to write because “the tragedy of slaverystill lives with us.” She wanted children tosee how to take an experience that’s negativeand transform it to something positive andstrong. “Children,” she said, “have to learn thatthere are ways to resolve evil and deal with it.People resist, rebel and survive.”A young reviewer, Adam Bresgi, age 11,from the Solomon Schechter Day School inBergen County, New Jersey, enjoyed Little Dogand Duncan. “It was a really good book, funand a quick read,” he said, obviously enjoyinghis role as judge.When asked what kind of books childrenneed in today’s unsure world, LindaGreengrass, a member of the editorial committee,responded that there are few resources toreassure very young children, that stories canprovide safe places, and can show ways toresolve conflicts.#For further information about Books ofthe Year call 212-875-4540 or email: bookcom@bnkst.eduApril is ‘Poetic’ in its SpringtimeBeauty. Celebrate the Joy of Poetry!By SELENE S. VASQUEZPICTURE BOOK:The Scrubbly-Bubbly Car Washby IreneO’Garden.Illustrated byAGES 5 THRU 8An effervescent picturebook filled with tonguetwisting alliteration andbouncy rhymes: “SoapyCynthia Jabar. floppy brushes mop/(Harper Collins,32 pp., $15.99)from our tires to the top.”Children describe thefrothy sights and soundsof a car wash.POETRY: AGES 5 THRU 10Dear Worldby TakayoNoda.(Dial, 32 pp.,$16.99)Lyrical verses praise thejoys and wonders in theworld. Each selectionbegins as a letter...” will not needwheels/ if you havewings./ I wish you wings/in your dream tonight.” Colorful cut-paper andwatercolor collages compliment the whimsicalchild-like ruminations.POETRY: AGES 8 THRU 12The “mighty Casey” with smoke coming outof his ears and gums glistening, steps up to theplate in this classic baseball poem. Caricaturesrendered in a mixture of acrylics, watercolorsand colored pencils. Notes about the authorincluded.Paul Revere’s Ride: The Landlord’s Tale byHenry Wadsworth Longfellow. llustrated byApril 2003 Bank St.Bookstore EventsSaturday, April 5th, 1p.m.Take part in our 8th Annual Poetry Readingfor kids by kids. Read a poem you've written orone you love.Sign up today! Ages 6 and up.#Call 212-678-1654 for more information.Charles Santore. (Harper Collins, 32 pp.,$16.99). A poem told as Longfellow truly wroteit - regarding 19th century gentlemen gatheredaround a cozy parlor fire 100 years afterRevere’s historic ride and recounting the detailsof that fateful night. Somber but beautiful blue,Casey at theBat: A Balladof the RepublicSung in theYear 1888by ErnestThayer.Illustrated byC.F. Payne.(CIP, 32 pp.,$16.95).green and brown tonesdepict the attempted secretattack in the dark of thenight.#Selene S. Vasquez is amedia specialist atOrange Brook ElementarySchool in Hollywood,Florida. She is formerly alibrarian for the New YorkPublic Library.Spring is the perfect time to order theoutstanding new children’s bookA Place to Grow for community,school and classroom libraries.Lyrical text and colorful illustrationsvividly convey the journey of a tinyseed navigating its way througha very big world as it searchesfor a place to grow.Visit our award-winning web sitefor more information and for secureonline ordering. Fast, free shipping!www.placet.placetogrow.com310-472-0505Grades K – 3 • Hardcover • 32 pagesISBN: 1-931969-07-8Written by Stephanie BloomIllustrated by Kelly Murphy

14 COLLEGES & GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003ANTHROPOLOGIST BATESONSPEAKS AT BARNARDBy KIM BROWNPersonal identity shines brighterwhen viewed through MaryCatherine Bateson’s words. “Weare not what we know but what weare willing to learn,” she once said.Parts of oneself shift into focuswhen considered in the light of herwork.Ms. Bateson is a writer and culturalanthropologist who has writtenand co-authored numerousbooks and articles. Full Circles,Overlapping Lives is her mostrecent book. Composing a Life isbest known. She is the daughter ofMargaret Mead, the most famousanthropologist the world has everknown. Recently, Ms. Bateston spoke at hermother’s alma mater, Barnard College.She came to speak about Composing a Life,education issues and personal commitment. Butfirst things first, Ms. Bateson, currently aVisiting Professor at Harvard Graduate Schoolof Education, asked that the podium bereplaced with a small table. After the table wascovered with a blue cloth she hopped on,preparing to deepen the audience’s understandingof life.She began with institutions of higher learning.Just as there are health maintenance organizations,colleges, she argued, “should think ofthemselves as learning maintenance organizations.”Their role is not to prepare adults forjobs but rather “maintain, broaden and deepenour curiosity throughout our life cycle.”She should know about developing the mindthroughout life. She is, after all, on a sixthcareer. She recently retiredas Clarence J. RobinsonProfessor in Anthropologyand English at GeorgeMason University and ispresident of the Institute forIntercultural Studies in NewYork City.“When I sat down andwrote Composing a Life theproblem that I was grapplingwith was the discontinuitiesin my own life, someof which had to do withbeing a woman,” she toldthe audience. “I got my doctoratein Middle Easternstudies and linguistics, writingon classical Arabic poetry, right? And [myhusband] took a job in Manila.”Composing a Life addresses changes inwomen’s lives due to marriage, childbirth,chauvinism and other factors. Continuinglearning and curiosity are necessary resourcesto meet these challenges, Ms. Bateson says.“I really believe that the place to be in thisworld that’s so diverse and so rapidly changingand so unpredictable is to be unremittinglycurious and trying to understand and never say,‘I have come to a final clear understanding.’”The very dilemma that many women face,trying to balance multiple commitments, isactually a tremendous strength, Ms. Batesonsays. It helps to broaden understanding andresist oversimplification of decisions.Ms. Bateson rejects the metaphor of jugglingresponsibilities. She says it is “trivializing.”“If you tell me that my efforts to live a rich,Mary Catherine BatesonAging with Grace:Intriguing Findings from the Nun’s StudyA behind-the-scenes look at the landmarkstudy about aging, was the topic of a lecturerecently by David Snowdon, Ph.D. atMarymount Manhattan College in New York.For 15 years, Dr. Snowdon, professor of neurologyat the Sanders Brown Center on Aging,University of Kentucky, has been studying thelives and brains of 678 School Sisters of NotreDame to learn about the effects of aging andAlzheimer’s disease on the brain. His unprecedentedresearch has captured the attention ofscientists and scholars worldwide and continuesto yield new data about advancing age. Dr.Snowdon’s book, Aging with Grace: What thecomplicated, creative life count as juggling,what are you telling me? First you’re telling meI’m going to drop something.”The audience laughed. In her closing remarksshe spoke about the importance of reflection.Nun Study Teaches Us About Leading Longer,Healthier, and More Meaningful Lives, blendsscience and state-of-the-art medical technologywith the stories and spirit of the nuns whoselives and minds give evidence and context tothe study.Dr. Snowdon’s lecture was the result of aunique collaboration between the New YorkAlumnae of the College of Notre Dame ofMaryland, headed by President Mary PatSeurkamp and Marymount Manhattan College,Continuing Education Division. PresidentJudson R. Shaver of Marymount welcomed theaudience of over 200.#Young Latinas Leadership Institute ScholarshipFive women, all freshmen at The CityUniversity of New York, have been namedrecipients of the first Young Latinas LeadershipInstitute Scholarship. The students were awarded$1000 for four years to be used toward theircollege tuition. In addition to the scholarships,as inaugural participants in the Young LatinasLeadership Institute, the young women will bepaired with prominent Latina professionals asmentors and will be invited to all conferencesand seminars sponsored by 100 HispanicWomen.The scholarship winners are:Yesenia Garcia, Hunter College, ComputerTechnology.Nicole Caruso, New York City College ofTechnology, Human Services.Luissa Christina Chevere, Lehman College,Child Psychology.Lavinia L. Solano, College of Staten Islandstudent, fashion design/entrepreneur.Enita Lauren Rivera, Baruch College, HotelManagement.More than 86,000 Hispanic students areenrolled at The City University of New York,half of them pursing undergraduate and graduatedegrees. More than 62% of those studentsare women.#“Experience doesn’t make you wise. Thinkingabout experience is what makes you wise,” shesaid. “What we do in classrooms is what setsthe stage for this process of growing, complexifying,balancing and reflecting.”#STUDIES IN EDUCATIONBACHELOR OF ARTS MASTER OF ARTS MASTER OF EDUCATIONCERTIFICATE OF ADVANCED GRADUATE STUDYWhatdo you wantto study?Individualized StudyBrief ResidenciesLicensure Options36 College Street, Montpelier, VT 05602 • •

APRIL 2003 ■ EDUCATION UPDATE ■ COLLEGES & GRADUATE SCHOOLS15Barnard/CBS High School EssayContest Winners Are Powerful WritersBy POLA ROSEN, Ed.D.For the past twelve years the BarnardCollege/CBS essay contest for public highschool students in New York City has challengedstudents to write about, “A Woman IAdmire,” according to Christine Royer,founder and organizer of the contest. This yearover 685 entries from 79 high schools aroundthe city were submitted. Judith Shapiro,President of Barnard College, and a graduate ofNew York City public schools (PS 26 andJunior High School 16, Queens) said she was“thrilled to support the vision and promiseexemplified by this year’s winners. Since 1889Barnard has been committed to advancing theacademic, personal and professional success ofwomen.” Among the accomplished writerstraining and inspiring future generations ofwomen at Barnard are Mary Gordon, CarolPhillips, Ellen McLaughlin, and QuandraPrettyman. Serious writers, according toShapiro, have said that they are motivated by asearch for truth. Some have said that the role ofthe writer is not to say what we can all say, butwhat we are unable to say; Toni Morrison said“I always start out with an idea, even a boringidea, that becomes a question I don’t haveanswers to. Most of the essayists chose tohonor their mothers or grandmothers. PresidentShapiro spoke of some of the entries: there isthe mother who leaves behind an abusive partner,moving from one home to the next with heryoung daughter, earning a bachelors degreedespite all odds; there is the mother strugglingto survive with four young children in Bosniaafter her husband is forcibly taken away; andthen there is a deaf mother who inspires herdaughter with the unique ability to understandand to love. Shapiro spoke eloquently to thewinners: “We meet these women in your essaysand they come alive in powerful prose. Youtook the blank page and made it your own. Youorganized your thoughts and imbued them withfeeling. Whether or not you choose writing as acareer, I am confident that throughout yourlives you will continue to pursue the search fortruth and beauty through the written word.There were four cash prize winners and 26certificate winners; essays were selected by apanel of judges including Cindy Stivers,President and Editor in Chief of TimeOut NewYork, Pola Rosen, Publisher and Editor inChief of Education Update, Barnard EnglishProfessors Quandra Prettyman and ElizabethDalton and author Ayana Byrd.The first prize winner, Aminata Cisse,received $1000 and her school, Midwood HighSchool in Brooklyn, received $500. Her essayappears below.The Woman I Admire MostBy AMINATA CISSEShe wipes the sweat from her brow as shepaces back and forth from the ancient armoire.Her eyes remain alert as they scrutinize everyaspect of the water-stained walls of her bedroom.She adjusts everything in her way, utteringcomplaints in atone that no languagebarrier can disguise.The heat intensifiesher state of unrest. Thelack of rain wears onher being; she is worriedabout the harvest.Kuumbaa Tiam, mypaternal grandmother,has lived for approximately65 years. Herskin, like the reddishbrown earth outsidehas been darkened bythe sun. Standing over6 feet, she doesn’t fitthe familiar model of the petite grandmother.Her intelligent eyes simultaneously reflect painand strength. She has borne ten children andhas outlived three. As the matriarch and seniorwife, she is given the respect of her station.The livelihood of Diossong’s inhabitantsrests in its crops and its religion. It is late summerand the once-emerald fields have turned abrittle brown. The Saharan winds, blowingfrom the north, bring piles of stifling sand withthem in an effort to extinguish all life. As thefields wither around her, my grandmother isleft with nothing more than her daily prayers.No one internalizes the suffering of the landmore than she.I stand in awe of her. Born in a place and timewhen women are relegated to a lower status,It is late summer and theonce-emerald fields haveturned a brittle brown.The Saharan winds,blowing from the north,bring piles of stifling sandwith them in an effort toextinguish all life.You took the blank pageand made it your own.Youorganized your thoughtsand imbued them withfeeling.she has disavowed the passivity fated forwomen of her culture and religion. She ispious, but hasn’t compromised her God-givennature to be strong-willed and outspoken. Forover 45 years, she has endured my grandfathersphilandering (albeitlegal). He has marriedand divorcedthree of the fivewives he has taken,in addition to her,over the years. Shehas stood as the pillarof financial supportfor the family,going into cow herdingwhen my grandfathercouldn’t providefor her andtheir children.She has no education:she can’t readand write. I hear her thoughts through the inepttranslation of a cousin, speaking fledglingEnglish, but where her words fall short herdemeanor comes through clearly. She has neverbeen and never will be cowed. She coddles hergrandchildren and laughs with her daughters-inlawas they prepare the evening meal. When shehas to, her tongue cuts deeply; her hands dismissand nullify speech. Outside, nature fightsher but she doesn’t bend. She prays for rain.She has been a daughter, a mother, a sister, awife, now a grandmother, yet she has alwaysremained-defiant, bombastic-just like the redearth. My grandmother has lived her life withfew material resources or comforts but in herpresence one can see she has mined the deepestareas of human strength and dignity. #Indiana U Studies Alcohol Abuse in StudentsWhy young alcoholics seem insensitive tothe negative consequences of their behavior isthe subject of a five-year research study nowunder way at Indiana University Bloomington(IUB) that includes a focus on college alcoholism.Peter Finn, professor of psychology anddirector of the Biobehavioral Alcohol ResearchLaboratory at IUB, is directing the researchsupported by a grant of $1.3 million from theNational Institute on Alcohol Abuse andAlcoholism. The project started in May 2002and involves 500 men and women ages 18 to25 who have alcohol abuse problems. Finn isinterested in why people engage in selfdestructivebehaviors, and he has more than 15years of alcohol research experience.“The results of this study should providevaluable information about the mechanismsthat lead to early-onset alcohol problems andalso increase awareness of prevention andtreatment efforts for early-onset alcohol problems,”Finn said.“We are looking at the mechanisms that mayinfluence problems in self-control and poordecision-making that we see in young men andwomen with alcohol abuse problems,” heexplained. “Is it because they don’t see thelong-term effects or negative consequences oftheir behavior, or is it because they don’t care?”One aspect of the research addresses collegedrinking. “One aim of this project is to investigatethe psychosocial mechanisms, such asaffiliation with college fraternities and sororities,that distinguish non-antisocial alcoholismfrom antisocial alcoholism,” Finn said. Hebelieves that some undergraduates are generallymore careful in their drinking, more responsiblethrough actions such as use of a designateddriver, and more aware of the problems thatexcessive drinking can cause. He said theseindividuals are less likely to be antisocial andless likely to develop serious problems withalcohol.For more details, contact Finn at 812-855-9548 or

16 COLLEGES & GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003Teacher as Anthropologistby Amy Grillo Angell, Ed.D.As a professor in the Adult Degree Program at Vermont College, I have the great privilege of working one-on-one with studentteachers completing our independent study-based licensure program. As I read their teaching journals, I sometimescome across statements such as “Billy was off task again for the entire reading period.” In the language of anthropological orethnographic research, this would be an example of an “etic concept”—a concept that is meaningful to the observer, but outof synch with the lived experience of the person being observed. From inside Billy’s world, what the anthropologist would callthe “emic“ perspective, he is not “off task” at all, but rather engaged in some task of his own, perhaps a very meaningful andimportant task. Upon realizing this, in one of those wonderful “ah ha!” moments that student teaching is designed to inspire,my student teacher was transformed into an anthropologist, intent upon discovering the meaning and dimensions of the taskthat Billy was engaged with, and determined to build a bridge between that task and the one that the teacher had designed.Over time, she began to think of each student as having a unique little culture of learning that could be uncovered and understoodand used to reach the child, who might otherwise remain “off task” in the eyes of his teachers and disengaged with theparticular learning opportunities presented within the structure of the curriculum. Eventually, this child, whose lively mind wasin fact deeply engaged with some task that remained invisible to his teacher, might come to be seen as a poor student, or asone with “attention problems,” or worse.How, we might ask, can an overworked teacher with a room full of children be expected to attend to the individual “learningculture” of each child’s mind? Isn’t this the kind of unrealistic, idealistic thinking perpetuated by university professors whodon’t understand the exigencies of everyday life in the classroom? Perhaps it is just that. But perhaps, and this was the casewith my student teacher, it is precisely this type of approach that makes teaching so interesting and exciting, and that ultimatelyprotects us from “burnout.” With this simple shift in perspective, her daily routine became one that filled her with fascinatingquestions about ordinary occurrences that had previously been taken for granted. She began to feel a sense of gratitudefor what her students were teaching her everyday. She began to appreciate the pure pleasure of learning, of seeingthings anew. And, in envisioning herself as an anthropologist setting out each morning to discover the exotic inner lives of thirdgraders, she felt a sense of adventure. Isn’t a teacher who remains a learner, who is filled with the awe and excitement of constantdiscovery, exactly who we want to have guiding our children on their journey through school?#Dr. Amy Grillo Angell is Professor of Liberal Studies in the Adult Degree Program at Vermont College of Union Institute &University, an ethnographic researcher, and a former elementary school art teacher.CommunityColleges are indesperate needof new leaders.Advance with adegree fromFielding.Earn an Ed.D.inEducational Leadership and Changewith a concentration inCommunity College/Higher Education• Network with colleagues worldwide.• Learn at your own pace.• Combine work and professionaldevelopment.800.340.1099 • admissions@fielding.eduwww.fielding.eduSETON HALL UNIVERSITYOffers You ...A Fast Track to a Traditional Doctoratein Educational AdministrationO ur Accelerated Ed.D. program will allow you to complete yourstudies in just 10 weekends and two four-week summer sessions over atwo-year period. This rigorous program is open to K-12 educationaladministrators who need a flexible schedule that will not interfere withcareer responsibilities.A s a Seton Hall Ed.D. graduate, you will be armed with valuablecredentials that will give you the decisive edge in an increasinglycompetitive job market. A cohort approach will build on sharedexperiences and the expertise of a seasoned faculty and nationallyrecognized authorities in the educational field.NOW ACCEPTING APPLICATIONS FOR THE APRIL 2004 COHORTFinancial aid loans cover the entire program cost, regardless of financial need.College of Education and Human Services1-800-313-9833For more information e-mail: execedd@shu.eduor go to: South Orange Avenue, South Orange, New Jersey 07079 • www.shu.eduIONAEDUCATION PROGRAMSTim HartnettMiddle SchoolHistory TeacherBS ’81/MST ’97At the end of each day you cantell yourself, “I made a difference.”Workshop in Teacher CertificationLearn the requirements for New YorkState Certification, and the ways we canhelp you meet them.You’ll also explore thejob market, and learn how Iona can helpyou make a difference every day.Tuesday, April 29, 6:30 PMNew Rochelle CampusWednesday, April 30, 6:30 PMRockland Graduate CenterTo reserve your space, call 914-633-2502.Aspire. 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APRIL 2003 ■ EDUCATION UPDATE ■ COLLEGES & GRADUATE SCHOOLS17By JOAN BAUM, Ph.D.If ever Mayor Bloomberg needed proof thatNew York City in the wake of 9/11 has lostnone of its ability to attract out-of-town youngsters—withthe obvious blessing of their parents—BarnardCollege’s Pre-college ProgramFor Young Men And Women would be morethan ample proof. In the words of its eventoneddirector, Allison B. Kimmich, who growsenthusiastic as she reports the fact, the post9/11 reaction to Barnard’s summer in the cityoffering of courses, visits to major culturalinstitutions, life-after-college seminars, andmini career fairs, has been “just the opposite”of what she had expected. And so New YorkCity got a different look in the brochure—going from a traditional skyline shot for summer2002 to a spectacular photo of the city atdusk for summer 2003. Rather than get defensiveabout being in a highly targeted urban area,“we embraced the city,” says Allison Kimmich,promoting it as an extension of the classroom.The result has been “fantastic.”Over the past two summers, applicationshave been way up (with a 34% gain from 2001to 2002), and the program now caps at a littleover 200. Considering that the program began18 summers ago with a score of participants,the growth has been phenomenal, much of itreflective, no doubt, of the significant growthof the College itself. The program thus could besaid to enhance the College’s recruitmentefforts, but in fact, Barnard hardly needs theBARNARD PRE-COLLEGE SUMMER PROGRAMboost. Besides, the mission of the programstands on its own: to explore the complex relationshipbetween gender and leadership and tofoster those academic and social skills that willmake young women truly competitive in theprofessional world. Though only 15-20% of the16-17 year olds who attend the Barnard precollegeprogram actually apply to the undergraduatecollege, the program measures successby its ability to diversify and develop itsown offerings while continuing to be selective.Most applicants come from out of town (26states were represented last summer), butnative New Yorkers participate, with the greatestnumber of applicants coming from the NY/NJ region (25% and 16% respectively), followedby applicants from California (14%), notto mention six foreign countries. The demographicresembles Barnard’s freshman class. Ofthose who will be graduating in 2006, forexample, 26 attended the pre-college program.Other institutions, of course offer similarsummer institutes, but Barnard’s is unique inseveral ways, says Dr. Kimmich. For one, theprogram has her—a Ph.D. in Women’s Studiesfrom Emory University. She also has extensiveadministrative experience working in programssuch as the Johns Hopkins Center for TalentedYouth (for ages 12-16). Though the heart ofBarnard’s pre-college program is its five-weekofferings in the Humanities and SocialSciences, the program also offers special oneweekmini courses, a newly instituted YoungWomen’s Leadership Institute (to begin July 6),expanded opportunities to meet with Barnardalums, and an increasing number of eveningand weekend activities, including outdoor filmfestivals, theatre outings, romps at JonesBeach, and nibblings at various restaurants.The most popular courses reflect the program’sresponsiveness to contemporary interests.There’s the ever-popular “From Page toScreen,” where students wind up making athree-minute short film, a silent with music,using Barnard’s state-of-the-art equipment.And then there’s “Reform and Revolution inthe Sixties” and courses in art history with theirattendant Wednesday visits to MOMA and theMet. Some of the workshops, discussions, andseminars are student-run. The one-weekInstitute, for example, concludes with showcasesessions at which students discuss actionplans to take back home. Other curriculartracks have students creating action-orientedprojects, which they demonstrate to the fullgroup at the end. Students can also elect to participatein a joint initiative sponsored by theUnited Synagogue for Conservative Judaism,where they live and study at the nearby JewishTheological Seminary. Other collaborativeideas are in the works.Hard to believe that so much can go on in oneintensive week, but it does, some of it subtly.Central to the Barnard program is the residentialexperience. Many summer campuses“bemoan” this aspect, Dr. Kimmich notes, butCOLLEGE & UNIVERSITY DIRECTORY1 2 3 4Dr. Allison B. Kimmichat Barnard, where approximately 75% of thepre-college fellows live in residence halls,learning how to get along with peers is anessential part of the “developmentally appropriate”experience. Students have freedom,Dr.Kimmich adds, but they also understand, orcome to understand, what it means to have“freedom with limitations.” Not at all incompatiblewith having fun in summer in the city.#576Certificate of AdvancedGraduate StudiesBrief residencies Licensure optionsStudies in School Psychology, Leadership,Educational Administration, Guidance,Community Psychology, Integrated StudiesVermont UniversityTHE UNION INSTITUTEMontpelier, Vermont 05602800/336-6794• Business Administration • Computer Information Systems • Computer Technology• Electronics Engineering Technology • Telecommunications ManagementYou can also earn an Associates Degree in Electronicsand Computer Technology in 20 months30-20 Thomson Ave., Long Island City, NY 11101888-713-3879 Ext. 6724, www.ny.devry.eduA FAST TRACK TO ATRADITIONAL DOCTORATE INEDUCATIONAL ADMINISTRATIONEarn your doctorate in two years, with 10 weekendsand two four-week summer sessions and a cohort ofoutstanding educational administrator colleagues.400 South Orange AvenueSouth Orange, NJ 07079www.shu.eduFOR MORE INFORMATIONcall 800-313-9833or e-mail execedd@shu.eduor go to CollegeAssociate & Bachelor Degrees• Business Management • Health Science• Human Services • Education• Computer Science • Liberal Arts & Sciences• ESL Classes• Day & Evening Classes •Transfer students welcome• Financial aid for qualified studentsManhattan: Midtown:212-463-0400 ext.500Uptown: 212 722-1575 ext. 101Brooklyn, Queens: 718 2-School ext 1003✄Bank Street Graduate SchoolOpen House Thursday, May 1, 5:15 PM610 West 112th St, NY, NY 212.875.4698Please mail to:College Directory - Education Update276 Fifth Avenue, Suite 1005New York, NY 10001or Fax to:College Directory - Education Update (212) 481-3919Mail or Fax this CouponPlease circle catalogs you wish to receive:1 2 3 4 5 6 7THE BANK STREET APPROACHLearnhow to bea greatteacher.Name:__________________________________________________________Address: _______________________________________________________City: _________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________I Am Interested In Applying As❑ Freshman ❑ Transfer❑ Day ❑ Evening❑ Weekend ❑ Graduate StudentMy Status❑ H.S. 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18EDUCATING MATH TEACHERSCOLLEGES & GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003By ALFRED S. POSAMENTIER, Ph.D.A well-known journalist was asked whatmajor he would advise a college freshman,enthusiastic about embarking on a career injournalism. He replied, anything in the liberalarts, but don’t take any journalism courses.Strange advice that is perhaps unexpected. Thissort of response reflects a growing trend backto liberal arts. This theme is nobly touted inJames O. Freedman’s new book LiberalEducation and the Public Interest (Universityof Iowa Press, 2003). The basic argumentbandied about is that a well-rounded individualis more valuable than a narrow specialist—thespecialized training can come later. It is wellknown that many large companies prefer totrain their own employees in ways that not onlyfamiliarize them with the latest technology, butalso reflect the company’s culture. It is easier totrain an educated person, than to educate atrained person.What might this tell us about how we oughtto prepare young people for careers in education?There, too, the importance of having aproper liberal arts education is rapidly gainingin importance. The previous euphoria with specializingin teaching methods has taken a “backseat” to providing potential teachers with awell-rounded liberal arts education. Recently ithas become the rule rather than the exceptionthat majoring in education as an undergraduatehas become less desirable than majoring in anarea of the liberal arts and sciences and minoringin education as the ideal preparation for theteaching profession. Those with a backgroundin, or at least some moderate exposure to, subjectslike history, science, political science, philosophy,psychology, and sociology will have amarked advantage in understanding humanbehavior, understanding ways of thinking, andbenefiting from what has happened in the pastand knowing ways to analyze current events. Inshort, teaching is first knowing content—and,at that, broadly—to be able to make connectionsand comparisons to properly enrich theinstruction.Teachers should not only be familiar with thelatest thinking about effective methods ofinstruction, but also with the infusion of technology,done appropriately and without theoften-distracting flare that can accompanythese initiatives. Care must be taken that thetechnological glitz can overshadow the subject.The key areas in education today, especiallyfrom a political standpoint, are the “threeR’s”—reading, writing and arithmetic. Theseare the areas on which schools are judged. Acase in point is the recent listing of the 200most effective New York City schools—basedon their performance on these subjects.It is expected that anyone who is universityeducated has mastered the first two. It is usuallythe third, arithmetic (or more accuratelymathematics) that is lacking in the arsenal ofskills for most lower grade teachers. Why ismathematics competence reserved for the few?To add insult to injury, why are so many adultsproud to admit their weakness in mathematics?Is it because of the perception that the majorityof the well educated are weak in mathematics,and so being amongst the majority is popular?Or is it that we do not see the direct importanceof mathematics as compared to literacy?Perhaps an effort ought to be made to show themultifaceted usefulness of mathematics beyondjust some quantitative applications.In this rapidly progressing technological eracompetence in mathematics is becoming evermore essential, not as a vehicle to be able to doarithmetic computations morequickly (for that we have theubiquitous calculator), rather tounderstand mathematical concepts,reasoning, and above allgenuine problems-solvingskills. We must better prepareour elementary school teachers,not only in the content of mathematics,but also in the waysthey can motivate their classesto begin to appreciate the subject,or its beauty as well as itsapplication. There is an inherentbeauty in mathematics thatunfortunately stays hidden frommost students today because ofContinued on page 37#1Access 7 years of archived articles receive over 1.5 million hits per month)studyabroad.comStudyabroad.comis the #1 online resourcefor study abroad information.http://www.studyabroad.comA service of Educational Directories Unlimited, Inc.THE BANK STREET APPROACH“You knowa teacher’sbeen trainedat Bank Streetthe minuteyou walk intoher classroom.It’s a placewhere childrenlove learning.”BANK STREET COLLEGE ALUMNALearn how to be a great teacher.Grad School Open House, May 1, 5:15 PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 212.875.4698INNOVATION INTEACHING AND LEARNING

Silver HillHospitalNew York City • APRIL 2003FOR PARENTS, EDUCATORS & STUDENTS• 19ADDICTION PSYCHIATRY& PAIN MANAGEMENT FOCUSOF SILVER HILL SEMINARThe latest developments in AddictionPsychiatry, the use of painkillers and the managementof chronic pain, are the focus of theSpring Seminar at Silver Hill Hospital in NewCanaan, Conn. Featuring presentations by fiveprominent experts in their fields, the seminar isco-sponsored by the New York UniversityDepartment of Psychiatry, the AmericanAcademy of Addiction Psychiatry, and SilverHill.Marc Galanter, M.D., a Professor ofPsychiatry at New York University MedicalCenter, will present research on HealingThrough Social and Spiritual Affiliation. RogerWeiss, M.D., Associate Professor of Psychiatryat Harvard Medical School, will discussSubstance Abuse and Mood Disorders. HenryR. Kranzler, M.D., Professor of Psychiatry atthe University of Connecticut Health Centerwill address Recent Developments inPharmacotherapy and Alcoholism. DualDiagnosis (the combination of a psychiatricand an addictive disorder) is the topic ofRichard Rosenthal, M.D., Chairman,Department of Psychiatry at St. Luke’sRoosevelt Hospital Center. David Haddox,M.D., Vice President, Health Policy, PurduePharma, L.P., will discuss The Interface of PainCan Cancer be Prevented?By CYNTHIA STEIN, M.D., M.P.H.Special to Education UpdateCan cancer be prevented?Yes. In fact, at the Harvard Center for CancerPrevention, we estimate that more than half ofall cancers in the US could be prevented. Eachand Addiction and describe the latest pharmaceuticaldevelopments in pain management.According to Dr. Richard Frances, Presidentand Medical Director of Silver Hill, “No groupof patients suffers more than those with bothaddiction and psychiatric problems, includingpain management. The Spring Seminar bringstogether five national experts in the dual diagnosisfield to discuss these pressing issues. Theevent is a complement to last year’s extremelywell received symposium in which a differentpanel of speakers addressed the same topic.”The presentations at Silver Hill will be publishedin a special supplement of the AmericanJournal on Addiction in July 2003, with anintroduction by Dr. Frances.Located at 208 Valley Road in New Canaan,Silver Hill Hospital is a nationally recognizedbehavioral health and substance abuse treatmentcenter, providing a full range of treatmentfor adults and adolescents. Included are inpatient,partial hospital, halfway houses and outpatientprograms.#For registration or further information, contactBridgette Guida, Community OutreachCoordinator at (203) 966-3561, extension2509.year over 1 million people in this country arediagnosed with some form of cancer, but thisnumber could be significantly reduced by basiclifestyle changes. There are some things, likeage and family history, that we can’t control.However, there are steps that everyone can taketo lower their risk of getting cancer:Center for Excellencein Psychiatric and Addiction Treatment• Adult & Adolescent Care• Alcohol & Drug Treatment• Eating Disorder Program• Inpatient & Outpatient Services• Transitional Living• Family ProgramTalk to Us, We Can Help.Silver Hill Hospital 208 Valley Road New Canaan, CT 06840(800) 899-4455 TDD: (203) 966-6515 www.silverhillhospital.comSERVING THE COMMUNITY FOR OVER 70 YEARSA Discussion of the Hippocratic OathBy HERMAN ROSEN, M.D.“The Hippocratic Oath and Its Role InModern Medicine” was the topic of a recentconference under the auspices of the OnassisPublic Benefit Foundation in collaborationwith the Hellenic Medical Society of N.Y.Panelists were Admiral Susan Blumenthal,M.D., Assistant Surgeon General; Antonio M.Gotto, Jr., M.D., D.Phil., Dean of WeillMedical College of Cornell University, andEdmund D. Pellegrino, M.D., ProfessorEmeritus of Medicine and Medical Bioethics,Georgetown University. The oath, written bythe renowned Greek physician Hippocratesover 2,500 years ago, is sworn to by most graduatingmedical students. A modernized versionwas written in 1964 by Dr. Louis Lasagna, clinicalpharmacologist.Admiral Blumenthal spoke on the ancientoath’s implications for current public healthchallenges. The oath states, “What I hear in the“Your Partner inFirst Aid”(l-r) Drs. Blumenthal, Gotto and PellegrinoDon’t smoke, and avoid second-hand smoke.Smoking is the most preventable cause ofdeath in the US. It causes about 30% of all thecancer in this country, including cancers of thelung, mouth, larynx, esophagus, pancreas,cervix, kidney, and bladder. Smoking also leadsContinued on page dezign 970-9050(847) 273-0547 Faxcourse of the treatment or…in regard to the lifeof men…I will keep to myself.” “This conceptis prescient,” Blumenthal said. The federalgovernment will soon implement secure safeguardsagainst the misuse and disclosure ofmedical records, in the new Health InsurancePortability and Accountability Act (HIPAA).Dr. Blumenthal stressed that prevention of diseaseis preferable to a cure. Most importantadvances in the past century are indeed basedon prevention—for example, eradication ofsmallpox and diphtheria. Hippocrates mandateddietetic measures for the benefit of the sick.Currently a good proportion of disease is relatedto nutrition if one includes alcoholism, starvation,and obesity. The serge in incidence ofdiabetes, even in youth, is related to obesity.The oath states to do no harm. The Institute ofMedicine has now recognized medical errors ascausing over 50,000 deaths per year. The FDAhas now proposed bar-coding of medication inhospital use to reduce this enormous toll.Dean Gotto spoke on “Professionalism andMedical Education: Modern Expressions of theHippocratic Oath.” He detailed the basic tenetsof the oath: education, empirical/nationalapproach, love of the sick, self-regulation, andconfidentiality. Gotto stressed the importance oflifetime learning to a physician, as informationbecomes obsolete and new information becomesavailable. He spoke of the legacy of Hippocratesat Weill Medical College, symbolized by a transplantedseedling from the plane tree at the Islandof Kos, said to have been planted by Hippocrates,who used to teach in its shade. The now adult treeat Weill Medical College is the site where medicalschool graduates annually take theHippocratic oath, administered by the Dean. Thetree is appropriately dedicated to Dr. GeorgePapanicolaou, a Greek physician who worked formany years at the New York Hospital-CornellMedical Center where he developed the “Pap”smear to detect uterine cancer.The third panelist, Dr. Pellegrino, focused oncriticisms directed at the oath and moral skepticismraised over the years. He responded tothese accusations, emphasizing the oath takenby your physician is for the patient’s protection.A physician must be loyal to his patientand not worry about society’s resources.Entering the medical profession should engendera life of service to others.Many guests, members of the diplomaticcorps and members of the Hellenic MedicalSociety attended the symposium. This societyhas its origins in a medical fraternity organizedby Dr. George Papanicolaou.#Dr. Herman Rosen is Clinical Professor ofMedicine at Weill Medical College of CornellUniversity.

20Education Update • April 2003THEFUTUREUTURE OF CHARTERSCHOOLSCHOOLSThe growth of Charter schools is exploding around the nation. If you do a web search for “charter schools,” the number of state conventions and organizationsmeeting every month in most states is amazing. Their growth in New York City is somewhat slower. Recently, Chancellor Klein stated he embraces creativity informing charter schools and theme schools but they should be enfolded within the public school system. Here are several views on the current state of charters.Women’s City Club Reports on NYC Charter SchoolsBy SYBIL MAIMINThe jury is still out on charter schools. To helpfellow citizens better understand this experimentin alternative, publicly funded education, theWomen’s City Club (WCC), an organizationlong involved in advocacy and public policy, hasprepared a very impressive, detailed “snapshot”of the 16 charters operating in New York City in2002. (An addendum describing two additionalrecently opened schools is being added.)Researched and prepared by WCC educationcommittee co-chairs Eleanor Stier and DorothyWilner with assistance from intern Sharon VanEngen, a Hunter College student who is makingthe report the basis of her master’s thesis, thestudy is intended “to inform rather than evaluate”because the schools are new and still haveshort track records (charter schools were firstauthorized in New York State in 1998). Theauthors, who have solid backgrounds in educationand policy, visited each school, conductedin-depth interviews with school heads, met withstate education department officials as well asthe former and current director of the New YorkCity Office of Charter Schools, and attendedtwo charter school conferences.Charter schools are unique because they arefunded by tax dollars. But in an effort toimprove education, they can bypass many of theregulations imposed on traditional publicschools. They are established by a five-year contractbetween a school and a chartering entity,which in New York City is the Board of Trusteesof the State University, the Board of Regents, orthe Chancellor. A board of directors overseeseach institution’s governance. The schools areoften small—mean school size is 189 pupils andmean class size is 22 pupils. Teachers tend to beyoung, idealistic, and relatively inexperienced.Directors are generally mature, charismatic, andvisionary and focus on academics, values, and,very importantly, school culture. New York Citycharters serve mainly low-income, minorityfamilies. They receive Title I funding based onthe federal Elementary and SecondaryEducation Act (“No Child Left Behind”). Inaddition, they receive per pupil allotments fromthe state ($7,972 for 2002-03) and private supportfrom profit and not-for-profit organizations.Philanthropists, including Bill Gates, Carl Icahn,and George Soros, have contributed to NewYork’s charters.So, how are they doing? Stier, Wilner, and VanEngen were struck by the uniqueness of eachschool and the differences in their cultures. Thevision of the founder and the opportunity to personallychoose staff is important. Sponsors andadditional funding make a difference. KippAcademy, the highest performing public middleschool in the Bronx is very structured andrequires uniforms, specific behaviors, and a longschool day. A much more relaxed atmosphere isATTENDING A LOCAL CONFERENCEON CHARTER SCHOOLSBy SYBIL MAIMINCharter schools, an experiment in educationalreform, is a movement, an industry, and forthose involved—a passion and commitment.Thirty-nine states have charter school laws andover 575,000 students attend 2,700 of thesequasi-independent public schools. In New YorkState, 11,000 children attend 38 charter schoolsin nine different cities. The charters are performancecontracts and have a set time limit(five years in New York State). They detail theschool’s mission, ways to measure success, andaccountability requirements. Charters to establishschools are mainly sought by parents,teachers, community members, or entrepreneurs;an existing school may convert to a charter.The purposes are generally improvement ineducation, desire for autonomy, and realizationof a special vision. As publicly funded institutions,charters are open to all children; in NewYork, a lottery is held when demand exceedsnumber of seats.The movement is well organized. A recentlocal conference sponsored by The New YorkCharter Schools Association and The NewYork Charter School Resource Center (similarconferences are frequently held around thenation) offered training, advice, networkingopportunities, and a look at the goods and servicesrequired by charter schools. This year’smeeting featured panels on the No Child LeftBehind Act, public and private fund-raising,and public relations strategies. Brian W. Jones,general counsel at the US Department ofEducation, delivered the keynote. New YorkCity Councilwoman and chair of its EducationCommittee Eva Moskowitz, a fervent advocateof charters, was presented with the CharterSchool Champions Award.The current fiscal crisis was on the minds ofattendees who depend on tax dollars as well asprivate profit and non-profit funds for theirschools. In the changed environment for grantsthey were advised to be pro-active, knock ondoors, and most important—write proposalscorrectly and with attention to every requirement.There is “competition for money” and“some fatigue out there,” they were told. Makea strong case that your school is “viable.”Application for federal No Child Left Behindfunds is particularly difficult and cumbersome.Getting professional assistance from outsidesources experienced in the application processwas recommended. Brian Jones brought fromthe Department of Education in Washington themessage that “education is a public good and toimprove it creates a public good.” He congratulatedthe “revolutionaries” at the conferencefor “rethinking how to make a meaningful publiceducation for our kids.”Charter schools are still controversialbecause they tap into tight tax money and,according to some, are precursors to vouchers.Advocates see their potential as models forreform. A bipartisan bill currently in the NYState Assembly, A.4236, would impose a threeyearban on new charter schools and cut somefunding. The formula for per pupil funding isdifferent from that of regular public schoolsand, some say, favors charters. Charter advocatessee the bill as punitive and a serious blowto their movement. Proponents believe it is afair means of sharing tax cuts being imposed onpublic education. Councilwoman Moskowitzsees the bill as “an attack on charters.” “Intimes of fiscal austerity, competition isextremely important,” she maintains. “Manyobstacles have been put in our way, but we willnot be stopped.”#found at the highly regarded RenaissanceCharter School in Queens which emphasizes asense of community. All schools encourageheavy parent involvement; some require a contractthat details parental responsibilities.Parents value the sense of safety they provide.Many of the schools only serve K-2, and expansionplans are limited by lack of funds andspace. Problems with Committees on SpecialEducation (services for children with disabilities)are common. It is difficult to compare chartersthat serve just a few grades with traditionalinstitutions. Proponents of charter schools hopethey become competitive models that encourageimprovements in under-performing publicschools. Wilner points out that charters networkwith each other but, as yet, do not becomeinvolved with other schools in their communitiesor share “best practices.” The researchersrecommend that existing institutions be allowedto live out their five-year contracts and assessmentsmade before additional schools are established.The report “Snapshot of New York CityCharter Schools 2002” can be found on theWomen’s City Club Website: Charter SchoolCharts a Road to SuccessBy TOM KERTESChancellor Joel Klein says he hopes to createan atmosphere more congenial to the creationof charter schools in New York City. One canonly hope he succeeds because charters, farmore often than not, have been a resoundingsuccess. And because, in spite of that success,the atmosphere for their creation in New Yorkis anything but congenial right now, accordingto David Esselman, the Deputy Director ofHarbor Arts and Sciences Charter School inManhattan.“I’ve found the process far friendlier inCalifornia,” said the youthfully enthusiasticEsselman, who hails from the Left Coast. “TheNew York process for approval was far morelaborious and intensive, including a required1200-page application, as opposed to 2-400pages in L.A.”Still, in the end, the application for a fiveyearprovisional charter was approved bySUNY. And a good thing, too: Harbor, whichreplaced a failing P.S. 50, has been a happy plusby whatever measurement one applies. “We areonly in our third year right now, and we’vealready raised our ELA and math test scores bydouble-digit percentages,” Esselman said.“In the first two years, the focus was strictlyon the sciences and the arts,” added Esselman,who joined the Harbor Charter School, alongwith new director Noemi Donoso, just last year.“And it was very successful, at least as far astest scores were concerned. But it wasn’t verycreative and the teachers were burnt out. I thinkthat Noemi and myself brought in a different,more creative atmosphere, and it’s been workinggreat. Our teachers—and as you may know,the biggest problem for charters is to find andkeep highly qualified and experienced teachers—havebeen extremely loyal and enthusiastic.”That’s in spite of the fact that, after thefirst few years of a teacher’s career, charterschools are not able to quite keep up salarywisewith “regular” public schools.And that’s been far from the only obstacle tosuccess. “It is an ongoing myth that charterschools draw only outstanding students,” saidEsselman. “We get our students from anywherein New York City, through a strict lottery systemrequired by law. The fact is that we serve apopulation with a lot of needs. We have a higherpreponderance of ADD and ADHD studentsand many of our kids have been failed by otherpublic schools. The majority of our students inthe upper grades that came in were under gradelevel.”Donoso, a superstar teacher, has providedStudents in a computer class at Harborextensive professional development—whichoccurs primarily after school, including latenightclasses—to make sure that the teachersdon’t feel that they’re lost. “We’ve managed todevelop a strong community among our teachers,”Esselman said. “They are all coming backnext year.” The class sizes at Harbor are small,averaging 13 students per teacher, and the curriculaare extremely free flowing and creative,including a novel-based approach to languagearts. “In addition to our flexibility in instruction—wecan go with the flow and find whatWORKS—all the great aspects of this placecome from the fact that we’re a small school,”said Esselman. “We are like a large family.Much individual attention is being paid to eachstudent and we are able to quickly react tounique individual needs. Which may be changingall the time, by the way.”“And, as all science shows, that is the key toa superior education.”The charter school, serving primarily EastHarlem and the South Bronx, derives extremebenefit—including after-school programs, ahealth center, and free crisis counselors—fromThe Boys and Girls Harbor, a well-known $5-million a year social service organizationhoused in the same building. “It’s a uniquearrangement,” Esselman said. “We are so fortunateto have Harbor in the house and CentralPark across the street. It’s been nothing lessthan wonderful for us.”The Harbor Arts and Sciences Charter Schoolhopes to expand in the future. “We’d like tostart another building here in the community,add a class per grade, and go to 300 students,”Esselman said. “Right now we have 176. Butwe will not defeat our own purpose—the classsizes will be the same. We certainly shall notcompromise anything that makes us special.”#

MILITARY EDUCATIONTODAYWe are living in tumultuous and historic times. With the outbreak of war, Education Updatedecided to look at military education, offered in military run schools both on the high schooland college level or subcontracted by the military in regular schools.Let’s Boost AchievementLevels in Schools!By THOMAS K. CONNELLANHere’s a startling finding from various studiesand reports about education: students inmilitary-run schools regularly outperform theirprivate school and public school peers. Theirstudents score almost 60 percent higher thanthe national average in reading. Militaryschools boast an astonishing 97 percent highschool graduation rate.Yet a higher percentage of their students areblack and Hispanic, half live at the povertyline, and they have a 35 percent annual mobilityrate. Additionally, their parents have lesseducation and higher rates of alcoholism anddomestic abuse than private school kids. Thisseems to fly in the face of everything that’scommonly thought to lead to student success.How do you explain it? Consider this three-partexplanation.AccountabilityChildren who grow up with permissive,overindulgent parents lack accountability. Amilitary culture, however, is culture of accountability.Everyone is taught to face mistakeswithout fearing blame or repercussions, and toview missteps as learning opportunities. As aresult, behaviors and bad habits such as passingthe buck are unlearned or never learned at all.Accountability is one of three environmentalfactors I’ve identified that all successful organizationshave in common. The other two arehigh expectations and feedback.High ExpectationsHigh expectations also run through the military.A strong sense of confidence prevails. It’sthat “can do!” mindset that can overcome thefear, uncertainty, or doubt present in so manysituations.When a leader—in business, education, parenting,coaching, or military—creates a beliefin someone that they can succeed, they usuallydo. Henry Ford said, “Whether you think youcan or think you can’t, you’re probably right.”That statement should be posted on the wall inevery school in the country.FeedbackFeedback? You can’t learn without feedback.If you get feedback once a year, you can onlylearn once a year. Get feedback once a monthand you can learn once a month. Get it once aweek and you can learn once a week. The morefrequently you get feedback, the more rapidlyyou can learn.The military thrives on feedback. I rememberfeedback from commanding officers that wasquite explicit. You probably do, too. Childrenlikewise need feedback. Different style.Different content. More supportive in nature.But feedback all the same.How do you boost feedback levels with a student(or anyone else)? Well, who’s always witha student? The student. 24/7. If someone knowswhat he or she is accountable for, they can givethemselves their own feedback. Every day, allthe time. Then their learning takes a quantumleap. Feedback from others still plays a role,but self-feedback accelerates learning.Three MessagesDOD-run schools, not surprisingly, have allthree factors working in their favor—accountability,high expectations, and feedback.Moreover, these factors create a close workingrelationship between parents and schools—much closer than exists in many public or privateschools. Everyone is singing from thesame sheet of music.Want to boost achievement levels in schools?Three messages for educators and parentsregarding the kids: hold them accountable,believe in them, and provide supportive feedback.#Military Education at U of MarylandIn 1949 University of Maryland UniversityCollege (UMUC) began making higher learningaccessible to working adults in the U.S.military—any time, any place—even in someof the most nontraditional places for learningimaginable. UMUC has been on a remotemountaintop outpost in Korea and in combatzones in Vietnam.Thanks to the Internet and UMUC’sadvanced technological infrastructure, U.S.service members abroad can continue theirstudies without interruption even when reassignedfrom continent to continent. In short,anyone who begins a UMUC degree in oneplace may resume his/her studies whereverthere is a computer with Internet access. Lastyear, more than 47,000 active-duty military anddependents took UMUC courses through theUniversity’s overseas programs in 28 foreigncountries, under contract with the U.S.Department of Defense. More than half(27,000) of these students attended UMUC inEurope. An additional 6,000 active-duty militaryenrolled in UMUC courses stateside—online and on-site. Military enrollments in theUnited States are the fastest growing segmentof UMUC’s student population.Today, UMUC–Europe, based in Heidelberg,Germany, offers classes at U.S. military installationsin Europe, the Middle East, and Africa,the most recent of which was established inKosovo in spring 2000. To date, close to half amillion students have taken courses fromUMUC–Asia, based in Tokyo, Japan, and thousandshave earned certificates or degrees.In 2000, UMUC was selected as one of thefirst colleges/universities to participate as aU.S. Navy College Partner to offer distancelearningprograms to sailors.In addition to UMUC’s history of providingeducational resources to U.S. service members,UMUC has tailored its graduate programs for:Info Resources Management College,National Defense University – Ft. McNair,Washington, D.C. (1995)U.S. Army Signal Center – Ft. Gordon, GA(2001)U.S. Naval War College – Newport, RI(2001)Army Management Staff College – Ft.Belvoir, VA (2001)Joint Forces Staff College, National DefenseUniversity – Norfolk, VA (2002)Air War College, Air University –Montgomery, AL (2003)#21April 2003 • Education UpdateMilitary Education: AlternativeLearning and Living ExperiencesCOMPILED By MICHELLE ACCORSODo military schools really better prepare theleaders of tomorrow to be well-roundedrespectable citizens or are they simply trainingkids to “straighten up and fly right,” speakingwhen spoken to, taking directions and orderswith a “yes. sir” response and ultimately joiningthe branches of the military? Althoughstereotypical views about military schoolsabound, many offer a high quality of education.The following is a partial list of schools andcolleges in the United States.Howe Military SchoolFor more than 100 years, Howe Military hascombined a rigorous residential academicexperience with high expectations of personalresponsibility for students, grades 5 through 12.100 percent of the graduates are accepted tocollege.Howe Military School, P.O. Box 240,Howe, Indiana 46746,,www.howemilitary.comValley Forge Military Academy And CollegeFounded in 1928, Valley Forge features anall-male college-preparatory boarding schooland a two-year transfer college located inWayne, Pennsylvania—just 15 miles west ofPhiladelphia.Valley Forge provides students with an educationalexperience rooted in quality academicprograms and supported by leadership responsibilities.Valley Forge Military Academy andCollege, 1001 Eagle Road Wayne, PA 19087-3695, 1-800-234-8362,,admissions@vfmac.eduUnited States Naval AcademyThe Naval Academy gives young men andwomen the up-to-date academic and professionaltraining needed to be effective naval andmarine officers in their assignments after graduation.Everyday, as the undergraduate collegeof the naval service, the United States NavalAcademy strives to accomplish its mission todevelop midshipmen “morally, mentally, andphysically.”United States Naval Academy, 121Blake Road, Annapolis, Maryland 21402-5000,www.usna.eduU.S. Merchant Marine Academy at KingsPointThis Academy teaches students how to succeedin the maritime and transportation industriesor the Armed Forces, while it preparesthem to receive a bachelor of science degree, amerchant marine license, and an appointmentas a commissioned officer on reserve or activeduty in the U.S. Armed Forces.,www.usmma.eduUnited States Air Force AcademyRecognized as the premier developer of aerospaceofficers,. leaders prepared and motivatedto lead our Air Force and, Tech of CadetsNaval ROTC was established in 1983. Thecadet regiment expanded to a three-battalionstructure in 1998. Virginia Tech Corps ofCadets is one of only 6 senior military collegesoutside the 5 federal military academies.

22COLLEGES & GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ APRIL 2003The3R’sof PLCRichardDuFourRobertEakerRebeccaDuFourThe National Educational ServiceHome of Professional Learning Communities At Work304 West Kirkwood Ave., Bloomington IN • 800/733-6786Register for the NY PLC Institute before April 30, and receive $52 offthe standard price when you mention priority code 304PLAA2003 Professional Learning Communities Summer InstitutesJune 22-24Bloomington, INJune 29-July 1Round Rock, TXJuly 13-15Vancouver, WAJuly 20-22Rochester, NYJuly 27-30San Diego, CAAugust 3-6Lincolnshire, ILAugust 20-23Toronto, ON

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APRIL 2003 ■ EDUCATION UPDATE ■ MARKETING SUPPLEMENTMarketingSupplement25• 3-Step Program• Art History - Art Technique -Art Activity• 4 Age-Appropriate levels• Standards–Based• No Art BackgroundRequired• Video–Based Staff TrainingA new study shows that students participating in the arts are 4 times morelikely to be recognized for academic achievement, and 3 times more likely towin an award for attendance.MEET THE MASTERS is a self contained, multimedia curriculum providing completeart enrichment for elementary students in grades K - 6. Thanks to MEETTHE MASTERS’ exciting, multi-faceted program, more than 1 million students inover 200 schools nationwide have experienced the benefits thatonly quality art education can provide!1-866-MTM-4ART"A blueprint for acultural renaissance."-Karen Cochran,Deputy Director, Cultural InitiativesCHECK OUT NEW 3-LINE ATTENDANCE AND GRADE RECORD BOOKS!Merle Whaley’s new and improved grade book is a revolution in grading students and is user friendly. These books willhandle seven classes of up to forty students per class for the entire year.For those teachers looking for durability, the Whaley grade books are constructed with sturdy polyethylene covers andwire-o binding. There are instructions and a detailed sample to help use the book most effectively.Now the Whaley grade book has an improved feature that teachers everywhere will be clamoring for—three lines per student.The 3-line grade books allow a teacher to have 100+ students in one class. The teacher writes the assignments, dates,and possible scores one time for all students working on the same activities.Additionally, the Four Grading Periods feature allows for ten weeks across for each grading period; page size 9” x 12”; 56pages.Teachers everywhere are recommending the grade books as an excellent organizational tool and timesaver, allowingteachers to spend more time on instruction.#

AwardWinner34 APRIL 2003 ■ EDUCATION UPDATE ■ PRINCIPAL FOR A DAY27Principal For A Day Cheered ByThe Changes At Morris HighBy TOM KERTES“You wanna’ go where everybody knowsyour name” applies not only to Boston bars butto New York Public Schools as well. So there’sa lot to “Cheers” about the goings-on at MorrisHigh School.As “Principal For A Day” Dr. Charlotte K.Frank, a Senior Vice President at McGraw-Hill,remarked, “the changes [Principal] Jose Ruizare implementing arenothing short of remarkable.”These changesinclude helping theadministration to break upthe venerable old school,established in 1903, intofive smaller Academies,all featuring a specialtymajor (languages, violinand dance, etc.). “Webelieve that this willpique the students’ interestin school–and the farsmaller student-to-teacherratio will be enormouslybeneficial as well,” Ruiz,a brilliant bundle of energy,said.Ruiz, on the job lessthan two years, hasalready accomplishedsome miracles: he took aschool in dire need ofDr. Charlotte Frankimprovement and raisedthe performance dramatically.Between January 2000 and 2003 schoolyears, the percentage of all Morris studentspassing English Language Arts regents wentfrom 32.2 percent to 60.8, math regents 18.1 to38.1, science regents 6.3 to 43. These as-yetunpublishednumbers are still unofficial—“butthat doesn’t make them any less remarkable,”according to Frank.This particular “Principal For A Day” knowsexactly what she’s talking about; Frank, a onetimeNew York State Regent, spent 25 years inthe public school system, including nine asExecutive Director in Charge of Curriculumand Instruction for New York City publicschools. For the past eleven years she’s beenthe point person for the close relationshipbetween Morris and McGraw-Hill. “We try tosupport this school in every way we can, fromdonations, to corporate internships e.g.Standard and Poor’s, to sponsoring the roboticsteam and Moot Court, to creating Big Brother-Big Sister mentoring type relationshipsbetween our people and the students. Theyattend the annual shareholders meetings, shesaid. The Robotics Team is one of the best inthe nation; it recently received an $11,000donation from the NewYork Yankees. With troubledstudents, “we try tofocus in on every problemsharply, on an individualbasis, like a laser” Ruizsays. “We waste no timedoing something aboutit.” This includes holdingonto enthusiastic andhighly qualified—butyoung and without-seniority—teachersor payingfor individual math tutoringsessions by a NYUgraduate student.Even in this difficultbudgetary environment,“if you really want to getsomething done, it can bedone,” Frank said. “AndJose Ruiz is the idealexample of that type ofthinking.”Indeed, when talent andgood will team up, miraclescan happen. As Frank was visiting the nascent“High School of Violin and Dance” atMorris High School, freshman Carlos Irrizarywas practicing a routine that was Broadwaycaliber. “He’s had some martial arts background,”said teacher Marisol Rosado. “But it’shis first year dancing.” Another student, afterjust a few violin lessons with the SuzukiMethod, was playing complex Chopin andBeethoven pieces purely by ear on the piano.But the school HAS no piano.A sad waste of exceptional talent? Not necessarily.“I promise you, we will do somethingabout this piano situation,” said Frank. “I don’texactly know what we’ll do just yet. But wewill put our heads together and make somethinghappen.”#Rosie Perez Takes Center Stageat LaGuardia HighBy SYBIL MAIMINIt was a day of sharing at LaGuardia HighSchool of Music and Art and Performing Artsas film and stage star, dancer, and choreographerRosie Perez assumed the role of“Principal for A Day.” Accompanied by actinginterim principal KimBruno, Perez wastreated to the amazinglybroad offerings ofthe school as she interactedwith students inphoto, advanced painting,and HonorsEnglish classes whereevents such as war,peace, racism, andrelationships werebeing tackled. Shewatched dancers andwas entertained with aKim Bruno and Rosie Perezvariety of musical performances;she tappedher foot in a jazz class, heard part ofTschaikovsky’s Ninth Symphony played by thesenior orchestra, listened to the senior chorusrehearse for a performance at Carnegie Hall,and ate lunch in the handsome art gallery surroundedby impressive student work and thesounds of the school’s chamber group.LaGuardia even has an instrument repair shopwhere three professionals take care of musicalequipment and teach their skills to students.Instructor Gary Fogel proudly showed Perezthe state of the art recording studio whereyoungsters “get the whole recording experience,”make a CD, and can prepare collegeaudition tapes. Fogel’s collection of old recordplayers and equipment fascinated the star whoreported her father was also a collector. A newmajor, Technical Theater, involves buildingsets. LaGuardia presents Off Broadway-qualityshows and students, working with professionals,build full sets. “We teach them everythingthey have to know,” explains teacher PaulEisenberg. “The kids bring Off Broadway energy.”“They love you,” exclaimed a delightedBruno, as Perez traveled through the school,hugging, shaking hands, asking questions,exchanging words, giving autographs, and posingfor pictures with excited fans who wereclearly thrilled to have this very special visitorand role model. Perez, in turn, was clearlyimpressed with student work and energy. Sheasked many questions, offered praise andencouragement, and remarked, “This school isamazing. It is a gem. Use it. Soak everythingout of it you can.”In a talk withdrama students, shesaid, “Acting ismake-believe, it’s ajob. Set everythingup and then let themagic happen.” Sheadvised, “Learnyour lines. You haveno freedom if youdon’t know yourlines.” Additionally,“Reading is essentialto acting. Don’tjust read the text.Understand the subtext,the themes and subplots. You have to dohomework to find techniques and tools. I had tolearn this along the way. I didn’t have the privilegeyou kids have.” Giving special encouragementto young people of color, she said,“When you are a minority, you don’t have theliberty to be yourself. Others are quick to criticize.Don’t let them push you down so youbecome so angry you hurt your own career. Youmust keep pushing on and insisting, I’m goingto be who I am.”With about 2,360 students, 32 academicclassrooms, and 80 specialty rooms or studios,LaGuardia is a very costly enterprise. KimBruno was pleased to share, celebrate, andshow her school off. She also expressed concerns.“We are a public school and we needfunds.” Generous alumni and corporate andfoundation grants are critical. Sharing the roleof Principal for a Day was Robert Hurwitz,chairman of Nonesuch Records/Warner MusicGroup. While good-naturedly allowing themore recognizable Perez center stage, Hurwitzshowed keen interest in the students’ accomplishmentsand thoroughly enjoyed the day. Hiscompany has given a much needed grant toLaGuardia for which he was recognized in aceremony of appreciation.#STUYVESANT GETS HIGH MARKS FROM PRINCIPALS FOR A DAYBy POLA ROSEN, Ed.D.Stuyvesant High School had a homecomingfor three illustrious alumni returning as principalsfor a day. Each principal represented a differentdiscipline: Erica Morgan-Irish, V.P.,Black Entertainment Television; Gerry Golub,Dr. Herman Rosen, Erica Morgan-IrishStanley Teitel & Gerry GolubSr. Managing Director, American Express; andHerman Rosen, M.D., Clinical Professor ofMedicine, Weill Medical College of CornellUniversity. For these principals it was a chanceto visit the Stuyvesant building, now in BatteryPark City, they never attended. The new buildingis ten years old,but Stuyvesant hasbeen in existencesince 1904. Greetingthe visitors was thedynamic Principal,Stanley Teitel. Hereminded everyone ofthe recent accomplishmentsthis premiermath and sciencehigh schoolcould boast of, suchas having more finalistsin the recent IntelScience competitionthan any other schoolin the nation. This was tempered by pointingout a plaque dedicated to the nine Stuyvesantalums who died in the World Trade Centerattack on 9/11. The new 10-story school haslaboratories, an 800-seat auditorium and anOlympic size swimming pool.The schedule was planned to allow each principalto visit classes of interest to them. EricaMorgan-Irish visited a class on video journalism,among others. Gerry Golub visited classeson great books and mathematics. Dr. HermanRosen visited a class on vertebrae dissection,which happened to be studying the excretorysystem of the lamprey. Dr. Rosen, a nephrologist,was able to discuss interesting features ofthe fish’s kidneys. Other classes visited includedrobotics, medical ethics, art and architecture.The gleaming new building retains a “museum”of the old school. One of the school’s architects,Peter Samton (classmate of Dr. Rosen),included a working classroom rebuilt with theoriginal desks, inkwells and blackboards.Throughout the building, a sentimental notewas struck with the glass-encased “time capsules”with mementos from each graduatingclass.Each Principal for a Day made inspiring concludingremarks to the staff and student body.#

28 • APRIL 2003MetroBEATEDUCATION UPDATEA Message from the ChancellorBy ASSEMBLYMANSTEVEN SANDERSThe fight over Gov.Pataki’s $1.4 billion cut inState aid to public schoolsis reaching a very criticalstage. Just to stay even,New York City would need $750 million, countingthe Governor’s devastating cuts as well as thecost to the city for the hard fought and indispensablesalary increase approved last year for cityteachers. The Governor budgets not one penny tohelp the city maintain an ample and properlytrained teaching force. He has failed to acknowledgeany responsibility not only for maintainingteacher salaries but also for protecting ourbiggest achievements of the past several years,such as smaller class sizes in the early grades orour highly successful and critical universal prekindergartenprogram, which his budget scraps inentirety.The Pataki budget would cause the size of elementaryschool classes in the city to soar by anastonishing 25 percent and would eliminate vitalteacher professional development programs,such as teacher centers and teacher-mentoringprograms, which help schools meet the demandsof the state’s new rigorous academic standards.His budget totally undermines all the hardwork that has gone in to so many key areas, fromreducing overcrowding in our schools to attracting—andretaining—qualified, certified, qualityteachers.How can Mr. Pataki try to balance the state’sbudget on the backs of children? How can heactually advocate the virtual eradication of allafter-school programs and the curtailing in manydistricts of full-day kindergarten? And whywould a Governor who in his reelection campaigntouted education accomplishments largelyinitiated and fought for by the Assembly, now,just months later, advocate gutting early interventionprograms that provide teachers, guidanceBy JOEL KLEINThe New York City Department of Educationis fully committed to ensuring that our publicschools are places where students, teachers andthe entire school community are safe andsecure. During this period when our nation is atwar, our commitment to the safety and securityof your children is unwavering.To ensure that every public school in the Cityis ready to respond to emergency situations, myoffice has been in constant communicationwith the superintendents, principals and SchoolSafety Committees that are responsible forsafety and security at our schools. We alsoremain in around- the- clock communicationwith the New York City Police Department andthe Mayor’s Office of EmergencyManagement.Each school in the City has a School SafetyPlan and stands ready to implement emergencyprocedures should they become necessary. Ihave asked principals to be sure that informationabout evacuation routes and outside evacuationlocations is available to all parents.School Safety Committees will be meeting regularlyto review safety procedures and toensure that all school staff are prepared andready to respond to any potential emergencies.The potential impact of the ongoing wareffort on New York City is of serious concernto all of us. We will be vigilant in providingsupport to our children during this difficultperiod. Principals and teachers will be carefullymonitoring children to address concerns andto facilitate appropriate classroom conversationsabout the war. I know that you will bedoing the same with your children at home. Toassist you in supporting your children, I haveposted on the DOE website guidelines for parentsthat have been published by the NationalCenter for Children Exposed to Violence. Wehave provided your children’s schools withsimilar guidelines for teachers.In the days and weeks ahead, the Departmentof Education and the principals and teachers atyour child’s school will be doing everythingpossible to prepare for potential emergency situationswhile at the same time maintaining thedaily routines of educating and caring for yourchildren.#Fight over Pataki’s Education Cuts ReachesCritical Stage in Albany Budget Negotiationscounselors and other professional school staff theopportunity to identify problems that affect achild’s whole future? (These include learningdisabilities, developmental disabilities, hearingand vision deficits, and other conditions thatmust be identified early in order to provide childrenwith the right support services, so they canbe on sound footing to meet their full potential.)Other aspects of the Governor’s proposalscamouflage the threat to all students, such as hiseffort to lump money for special ed with generaleducation funding. This kind of insidious strategywould result in parents fighting parents—for“crumbs”—instead of providing each child witha healthy piece of the educational pie, to nourishour young children and help them get them learningthe right skills, straight from the start.Finally, The Governor’s budget would leavetoo many of our schools far, far behind technologically,with inferior science labs, brokenequipment, inadequate wiring and antiquatedlibraries. Mr. Pataki’s devastating cuts wouldalso offer no hope for city schools to keep upwith vital maintenance work and withoutresources to enhance the physical condition ofclassrooms, gymnasiums, libraries, auditoriumsand the overall school infrastructure.If we squander children’s appetite for learningand reading, stifle, at an early age, their interestin school, or fail to help them develop goodstudying habits, we put all of them at risk, eitherof failure and of low self esteem or, sadly, ofachieving so much less than their potential.In truth, all children have special needs—theneed to connect with a qualified well-trainedteacher who can help that child overcome or copewith challenges, or keep an otherwise bored childexcited about learning, eager to excel.Why would any Governor choose to put publiceducation on a fast track to destruction?#Steven Sanders is Chairman of the AssemblyEducation Committee. He can be reached at(212) 979-9696 or by e-mail at NYC Safe Is My First PriorityBy MAYOR MICHAELR. BLOOMBERGNow that the war in Iraqis underway, I don’t thinkit matters whether youfavored or opposedlaunching the effort to disarmSaddam Hussein. Theimportant thing is that we’re all united in supportingour men and women in uniform, and inpraying that the conflict is short, successful,and as bloodless as possible.As New Yorkers, we’re also well aware thatevents halfway around the globe can turn ourown lives upside down. We’ve learned that theworld can be a dangerous place—a reality thatpeople in other lands have lived with.With hostilities overseas underway, theNYPD has implemented a set of increasedsecurity measures. Police Commissioner RayKelly has formulated their plan, OperationAtlas, which includes some highly visible elements.An augmented police presence is atmany locations throughout the city, includingbridges and tunnels and stepped up patrols onthe subways and waterways. Other parts ofOperation Atlas are not as noticeable. Theyinclude air monitoring by teams trained indetecting and handling chemical, biologicaland radiological contamination, and also ongoingintelligence gathering.Recently I met with President Bush andBy TOM KERTESHarlem’s P.S. 123 was fortunate in its choiceof “Principals For A Day.” They were men andwomen of action.City Councilman Bill Perkins got right to thepoint. “Miss Jenkins, tell me what I can do foryour school,” the Deputy Majority Leader said.“Give me some homework.” Caroline Hendra,from Ogilvy Associates, arrived at the schoolwith a new project: the kids are going to createa commercial. And Steve Mills, the Presidentof Sports Team Operations at Madison SquareGarden, sent a bilingual New York LibertyPlayer to visit the school when he heard aboutsome tensions between French and Englishspeakingstudents from the Principal.“It’s my third year as a ‘Principal For ADay’,” said Mills. “I participate because I thinkit’s an important program. I read too many negativethings about education in the media—how difficult things are. I’m happy to see thatit’s not always so.”“I grew up and went to public school in a difficultneighborhood in Roosevelt,” addedMills. “My Dad was a teacher and basketballcoach—and my uncle was a principal. So Iknow first-hand how committed most educatorsare.”If it wasn’t for the dynamite Miss Jenkins,running P.S. 123 would be a challenge. “We arestill on the “Need Of Improvement” list, butwe’re getting closer to reaching standards,” shesaid. With over 1,000 students, this is thelargest school in Harlem. Over 25 percent ofthe children live in shelters or other temporaryhousing. Yet the school is clean and inspirational,the walls are dotted with the students’best work, and the attendance is 93 per cent.Homeland Security Secretary Tom Ridge at theWhite House briefing them on the steps we’vetaken to protect NYC. I was pleased to hearSec. Ridge tell reporters later something that allNew Yorkers should find reassuring: that nocity in the country does a better job, across theboard, in preventing terrorism.Federal assistance, in the form of airspacerestrictions and the return of flight patrols tothe skies above our city, is an important part ofour security measures. The President recognizesthat New York has special needs in combatingterrorism, and I’m confident that he willtake that into account as he proposes additionalappropriations for homeland security.What should average New Yorkers do inthese trying times? Naturally, we should all bevigilant. If you see something suspicious, call911 or the counter-terrorism hotline at 1-888-NYC-SAFE. And then let the professionalshandle it. But the most important thing is thatwe continue to live our normal lives—going towork, sending our children to school, andenjoying evenings out with friends and family.Over the past week I have met New Yorkersfrom all over the City—on subways, at lunch inmidtown, at Madison Square Garden, in TimesSquare, community meetings in Queens, and atChurch services in Brooklyn. And whateverviews we have on the war’s necessity, one messageis loud and clear from everyone I met—we will not be immobilized by fear.#Principals For A Day Jump Into The Fray At P.S. 123“I’m fortunate to haveoutstanding teachers anda truly excellent support staff,” said Jenkins,lovingly shooing some latecomers toward theirclassroom. “They keep my spirits soaring.”And so does the changing educational environmentunder Mayor Bloomberg andChancellor Klein. “In particular, I am veryhopeful of the idea of parent liasons,” Jenkinssaid. “Parent involvement is one of our biggestproblems around here. So I think a person fulfillingthis function—helping to create a closerbond between the parent and the school—could be extremely helpful in a school such asthis one.”Other creative ideas come from the teachersthemselves. Ms. Bien, a first-grade teacher fullof youthful enthusiasm, came up with “HarlemMail Kids” under a Bank Street grant to developa thematic curriculum. Her class of six yearoldsruns a post office, including applying for ajob, making post office boxes, and designingand selling stamps. “We went to Landel’s (alocal restaurant) with the idea,” Bien said.“And they donated the uniforms (sky blue teeshirtsworn proudly by all in the class, with a“Harlem Mail Kids” logo on it).”“This teaches us about the Three C-s: communication,cooperation, and community,” tinyFrancisco said. The students learned aboutappreciation as well; they wrote an enormous“Thank you” letter to Landel’s.“Sure, we could use more funds, more moderncomputers, a better-equipped state of the artlibrary and many other things,” Ms. Jenkinssaid. “And we are working on acquiring thosethings. But, in the meanwhile, we are doing thebest we can for these children.” Which appearsto be an outstanding job.#

APRIL 2003 ■ EDUCATION UPDATE ■ TECHNOLOGY & EDUCATIONProduct Review:By MITCHELL LEVINEIt’s not hard to understand why mobile computershave become such a prominent phenomenonin education technology today. If technoliteracyis to be considered an inextricablecomponent of literacy in general, as it must,then providing hands-on experience for our studentswith basic digital technology must be apriority. By definition, portable computers canbe transported to and from school, allowingdistricts to level the playing field between economicallydisadvantaged districts and theirhigher-income neighborhoods, in terms of theirchildren’s’ ability to access technology in thehome.But as auspicious as this sounds, the use oflaptops in institutional settings presents a numberof difficult problems. For one, providingmobile computers as an addition to the desktophardware already in place is often prohibitivelyexpensive, but using them as desktop replacementsin a classroom situation is awkward. TheTeacher Trusted, Child Friendly,Parent Approved!@29Lapvantage Laptop Dome.comYour favorite comprehensive educationresource has gotten DOGGONE better!• Teacher Trusted, Child Friendly, Parent Approved!• FREE, user-friendly web directory appropriatefor all ages.• New educational products and services• EduPuppy Newsletter back by popular demand!• Turnkey, innovative total technology solutions• Bridging divides and building supportive,attainable frameworks for school and families.We now provide professional development& technology training for any budget!www.EduPuppy.comPhone: (203) 269-3536email: info@EduPuppy.comEduPuppy fosters industry partnerships,collaborations, and strategic alliances that providesuccessful educational opportunities for ALL children.typical postures required to operate a mobileonce posted on a desk naturally lead one toquestions of long-term orthopedic safety andprotection from repetitive stress injury indeveloping children, especially in light of thetouchpad most often seen in these units. Itdoesn’t help much that the space limitationsimposed by a typical public ed desk generallyprohibit the use of a full-size keyboard as well.In fact, the Center for Disease control itselfdeclares that desktops are to be avoided, if theirdesign does not allow for neutral posture.Thanks to The Plasticsmith’s LapvantageDome, institutions ranging from elementaryschools to higher education can take advantageof many of the primary benefits of mobile computing,while avoiding these liabilities.Essentially an acrylic platform suspended on anABS plastic dome, the Lapvantage allows alaptop to be elevated a full 3.5” above the surfaceof a desk, enough clearance room to permitthe use of a full-sized keyboard and standardmouse without the need for an expensivedocking station. It’s ergonomic design isspecifically engineered to meet the CDC’s ownstandards for orthopedics. As an added bonus,the sturdy plastic “feet” included with the unit,which fit directly under the chassis of myPassport 2000 provided much needed ventilationspace for its cooling fans. Best of all, I wasable to set the entire thing up and running inunder one minute – an Education Update productreview record.For under a $100 for an adjustable heightContinued on page 30TAKE BACK THE NIGHT!WITH THE NEW DARK SKY PORTABLEPANEL OBSERVATORY SYSTEM.Visit our website at:www.DarkSkyStuff.comor call 877-DARKSKYfor a free color brochure.Dark Sky panels arelightweight, sturdyand simple to erect.For Meade LX ownerswe also offer theultimate aluminumeyepiece rack.Calendar of Events April 2003EntertainmentThree Hot Shows- Beauty & The Beast- The Lion King- AIDACall: 212-703-1040 or 800-439-9000Fax: 212-703-1085Email: disneyonbroadwaygroups@disneyonline.comWeb: Liberty Educational AllianceThe Manhattan Jazz Ensemble will perform at the Weill RecitalHall at Carnegie Hall on Friday, May 16, at 8 o’clock for the benefitof LLEA (Lady Liberty Educational Alliance). In this concert,the vocalist will sing jazz and contemporary music, includingBeatles songs. Tickets will be available after April 15 at theCarnegie Hall box office by calling Carnegie Hall charge 212-247-7800 or online at Additionally,requests for tickets and information can be made by email For more information, go to Lady Liberty website,www.readliberty.comEventsThe Seton Hall University Touring Choir, VocalChamber Ensemble and Orchestra Easter ConcertOur Lady of Sorrows Roman Catholic Church217 Prospect Street; South Orange, New JerseyApril 27, 2003; 4 p.m; $5 Donation RequestedOpen HousesAlthough it is not specifically requested by every school,readers are strongly advised to call schools to confirmdates and times and verify if appointments are needed.Lindamood-Bell153 Waverly Place 9th Floor NY, 10014(212)627-8576; Contact: Liz CraynonLindamood-Bell Learning Processes, an internationallyrenownedleader in educational instruction andresearch, will be hosting an Open House at its New YorkCity Learning Center on Tuesday, April 8th at 7:00pm.Lindamood-Bell has pioneered the development ofleading programs to help children and adults learn toread, spell, and understand language.Parents, educators, and professionals are invited toattend the Open House, where Lindamood-Bell consultantsand clinicians will provide information about thesensory issues surrounding language and literacydevelopment-including the symptoms of dyslexia,hyperlexia, attention defecit disorder and autism.Discussion will focus on sensory-cognitive function, ascurrent research indicates that weaknesses in this areacan cause severe problems with language and literacycomprehension. Staff will be available after the presentationto discuss how Lindamood-Bell’s programs canbest help you or your child. The event is open to thepublic and refreshments will be served.Please call Lindamood-Bell at 1-800-300-1818 to RSVPfor this special Open House.Lindamood-Bell’s sensory-cognitive programs developlanguage processing skills for individuals of all ages.Student gains in language and literacy skills are significantand life changing, and are often made after only afew weeks of intensive instruction. Lindamood-Bell isone of the world’s leading educational institutions with36 Learning centers nationwide, and a center inLondon, England.One of Lindamood-Bell’s primary goals is to researcheffective language and literacy intervention. RecentlyLindamood-Bell, and its involvement in a five yearresearch study with Georgetown University’s Center forthe Study of Learning, was featured on the PBS special,THE SECRET LIFE OF THE BRAIN. Lindamood-Bell’sprograms will also be featured on the upcomingReading Rockets five-part series, LAUNCHINGYOUNG READERS, which will air on PBS this fall.Additional information about Lindamood-Bell’s programsis available on-line at, orby calling 1-800-300-1818.Community School District 3: Gifted & TalentedProgram, (212) 678-2897, Marilyn Carella300 West 96th St., NYC 10025.Program is available at 8 different schools in Manhattan.Smith School: (212) 879-63547 East 96th Street; (between 5th & Madison Ave.),New York, NY; Call for appointment.WorkshopsThe ADD Resource CenterPractical help for living with attention and related disorders,seminars, courses, workshops and services forchildren, parents, adults, employers and educators.Call in NYC (646) 205-8080 or Westchester/CT (914)763-5648, addrc@mail.comBringing Liberty Science Center to You!Host LSC at your school, afterschool program, or communityevent. Through assembly shows and classroomworkshops, we bring the excitement of LSC right to yourlocation!Classroom WorkshopsOur classroom workshops, like our “SciencePlayground” program, are 30-45 min. in length and aredesigned to accommodate up to 30 students per session.The initial program fee covers 4 workshops at thesame site, on the same day. Additional programs can bepurchased for an additional charge.Assembly ProgramsOur assembly programs are 45 min.- 1 hr. in length andare designed to accommodate up to 350 students at atime. The initial program fee covers one assembly program.An additional program fee is kept low to encourageto break-up audiences of various ages into smallergroups for a more meaningful, age oriented experience.There are five assembly program topics from which tochoose, including our new Weather assembly, debutingin October 2002! All our current workshops and assemblyprograms can be viewed under EducationalExperiences at Please call (201) 451-0006and speak with either John Herrera x218,, or Jim McGlynn x340,, for further details.Ruby Payne, aha! Process, Training CenterSpring Schedule, Houston Area, Texas, Eye-OpeningLearning: www.ahaprocess.comRemoving the Mask–Identifying and Serving GiftedStudents from Poverty - Paul Slocumb, April 24-25A Framework for Understanding Poverty (Day One) -Freta Parkes, May 19Learning Structures (Day Two), May 20Application of Learning Structures Through ClassroomStrategies - Kim Ell, May 21Hear Our Boys Cry: Boys in Crisis - Paul Slocumb, May 29Hidden Rules of Class at Work - Ruby Payne, June 9Meeting Standards and Raising Test Scores When YouDon’t Have Much Time - Magee & Kim Ellis, June 13Tucker Train the Trainers - Beth Tucker, July 22Tucker Signing Strategies for Reading - Beth Tucker, July 23All workshops take place in the Training Center,Highlands, TXFor further information please call: 800-424-9484

30@TECHNOLOGY & EDUCATION ■ EDUCATION UPDATE ■ APRIL 2003Wireless WorkWImagine the convenience of teachers, students & administratorsbeing able to print wirelessly through yourPalm OS-based PDAs’ infrared port, or BlueTooth!• Print Word or Excel documents withWordSmith ® or DocumentsToGo ®!Software Review:By RICK SULZImagine waking in the middle of the night tothe noise of a spaceship landing outside of yourwindow. You quickly grab your digital cameraand manage to get in a few shots of our planet’snew visitors. Filled with adrenalin you downloadyour Pulitzer Prize-winning shots intoyour computer. But wait; your pics do notinclude aliens, only pictures of a sleeping forest.Since you already notified your friendsabout your extra-terrestrial visitors, you have toalter your images quickly.Here is where Eye Candy 4000 by Alien SkinSoftware comes to the rescue. As oneof the premiere image manipulating plug-insavailable, the package includes 23 sophisticated,photo-realistic special effect filters (compatiblewith Photoshop). Complex specialeffects are easily produced thanks to a featurerich,yet intuitive interface. Within minutes apeaceful forest can be transformed into a ragingscene suitable for a sci-fi movie.Alien Skin Software produces other professional-qualityplug-ins. Xenofex 2 providesmore phenomenal effects such as lightningtools and clouds. Splat creates unique frames,Eye Candy 4000textures, edges, borders and more, which allowyou to customize any image in your collection.Image Doctor quickly removes blemishes anddefects and will also clean up those JPEG filesyou compressed too much, producing astonishingresults.Designed for both the Mac and Windowsplatforms, students and digital camera enthusiastswill relish the power of these plug-ins forthe production of school yearbooks, flyers,posters, handouts and websites. Novices willquickly learn the programs, but professionalswill immediately recognize and put to use theirtremendous power.#LapvantageContinued from page 29model, or $50 for a fixed height version, theLapvantage should be a serious considerationfor any New York City education technologybuyer concerned with the safety, productivity,and convenience of their school’s portablecomputing. For more information, the manufacturercan be contacted toll-free at 800-394-3774, or online at• Work wirelessly with your schools Desktopprinter or your mobile!• Print from up to 30’ away, inclass or outside!Educational Discounts AvailableInstitutional Purchase Orders Accepted1-866-886-8883www.IScomplete.comemail: info@iscomplete.comParents!!!Do you know who issending email to your kids?If your answer is no, then you need eMailParent,the innovative software from Incline SoftWorks.It will:• Keep pornography out of your family's inbox• Protect your kids from online predators• Ensure appropriate correspondence with friends• Manage your own junk mail or SPAMeMailParent is easy to install, easy to customize to your own familyneeds, and easy to use. Just one $39.95 program serves the entirehousehold. And it works with any ISP offering POP (most ISPs).Don't let your home go unprotected another day.Download a free trial today at SoftWorks, Box 7982, Incline Village, NV. 89452.Toll-free: (800) 794-2363.Need to use your laptop in class,outside, or while gazing at the stars?The Laptop Privacy Hood, which offers securityand prevents glare, is ideal for workingon trains, planes, or even in the field. Itenables viewing of confidential documentswithout the risk of prying eyes, in additionto shading reflections in bright conditions.Incorporating our unique self-supportingtechnology, the hood canbe manipulated to anyangle to accommodateeach user and laptop.When work is finished,the hood collapses flatto fit into a laptop bag.Specially designed for positioning over thepicture viewer on a digital camera, theDigi Hood shades the LCD screen from thesun's glare or from bright conditions. Fitted withVelcro strips for easy removal, the Digi Hood issuitable for digital cameras with 40mm, 50mm,58mm, 65mm screens. The Digi Hood is alsoavailable with a built-in magnifier, giving thephotographer a more detailed view of the image.Educational Discounts Available(480) 964-8624

APRIL 2003 ■ FOR PARENTS, EDUCATORS & STUDENTS ■ EDUCATION UPDATECan Cancer be Prevented?Continued from page 19to many other health problems, including heartdisease, stroke, lung infections, and pregnancycomplications. Even the smoke from other people’stobacco use (second-hand smoke) isharmful, increasing the risk of lung cancer andheart disease in nonsmokers. Children exposedto second-hand smoke are at higher risk of suddeninfant death syndrome, asthma, lung infections,and ear infections. The good news is thatas soon as people quit smoking, their healthstarts to improve. Quitting smoking is the singlebest thing that smokers can do to improvetheir health.Maintain a healthy weight.Excess weight has been linked to a variety ofcancers, including colon, breast, and uterinecancer, and many other chronic diseases, likediabetes and heart disease. Almost 65% ofadults are overweight, and over 30% are consideredobese. For reduction of cancer risk andother health benefits, we should balance theamount of calories consumed with regularphysical activity.Be physically active.Physical activity not onlyhelps achieve a healthyweight, it also lowers the risk of breast andcolon cancer, osteoporosis, heart disease, anddiabetes. It enhances mood, improves sleep,and helps people reduce stress. Activity doesn’tneed to be strenuous to be beneficial. Moderateexercise, like brisk walking, offers health benefits.Physical activity is important for childrensince healthy patterns of behavior can be establishedat a young age, and exercise in childhoodmay affect disease risk later in life. Get at least30 minutes of physical activity every day.Eat a healthy diet.What we eat can have a significant impact oncancer risk. Eeating a diet rich in fruits, vegetables,and whole grains has been linked to alower risk of multiple cancers and heart disease.Eating less red meat helps limit the amount ofunhealthy saturated fat in the diet and decreasesthe risk of cardiovascular disease, colon cancer,and prostate cancer. While eating a variety ofhealthy foods provides most of the vitamins ourbodies need, taking a multivitamin with folateevery day can offer extra protection againstcolon cancer, heart disease, and certain birthdefects. Important in any healthy diet is totalcalories because excess calories from anysource can lead to weight gain.Limit alcohol.Alcohol has different effects on different diseases.While it may help reduce the risk of heartdisease, it also increases the risk of several cancers,including breast, colon, esophageal, andoral cancer. Alcohol use comes with risk ofincreasing blood pressure, weight, heart failure,addiction, suicide and accidents; therefore nondrinkersshould not start drinking. Drinkersshould limit alcohol intake to a moderateamount (1 drink/day for women, 2 drinks/dayfor men).Protect your skin from the sun.Sun exposure causes the majority of skin cancer.Some forms of skin cancer, like melanoma,can be fatal, and others, such as basal cell andsquamous cell cancer, can be highly disfiguring.Since about 80% of lifetime sun exposure occursbefore the age of 18, sun protection is critical forchildren. Adults need to avoid excess sun to preventadditional skin damage and to provide goodexamples for their children. It is best to avoidAwardWinner31extended periods in the sun between 10 am and4 pm, use sunscreen with SPF 15 or higher, andwear protective hats and sunglasses.Get regular screening tests.While we don’t have screening tests for mostcancers, we do have tests for colon, breast,prostate, and cervical cancer. Screening testscan work either detecting changes before theybecome cancer or finding cancer at an earlierand more treatable stage. Screening saves lives,but only if people get tested. Talk to your doctorabout what tests are right for you.Make healthy choices.Of course, each individual is unique, and it isimpossible to predict who will or won’t developcancer. However, many healthy life choicesoffer multiple benefits, reducing the risk of avariety of cancers and other chronic diseases.For more information on strategies to preventdisease, visit small behavior changes can bring significanthealth benefits and improve the chances ofliving a long and healthy life.#Dr. Cynthia Stein is Instructor in Medicine,Harvard Medical School and the HarvardCenter for Cancer Prevention.The Writing Center is an on-campus tutorial service. Wehelp all types of students with specific writing tasks,assisting them in developing strategies andapproaches to writing they can use on their own.Students work one-on-one with a WritingConsultant, receiving individualized instructionto develop competence and confidence inwriting. Consultants are selected for theirability to help students through the writingprocess, from idea formation throughfinal drafts. The consultants have relevantacademic and teaching experience andare comfortable working with bothnative and non-native speakers ofEnglish pursuing a variety of degrees.Teachers College students benefit froma special subsidized rate. Non-TC adultand adolescent students are welcomedand accommodated.To obtain a writing consultant, first registerin person at the Writing Center andpay for the first 3 hours of time. Once paymentis made, client and consultant arematched; contact your new consultant for anappointment. Consultants and clients create amutually agreeable schedule of appointmentsand can meet in one of our tutoring rooms oncampus or another location.Spring Registration hours areM: 1-4:30, Wed: 1-7, Thurs: 1-6:30,or call for an appointmentoutside these hours.Free Writing HandoutsWriting Tutors forAdolescents AvailableWe specialize in:• Reaction papers• Research papers• Critiques• Literature reviews• Dissertations• APA documentation• Personal statements• Cover letters• Resumes• College essays and moreWe are located at 525 W. 120th St., room 46, inthe basement of the Horace Mann building.Ph: 212-678-3789Email: UTORSMath & Physics TutoringHigh School & CollegeAll Levels, East Side15 Years ExperiencePrivate High School TeacherDegrees in Math, Physics and EducationPatient, Knowledgeable and Caringat your homeJay - (718)398-9572Math TutoringHigh School & Junior High2 Sample Hours, No ChargeArithmetic Advanced Calculus212.228.1642917.297.2389Tired of feeling like your childis just scraping by?Let us help!EXPERT TUTORING FOR HIGH SCHOOL,JUNIOR HIGH AND MIDDLE SCHOOL STUDENTS• All subjects, including test prep• In-home & home schooling• Year-round, including vacations• Remedial and accelerated• Flexible scheduleOur staff is composed of expert scholarswho are also sensitive teachers with years ofexperience navigating through Manhattan’srigorous private schools. We can help yourfamily maximize its educational potential.Call for a free initial consultation:718.624.5999My Reading TutorSpecializing in Elementry GradesEarly Reading Programstarting @ 4Personalized Programs(LD, Regular & Gifted)Mulitimedia programs tap intochildrens mutiple intelligencesIvy League educated, Dedicated TutorCall Me: 917-856-7956Email Me: myreadingtutor2003@yahoo.comVisit Me: www.myreadingtutor.netCLASSIFIEDCARE FOR SCHOOL AGE CHILDRENWe offer excellent afternoon thru evening positionswith well-screened NYC families.Supervise activities, homework, dinner.Call A Choice Nanny,212-246-5437(agency license #0890176)Manhattan Placements501 East 79th Street, #6ANY, New York 10021 • (212) 288-3507Claude Kunstenaar, DirectorSylvie Falzon-Kunstenaar, Assistant DirectorA personal and highly effective placementcompany for teachers, administrators &department heads serving New York, NewJersey and Connecticut independentschools. TEACHERS and ADMINISTRA-TORS seeking positions in independentschools, please send your resumes.* No fees to candidatesAssistant DirectorWest End Day School, New York, NYSalary OpenLooking for someone who can move into the directorshipof an independent, not-for-profit, special educationelementary school (grades Kg thru 6), located onupper west side of Manhattan.Position includes working with the Board of Directors;public relations; fund raising; administration; budget;parent and community interaction; and staff oversight.Contact: Roland Ostrower, DirectorWest End Day School255 West 71st StreetNew York, NY 10023-3799Fax: 212-873-2345Email: info@westenddayschool.orgWeb:

32 AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ APRIL 2003Step Back In Time: Historic Richmond Town, Staten Islandeast and up steep Lighthouse Hill to theJacques Marchais Museum of Tibetan Art, thelargest collection of its type in the West.Begin and end your historic adventure aboardthe Staten Island Ferry (dating from the 19thcentury) and be sure to wave as you glide pastthe Statue of Liberty.(Historic Richmond Town, 441 ClarkeAvenue, 718-351-1611; adults, $5; seniors, $4,5-17, $3.50; Sept-May, Wed.-Sun., 1-5; June-August, Mon., Wed-Sat. 10-5; closed Tues.From the ferry terminal, take Bus S74 toRichmond Road and St. Patrick’s Place, andfollow the signs to the Visitor Center.Educators: For curriculum based tours, call718-351-1611, ext. 280.) #BRING SIX STUDENTS TO WASHINGTON, D.C.—YOU TRAVEL FREE!Try your hand at churning butter.By JAN AARONTired of life in the 21st century? Try steppingback in time. Historic Richmond Town seems aworld away. Stretched out on a 100-acre swathof rich grassland, this was the site of StatenIsland’s first community in 1685. It is now amake-believe museum town with 40 sites invarious architectural styles. Some buildingswere part of the original community and otherswere relocated from other parts of StatenIsland. Historic Richmond Town is a wonderfulplace for families to while away a few hours.Your starting point is the Visitor Center in aformer 19th century Greek Revival courthouse.Here you can pick up a map for a self-guidedtour, huddle and make your plans. It’s great funto go around on your own and very easy aswell. Nearby is the Staten Island HistoricalSociety Museum, formerly the County Clerk’sand Surrogate’s Office, which houses bits ofAmericana, including the kid-pleasing exhibit,TOYS!Places to explore include the Voorlezer’s (layminister’s and teacher) House 1701, the oldeststanding building that served as a school inAmerica. Built by the Dutch Reformed Church,it also is the oldest structure on its original sitein Richmond Town and a National HistoricLandmark. Another stop is a Dutch Flemishfarmhouse with furnishings to represent aMethodist household in which basket makingwas an important seasonal activity and sourceof supplemental income. Be sure to check outStone carver prepares marker.the General Store and the adjacent 19th centuryStephens-Black House, filled with periodfurnishings.Delighting visitors daily are costumed interpretersand craftspeople who demonstrate EarlyAmerican trades and crafts such as printing,tinsmithing, basket making, and butter-churning.In summer, you might want to make areservation for the Traditional Dinner, servedoutdoors with old-fashioned utensils. OldHome Day in October highlights crafts andthere’s a month-long Christmas celebration.Before you leave, have a bite at theParsonage restaurant or informal BennettRefreshments. Then walk about one-half mileFAMILY VACATIONS:The vacation your childrenwill always remember.Cabins. Waterfront.Great Meals.Loch Lyme LodgeLyme, NH 1-800-423-2141www.lochlymelodge.comMuch more than a field trip, Close Up Washington is an exciting,weeklong exploration of the nation’s capital in which governmentand the political process are experienced firsthand.YOUR STUDENTS WILL:* WITNESS CAPITOL HILL “IN ACTION” ANDDISCOVER HOW A VARIETY OF FACTORS INFLUENCE LEGISLATORS’ DECISIONS* REFLECT ON THE INTERNATIONAL ROLE THE UNITED STATESPLAYS BY VISITING EMBASSY ROW, MEMORIALS, AND MONUMENTS* SOCIALIZE AT THE HARD ROCK CAFE ANDESPN ZONE WITH NEW FRIENDS FROM ACROSS THE COUNTRY* EXPLORE WASHINGTON NEIGHBORHOODS OUTSIDE THE “TOURIST TRACK”* EXCHANGE VIEWPOINTS ON CURRENT ISSUES WITHOTHER PARTICIPANTS, NEWSMAKERS, AND GOVERNMENT EXPERTSAND MUCH MORE!TO LEARN HOW TO BRING A STUDENT GROUP TO WASHINGTON,CALL (800) 256-7387, EXT. 606 AND ASK FOR OURFREE 2003-2004 PROGRAM CATALOG, OR VISIT WWW.CLOSEUP.ORG.CLOSE UP FOUNDATION/DEPT. AD1344 CANAL CENTER PLAZAALEXANDRIA, VA 22314-1592Do your yhomeschool hool childrchildren need help with writing?Mine did. Now writing is easy for them!They used to stare at blank sheets of paper, not knowing how to start. Then I developed fill-in-the-blank writing forms and awriter’s reference guide that they could keep in their binder with all the information they would need to pass the state writingproficiency test. I’ve now made Ten Minutes to Better Study Skills and the Writers Easy Reference Guide, the two booksI developed for my own children, available to other teachers, parents, and students!- Bonnie Terry, M. Ed.Use 10 Minutes MtoBetter Study SSkills Sfor:1. Note taking2. Paragraph writing3. Essay Writing4. Research Paper Organizers5. Test Taking Tips & MoreWriter’sEasy ReferReference ence Guide: G1. Paragraph writing tips2. Writing the four basic essays3. Steps of the writing process4. Grammatical & literary terms5. Writing a bibliographyTeacher created Easy to use Comprehensive Standards-basedCall for Free Sampler and Catalog.Bonnie Terry Learning 530-888-7160 www.bonnieterrylearning.comSPEEDY SPANISHSpanish For All Ages!!• Ethics study from Proverbs• Daily Devotions for grades 1-8• Extra practice in many skillsSPEEDY SPANISH I“A compact, Christian, easy to use curriculum.”Bible verses and songs.Self-teaching vocabulary cards.CHRISTIAN ETHICS FOR YOUTHA study of wisdom from Proverbs for ages 13-19.Use for 1\2 credit. Textbook 305 pages,• Kivar cover• Ethics Workbook• Answer KeySCHOOL DAYS DEVOTIONAL PRAISE36 weeks of daily devotions for grades 1-8.Begin each school day with inspiring study!!CALL TOLL FREE FOR CATALOG888-621-3293Fax 503-630-4606e-mail - bechbooks@juno.comBECHTEL BOOKS

34BOOKSBank Street Bookstore, 112th St. & Bway; (212) 678-1654Exceptional selection of books for children, teachers and parents.Knowledgeable staff. Free monthly newsletter. OpenMon-Thurs 10-8 PM, Fri & Sat 10–6 PM, Sun 12–5 PM.Logos Books, 1575 York Avenue , (@ 84th Street), (212) 517-7292A charming neighborhood bookstore located in Yorkville featuringquality selections of classics, fiction, poetry, philosophy,religion, bibles and children’s books, and greeting cards,gifts and music. Books can be mailed. Outdoor terrace.aha! Process, Inc. – EYE-OPENING LEARNINGVisit for Hidden Rules of Class atWork, and all of Dr. Ruby Payne’s books, workshops andvideos surrounding the issues of poverty, raising studentsachievement and building intellectual capital.(800)424-9484.HIGH MARKS IN CHEMISTRY; 1-877-600-7466Over 50,000 books sold. HIGH MARKS: REGENTS CHEM-ISTRY MADE EASY BY SHARON WELCHER (CollegeTeacher, Chairperson and teacher of high school review courses).This book is your private tutor- Easy review book for NEWregents (second edition) with hundreds of questions and solutions,Get HIGH MARKS $10.95. Available at Leading bookstores or call (718) 271-7466. www.HighMarksInSchool.comCAMPS.Sol Goldman YM-YWHA of the Educational Alliance,344 E. 14th Street, New York, N.Y. 10003, (212) 780-0800The New Town Day Camp, for children ages 2.9-6.0 years,is located at the Sol Goldman Y of The Educational Alliance,344 E. 14th Street. The camp provides outdoor activitiesincluding rooftop playground and sprinkler time, and indoorfun with music, arts & crafts and drama. Field trips to The NYAquarium, CP Zoo, and other interesting places play an integralpart in the camp program. Call 212-780-0800 Ext. 241.The New Country Day Camp, for children ages 5-11.5 years,is located at the Henry Kaufman Campgrounds in StatenIsland. The campgrounds feature two swimming pools, boatingponds, athletic fields, and hiking and nature trails. Call212-780-2300, Ext.. 357. The Edgies and Torah Tots DayCamps are located at the Educational Alliance, 197 E.Broadway. Both camps are for children ages 2-5 years andprovide outdoor/indoor play, art activities, dramatic play,music, water play, trips, picnics, and more. Torah Tots featuresstrong emphasis on Jewish practice. Call Ext. 360.COLLEGESDeVry Institute of Technology30-20 Thomson Ave.; Long Island City, NY 11101888-713-3879 ext 6724www.ny.devry.eduClasses start soon at our Long Island City Queens campusfor programs in: Business administration, computer informationsystems, computer technology, electronics engineeringtechnology, telecommunications management. Flexibleschedules: days, weekends, evenings, scholarships, andfinancial aid for those who qualify. Transfer credits accepted.Graduate employment services.Seton Hall University400 South Orange Ave., South Orange NJ 07079800-313-9833; your doctorate in two years, with 10 weekends and twofour-week summer sessions and a cohort of outstandingeducational administrator colleagues. For more informationemail execedd@shu.eduAPRIL EVENTS AT SARAH LAWRENCE COLLEGEPERFORMANCE: Landmarks of the Contemporary CelloWednesday, April 9, 8 p.m., Reisinger Concert Hall$10/$8 senior citizens and studentsA festival of 20th-century masterworks for the violoncello,this performance is third in a series of three concerts in 2002-03, and features a rare performance of Morton Feldman'sevening-length minimalist masterpiece for cello and piano,"Chromatic Field." Chris Finckel, cello; Stephen Gosling,piano. For more information, please call (914) 395-2411.READING: Fiction Writers Read from Their WorkWednesday, April 9, 6:30 p.m., FreeEsther Raushenbush LibraryThree Sarah Lawrence alumnae/i will read from their work.Nelly Reifler MFA '96 has published work in 110 Stories: NewYork Writes After September 11 and in the forthcominganthology Lost Tribe: New Jewish Writing from the Edge. Herstories have also appeared in magazines, journals andonline publications. Jon Papernick MFA '00 is a former journalistwho lived and worked in Israel, an experience thatserved as the foundation of his first collection of stories, TheAscent of Eli Israel and Other Stories, published in 2002.Catherine E. McKinley '89 teaches writing at City College ofNew York. Her memoir The Book of Sarahs, about growingup as the mixed-race adopted daughter of Caucasian parentsand her subsequent search for her birth parents, wasAPRIL 2003 ■ EDUCATION UPDATE ■ RESOURCE & REFERENCE GUIDEpublished in 2002. She was a Fulbright Scholar in Ghana in1999-2001 as part of her research for her next novel. Thisevent is underwritten through the generosity of the LindaAshear Fund for Visiting Poets. Call (914) 395-2411.LECTURE: James Loewen to SpeakWednesday, April 9, 6:30 p.m., FreeTitsworth Lecture HallJames Loewen will deliver a lecture entitled "How HistoryKeeps Us Racist and What To Do About It." Loewen, whotaught race relations for twenty years at the University ofVermont is the Author of Lies My teacher Told Me: EverythingYour High School History Textbook Got Wrong. He has beenan expert witness or consultant in more than 50 class actionlawsuits, mostly in the areas of civil rights, voting rights,employment discrimination and education. He is currentlyworking on a book about "sundown towns," purposely allwhitetowns in the U.S. from 1850 to the present. This eventis part of the Women's History Lecture Series. For moreinformation, please call (914) 395-2405.LECTURE: Anne R. Kapuscinski to Speak onGenetic EngineeringFriday, April 11, 12:30 p.m., FreeEsther Raushenbush LibraryThe Politics of Food Environmental Studies Series closeswith a lecture by Anne R. Kapuscinski, "Pursuing Science'sNew Social Contract: Salmon, Biotechnology and the Safety-First Initiative. A professor of fisheries and of conservationbiology at the University of Minnesota, Kapuscinski is aninternational authority on biosafety policies and science, ecologicaleffects of genetically engineered organisms, and thegenetically engineered fish and other marine organisms. Thefounding directory of the Institute for Social, Economic andEcological Sustainability, and a specialist in biotechnologyand aquaculture, she studies the ecological risks of geneticallyengineered fish and the policies and practices of sustainableaquaculture. This lecture is sponsored by theEnvironmental Studies Program and the Science,Technology and Society Program, and by Barbara B. andBertram J. Cohn, and the Marilyn M. Simpson Trust. Formore information, please call (914) 395-2411.PERFORMANCE: Romantic Music for Violin and PianoWednesday, April 16, 8 p.m.,$10/$8 senior citizens and studentsReisinger Concert HallThe program includes Poeme, Opus 25, by Ernest Chausson;Sonata No. 1, by E. Ysaye; and Beethoven's Sonata Op. 47, no.9, "Kreutzer" Heather Bixler, violin; Ron Sat, piano. For moreinformation, please call (914) 395 2411.Resource&Reference GuideREADING: Jennifer EganWednesday, April 23, 6:30 p.m., FreeEsther Raushenbush LibraryThe New Yorker called Jennifer Egan’s novel Look at Me,which was nominated for a National Book Award, “comic,richly imagined, and stunningly written... an energetic,unorthodox,quintessentially American vision of America.”National Public Radio’s “Fresh Air” equated Look at Me withRalph Ellison’s Invisible Man, “another novel that charts themodernist riddle of human identity.” Egan has also writtenThe Invisible Circus and The Emerald City and other stories.Her fiction has appeared in The New Yorker, Harper's andGQ, and her journalism in The New York Times Magazine.This event is underwritten through the generosity of theLinda Ashear Fund for Visiting Poets. Call (914) 395-2411.PERFORMANCE: Duets for Keyboard and CelloWednesday, April 23, 8 p.m.Reisinger Concert Hall$10/$8 senior citizens and studentsProgram includes works by DeFesch, Herzogenberg,Prokofiev and Jason Haney. Carsten Schmidt, piano,harpsichord; James Wilson, cello.PERFORMANCE: MFA Dance ConcertThursday, April 24; Friday, April 25, 8:00p.m.Bessie Schönberg Dance Theatre, Performing Arts Ctr.The Graduate Program in Dance at Sarah Lawrence presentsa dance concert featuring original works by MichelleFox, '03; Tikola McCree, '03; Sara Smith, '03. For reservationsor more information, please call (914) 395-2433.PERFORMANCE: The Cygnus Ensemble:World Premiere of Milton Babbitt's Swan Song No.1Wednesday, April 30, 8 p.m.Reisinger Concert Hall$10/$8 senior citizens and studentsThe internationally acclaimed Cygnus Ensemble will performworks of the seminal American composer Milton Babbitt,including the world premiere of a composition written especiallyfor Cygnus. Babbitt is one of the most celebrated of20th-century composers, and highly influential in contemporarymusic and composition. The performance includes preconcerttalk by Babbitt, and short film on his life. Cygnus is inresidence at the College throughout the 2002-2003 academicyear, and this concert will be the third and last concertthe group will perform while in residence. Featuring JudithBettina, soprano. For information, call (914) 395-2411.CONTINUING EDUCATIONJASA, Jewish Association For Services For The Aged ,132 West 31st Street, 15th Floor, NYC ; (212) 273-5304Sundays at JASA, Continuing Education for Adults 60 andOver at Martin Luther King High School. Call 212-273-5304for catalog and information about courses.DANCE PROGRAMSNew Dance Group Arts Center254 West 47th St., NY NY 10036, (212) 719-2733; www.ndg.orgMusical Theater Program for kids/young adults. Danceclasses in all disciplines. Teaching/rehearsal space available.Located between Broadway and 8th Avenue.EDITING SERVICESEditing Services, (212) 423-0965, (646) 479-5433Theses, Dissertations, Manuscripts, Articles and Reports. I’llmake your work look its best and sound its best. Reasonablerates call (212) 423-0965 or (646) 479-5433Ralph W. Larkin, Ph.D.; (212) 889-3428, (800) 352-9139Thesis problem? Help in all phases, academic research, consultingservices. Visit us at; www.singlish.comBuild Languages The Fun Way! Accelerating language andlearning through traditional kid’s songs. Visit our website orcall: 877-375-SING.MEDICINE & HEALTH SERVICESPsychotherapy, A Jungian Approach,(646) 221-9135• Dreams • Gender • Culture • RelationshipsPaul Stein • Licensed • 30 years experienceHenry Ettinger, O.D., F.A.A.O.,(212) 265-4609Is Your Child Easily Distracted?Concentration is adversely affected by poor visual processingskills. Recent studies show these skills can be dramaticallyimproved (three year + gains in 10 weeks, in some cases)with one-on-one therapy. Dr. Henry Ettinger and staff providea free screening for children who struggle with reading. Formore information please call (212) 265-4609, www. nyvision.orgNYU Child Study Center, 550 First Avenue, NYC; (212) 263-6622.The NYU Child Study Center, a comprehensive treatmentand research center for children’s psychological health atNYU Medical Center, now offers specialized services forattention-deficit hyperactivity disorder, anxiety-related problems,consultations for learning disabilities and giftedness,and seminars on parenting and child development. Call formore information.Weight Loss Study; 1-800-782-2737; www.rucares.orgLose Weight Under Medical SupervisionHealth Overweight Women, Age 20 to 40Join An Inpatient Study on Weight Loss.Work and School allowedRockefeller University HospitalAdvanced Degrees in Medicine, Science, and the HealthProfessions at New York Medical CollegeValhalla, New York; (914) 594-4000; www.nymc.eduSilver Hill Hospital208 Valley Road, New Canaan, CT 06840(800) 899-4455 www.silverhillhospital.comThe center for excellence in psychiatric and addiction treatment.We provide adult and adolescent care, alcohol anddrug treatment, eating disorder programs, inpatient and outpatientservices, transitional living, and family programs.Serving the community for over 70 years.SCHOOLSThe Harlem School of the Arts645 St. Nicholas Ave., NYC; (212) 926-4100 ext. 304Learning continues after school at The Harlem School of theArts, an afterschool conservatory where the arts educate,stimulate and motivate your child. Music, dance, theater,visual arts and much, much more!!The International Center in New York; (212) 255-9555Assists international students and immigrants improving theirEnglish and learning American customs/culture. Volunteerconversation partners needed. Minimum commitment; maximumsatisfaction.33SPECIAL EDUCATIONThe ADD Resource Center,In New York City, (646) 205-8080 or Westchester/CT (914) 763-5648addrc@mail.comPractical help for living with attention and related disorders,seminars, courses, workshops and services for children, parents,adults, employers and educators. Call for schedule.The Smith School, (212) 879-6354The Smith School, is a fully accredited Regents registeredindependent day school for special needs students (grades7 through 12) located on the Upper East Side. Our staff isexperienced in teaching students with such problems asAttention Disorders, Dyslexia, Phobias and emotionalissues. If your child needs an academic setting, extra attention,close monitoring and extremely small classes call TheSmith School at 879-6354 because BETTER GRADESBEGIN HERE.The Sterling School,(718) 625--3502Brooklyn’s private elementary school for Dyslexic childrenoffers a rigorous curriculum, Orton - Gillingham methodologyand hands-on multi-sensory learning. One-to-one remediationis also provided. If your bright Language Learning Disabledchild could benefit from our program please do not hesitate tocontact Director: Ruth Aberman at 718-625-3502.Windward School, (914) 949-8310Windward is a co-educational, independent day school forlearning disabled students, grades 1–12, located in WhitePlains, NY. The school selects students of average to superiorintelligence who can benefit from the unique educationalapproach it provides. Students stay at Windward approximately2–5 years and then return to mainstream settings.The upper school is designed to prepare students for a successfulcollege experience.TEACHER PLACEMENTManhattan Placements, 501 East 79th Street,(212) 288-3507A personal and highly effective placement company forteachers, administrators and department heads serving NewYork, New Jersey and Connecticut independent schools.TUTORSMath TutoringHigh School and Junior High. Two Sample Hours, NoCharge. Arithmetic to Advanced Calculus. Call (212) 228-1642 / (917) 297-2389My Reading TutorSpecializing in Elementary GradesEarly Reading Program, starting at 4. Personalized programs(LD, regular, & gifted). Multimedia programs tap intochildren’s multiple intelligences. Ivy League educated, dedicatedTutor. Call 917-856-7956.Email,Visit AND ENRICHMENTYOUR CHILD CAN BLOSSOM!(212) 348-9366Traditional and Progressive TeachingReading Skills • Writing Skills • MathAll Test Preparation • Homework HelpCall Ms. Caroll (212) 348-9366, Licensed Teacher, NYCOrton Gillingham Trained, Upper East Side LocationVOLUNTEER ORGANIZATIONSLearning Leaders, (212) 213-3370Join Learning Leaders, New York City’s largest organizationdedicated to helping public school children. LearningLeaders recruits, trains and supports over 11,500 volunteerswho provide instructional support to over 165,000 children.No experience necessary. Training and curriculum provided.Call (212) 213-3370 to set up an interview.For more information visit PAGESwww.AboutOurKids.orgProvides scientifically-based child mental health and parentinginformation through a continually-expanding store ofpractical and accessible articles based on the latest researchin child psychiatry, psychology, and development. It’s a reliableresource for both common challenges, such as toilettraining, and more serious problems, such as depression.WOMEN’S SERVICESWomen’s Rights at Work, (888) 979-7765WRW, sponsored by Citizen Action NY, runs a toll-freehelpline and free monthly forums for women experiencingworkplace sexual harassment. Contact us at (888) 979-7765; visit us: CLASSES / WORKSHOPSEssay Writing Workshop®,Creating Superior College Application Essays(212) 663-5586Write college admissions essays that reflect your passion,integrity and individuality. Ivy grads, professional writersand former Ivy admissions staff offer private and groupclasses. Editing services. Call New City Workshops at212.663.5586 for a brochure.

34 AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ APRIL 2003LOCAL YOUTH CHOSEN FOR LEADERSHIP PROGRAM IN FAR NORTHNew York 17-year-old Jake Merkin has been chosen by Northwaters Wilderness Programs to participate in a unique leadershipprogram on the Hayes River this summer along with eleven other young people. Jake was accepted based on his outstandingperformance in our programs over the past five years. He has high skill levels in white water paddling, first aid andswimming and has demonstrated enormous leadership potential, maturity and integrity explains program director JodiBrowning. The young people who take part in this program must also have completed the organizations James Bay expedition.From July 13 to August 18, the participants along with two qualified instructors will paddle and portage a total of 600 kilometersthrough remote country and challenging white water. There is something about a far northern river that makes youstand up straight and be accountable says Browning. It is usually a place of great power and intensity—a place that instillshumility and respect. It sets a brilliant stage for young people to learn the fundamentals of leadership and discover their potentialas human beings. In previous years, the leadership program has taken place on the Seal, North Knife, Moisie, Noir,Rupert and Great Whale Rivers.The program has wide application. It helps participants play a leadership role in any setting and gives them skills for positivelydealing with peers, says Browning. The timing of the program is fitting since many of the participants will soon be enteringthe work force or attending their first year of university or college.Participants spend the first few days at base camp going over the curriculum, getting to know one another and choosinga partner with whom they will create a communicative, creative and effective co-leader team. Each pair leads the trip for aminimum of two days. This involves physically leading the group down the river. It also includes giving a presentation on atopic related to white water canoe tripping (from knots and lashings or basic map and compass to environmental ethics) andrunning activities to encourage cohesion, trust and cooperation.Interaction/discussion between the main instructors and participants is key. At the end of each day the instructors debriefthe leader pairs away from the main group giving candid but safe feedback. Later that day, their peers also provide feedback.All participants learn and practice a recipe for good feedback, which includes providing an open setting, using good timing,describing behavior rather than judging it and limiting information to what is digestible.PEACEThe main program instructors teach lessons on hard skills such as advanced navigation, advanced white water paddling,rescue techniques and emergency trip procedures. They also give lessons on abstract elements of leadership such as conflictresolution and counseling, the stages of group development, the learning cycle and wilderness environment teachingtechniques. There are some rare and interesting dichotomies involved in being a participant in this program, says Browning.For example, you are a member of a group but you’re studying group dynamics. You are a student, but you’re also a teacher.Zuzana Eperjesi from Richmond Hill, Ontario, took the leadership program in the summer of 1997. I learned a lot aboutcommunication and feedback. I now work and live in a community setting where the core community members are peoplewith developmental disabilities. When I’m dealing with a difficult situation, I have great success calling on the things I learnedduring that trip. I gained invaluable experience leading the canoe trip down that dangerous river working with my co-leaderand looking out for the safety of the group. This has put me in good stead as I make tough decisions at work that directlyaffect the lives of our core community members. Zuzana has been working at Northwaters as a trip leader since 1998.For information about Northwaters, choosing and supporting experiences for your children and contemporary rites of passage,contact C.G. Stephens at Northwaters Wilderness Programs, voice: 1-866-458-9974, fax: 518-962-8768, email:north@northwaters.comThe New 14th Street YThe Sol Goldman Y’sQUALITY EARLY CHILDHOOD PROGRAMS(212) 780-0800GANI NURSERY SCHOOL, ext. 238Ages 2.0-4.8, Full and Half Day Programs, 2,3 or 5 days,Nurturing, Experienced Staff, Rooftop Playground,Shabbat CelebrationsPARENTING AND FAMILY CENTER, ext. 239Classes for Infants, Toddlers, Two’s, Moms, Dads, Caregivers,Couples and Single Parents, A variety of Play and Discussion Groups,Days, Evenings and Weekends, Ages Birth-Adolescence…of mind, body and spirit.Northwaters Wilderness | • 866 458 9974AFTERSCHOOL PROGRAM, ext 241Exciting Afterschool Program for Grades K-6, Mon.-Fri.from 3-6 PM,Pickup from Neighborhood Schools Available, Swimming, Art,Science Workshops, Cooking, Homework Help, Outdoor PlayDAY CAMPS, ext. 241New Town Day Camp for Ages 2.9-6.0New Country Day Camp for Ages 5.5-11.6Music, Arts & Crafts, Sports, Cooking, Drama, TripsJAPANESE PROGRAMS, ext. 243Japanese Programs for Children and ParentsThe Sol Goldman YM-YMHA of The Educational Alliance344 E.14th Street, New York, NY 10003tel: (212) 780-0800 fax: (212) 780-0859Welcome to GreenlandMarymount Summer2003CAMPS & CLINICS FORON LANDJune 16 – 20Girls on the Run ® CampMajor League Soccer ®June 30 – July 25Summer Day Camp – Session CJune 30 – August 1Summer Day Camp – Session BJune 30 – August 15Summer Day Camp – Session Asign up now.212.369.8890 ext. 225SUMMER FUNIN THE WATERJune 16 – 20June Swim Camp IJune 23 – 27June Swim Camp IIJuly 21 – August 1July Swim CampAugust 4 – 15August Swim Camp555 East 90th Street | New York | w w w.asphaltgreen.orgSUMMER SCIENCE & TECHNOLOGY CAMPGirls and Boys ages 8-12Explore the wonders of science and technology in Marymount’sstate-of-the-art multimedia labs. From meteorology to velocityand acceleration, campers are introduced to a variety of fascinatingtopics by a team of experienced teachers and counselors andlearn to design, construct and dissect. Camp includes laboratoryexperiments, computer activities, field trips and sports and swimming,too.SUMMER PERFORMING ARTS CAMPGirls and Boys ages 8-12Study drama, dramatic writing,music and dance taught by a teamof professional teaching artists. An enhanced visual arts programwill use the Metropolitan Museum to inspire and teach youngartists. Explore all aspects of play production, including makeup,scenery and costume and prop design. Through the “Meet theArtist” program, campers will have the opportunity to work withprofessional actors, directors and designers. The campers will participatein weekly talent shows and a final Cabaret Performanceand Art Exhibit. Field trips include a Broadway show.BOTH CAMPS INCLUDE FIELDTRIPS, SPORTS AND SWIMMING• Camps are in session from June 23-July 25.• Camps will be held in Marymount’s new, fully air-conditionedMiddle School building at 2 East 82nd Street.• Camps begin at 9:00 am and ends at 3:30 pm,Monday through Friday. Camps are closed on July 4th.• Performing Arts campers must sign up for thefull five weeks.• Science & Technology campers may sign upfor 3, 4 or 5 weeks.For Further Information Call: 212-744-4486

Joseph LeReaCommunity ElementarySchool 170BronxElizabeth Brodsky, PrincipalDr. Stan Mims, SuperintendentDistrict 9APRIL 2003 ■ FOR PARENTS, EDUCATORS & STUDENTS ■ EDUCATION UPDATEOUTSTANDINGTEACHERSOF THE MONTHThe Outstanding Teachers of the Month for April2003 have each been nominated by their colleagues, students,parents, principals and superintendents. EducationUpdate has selected three nominees for their outstandingwork on the “frontiers” of education.Congratulations to this month’s Outstanding Teachersof the Month in recognition of the vital role they play inour childrens’ lives.AwardWinnerP.S. 54 is truly lucky to have Mrs. LillianPhilips by our side as an integral part of the P.S.54 family. Kudos for a job extremely welldone!Barbara TetenbaumMarathon School P 811QueensJoan Washington, PrincipalDr. Susan Erber, SuperintendentDistrict 7535What are the significant events in the life of acollege student that contribute to causing achange in major from Sports Announcing andManagement to one as an Elementary SchoolTeacher? For Joseph LeRea this epiphany cameafter he saw the differences he could make inthe lives of summer campers who he coachedin basketball clinics. “If I can cause these fundamentalchanges in the way these kidsapproach teamwork, discipline, and skill developmentin eight weeks, imagine what I can dowith impressionable children over the course ofa year.” As simple as that might sound, it led toa change in major studies from SportsManagement to Elementary Education.The results, six years later, are nothing shortof remarkable! Joseph LeRea is an accomplishedsecond grade teacher who demonstrateslimitless patience for the inquisitive seven yearolds who see him as a giant (he’s well over sixfeet), caring and committed teacher. The parentsdefer to his judgment and actively ‘plot’ toget their other children in his class. His graduates,(Community Elementary School 170 is aK-2 School) repeatedly return to show off theirCTB and ELA results long after they have lefthis class. He enjoys the respect and admirationof his colleagues and continuously seeks outnew challenges for himself.When you ask Mr. LeRea what are the significantingredients in his classroom, heanswers methodically but precisely: “I spendentire weekends planning for individual needsof my students; print rich environments don’tjust happen, they are created. There is no betteror more fulfilling way to establish this type ofclass setting than with the original and editedworks of his students; the writing and publishingthat students create are critical to their ownsense of achievement and accomplishment.”Consistent with the school’s theme, Mr.LeRea’s class “Celebrates Success” on a dailybasis. Routines and rules are established immediatelyand the focus on writing and reading forenjoyment begins on the first day of school.What happened to the career in SportsAnnouncing? Mr. LeRea still brings his enthusiasmfor organized sports to the classroom andhis reading groups often bear the names ofNBA, NHL, and MLB teams. So if you pass byhis room, you’re more than likely to hear Mr.LeRea’s students encouraging each other withplaintive cheers of” Let’s Go Yankees. Lets’ GoMets. Let’s Go Rangers!Penny FrankLaGuardia High School of Music& Art and Performing ArtsKim Bruno, PrincipalTony Sawyer, SuperintendentPenny Frank has been a dance instructor atLaGuardia High School of Music & Art andNEW YORK STUDIES WEEKLYPeek into a fourth grade classroom today and you are likely to find the students reading newspapers! The social studieskind, that is. New York Studies Weekly, now approaching its sixth year of publication, is currently read by more than 65,000students in New York schools.This weekly curriculum supplement for social studies has a framework based heavily on theNew York State Social Studies Resource Guide. There are currently six different social studies publications available in NewYork: New York Studies Weekly 4/ New York History; NYSW 3/World Communities; NYSW 5/ USA, Canada, and LatinAmerica; World Studies Weekly; USA Studies Weekly A and USA Studies Weekly B. Each of the New York publications containsregular feature articles that support the core requirements. For example, the fourth-grade paper includes several NewYork history lessons and a current event. Other exciting features include Good Government, This Week’s Question, Arts andCrafts, and New York Wildlife. Page 4 of each weekly issue is packed with additional fun, and students aren’t the only oneswho love the hidden pictures and crossword puzzles found there! Teachers and parents are really pleased with the puzzlesand games, which support core vocabulary and also function as a review for key concepts.The Let’s Write feature has been a consistent favorite, with students and NYSW staff. Each week, students are asked torespond to this feature with a creative essay of approximately 150 words. Each month, four to eight student essays are chosenfor publication. Each student that has an essay chosen for publication receives a five-dollar cash award and a “JuniorHistorian” certificate. Managing Editor, Shellie Burrow states, “There are hundreds of entries sent each month that includeessays, poems, and interviews. It’s really terrific to watch the steady progression in the written work of the students as theyear goes on. There is evidence of a strong and gifted teaching community out there. They’re doing a great job!”What’s new this year for New York Studies Weekly? In response to requests from many teachers, Foxridge Publishing willinclude a free bonus issue that focuses on historical documents for the New York Studies Weekly 4 subscribers. In addition,much of the U.S., Canada, Latin America series will be revised both in content, and in arrangement of the topics. Topics suchas colonization, government, and economics will be moved to the beginning of the school year. The World Communitiesseries will increase the illustrations to better meet the learning styles of those young historians. Curricula are currently beingdeveloped for sixth and seventh grades and will be ready to debut in 2004-2005.Samples for the New York Studies Weekly series as well as curricula for grades 3, 4 and 5 for Massachusetts, grades 3and 4 for New Jersey, and grade 4 for Connecticut and Maine, may be ordered by calling 1-800-300-1651. Teachers receivea free subscription in addition to a Teacher’s Supplement with every classroom order.#Performing Arts for 35 years. She is a demandingteacher who receives the requisite responsefrom her students since they see in her whatthey might become. Ms. Frank is warm andcaring. She is one of our most effective teachers,one who never stops until the job is done,always going above and beyond—a total professional.She devotes herself unselfishly to heryoung dancers.In addition, Ms. Frank spends hundreds ofhours beyond the school day and during holidaybreaks, working with the students on theirperformance projects. I refer specifically to theArts Recognition and Talent Search candidates.In fact, Ms. Frank has coached more finalists inthis Presidential Scholar program than anyother dance instructor in the country and thisyear we have six finalists and seven honorablementions.Students and teachers alike continue to beinspired by her example.Lillian PhilipsWilliam Leng School P.S. 54Staten IslandPaul J. Choset, PrincipalChristy Cugini, SuperintendentDistrict 31I have been fortunate to know Mrs. LillianPhilips professionally and personally for eightyears in my capacity as principal of PS 54 inDistrict 31, Staten Island, NY.During these past eight years Mrs. Philips hasdone substitute teaching in our early childhoodgrades. Each class she takes over is done witha love for children and teaching. Her passionfor children as well as her responsibility to thecurriculum is second to none!Her kindness, sensitivity and building selfesteemare her trademarks!Whenever a teacher is absent and Mrs.Philips steps in, I have great peace of mind thatthe children will receive great instruction andbe treated extremely well!Barbara Tetenbaum has been a music teacherat P811Q, a school for students with severe disabilitiessince 1975. Barbara’s talents are variedand her giving never ends. Her work can bedescribed as magical, as she adapts her lessonsto children with autism, behavior disorders, andphysical and cognitive delays. Barbara alwaysfinds a way to reach the most “unreachable”child. Her outstanding sense of humor, patienceand expertise never fail. Barbara uses the pianokeyboard, adapted musical toys, instruments,and total communication techniques to get allof her students to respond and move to themusic. She composes songs and writes lyricswhen she cannot find appropriate publicationsfor certain occasions.There are so many ways that Barbara contributesto our school, too many to mention inone short article. Barbara is also a registerednurse and works weekend shifts at a local hospital.At the end of her shift she collects heliumgift balloons left behind and brings them toschool on Mondays to be used by the AdaptedPhysical Education department in “Volley balloon”games.Barbara’s Special Events committee ensuresthat no holiday goes unnoticed. She is sensitivetoward the diverse cultures in our school andfinds ways to have everyone feel included.Barbara inspires others to participate so that theschool gets decorated with student and staff workfor every event. Whether it is the Haunted Gym,Tree Planting Ceremonies, Holiday Gifts forevery child, Valentine Photo Hearts, or the FieldDay and Picnic, you know Barbara is behind thescenes, and in front and center getting the festivitiesunderway, and getting things done!The amazing thing is she makes it seem soeffortless. Hence, the “Magic” of Barbara.#Education Update honors teachers eachmonth for their outstanding work on the“frontiers” of education. Students, parents,principals, superintendents and colleaguesmay nominate teachers by describing, in oneor two paragraphs, what is “special” aboutthem. In June, we will invite the teachers,principals and superintendents to a luncheonto celebrate their achievements. Please includea photograph with each nomination, theschool’s name & number, principal’s name,superintendent’s name and district.Teachers are the backbone of our educationalsystem. They richly deserve the recognitionthat Education Update plans to give them.Dr. Pola Rosen, PublisherPlease email recommendations, with photographs,to:, or mail to:Education Update, 276 5th Ave. Suite 1005,New York, NY 10001

36 AwardWinnerPARENT GUIDE ■ FOR PARENTS & CHILDREN ■ APRIL 2003Father-Child Book Club in QueensWhat: The Queens Borough Public Library inJamaica, Jamaica Father’s Project and LiteracyInc. (LINC) created a father’s/children bookclub to encourage fathers to see themselves asactive participants in their children education.Who: All fathers and their children are welcome.The fathers attending the father’s/childrenbook club are also receiving assistancefrom the Jamaica Father’s Project who help infinding jobs or getting a GED and include single,custodian and non-custodial parents.LINC is a not-for-profit organization thatfocuses on building local community andschool connections that enrich literacy amongyoung children, 0-8 years of age. LINC’s missionis simple: to provide a system of outreachand coordination that builds language-richneighborhoods where all young children aresupported as readers.Phone: 718-739-4088SEAL WATCHING CRUISESCome see the South Shore Harbor Seals.These irresistible creatures have been visitingour area for some 20+ years. Initially, only acouple of seals took up residence at the southernmostend of Haunts Creek. In followingyears a half dozen or so were visible at onetime, but as years went on, more and moregathered every year. In recent years, 60 to 100seals can be seen happily sunning and playfullyswimming on many local peninsulas. Morearrive every year!Marine Biologists suggest that these sealsfollow the very large schools of herring on theirannual migration from the northernmost reachesof Canada leading the seals here and keepingthem in the area from mid-winter to midspring.The seals consume more than three timestheir body weight a day in fish just to keepfrom going hungry. An interesting diet, don’tyou think? The very cold, deep waters attractherring in large numbers, and keep our friendsthe seals well fed and happy. Come have a lookat how the harbor Seals are in the wild, and seeone of Nature’s most adorable and happy animals.This is real fun for the whole family.Cory “The Famous Bay men” Wyant will bepersonally narrating most trips. Cory hasgrown up on the very bay that these HarborSeals visit each winter. When it comes tomarine knowledge no one is better than Cory!Every Sunday From March 2 nd –April 13!11am–2pm!$25 per adult, $20 per child.Nautical Cruise Lines, Freeport, NY. 516-623-5712 to reserve your tickets.#GROWTH: HOW DOES YOURCHILD MEASURE UP?By PAUL SAENGER, M.D.While there are some children who start lifesmaller than others, most of them usually catchup very early in life. However, for those childrenwho are still significantly shorter by agetwo—below the third percentile on standardgrowth charts—they will most likely not catchup later in life and will probably remain muchshorter than other children their age, and continueto be short as adults. These children havea lifelong growth disorder called “small forgestational age,” or SGA.In the United States, three percent of allbabies are born SGA every year. While themajority catch up to normal height by age two,as many as 10 percent, or about 12,000 annually,do not. As a result, there are as many as150,000 unique children over the age of twowho have not caught up and, if left untreated,may never reach their growth potential. Andwhile the size of a young child with SGA maybe considered cute, especially among girls,there is nothing cute about the challenges theyface as they get older. New parents can help byworking with their pediatrician to pay closeattention to growth charts and detect whetherthere is an underlying medical problem.Since SGA is relatively rare, many parentsare unfamiliar with the disorder and don’tknow where to turn for help. A recent patient ofmine, a full-term baby was small at birth,weighing just 4 lbs. 13 oz. and measuring lessthan 18 inches. By age 4 he was shorter than 97percent of children his age. I concluded that hesuffered from SGA. Although he was producingsufficient growth hormone, he was notgrowing at a normal rate and never achieved“catch up” growth. I began daily injections of agrowth hormone called Genotropin, FDAapprovedfor the treatment of SGA. He experiencedno major side effects from treatmentwith growth hormone, the most common beinginjection site reactions and eczema. Since hebegan treatment, he has grown approximatelyfour inches a year and has caught up in size tohis classmates.Caused by a complication or trauma duringpregnancy, it is believed that children withSGA have a difficult time processing growthhormone, which is naturally occurring in theirbody, and therefore need additional growthhormone to overcome the resistance andachieve normal height.The earlier medical supervision and treatmentoccurs, the better off your child will be—for two key reasons. The first reason is thatstudies have shown kids with SGA can havesignificant academic and social problems,including being left back in school, shynessand low self-esteem. Therefore, experts believeif treatment begins prior to children beginningschool, there is a greater chance that theirheight may begin to normalize and these consequencesmay be reduced.The second reason for early diagnosis andtreatment is that the majority of growth occursbefore puberty. Therefore, the older a child isbefore beginning treatment, the less time he orshe has to accelerate their growth and catch upto normal height—before they stop growing alltogether (usually in their mid teens for girls andlate teens for boys).For additional information about SGA andGenotropin, please visit,and for information about other childhoodgrowth disorders contact The MagicFoundation at or(708) 383-0808.#Paul Saenger, M.D., a pediatric endocrinologist,is an attending physician and professor ofpediatrics at The Children’s Hospital atMontefiore Medical Center and Albert EinsteinCollege of Medicine in New York.DR. TOY SELECTS BESTCLASSIC TOYS FOR 2003By STEVANNE AUERBACH, Ph.D.You can count on classic toys. These are thelong lasting toys that “keep on playing” longafter the batteries and latest fads are gone.Where do you turn for a selection that providesa timeless, fun experience that will holdyour child’s interest? It’s time to turn back theclock! Look for toys that have remained valuedplaythings since they were first introduced tenor more years ago. These are the lastingfavorites of all children who have played withthem.The toys that with the passing of time havebecome true classics are often overlooked inthe rush to get the “hot” new toys. Often greatplaythings may not reach youngsters who canbenefit from playing with them. Parents need tobalance their children’s play experiences. Theyneed to be reminded that the classic, and beneficialtoys are still around. Quickly parents andgrandparents will recall the fun they had withthese same classic toys.Stevanne Auerbach, Ph.D., known as Dr.Toy, has been tracking trends in the toy businessfor more than 25 years. In her just released“Best Classic Products for 2003” she hassearched across the entire toy industry for theclassic toys that fit the criteria for fun and highplay value. Dr. Toy says, “Classic Toys areenduring and have many benefits. Theyencourage the child’s involvement and arechild-powered.”A wide-variety of selections is includedamong this year’s winners. The list reflects toysthat Dr. Toy says are perfect for all ages andinterests from baby to older children, from lowto high tech, and from nature to nurture. Sherecalls some favorite playthings in many familytoy chests including (her favorite) Jacks andball, Jump rope, Paper dolls, Pick-Up Sticks,and Marbles. Certainly anyone who has evertried a Hula-Hoop still finds it fun to swirl oneof the colorful plastic hoops anytime, for exercise,stress reduction and amusement! “Classictoys,” Dr. Toy says, reflecting back to her ownyouth, “are toys you return to from your ownchildhood like the shiny, durable Radio Flyerred wagon, scooter or tricycle. Many parentswant to introduce their child to that special Yo-Yo, Lincoln Logs, Tinker Toys, Etch-A-Sketch,teddy bear, or first Lionel or LGB electric train.Classics are basics that never go out of style.”Dr. Toy carefully surveys the toy marketplaceto select a wide-range of great classic toys.While Dr. Toy keeps abreast of new productsshe keeps her eye on the enduring qualities ofthe toys of yesteryear. The classic toys she hasselected as winners have been available fromten to fifty years or more.The winners of the annual classic toy searchare included in “The Best Classic Toys for 2003Report,” available now on the free, popular,year-round web-site that presents her awardselections of products she evaluates for parentsand teachers. Dr. Toy’s Guide []provides all the information and includes photos,complete product descriptions, links tocompany sites and more consumer information.If you are at a loss for an appropriate toy forthe child in your life, the suggestions found inthe “Dr. Toy’s Best Classic Toys Program of2003” will help you more easily locate valuableproducts to introduce to your child. These toyshave truly met the test of time. They haveendured, entertained and satisfied children formany years, and will continue to do so formany years to come.Dr. Auerbach’s book, Toys for a Lifetime:Enhancing Childhood Through Play (Rizzoli),provides a close up of over 60 classic toys thatyou enjoyed. She is also the author of Dr.Toy’sSmart Play: How to Raise a Child with a HighP.Q.For more details see Activities Blossom in Everett Children’sAdventure Garden at NY Botanical GardensArt is an Adventure: Saturday, April 12through Sunday, April 27, 2003. Children discoverhow nature inspires art, from 1:30–5:30p.m., at the Everett Children’s AdventureGarden. Every day kids participate in a varietyof ongoing activities, including watercolorpainting, drawing botanical sidewalk art, plantpart paper making, and creating nature sketchnotebooks. Children will take home their ownartistic creationsFor Children on School Break, Tuesday,April 15th through Friday, April 18th, 2003—Special Art Workshops at 1:30 p.m. and 3:00p.m. A different art form is explored daily. Thisis an exclusive opportunity for children ages 6-10 years old to attend art classes led by recognizedlocal artists including clay artist, EileenMcConnell, visual artist Claudia Engelbrecht,and Aija Sears, Garden educator and botanicalillustrator. Each day, children work with a differentmedium to create their own masterpieces.Materials fee for special art workshopsare $3 per child.Everett Children’s Adventure Garden’s5th Anniversary with Nature’s Ice CreamParlor! —Every Weekend in May 1:30–5:30p.m. Families wish the Adventure Garden aHappy 5th Birthday! Learn about the plantparts that give this treat its flavors. From alltimefavorites like vanilla, chocolate, andstrawberry, to exotic flavors like pineapple andcoconut, you have plants to thank for the flavors.Children participate in special activitieslike making and tasting fruity ice cream flavors!Kids get to make their own nature-sundaeand top it off with “plant part” treats includingnuts, chocolate, berries, and spices.Professional Development WorkshopsClassroom teachers and science supervisorshave an excellent opportunity to come to theGarden for its new half-day ProfessionalDevelopment Workshops. These workshops areoffered during school break to make it mostconvenient for educators to participate. TheProfessional Development Workshops enablenew teachers in New York City to receive three(3) units of New York City Department ofEducation New Teacher Credit for each workshopcompleted.Tuesday, April 22: The Plant WorkDemystified, 9:00 a.m.–12:00 p.m./ HowPlants Grow, 1:00 p.m.–4:00 p.m.Wednesday, April 23: Introduction to theForest 9:00 a.m.–12:00 p.m./ Pond Ecology,1:00 p.m.–4:00 p.m.Thursday, April 24: Flowers, Fruits andSeeds, 9:00 a.m.–12:00 p.m./ Plant AnimalInteractions, 1:00 p.m.–4:00 p.m.For more information or to register pleasecontact James Boyer at (718) 817-8177.#For further general information call (718)817-8181 or visit us online at www.nybg.orgThe Everett Children’s Adventure Garden hasbeen made possible by the leadership generosityof Edith and Henry Everett.

Math Teachersa lack of properly trained math teachers in ourschools. The early years—when youngsters’interests are being developed are most essentialfor excellent mathematic instruction. Yet this iswhere we find to most math-phobic teachers.This must come to an end. Pre- and in-serviceinstruction must do more than show effectiveteaching methods. Not only should a teachercome to the position with a well-rounded liberalarts education, but it must include a strongcomponent in mathematics— one that stressesits beauty and motivates the learner.The training of new secondary school mathteachers must now focus not only on the basiccontent underlying that, which is to be taught,but also on ways that the subject matter candemonstrate its attractiveness. This requires(obviously) a good command of the mathematicsbeyond that which is to be taught, as well asa broad background of the liberal arts. To makemathematics instruction interesting it must bebrought into the broader context of the liberalarts. Teachers must be exposed to these “new”ways to view the subject matter. They must beshown ways to motivate youngsters, and theymust recognize the powerful new ways that ourtechnological advances enable a deeper andmore genuine understanding of mathematicalconcepts. Early favorable experiences withmathematics will surely increase chances forsuccess in college in this important subject.How many math teachers today are resourcefulenough to know the constant interplaybetween geometry and algebra, or the astonishingillustrations where various probabilitiescause us to reassess our natural intuition, orbeautiful geometric relationships that can beeasily exhibited in a variety of ways, not tomention the role mathematics plays in the arts?Unfortunately too few. Perhaps most importantabout mathematics instruction is that it providesa wonderful training ground for developinglife-long problem-solving skills that can beused in everyday life as well as to solve mathproblems.It is well known that there is a math teachershortage of crisis proportions in many areas ofthe country. This is not different here. NewYork City is still facing a teacher shortage, particularlyin mathematics, specialeducation, and bilingual education.Incredibly, New York schools willneed about 1000 mathematicsteachers in September 2003.Shortages of any commodity tendto reduce the quality of the productavailable. There is a crying needfor more intensive training of mathteachers, especially for many whowill be asked to teach the uniformcurriculum being imposed onabout 1000 schools this fall.At The City College of NewYork, we have played a major rolein the Department of Education’sefforts to stem the shortage crisiswith an alternative teacher certificationprogram that provides aquick route to the teaching profession.We hope these newly trainedteachers, coming to the professionwith a rich liberal arts background,will be able to provide effectivemathematics instruction while atthe same time further enrich theliberal arts education for the nextgeneration of students.#Dr. Alfred S. Posamentier isDean, School of Education, TheCity College of New York–C.U.N.Y.APRIL 2003 ■ FOR PARENTS, EDUCATORS & STUDENTS ■ EDUCATION UPDATEContinued from page 18Vocational Education Resurgent: Part IIBy FRANK CARUCCIAfter all of the improvements in vocationaleducation, much still needs to be done. Ourvocational schools need to recruit more shopteachers, particularly in electronics. Vocationallicenses need to be aligned with the new federalrequirement that all teachers be “highly qualified.”The UFT has formed a licensing and certificationcommittee to deal with this issue. Thecity needs to assure that all shops are state-ofthe-artand that training is industry-relevant andcan lead to employment. The days when studentsmade birdhouses or lamps from wine bottlesare long gone.The city DOE needs to expand the SubstituteVocational Assistant Program, which trainssome of the most talented CTE graduates tobecome vocational teachers. Well over 100SVA participants are now in our classrooms and40 more are in the pipeline, learning theirtrades and learning to teach.DOE needs to continue the Career ExternshipProgram, which the UFT negotiated into thecontract. Externships allow CTE teachers toreturn to the workplace to update their skillsand see exactly what’s happening in industry.The city needs to adequately fund CTE programs,and New York’s Washington representativesneed to protect the federal funding stream.Technology needs to be woven into the juniorhigh curriculum, so that students get an earlyintroduction to the world of work and can makeinformed choices about which high schools toattend. New York City schools fail to complywith state rules requiring this.Principals and superintendents need an incentiveto promote and support CTE. The chancellorneeds to give some sort of “extra credit” ontheir report cards for supporting CTE, so ourschools truly become places for diverse learning.One size does not fit all.I believe the tide has turned in our favor.Indeed, the state now talks about CTE as ameans to high academic achievement and notas an obstacle. And from recent meetings I’vehad with top DOE officials, it appears that they,too, want to build on the success of CTE programsand even expand them in comprehensivehigh schools.President Bush’s budget proposal — whichAwardWinner37shortchanges education in general — couldclobber high school vocational education inparticular. The advances that New York City’sCTE programs have made would be compromisedif Congress adopts President Bush’s proposalbudget proposal for Fiscal Year 2004,which starts Oct. 1.Right now, the Carl D. Perkins Vocationaland Technical Education Act, which is up forreauthorization, allocates money to statesaccording to a population-based formula; thisyear New York City’s schools received about$16 million in federal vocational support.Bush would change that, collapsing what arenow six vocational education streams into ablock grant. States could spend it to meet educationalgoals in the No Child Left Behind Actthat are not necessarily related to career andtechnical education (CTE). In addition, thepresident would reduce CTE spending by 23percent, from the $1.3 billion he proposed inthe current fiscal year to $1 billion.As U.S. Department of Education speakingpoints describe, Bush would let states “makecompetitive grants to secondary schools andcommunity and technical colleges.” (Publicschools, get in the mud and compete for analready too limited pie! Private and religiousschools, come on in, the water’s fine!)States could spend the supposed vocationalfunds to develop end-of-course exams likeNew York’s Regents or add it to Title I programsto “improve student outcomes, such asacademic achievement” – in other words, notfor career and technical education at all. Ifstates do not block grant these funds with TitleI, state grant money would be transferred collectivelyto local school districts and communitycolleges that partner with high schools andthe business community.Worse, the clear intent is to “shift from providingtraditional vocational education to anentirely new focus on supporting academicachievement at the high school level and technicaleducation at the community college levelthat is coordinated with high schools.” (OK,kids, read that Milton and worry about heatingand air conditioning when you hit communitycollege!)The administration’s speaking points rightlyassail “watered-down classes and low expectations”and “vocational programs [that] do notoffer the academic or technical rigor to adequatelyprepare students for the demands ofpostsecondary education or the high-skilledworkplace.”But the way to do that is through theapproaches the UFT and the city Department ofEducation have taken – having a strong vocationalprogram that “contextualizes” academicmaterial, using rigorous industry-based assessmentsand really preparing students for theworld of work. Yes have standards, yes haveaccountability, but give students the option ofgraduating from high school ready to take askilled job.The administration’s plan ignores the realityof urban students’ lives. The intent is to movestudents from high school to college on theirway to the workforce.However, it’s perfectly legitimate for youngstersto decide to go from high school to workeither because they want to or have to. QualityCTE programs prepare them for work. If theywish to further their education – as many graduatesdo – they can work their way through collegeand support their families with good-payingjobs.Congress needs to reject Bush’s plan andsupport the approach to vocational educationthat has been proven in New York City’sschools.Alfred E. Smith HS- Automotive Tech.Automotive HS- Automotive TechAviation HS- Aviation Maintenance Tech.Chelsea HS- BusinessEast NY HS of Transit Tech- IndustrialElectrician/Electrical InstallationGeorge Westinghouse HS- A-Plus ComputerRepair and MaintenanceHarry Van Arsdale HS- C-Tech Cable Tech.HS of Graphic Communication Arts-Commercial Art ProductionSamuel Gompers HS- ElectronicTechnician/A-Plus CertificationThomas Edison HS- A-Plus ComputerRepair, Cisco Networking Academy, MicrosoftOffice User SpecialistWilliam Grady HS- Heating, Ventilation &Air Conditioning (HVAC)#Frank Carucci is Vice-President of theUnited Federation of Teachers

38MUSEUMS AS EDUCATORS ■ EDUCATION UPDATE ■ APRIL 2003Students Study Drama at Highest Rated Theater Program in NYFounded by Jeffrey Horowitz in 1979, Theaterfor a New Audience is a venerable, non-profitclassical theatre program. For more than 20 years,it has produced acclaimed, imaginative productionsof Shakespeare and the classics and offeredmajor arts education programs. The organizationoffers the largest programs in the New York Citypublic schools for introducing Shakespeare andother classics. Along with staff development,workshops and artist residencies, students seemorning matinee performances of shows seen byregular audiences.The company just announced a new scholarshipprogram for high school seniors underwritten bythe Richard and Mica Hadar Foundation.Since 1984, the programs have introducedShakespeare and classic drama to nearly 100,000students ages 9 through 18 in New York City publicschools city-wide. The programs promote literacy,teach research and analysis skills, and buildteacher capacity. Middle school students canenjoy a 12 week program learning aboutShakespeare and other great playwrights.Recently, Zoe Caldwell addressed a group at alaunch of the new scholarship program. If everwords could evoke powerful emotions, Ms.Caldwell unleashed that flood with hersuperb monologue.For additional information: 212-229-2819 x18 or email jgiardina@tfana.orgDirect connection by PATH to Hudson-BergenLight Rail—Liberty State Park StationMinutes away from New York City,adjacent to the Statue of Libertyand Ellis Island National MonumentsDiscover three themed floors:Invention, Health and EnvironmentExperience 250 hands-on exhibitsGet close to the action in the largestIMAX ® Dome Theater in the United StatesLunch facilities availableCall 201.200.1000for school group ratesColgate CenterNY WaterwayLIBERTYSCIENCECENTERLiberty State Park • Jersey City, New Jerseywww.lsc.orgTEN YEARS OF SCIENCEADVENTURE ANDEXPLORATION!This Winter at Liberty Science Center we'recelebrating 10 years of transforming theway your students experience the world!Teachers, shake off those "winter blues" andgive your students a "winter adventure"they're sure to remember!Current Exhibitions:MarsQuest(January 25, 2003 - May 4, 2003)Here's your chance to play the part of spaceexplorer! Send commands to maneuver arover over a simulated Martian landscapeand use NASA software to explore thePathfinder landing site in 3-D. Experimentwith collage puzzles to learn how scientistsassemble larger planetary views from manysmall images. Study weather read-outs ofthe Red Planet, make craters, and take a virtualtrip to the Martian North Pole to discoverthe ice and sand dunes that exist side-byside.See all this and more in over 20 interactiveexperiences that make up MarsQuest.Bilingual Exhibition!Scholastic's The Magic School BusKicks Up A Storm(February 8, 2003 - May 4, 2003)Join Ms. Frizzle and her class as you discoverthe wonders of weather within this fun,interactive environment based on the bestsellingbooks and TV show by Scholastic.Learn the science behind meteorology, howclimate affects culture, and what safety precautionsyou can take during severe weatherevents. From a re-creation of the MagicSchool Bus and Ms. Frizzle's classroom tothe high-tech Weather CommunicationsArea, play with basic principles and ingredientsof weather making and investigate variousweather-related phenomena in thisbilingual exhibition (English/Spanish).In the IMAX® Dome Theater:Jane Goodall’s Wild Chimpanzees(October 12, 2002 - October 2003)Take a giant screen journey into the heartsand minds of wild chimpanzees with theworld’s most famous field researcher, Dr.Jane Goodall. The film weaves together thestory of a chimpanzee community and thework of scientists seeking to understand thelives of these remarkable creatures. JaneGoodall’s Wild Chimpanzees chronicles Dr.Goodall’s more than 40 years of legendarywork among the chimps at Gombe Park inAfrica, and leaves viewers with an importantmessage about conservation and anawareness of chimps fragile existence in thewild.Lewis & Clark: Great Journey West(May 18, 2002 - June 2003)Relive an amazing tale of discovery andexploration as National Geographic Filmsbrings to life the first crossing of whatwould become the United States. With carefulresearch and meticulous recreations, thisscientific expedition lives again on the bigscreen. Two hundred years after their epicjourney, go back in time with Lewis, Clark,their guide Sacagawea, and their braveCorps of Discovery, as they discover theadventure, danger, and wonder of theunmapped West.Also Showing:Pulse: A Stomp Odyssey(Through Summer 2003)The performers of STOMP guide studentswith a rhythmic voyage of discoverythrough the exciting world of percussion.Zoe CaldwellNOBLE PRIZE EXHIBIT OPENSThe Museum of American FinancialHistory in Lower Manhattan has a specialexhibit entitled “The Nobel Prize:Celebrating 100 Years of Creativity andInnovation” which will run through July2003. The exhibit provides a glimpse into theminds, lives and work of selected Nobel laureates,particularly those in the economicscategory, through personal video interviews,candid photographic portraits and originalartifacts.Difficulty with entry-level workers?Hidden Rulesof Class at WorkRuby K. Payne, Ph.D. & Don L. KrabillTo order: (800) 424-9484www.ahaprocess.comTools to:Jeffrey HorowitzThe exhibition, curated by theSmithsonian, features personal items and scientificinstruments belonging to Nobel Prizewinners from the past century includingMilton Friedman’s briefcase, AlbertEinstein’s handwritten notes and Leo Esaki’sSony radio diode. The museum is open to thepublic Tuesday –Saturday, 10 am to 4 pm.Admission is $2. The museum’s website◆ Understand thehidden rulesof economic class◆ Reduce absenteeismand turnover◆ Raise productivity◆ Identify employeestrengths◆ Determine trainingdollar payoffsWorkshopsalso available!aha! Process, Inc.PO Box 727Highlands, TX 77562

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