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AwardWinnerVolume XII, No. 4 • New York City • DECEMBER 2006For Parents, Educators & StudentsHappyHolidaysPRSRT STD.u.s. postage paidPermit No.500VOORHEES, NJInside:Teachers CollegeCampaign For Fiscal Equity

DECEMBER 2006 ■ For Parents, Educators & Students ■ Education updateTeacher Academy ad 12/1/06 1:07 PM Page 1Touch the Future–BecomeaTeacherCUNY’s innovativeTeacher Academyprepares talentedmath and science studentsto become exceptional,inspiring teachers inNew York City publicmiddle schools and highschools.BENEFITS:• Free tuition for four years andpaid internships• Math and science research andstudy opportunities with topCUNY faculty• Mentored hands-on experiencein public schools• Full-time teaching job upongraduation• A chance to shape the future ofstudents’ livesAt Brooklyn College, City College,College of Staten Island, HunterCollege, Lehman College, QueensCollege and York College.For more information,call 212 794-5323 orteacher.academy@mail.cuny.edu

spotlight on schools ■ EDUCATION UPDATE ■ DECEMBER 2006PROFILES IN EDUCATIONJoyce Cowin, Trustee, Teachers CollegeBy Joan Baum, Ph.D.Joyce Cowin, a trustee at TeachersCollege (TC) and liaison to its prestigiousAlumni Council, exemplifies by wordand deed the meaning of “philanthropy,”a word that comes from the Greek andmeans love of mankind. To hear hertalk—an enthusiasm she exhibits for whatshe has already done in education andwhat she hopes still to do for her almamater (her Masters at TC)—is to listen tosomeone who truly believes in noblesseoblige. Among her numerous projects,however, she cites as her “happiest” thefunding and founding several years agoof the Heritage School at 106th Street &Lexington Avenue, a 9-12 high schoolthat has already made a difference in thelives of so many of its needy students.She notes, for example, the school’s fifthgraduation and adds that while othersmight conclude that the 50th percentileis hardly an achievement, for the studentswho attend the Heritage School, thegraduation rate most certainly is a “milestone.”Coming in with academic and familialdisadvantages, among them the fact they startrelatively late— in the 9th as opposed to the 6thgrade—Joyce Cowin says she is amazed at whatthe Heritage students have achieved: a movementfrom 12 percent passage on the math regents, forexample, to 85 percent, a striking increase thatshe attributes to the “wonderful” mentoring thestudents receive from Teachers College facultyand interns. Hardly one to rest on her laurels,Joyce Cowin is now aiming her sights at improvingreading scores, as well.Originally conceived as a school that wouldteach all classes through the arts, Heritage hasevolved a program over the last few years that isnow being replicated by other schools. Thoughshe wishes the space-challenged institution wouldhave a gym and a cafeteria, she takes heart at leastthat a library now exists. In the basement? Sowhat, that’s what other schools, particularly thosein Washington D.C., that have no expansion roomare doing. What would she like to see happennext? Without missing a beat, she says, payingattention to problems of “nutrition.” And she’dlike to see continued focus on computers. Theseare the “equalizers,” she says, the kids love them.Whenever she can and especially at meetingsof the Teachers College Board of Trustees shecelebrates the accomplishments of the HeritageSchool and encourages further support.A TC trustee for over 25 years and an importantliaison to the TC Alumni Council, Joyce Cowinknows, of course, that her own “golden” childhoodand relatively easy years at Smith Collegeare far different from the lives of Heritage Schoolstudents, but she believes that it is essential thatpeople like her “get involved.” And stay involved.She’d like to expand mentoring opportunities– why not trips to Albany? She’d also like to seethe reinstitution of something like the GalleryPassport program of some years ago wherebypublic school youngsters were engaged in curricularactivities that involved going to museums.And she’d be delighted if the TC board wouldaccelerate its deliberations on distance learning,which she believes, is “the wave of the future.”She also looks forward to the official openingof the Cowin Conference Center at TeachersCollege and to its publicized integration as aplace for greater faculty exchange.#We must expand islands of excellence intocontinents of success.-Newark Mayor Cory BookerThe federal government shouldn’t have anyrole in education accountability.-Richard Rothstein, Economic Policy InstituteEducation Update is now accepting nominations forOutstanding Educators of the Yearfor our June 2007 event at the Harvard Club.Forms are online at:www.educationupdate.com/awardsAcademic ProgramInstituto Cervantes de Nueva YorkThe Spanish Cultural Center of New YorkPresents itsTeacher Development ProgramWorkshops for Spanish Language TeachersDecember January 2007 2006 –– May 2007This series of workshops, led in Spanish, offers teachers practical andtheoretical strategies on how to teach Spanish as a foreign language.Next seminar: Friday, January December 19, 2007 1, 2006 5:30 5:30 – 8:30 – 8:30pm“El“Experiencia uso de la Webquest en la enseñanza la enseñanza de la traducción de español en los como EEUU” lenguaextranjera: Una nueva forma de aprendizaje on-line”• Develop practical & theoretical teaching techniques• Learn Develop to practical use Spanish & theoretical culture inteaching the classroom techniques• Enjoy Learn interactive to use Spanish seminars culture conducted in the classroom in Spanish• Share Enjoy interactive experiencesseminars with other conducted teachersin Spanish• All Share levels experiences of teaching with experience other teachers welcomeAll levels to follow of teaching all seminars experience welcome• Q & A to follow all seminarsFor more detailed information on all seminars, regular language courses,and cultural events please visit our website: www.cervantes.orgUpcoming Upcoming seminars: seminars: January 19,February 2 & 9, March 2, 16 & 30, April 13 & 27, May 4 & 18All seminars are held at Instituto Cervantes on Fridays from 5:30 – 8:30pmIndividual seminars: $15 $10 for Instituto Cervantes MembersYou may register in advance by telephoneInstituto Cervantes at Amster Yard211 East 49 th Street New York, NY 10017Tel: 212-308-7720 Fax: 212-308-7721classprogram@cervantes.org

DECEMBER 2006 ■ EDUCATION UPDATE ■ spotlight on schoolsSusan Fuhrman Assumes Presidency of Teachers College, Columbia UniversityBy Emily Sherwood, Ph.D.Noting that “we’ve got to be the placewhich spawns ideas that animate education,”Susan H. Fuhrman, a nationallyrecognized expert on public accountabilityand teacher excellence in education, hasbeen appointed tenth president of TeachersCollege (TC) at Columbia University. Shesucceeds Arthur Levine, who served asTC’s president for 12 years.Dr. Fuhrman, who received her Ph.D.from TC in 1977 and most recently servedas Dean of Penn’s Graduate School ofEducation (GSE) where she is creditedwith strengthening its programs in urbanand international education, will doubtlessbring her strong sense of commitmentto inner city neighborhoods with her toNew York. Under Dr. Fuhrman’s guidance,Penn’s GSE created its own Pre-K-8 publicschool in West Philadelphia, the SadieTanner Mosell Alexander School, whilecrafting partnerships with three low-performingneighborhood schools. Indeed, among her mentorsshe names former Penn President JudithRodin, from whom, she adds, “I learned what itmeant to be a good neighbor.” Would she forgesimilar partnerships in New York City? “Well, it’ssomething that’s in my blood,” says Dr. Fuhrmanforthrightly, though specific strategies would taketime to plan.Susan Fuhrman has a packed agenda for excellenceat TC: closing the achievement gap, competingglobally, improving math, science andengineering instruction to fuel future productivity,and encouraging experimentation with newteaching models that are informed by rich dataare all on the front burner. And she is deeplyconcerned about how to inspire teacher excellence.Teacher salaries are too low, especiallythose in urban neighborhoods when comparedThe Kew-Forest School Ryan Brenizer / Teachers Collegeto their suburban counterparts. And retention is amajor problem: “Fifty percent of teachers leavein the first five years, not just for salary reasons.They have concerns about working conditions,being supported on the job, having good schoolleaders, having opportunities to learn…So it’snot just a question of salaries attracting peopleto the profession. We need to create conditionsthat keep them in and support them and mentorthem,” explains Dr. Fuhrman.To achieve the lofty goals she lays out, Dr.Fuhrman is mounting a “fundraising agenda.” Inorder for TC to be the “leader of ideas,” she’llbe looking at increasing research monies thatflow into TC, in part though creating financialincentives for people who write big grants andrun large-scale research programs. “We need todraw people from across the school to apply forthese grants; we need activities that bring peopletogether around grant opportunities,” adds Dr.Fuhrman. But one element not slated for increaseis the doctoral program. “The advising burdensare very large and the quality of doctoral educationsuffers when there are too many doctoral students,”she explains. Moreover, to provide meaningfulfinancial support for doctoral students willrequire a more streamlined program.On the other end of the spectrum, TC willprobably be looking to renew an aging faculty assome members head toward retirement. “We willcertainly be refreshing the faculty and hiring thevery best people we can,” she adds.As Dr. Fuhrman ends the interview—it’s 5 PMand she is on her way to yet another meeting—she talks ever so briefly about her own doctoralmentor at TC, former U.S. Secretary of Healthand Human Services, Donna E. Shalala, nowPresident of the University of Miami. “We wereengaged in issues of school finance and equityin distribution of funds. We worked with clientsin state legislatures, particularly in Connecticut,to develop remedies for court cases declaringschool systems unconstitutional,” explains Dr.Fuhrman. What she learned during her years as astudent is a lesson that she will pass on to futurestudents at TC: “We put our ideas to work, weworked with policymakers, and I came to respectthem enormously.” Indeed, the goal of turningresearch-driven ideas into pragmatic implementationto improve the education of America’s youthis clearly what Susan Fuhrman is all about.#GREAT GIFT IDEASSave$400!$399 99Jean Baptiste180AL StudentAlto SaxophoneStart off your young sax playerright with the Jean Baptiste180AL Alto Saxophone.Specifically designed with thecomfort of the youngplayer in mind.JJB180ALX List: $799.99• Save: $400!Save$200! ✓ ✓ ✓ ✓ ✓ ✓ ✓ The Kew-Forest School $199 99Children’s Drum SetThe 1045 Junior Drum Set is a smaller-sized,complete kit for that little rocker in your life!G1045XXXX List: $399.00 • Save: $200!Manhattan160 W 48th Street(212) 719-2299Brooklyn2600 Flatbush Ave.(718) 951-3888White Plains178 Mamaroneck Ave.(914) 949-8448Edison1831 Rt. 27(732) 572-5595FAMOUS FOR DISCOUNTS SINCE 1924!www.samashmusic.comEd. Update BW HGI 3.65x9.75.indd1 111/21/06 9:32:38 AM

spotlight on schools ■ EDUCATION UPDATE ■ DECEMBER 2006Young Leaders in NYC Tryto Make a DifferenceJonathan BurkanJonathan BurkanRecently, the New York City Center for CharterSchool Excellence sponsored “A Good Readfor Kids,” a fundraiser to support libraries inNYC public charter schools. Jonathan Burkan,Senior Financial Advisor for Merrill Lynch, hostedthe event which featured presentations byRenaissance Charter School students and an auction.Proceeds from the fundraiser will benefit thedevelopment of library resources at RenaissanceCharter School (Queens), KIPP Academy CharterSchool (Bronx)and Carl C. IcahnCharter School(Bronx).Paula Gavin, theCEO of the Centerwas present.Jonathan Burkanbelieves deeply inthe “value of givingback to the community,to the peoplePaula Gavinwho need it most.”Nigel PerryErica Jong & Molly Jong-FastMolly Jong-FastMolly Jong-Fast, the writer-daughter of EricaJong, is on the board of the New York Public LibraryCubs. She recently held a gathering along with hermother and David Patrick Columbia to increaseawareness of the organization with supportersJudy Collins, Naomi Wolf, Bill and Judith Moyers,Amy Sohn, Billy Norwich, Dave Itzkoff, DaphneMerkin, Vicky Ward, Amanda Foreman, CynthiaRowley, Hannah McFarland, Susan Cheever, GigiLevangie-Grazer, Shirley Knight, Darius and JillBikoff, Patti Kenner and Ann Brashares present.Paul LeClerc made a guest appearance.The Cubs is a children’s membership programfor families who annually contribute $1000 to thebranch library. The New York Public Library Cubsis a board of philanthropic-minded young womenand men with children who raise money to buybooks for libraries in New York that are insufficientlyfunded—libraries in Spanish Harlem, theSouth Bronx and other neighborhoods. The focusof the Cubs is bringing books to children. MollyJong-Fast says, “The point of this program is tosupport the neediest branch libraries.”#Another Constraint on PublicEmployees’ Expression Rightsby martha mccarthy, ph.d.In 2006, the Supreme Court rendered a significantdecision, Garcetti v. Ceballos, which narrowsconstitutional protections afforded to publicemployees, including educators, in expressingtheir views about agency operations. An assistantdistrict attorney, Ceballos, alleged that he sufferedretaliation for writing a memorandum suggestingthat an arresting deputy sheriff may havelied in the search warrant affidavit in a criminalcase. Ceballos informed the defense counsel ofhis belief that the affidavit included false statements,and the defense subpoenaed Ceballos totestify at the hearing challenging the warrant. Thecourt denied the defendant’s motion to invalidatethe warrant, and the prosecution proceededwith the trial. Ceballos was removed from thecase, and he alleged that he suffered retaliation,including undesirable work assignments, hostiletreatment by supervisors in the district attorney’soffice, and denial of a promotion.The Ninth Circuit ruled that the retaliationimpaired Ceballos’ free speech rights, but theSupreme Court reversed in a five-to-four decision.Reasoning that Ceballos was speakingabout an assignment he was paid to perform, theSupreme Court majority adopted a bright-linerule excluding from First Amendment protectionpublic employees’ expression pursuant to officialresponsibilities.The four dissenting justices faulted the majorityfor excluding all job-related expression fromFirst Amendment protection, arguing that thebalancing test articulated in Pickering v. Boardof Education (1968) should have been applied.Under this test, a public employee’s expressionTHE LAW & EDUCATIONon public matters cannot be the basis for adverseemployment action unless the expression jeopardizesthe employee’s relationship with immediatesupervisors or harmony with coworkers, impedesjob performance, or interferes with agency operations.Justice Souter declared that the majoritychose an odd place to draw its line, concludingthat a teacher complaining about racist hiringpractices would be protected whereas a schoolpersonnel officer making the same observationwould not be shielded by the First Amendment.The Ceballos ruling is not the only decisionduring the past quarter century that has narrowedpublic employees’ free speech rights. In 1983,the Supreme Court in Connick v. Myers held thatthe content and context of expression should beconsidered in deciding whether it pertains to aprivate grievance and thus is not constitutionallyprotected. Subsequently, lower courts havebroadly interpreted expression that falls in thecategory of private grievances in contrast to publicissues. Now, employee expression pursuantto official job responsibilities is not protected, sopublic employers do not have to establish that theexpression pertains to a private grievance or has anegative impact on performance or agency operations.The Ceballos holding calls into questionlower court decisions in which educators haveprevailed in First Amendment claims of retaliationfor blowing the whistle on wrongdoing intheir schools. Educators in the future may be hesitantto expose unethical school district practices,and if so, their students may be the real victims.#Martha McCarthy is the Chancellor Professorand Chair, Educational Leadership & PolicyStudies, Indiana University.

DECEMBER 2006 ■ EDUCATION UPDATE ■ spotlight on schools“Say Yes to Education” Helps Harlem Youngsters Graduate HS & Pays for College TooBy Emily Sherwood, Ph.D.When Hartford money manager George Weissthrew out his signature football to a group of400 Harlem kindergartners and their parents twoyears ago, he was executing far more than anathletic maneuver. Weiss, a well-known philanthropistwho has given millions of dollars to innercity families since his “Say Yes to Education”program began in Philadelphia in 1987, wasoffering the gift of hope to a new cohort of “SayFOSS_5 x 10_bw ad 6/28/06 2:36 PM Page 1We wanted toknow the mostsuccessfulway to learnscience, sowe asked theclassroom experts!Don’t just open booksOPEN MINDSYes” students. Through a planned $50 millioninitiative in five Harlem elementary schools (P.S.161, 180, 57, 83, and 182), “Say Yes” will offerK-12 academic and social support for these lucky400 youngsters, with guaranteed payment of fulltuition to the college of their choice if they graduatefrom high school.“When Mr. Weiss made his announcement,I had to translate for some of the non-Englishspeaking parents,” said Carmen Vega-Rivera,FOSS ® (Full Option ScienceSystem), the most popularresearch-based scienceprogram in the nation, springsfrom research conducted atthe Lawrence Hall of Science.This research has guided the developmentof successful active-learning science curriculafor more than 25 years. Studies show studentsusing FOSS outperform students who don’t.When you contact us mention Lawrence Hall of Scienceand receive a free FOSSweb CD-ROM!University of California, Berkeley, California 94720Director of the NYC Chapter of “Say Yes.”“Then there was complete chaos in the room.Jaws dropped, tears were rolling. The emotionswere wild. One father picked up his child andcried, ‘We’re going to college!’”Two years later, the enthusiasm is just as palpable.The now-second grade children receivea rich infusion of academic support, with adedicated program manager and reading specialistin each of the five “Say Yes” schools whomake sure that each child has hisor her own IEP (IndividualizedEducation Program) and that noone falls between the cracks.“Say Yes” provides three hoursof after-school homework helpand enrichment each weekday,social work assistance for parentsand families, physical andmental health services, and financialback-up where needed (evenparents can receive needed vocationalschool or college tuitiononce they’re in the “Say Yes”family.) A partnership with thelaw firm of Bingham McCutchenoffers families much-needed probono legal assistance in areasof immigration, child support,special education, housing, andmore. And a six week summerschool program, just rolled outthis year, offers youngsters theopportunity to keep up with theirliteracy and math skills duringthe long summer hiatus. “It’s notrocket science,” explains MaryAnne Schmitt-Carey, who justassumed presidency of the nonprofit“Say Yes to Education”in April. “We looked at the corechallenges for enabling inner cityhigh poverty youth to succeed towhat’s been defined as middleclass standards of achievement…It takes a much greater investmentin academic and non-academicsupport services, and a lotmore time.”The germ of the idea for “SayYes” came to Weiss when he wasa sophomore at the Universityof Pennsylvania and his fraternityhosted a Christmas partyfor 12 inner city adolescents.In his typical hands-on fashion,Weiss stayed in touch with eachof them; when he returned forPenn’s Homecoming weekendseven years later, he took themout to lunch and was heartened tolearn that every single youth hadgraduated from high school. Thereason: Weiss had cared so muchabout them that they could not lethim down. When Weiss made hisfortune in the investment arena,he returned to Philadelphiain 1987 and financed his firstcohort of “Say Yes” students atthe Belmont Elementary School,later expanding to Hartford (CT),Cambridge (MA) and now NewYork City.George Weiss presides overhis “Say Yes” family (there arenow 768 “Say Yes” children;the oldest of them is 31 yearsold) like a proud and often dotingfather. “We now have a ‘SayYes’ posse,” relates Weiss withobvious pride and joy at theaccomplishments of his oldestgraduates. “They rally aroundeach other. But when problemsget too serious, they call me,” headds, admitting to taking phonecalls from his “Say Yes” chargesat odd hours of the night. FromMary Anne Schmidt-CareyChildren in the programhis midtown Manhattan office, Weiss recountsa litany of almost unbelievable stories: Jarmaineis now an aerospace engineer for NASA, andLaureine (not her real name), a foster child whohad been abused, now has her own baby and ispurchasing her own home. “I’m getting emotional,”says Weiss, who clearly has invested morethan money in this incredible Cinderella storythat’s happening in four cities and shows no signof losing momentum.Statistically as well as anecdotally, “Say Yes”kids are beating the odds and achieving at higherrates than their inner city peers. In Cambridge,Hartford, and Philadelphia, high school graduationrates for “Say Yes” students hovered around75 percent, as compared to national averagesthat are closer to 50 percent. While there’s beenno systematic, longitudinal study of “Say Yes,”Schmitt-Carey is seeking foundation support todo just that, in addition to implementing a seriesof targeted objectives. “There was a lack ofaccountability and controls in the early years of‘Say Yes to Education.’ We’ve since learned lessonsaround the need for tough love, setting clearexpectations and defining boundaries,” notesSchmitt-Carey, who came to “Say Yes” from NewAmerican Schools (NAS) where she championedthe need for data-driven decision-making in publicschool reform. Following a six month, externalstudy of “Say Yes to Education,” she’s ready tomove ahead in instituting a set of more stringentpolicies “in the spirit of wanting to improve andenhance the program, not in a way that’s punitiveor looking to kick people out of the program.”With vibrant programs in Philadelphia, Hartford,and Cambridge and five classes of NYC eightyear olds just beginning their journey to collegeand beyond, “Say Yes to Education” has byanyone’s standards gone above and beyond thedefinition of philanthropy. Yet, George Weiss willbe the first to tell you that he hasn’t done enough:“There are so many kids out there who still needour help,” he says, shaking his head despondently.You can be sure that, with so much to beproud of, George Weiss is already hard at workidentifying new children on whom to bestow hismany gifts.#Next month’s Education Update will take anup-close look at how one school in Harlem ismaking dreams come true for “Say Yes” childrenand their families.

spotlight on schools ■ EDUCATION UPDATE ■ DECEMBER 2006Currently bookingPerformances and Education Programs through 2008Clinics & MasterclassesImprovisation • Lead Playing • Private and Group Lessons • Rhythm Section CoachingJ-Harris and Friends Debut MusicWith a Conscious Message At CCNYBy Richard KaganIt was billed as the “official launch” of theMusic With a Conscious Message Movement ona recent Saturday night. J-Harris, singer, songwriterand dancer, and his talented friends, tookthe stage at the Marian Andersen Theatre on theCity College of New York campus in uptownManhattan and rocked the house with songs ofpassion, beautifully crafted pieces of spokenword, and words of love, and judging from thereception of those in the audience, the movementmay well be on its way.Harris, the visionary behind Music with aConscious Message (MCM), believes you cancommunicate through song and music to uplift,not to degrade or demean anyone.The concertaptly filled that purpose. Harris followed someopening acts before intermission to sing “AprilShowers” –a song about romantic love and thepassion that comes with it. Harris sang” If youever feel lonely, you can call…I’ll April Showeryou with my love.” In the song “Dance WithMe,” Harris seems to be looking for a girl whohe just can’t find. He searches for her but shedances just out of his reach. The J-Harris dancersperformed tight choreography with greatenergy, warmth, and charisma. While introducinghis popular “Everything is Gonna Be Alright,”Harris told of getting a letter from a womangoing through a divorce and she found inspirationlistening to the record. It’s a song of hopeJazz FestivalsEnsemble Adjudication • Ensemble WorkshopsLecturesComposing and Arranging • Jazz History • Music Business • Women in JazzVisit our website at www.divajazz.com or call(877) DIVA-JAZZ for a press kit and videoand believing that things do turn out alright, ifwe just have a little faith. Harris sings: “You canhave everything/Believe in Love” “We’ll make itthrough the day.” Harris worked the crowd like apro and he is a talent to be noticed.Aisha Aakiya opened the concert with a solidrendition of “The Greatest Love of All,” andshowed great vocal range on the classic “MyFunny Valentine.” Harris is producing DavidHomyk, a college friend from the University ofVirginia, who showed some rock and soul pipeson “Get Off My Soul.”Lite S.I.N. (Something Instead of Nothing)rapped with a positive message and even handedout roses to the ladies in the crowd. He said: “Ifyou’re family’s tight, say I’m good! Another rapwas about “How bad do you wanna be good?He asked the audience to raise their hands andshape their fingers to an “L” to represent loveand light.One of the highlights of the evening was aspoken word performance by Messiah, a threetime winner of “Showtime at the Appollo.” Thenative of Trinidad took the stage, and wovestream of consciousness from a higher plane. Hespoke of using the mind to “escape from my trainof thought.” And letting that mind take him to a“safety zone.”Messiah really got the crowd going with hispersonal diatribe entitled “I got a Right.” It was ariveting narrative on his being his own person inMUSIC, ART & DANCEThe Salzburg Festival, 2006A Feast of Mozartby irving spitzThis year is the 250th anniversary of Mozart’sbirth and Salzburg rolled out the red carpet in itsannual Festival to honor its most illustrious localson. Mozart’s happy memories of his home townwere few and far between. Salzburg has treatedhim far better in death than life. In his last seasonas Festival artistic director, Peter Ruzicka stagedall 22 of Mozart’s operas. Seven of these arewell known; most of the others are very rarelyperformed. There was thus a unique opportunityfor both the casual opera lover as well as the connoisseurto listen, enjoy and understand why mostof Mozart’s operas are not performed.Throughout his career, Mozart explored thethree main operatic genres current at the time.The singspiel, a German-language musical drama,has spoken dialogue along with musical numbers.Opera seria consists of recitatives and arias witha plot generally based on Greek mythology orRoman history. Its counterpoint, opera buffa,revolves around comedy with simple plots. Boththe latter are sung in Italian.Lucia Silla composed at the age of 16 years wasone of his earliest opera seria. This relates thestory of the Roman dictator, Sulla (Lucia Silla)who banished the Senator Cecilio since he desiresthe latter’s wife. The production was by incomingfestival artistic director Jurgen Flimm. The mainaction was played out at center stage but its effectwas lost since Christian Bussmann’s clutteredstaging filled out both sides with so many propsand supernumeraries that it was distracting. Thisopera has mainly solo arias with few duets andensembles. Nevertheless even in this early work,Mozart’s mastery of the voice was very evident.In some of the arias, one could hear the precursorsof his last great opera seria, Clemenza deTito. Particularly effective was soprano AnnickMassis, who took the role of Giunia, the subjectan ever-changing world. Popular rapper Doug E.Fresh entertained the crowd along with Master ofCeremonies Dr. Benjamin Chavis, a noted civilrights activist. Dr. Chavis said “Movements getstarted in Harlem and tonight is about music,but it’s about music with a conscious message.It’s about young people themselves taking theinitiative.”#of Lucio’s desires. She pulled off her horrendouslydifficult arias with aplomb.In a brilliant twist, director, Thomas Reichert,united the plots of two short works, Bastien andBastienne, his first singspiel composed whenhe was 12 years old with The Impressario (DerSchauspieldirektor) which was composed in thesame year as the Marriage of Figaro. This productionwas presented in conjunction with theSalzburg Marionette Theatre and puppets werecleverly integrated into the production. In DerSchauspieldirektor, an impresario deals with thevanity of two competing sopranos who are bothultimately hired to sing the role of the shepherdessBastienne. Bastienne is falsely told by the wilyColas (who also takes the part of the impresario’sassistant) that her lover Bastien has deserted her.This production was probably one of the mostinteresting and innovative in the festival.Two incomplete opera buffo fragments composedby Mozart three years before Figaro, LoSposo Deluso (The Deluded Bridegroom), whichdetails the travails of a deluded bridegroom andL’Oca del Cairo (The Goose from Cairo) about agirl imprisoned in a tower by her father, sufferedfrom weak plots and librettos. Director JoachimSchlomer got round this by having a master ofceremonies in a non-singing role explaining theintricacies of the plots. Despite glorious ensemblesand melodies from the mature Mozart, theseoperas never achieved popularity.Thus poor plots and inadequate librettos explainwhy so many of Mozart’s operas are unknown.This emphasizes the vital contribution of thelibrettist to the ultimate success of the opera.Difficult vocal requirements producing castingdifficulties are probably another factor. Mozart’sbest known operas performed at the festival willbe reviewed next month.#Did you knowwww.EducationUpdate.comgets 2 million hits per month?For advertising banners,animated & stationary,email us: ednews1@aol.comPhilosophy Day School is a unique andinnovative school providing students witha rich classical education and emphasizinga love for the pursuit of wisdom and thedevelopment of exceptional character.Join us for an Open House and experiencethe joy and vibrancy of a PhilosophyDay School education. Meet withour headmaster, speak with currentparents and visitour classes.Nursery - Grade 4Open Houses2007 - 2008 school year:Wednesdays 8:30 AM - 9:30 AMSeptember 13th - December 13th(except November 1st and November 22)212 744-730012 East 79th Street,New York, NY 10021www.philosophyday.org

DECEMBER 2006 ■ EDUCATION UPDATE ■ spotlight on schoolsThe United Nations Association of the USA’s Annual Awards DinnerAll photos: Kyo MorishimaNane Annan and Kofi Annan(L-R) Rajat K. Gupta, Vice hair of Board, UNA-USA; William J. McDonough,Co-Chair of the Board, UNA-USA; Amb. William H. Luers, Pres., UNA-USA;Ted Turner, Board Member, UNA-USA and Chairman of the UN Found. BoardMr. Dean KamenAngelique KidjoJosh Weston, Co-Chair of the Exec.Comm., UNA-USA & Dean KamenWynton Marsalis performs specialtribute to UN Sec.-Gen. Kofi AnnanThe United Nations Association of the USAheld its annual awards dinner at the Waldorf-Astoria Hotel in New York City. The associationhonored former President William JeffersonClinton with the 2006 Global Leadership Awardand Mr. Dean Kamen with the 2006 GlobalHumanitarian Action Award. Former PresidentClinton was honored for his global initiatives suchas the Clinton Foundation HIV/AIDS Initiative(CHAI), which assists countries in implementinglarge-scale, treatment and prevention programsfor improving the condition of those plagued withthe disease. Kamen, an inventor and entrepreneurwhose ingenious inventions include the Segwayand the IBOT wheelchair, was honored for hiscontributions to medicine, technology and thedeveloping world.In addition to these influential honorees, thedinner included a special salute to United Nations leaving, we will miss your bright eyes and sweetSecretary-General Kofi Annan. Special guests at smile, they say you are taking the sunshine thatthe event included Ted Turner, Angelique Kidjo, brightens our path.”Isabella Rossellini, Anna Cataldi and Liya Kebede. Annan took the stage with great gratitude followingThe mistress of ceremonies was award winningTurner’s unique tribute. “Nane and I arebroadcast journalist Charlayne Hunter-Gault. moved; we have many friends around the roomThe speakers of the evening gave inspirational who were here 10 years ago, and still cheer usspeeches about the work of the United Nations on. Without their support and encouragement, weand the United Nations Association of the USA. may not have accomplished so much. Thank youKamen, one of the evening’s first speakers, for that constant support and friendship.”talked about the link between technology and Annan specifically thanked Turner for his contributionsovercoming challenges, enthusiastically statingto the UN, saying, “Ted’s vision isthat “Limitation is not technology; technology matched only by his uncommon generosity.” Heis moving quickly in the world...technology is affirmed, “Ted is an iconic American businessmangetting small and personal” and “now you canstanding up for the United Nations andcarry communication as a personal device. You saying to the world that the United Nations isdo so much more with this one device [holding important and worthy of support.”up his mobile] than you did with a mainframe Annan was pleased to announce at the dinnerbuilt in the 1970s.” Dean went on, urging the “the UN Foundation recently delivered the oneaudience to consider that “we cannot use a 19th billionth dollar to UN causes...and by no meanscentury mindset to solve 21st century problems. are we done.” He stated that “a great privilege ofBig organizations like the UN need to think as being Secretary-General is that you can call uponfast as technology is moving.”and work with truly exceptional men and womenFollowing Kamen was UN Foundation Chairman who find the United Nations mission worthy ofTed Turner who complimented Secretary-General their support...like Bill Clinton and Ted...hardlyKofi Annan; “a great legacy of Kofi’s tenure is anyone has ever turned me down...I urge you tohow he embraced the private sector and civil say ‘yes’ and say ‘yes’ often.”society...and his efforts to transfer the UN into The United Nations Association was prouda partnership organization. Kofi recognized that to honor former President Clinton and inventorinterdependence is the driving force of our time.” Dean Kamen at the association’s momentous din-which ended with a heartening performanceTurner sang a song of goodbyes to Annan, includingB: 5 iner,these lyrics: “From the UN they say you are T: 5 inby jazz musician WyntonMarsalis.#S: 5 inB: 3.25 inT: 3.25 inS: 3.25 inOur city. Our kids. Inspire at learningleaders.org

10 spotlight on schools ■ EDUCATION UPDATE ■ DECEMBER 2006NTDTV Celebrates Chinese CultureBy Liza YoungA regal opportunity tocelebrate the richness ofChinese culture is currentlyavailable throughNew Tang DynastyTelevision’s (NTDTV)Holiday Wonders, a showwhich made its debut fouryears ago, and which willbe featured at the BeaconTheatre December 19-24.Education Update recentlymet with the productionteam and cast members ofthe show in addition toviewing highlights of thiswondrous production, atthe lavish Essex House inNew York City.The show is an extension of NTDTV’s missionof reviving the art and culture of ancient civilization,with a focus on what is considered the highestpoint in its succession of dynasties, The Tang,which flourished between 600 and 900 AD, whenthere was a pluralistic convergence of variousethnic groups. In Holiday Wonders the beauty ofThe Tang dynasty is recreated through restorationof traditional costumes, music, and dances, butwith a modern spin, as explained by executiveproducer, Maria Tai.Performers we spoke with exhibited a dedicationto the mission of sharing the magnificenceof Chinese culture, undergoing intense trainingfor performances over the course of three monthson a volunteer basis. Performer Amanda Huang,who grew up China, and there studied piano,dancing, and painting, is a transfer student fromAustralia who is now majoring in computers atQueens College. Shirley Dai, a graduate fromBerkley with a major in marketing who at ageten immigrated to California with her family andjoined the Holiday Wonders tour, with the goalof preserving her Chinese roots. Born in Chinaand immigrating to the States at age 4 and 1/2,Seluna Nien expressed a love of dance, fromearly childhood, and while teaching dance SouthDakota, she heard about the NTDTV programand decided to become a part of it. Li Sun, whohas a BA in chemistry education from China, andan MA in political science from Bridgeport, alsohas embraced the art of dancing from childhood,and joined the troupe to share Chinese tradition,and help people learn about the history of China.NTDTV will soon open a special performingarts school to continue supplying a “new translationof the Chinese arts to world culture, ” statedMs. Tai.#For Holiday Wonders ticket informationvisit www.shows.ntdtv.com, or call (888) 260-6221, and stay tuned for the Chinese New YearSpectacular performance in January 2007.Dr. M. Jerry Weiss HelpsLiteracy Grow in New JerseyBy Lisa K. WinklerIf it weren’t for M. Jerry Weiss, young readersmay never have heard of Amber Brown.In 1972, the late Paula Danziger was Dr. M.Jerry Weiss’ student in an adolescent literatureclass at Montclair State University. She’d justthrown her oversized pocketbook at a fellowstudent who stated he wouldn’t ever let studentsread a book about homosexuals. Dr. Weiss suspendedDanziger from class for three weeks withthese orders: “Go home. Read. Write.” Danzigerreturned with the draft of what later became “TheCat Ate my Gym Suit;” launching her career as achildren’s author. Danziger wrote more than 25books, including the popular “Amber Brown”series, and is among hundreds of authors whoseworks were discovered by Weiss.Now students and teachers can avail themselvesof thousands of books at the recentlyopened M. Jerry Weiss Center for Children’sand Young Adult Literature at New Jersey CityUniversity. Weiss, Professor Emeritus, taught atNJCU for 33 years, encouraging education studentsto use young adult literature. In addition toencouraging new authors, he’s nationally recognizedfor promoting the use of trade paperbacksin classrooms. The center will provide resourcesand offer professional development workshopsfor students and educators.Weiss has devoted his career to literacy. He’swritten and edited dozens of books, includingshort story anthologies geared to youngadults, and has held leadership positions inthe National Council of Teachers of Englishand the International Reading Association. TheNew Jersey Reading Association honors himwith its annual “M. Jerry Weiss Book Award.”Affectionately known as the “The Jerry,” theaward-winning title is selected by the state’sschool children. He grew up in North Carolina,left high school to enlist in the Navy duringWorld War II, and then entered college under theG.I. Bill. “I entered education because I wantedto make sure I could get a job. Teaching seemeda good bet,” he told Education Update. At hisfirst job in a small, rural Virginia town, he quicklylearned the politics of education—parental andadministrative pressures and a stagnant curriculum.Always an avid reader, he began introducinghis own paperback books “so students didn’thave to read books they had little or no interestin.” Since the books weren’t part of the approvedcurriculum, he wasn’t rehired. He applied toTeachers College at Columbia University, wherehe says he found “true inspiration.”In addition to promoting the use of trade booksand encouraging new writers, Weiss has foughtcensorship nationally and served as a consultantin many countries and for many publishers. Hedonated his personal collection of autographedchildren’s and adolescent books to the Center.Publishers have augmented the holdings withthousands of titles. “To meet the diverse andchanging interests, needs, and abilities of students,we must bring new books into classrooms,”Weiss said. “Good books make meaningfulreading happen” He worries that the obsessionwith testing “has little to do with the impact oflearning upon the learner,” and emphasizes that“children enter the classroom with different abilities,interests, experiences, attitudes. We can’texpect any one method or set of materials to meettheir needs.”#HELP! CHEMISTRY,PHYSICS TESTSOVER 100,000 BOOKS SOLD!HIGH MARKS: REGENTS CHEMISTRYMADE EASY - BY SHARON WELCHER $10.95(College Teacher, Chairperson &Teacher of High School Review Courses)Easy Review Book with hundreds ofquestions and solutions for new RegentsNEW BOOKHIGH MARKS: REGENTS PHYSICS MADEEASY - BY SHARON WELCHER $12.95Easy Review Book with hundreds ofquestions and solutions for new RegentsAvailable at leading bookstoresor call 718-271-7466www.HighMarksInSchool.comLYCÉE FRANÇAIS DE NEW YORK505 EAST 75th STREET, NEW YORK, NY1002170 years experience in French-American Education. Multicultural and bilingual Private school,. Graduates attend the most prestigious North Americancolleges and universities as well as French institutionsof higher learning,. New York High School Diploma and Preparation forthe Baccalaureat,. Mandarin Chinese classes from 3 rd grade and 6 th grade,. 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DECEMBER 2006 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools11Leila Hadley Luce & Milbry Polk Create“Wings” Celebrate Outstanding WomenBy Joan Baum, Ph.D.Combining the announcement of its 2007Women of Discovery Awards with updates by previousawardees, WINGS WorldQuest last monthshowed once again why, since its formation 13years ago, it has become the “leading resourceand advocate for women explorers world wide”and for science research and education. The celebratoryevent, which was held at The ExplorersClub, featured presentations by four remarkablewomen who continue to make their mark, goingwhere few have gone, pioneering new technologyand addressing ecological issues with professionalexpertise and artistic excellence. WINGSWorldQuest, whose mission is “to inspire womento explore their universe” by seeking “to identify,to research, to promote, and to celebrate the contributionsof extraordinary women explorers, inall areas / fields of study, around the world, fromall periods of history,” could not have asked formore articulate exemplars.The 2007 WINGS Women of Discovery winnersare: Constanza Ceruti, an intrepid Andeanhigh-altitude archaeologist, who won the LeilaHadley Luce Award for Courage, scaling volcanicsummits and discovering preserved mummies;Grace J. Gobbo, an ethnobiologist, who was honoredfor Field Research into medicine practices inTanzania; Erin Pettit, whose wilderness programfor high school students, “Girls on Ice,” gainedher the Earth Award; Terrie Williams, a marinebiologist, working on Antarctica’s Weddell sealsand the adverse effects of global warming; andJane Goodall, the world’s foremost authority onchimpanzees who now adds a WINGS’ LifetimeAchievement Award to her numerous honors. Allfive will all be acknowledged at the 5th AnnualWINGS Women of Discovery Awards presentationin March, to be hosted by actress UmaThurman (“The Producers,” “Pulp Fiction,” “KillBill” ). It was, however, the slide-show presentationsby past winners that was at the center of theExplorers Club evening—impressive testimonyto women who undertake challenging scientificresearch and commit themselves to advancingscience education.Introduced by Milbry Polk, Director of WINGSWorldQuest, the speakers, showing photos oftheir astonishing work, managed to convey withefficiency and passion what might be called theecological imperative—convincing the publicand powers that be of the immediate need tostrengthen efforts at preservation and conservationaround the globe. Carol Amore, who won the2003 Film and Exploration prize for her NationalGeographic film “The Ultimate Cat” and whowas sporting an attractive tiger cap, led off withtalk about her latest film, “Tigers: Tracking aLegend.” Explaining that she is taking her explorationinto a big-time exhibition phase becauseshe wants to connect with science centers aroundthe world and reach school children, she dazzledviewers with photos of imaginative, interactiveeducational activities. Though she traces her conversionto film to her first camera, which she gotat 16, she told Education Update that she wenton to study clinical psychology, happily affirmingher belief that women in science should beinvolved in “everything.”Just back from Beijing, Elizabeth Bennett, lastyear’s Courage Award winner for her conservationwork in Sarawak, Malaysia’s largest state,elicited gasps from the audience with photos ofhow Chinese (as well as U.S.) legal and illegalMarilyn BridgesDr. Edie Widdertrade is depleting wild life, emptying forests of robiology and a newly minted MacArthuranimals large and small, and how collecting confirmingdata in cities and working on the problem with ORCA (Ocean Research & ConservationFellow, who won the 2006 Sea Award for workworldwide, through education and enforcement Association), delivered a stunning slide show ofprograms, is proving to be as risky as working in her ground-breaking work as an ocean explorerthe wild, maybe riskier.and conservationist, not to mention inventor, withMarilyn Bridges, whose unusual black and her “eye-in-the-sea” underwater camera system.white aerial photos of ancient sites in Greece With joyous enthusiasm, she spoke of her love ofand Turkey, many of which can be seen in her bioluminescence (true of over 80 percent of seanew book Flights Through Time and in major creatures), of her determination to act on commissionreports about dangers to the ocean (“we havecollections, and who won the 2003 CourageAward, certainly convinced the audience not such a short window left to do something”) and ofonly of her artistic and technical expertise but of her determination to bring a sense of the wondersher enterprising valor when she noted that she of the ocean to schoolchildren and get them tobecame a pilot (single-engine Cessna) in order to participate in scientific study, not just read aboutphotograph antiquities not generally seen and to it. Readers would be well advised to look up eachreinforce her own safety.awardee’s website and to seek out info aboutEdUpdate Finally, Dr. Ad Edie 100306 Widder, 10/3/06 a Ph.D. is 2:07 in neu-PM Page WINGS 1 at www.wingsworldquest.org. #A Timely New Resource for EducatorsExpand your skills in the classroom while increasing your earningpotential, with innovative and exciting professional developmentcourses at CUNY School of Professional Studies.Courses and certificate programs offered include:Literacy Leader Certificate ProgramMathematics Leadership Certificate ProgramCertificate in Disability StudiesCertificate in Interactive Technology & PedagogyOnline Science Education CoursesCreating Theatre with Young People CertificateDrama in the Classroom Certificate ProgramCertificate in Social Emotional and Academic EducationFor information on Spring and Summer class schedules, tuition and fees,course applications and to register, visit www.cuny.edu/sps,call 212.817.7255 or email spsinformation@gc.cuny.edu

12Education Equity AEDUCATION UPDATE | DECEMBER 2006Campaign for Education Equity atTeachers College: A Two Day SymposiumRyan Brenizer/Teachers CollegeRyan Brenizer/Teachers CollegeRyan Brenizer/Teachers CollegeLaurie TischJohn MerrowMichael RebellRichard RothsteinBy Liza YoungAt this year’s second annual Campaign forEducational Equity, sponsored by the LaurieM. Tisch Foundation, and hosted at the CowinCenter of Teachers College, experts on educationalpolicy gathered to discuss the state ofequity in education, an apt setting for the symposiumas indicated by Teachers College President,Susan Furhman, who kicked off the event, stating“from its inception Teachers College has focusedon research that is responsive to and shaped bythe needs of educational institutes and policymakers.”Michael A. Rebell, Executive Director of theCampaign for Educational Equity, underscoredkey findings from last year’s symposium—thegargantuan dollar cost of inequity in education,and presented directions taken this year:examining the current situation from a historicalcontext, with a comprehensive analysis of theNo Child Left Behind Act (NCLB), includingrecommended directions for the future in light ofits upcoming state of reauthorization.Dr. Amy Stuart Wells, Professor of Sociologyand Education and Coordinator of Policy Studiesat Teachers College, examined the history offederal involvement in educational and socialpolicy, asserting that the gap in academic performancestems from the historical trend in the USof placing the huge burden of reducing inequalityon school house doors, in contrast to other industrializednations which built and expanded socialwelfare programs to support citizen equality.Wells summarized Harold Belinsky’s comparisonof policies that further “absolute equality,”such as welfare programs, to those which further“equality of opportunity,” which is through education,and stated that the “profound question weneed to ask as we reflect on role of federal governmentin education and other social policies iswhether or not we can ever accomplish anythingresembling equality of opportunity through thepublic school system when children are comingthrough the door with day to day ‘levels of livingand being’ that are so profoundly unequal.”Wells’ conclusion is that the educational gapcan’t be closed until inequities outside of theclassroom are closed.She joined Rebell in applauding the efforts ofDr. Edmund Gordon, Director of the Instituteof Urban and Minority Education at TeachersCollege, in supporting supplemental educationfor underserved youth.In presenting his review of Wells’ paper, Dr.Gordon cited Mao Tse Tung’s notion of contradiction,that there’s “almost no aspect of life inwhich we do not see the opposite of what weare focused on.” Tying this with his perspectiveof Wells’ presentation, Gordon addressed theissue of dualism in education, noting LawrenceCremin’s interpretation of John Dewey’s accountof education and life, the cautionary notion that“it is a mistake to focus so sharply on schoolingthat we neglect many aspects of living that areeducative.” Gordon emphasized the need for supportingacademic development through propernourishment, keeping children healthy and use ofmuseums, libraries and faith based institutions.“As we roll out our discussions of comprehensiveeducation, you’ll see we are trying to break downthe separation between school and life and makelife a more active part of deliberate education,”stated Gordon.Session IIIn a forum on “Narrowing the AchievementGap,” moderated superbly by John Merrow,President of Learning Matters, Inc., expert panelistspresented their views on the performanceof special needs, English as a second language,and minority students within the framework ofNCLB.Dr. Eugene Garcia, Vice President for EducationPartnerships, Arizona State University, creditedNCLB with drawing attention, for the first time,to the progress of English language learners(ELL), as well as other minorities. While therehave been increases in academic performancefor ELL students, a widening of the gap betweenEnglish learners and ELL exists especially inareas where use of the native language is prohibitedsuch as in California that adheres to an“English only” initiative based on the passage ofProposition 227 in 1998.Garcia indicated what Merrow termed a “complexityin education gap,” where there is evidencethat English language learners are doing well onthe basics, such as phonics, but fall behind in lateryears on more complex skills.His recommendations include early intervention—hecited an early education program forfour-year-olds which demonstrated a closing ofthe gap by kindergarten and training of professionalsfor English language learners, whichshould include support of the culture of Englishlanguage learners, using some aspects of theirlanguage, as NCLB does not prohibit assessmentin native language. Garcia reported on the positiveprogress of students in Texas who are doingwell in bilingual education and dual languageprograms.With reference to assessments for Englishlanguage learners, he advocates doing so in bothlanguages, and conducting assessments followingat least three years of study in English, to provideenough time to demonstrate improvement.Dr. Margaret J. McLaughlin, Professor andAssociate Director of the Institute for the Studyof Exceptional Children and Youth, University ofMaryland, provided an overview of the historyof special education, and its nature within thecontext of NCLB. She compared the progressof students with disabilities as similar to ELLBy Lisa K. Winklerstudents in terms of the “complexity in educationgap,” but raised the question of whether thegap has to do, in this case, with the nature of thestudent body, or with the nature of schools andcurriculum approaches. The passage of NCLB,with the call for increase in standards, requires,according to McLaughlin, that “all teachers needto know how to teach diverse children.”NCLB has also shed light on the performanceof the special education students, and theconsequent shift from individualized educationPerhaps no federal intervention in regulatingeducation has been more controversial than theNo Child Left Behind legislation. So it’s nosurprise that a symposium devoted to examiningNCLB generated debate on its merits, shortfalls,outlook and alternatives. Organized by TeachersCollege’s The Campaign for Education Equity,the two-day event, drew policy makers and educationexperts from around the nation.The following are comments from some speakers:Richard Rothstein, Economic Policy Institute,called for the repeal of NCLB. “The federalgovernment shouldn’t have any role in educationaccountability. It’s not justified morally or politically.It’s like trying to create democracy in Iraq.It’s completely unachievable. NCLB has alreadydone enormous harm to education. It’s causingsuccessful schools to be labeled as failuresand distorting teaching by dumbing down andteaching to the test.” He offered that educationalaccountability be the responsibility of each state.Robert Linn, University of Colorado, urged thataccountability be improved. He doesn’t expectNCLB to be repealed and offered some suggestions:establish more realistic expectations andobjective standards for measuring proficiency,grant schools more flexibility in how they’reassessed by allowing high performance areas tocompensate for lower performance areas, andexpand the curriculum for evaluating progressbeyond English and mathematic assessments.Frederick Hess, American Enterprise Institute,said “Democracy is a mess for a whole bunchof reasons. We can’t use statutes to achieve ouraspirations. We can’t unite the nation around anumerical goal. It’s not like John F. Kennedy’spost-Sputnik pledge that we’d put a man on themoon. Getting people literate isn’t the same as ascientific feat.”Gail Sunderman, Harvard University, criticizedNCLB for disproportionately focusing ontest-based outcomes without factoring in theneed for additional resources, both monetary andorganizational. “When the financial, human, andorganizational resources are insufficient, NCLBcan’t be adequately addressed.” She urged thatschools need more direct intervention and incentivesto improve.Manuel Rivera, Superintendent, Rochester, NY,shared how NCLB has impacted his large, urbandistrict. While he acknowledged that his staff allbelieves “all students can, will and do learn,” hefaults NCLB for its inconsistent standards andinflexible school assessment methods. He notedhow NCLB maintains 216 ways a K-8 school canbe cited for failing to meet NCLB criteria andfor a high school, it’s an additional 45. “Even ifwe’re making significant progress, the state tellsus to restructure. It’s demoralizing to the professionalsand families,” he said. He described howhis district set its own standards and adoptedmultiple assessments to judge its progress. Henoted how the achievement gap begins with childrenat age 4, if not before. “We’re working withcommunity and city organizations to provide programsfor very young children and parents. We’readdressing child abuse. We’re providing visitingnurses. We want to extend the school year to atleast 220 days. The community needs to embraceeducation as a value, “he said.Part of NCLB requires teachers nationwide toobtain “highly qualified” (HQT) status. SusannaLoeb, Stanford University, said HQT representeda weak instrument for ensuring quality teachingand was nearly impossible to quantify. “Justbecause a teacher is HQT, doesn’t mean he or sheis a good teacher,” she said.Barnett Berry, Center for Teaching Quality, Inc.offered a “Marshall Plan” to remedy the pitfallsof HQT. This would include improving datacollection on teachers’ credentials, improvingprofessional tests given by subject area, providingflexibility for school districts, particularly insmall, rural areas, and allowing teachers to be HQin different subjects and to teach interdisciplinarycourses.Karen Zumwalt, Teachers College, addressedthe difficulty attracting teachers to the toughestschool districts and urged that more resourcesbe directed to mentoring. She noted that programssuch as Teach for America and othersdon’t address teacher shortages. Furthermore, thetypical people that had gone into education in thepast, mostly women and blacks, were no longerdoing so. “The challenge is to make the professionattractive to all kinds of people,” she said.#programs to teaching special education studentsequivalent subject matter used in regular education.McLaughlin stated that many childrenend up in special education because of lackinggeneral education…and over-identification ofchildren as requiring special education as an easyway out of taking the time to properly classifystudents. “Due to NCLB you can no longer hide”under a special education category, McLaughlinindicated.Continued on page 13

cross The NationDECEMBER 2006 | EDUCATION UPDATE13by Sybil MaiminNewark Mayor Cor y Booker KeynotesNo Child Left Behind SymposiumNo Child Left Behind Criticized by Har vard Professorby Sybil MaiminTeachers College President Susan FuhrmanCory Booker, crusading youngmayor of Newark, NJ, RhodesScholar, Yale law graduate, and memberof the Columbia Teachers CollegeBoard of Trustees, electrified the roomwhile delivering the keynote addressat The Campaign for EducationalEquity’s second annual symposiumwhich focused on No Child LeftBehind. Drawing upon his experiencesin Newark, a city plagued bycrime and corruption, Booker movinglydescribed both the despair andthe promise he has encountered. Hespoke of his “pain when I see youngpeople waste opportunities.” He vividlydescribed “kids who struggle, wholive on the edge as many young blackmen do.” He recounted his effortsat intervention, acting as mentor tomany, even to the boys caught spraypaintingdeath threats to him. He hasresponded by meeting the culpritsand working with them every weekend.“They are good kids who havebecome lost in the system,” he explains.His experiences have been eye-opening.Accompanying a troubled young black man to anice restaurant, he discovered his guest could notread the menu, an irony considering the lunchcounter protests in the ‘60’s and heroic efforts toobtain equal access. Speaking of senseless shootings,he lamented he goes to “more funerals forthe young than the old.” He also finds good inNewark. “It is amazing to see the lengths to whichparents will go” to find a decent education fortheir children. They fight to protect the schools,teachers, and principals that are excellent. TheyIn a scathing critique of the federal government’sNo Child Left Behind Act (NCLB), RichardF. Elmore, the Gregory R. Anrig Professor ofEducational Leadership at Harvard UniversityGraduate School of Education, addressed “TheProblem of Capacity in the (Re) Design ofEducational Accountability Systems.” He deliveredhis remarks before a large audience attendingThe Campaign for Educational Equity symposiumexamining NCLB. In his research, Elmorespends considerable time in classrooms observinghow schools respond to external pressuresfor accountability and how practitioners developprofessional practices to improve instruction. Hefaults the federal education policy for not ensuringthat low performing schools have adequatecapacity for improvement and states and districtshave resources to turn around failing institutions.There is currently no relationship betweennumber of failing schools and resources to effectneeded improvement. Many states have loweredstandards but are still burdened with excessivecase-loads. In Massachusetts, the number of failingschools has grown from 420 to 617, yet thestate is equipped to impact 5 to 6 schools a year.Elmore points to “a dramatic failure of designin NCLB as federal policy.” Annual tests withrigid limitations, fixed schedules of sanctions,and unclear definitions of proficiency have underminedflexibility needed to identify and improvefailing schools. NCLB provides no empiricalRyan Brenizer/Teachers CollegeNewark Mayor Cory Booker“plead” to get their youngsters into some of the“great charter schools” that Newark offers. Hesympathizes with desperate parents who falsifyaddresses to get their children into well-regardedsuburban schools and then suffer “the indignityof having their child followed around and pulledbasis to support its requirements and the federalgovernment shows no interest in providing suchevidence. Testing and coercion are now the primarymeans of regulatory control, yet, “Coercionproduces no effect.” The goals of governmentexceed capacity to produce desired outcomesresulting in “regulatory drift.” If it cannot fix theworse cases, NCLB loses credibility. “Good intentionsdo not result in greater capacity or better studentperformance,” explained Professor Elmore.“Performance is a function of capacity more thanof compliance,” and schools vary greatly in theirresponses to external pressures and new policies.Investment in social capital to develop trust andstrong internal working mechanisms is required.Relationships and support networks must be builtout of the school.” As to No ChildLeft Behind, the mayor finds “goodand bad in this complex legislation.”He believes “accountability” is key tosuccess. (A history of no accountabilityhas been disastrous for Newark.)He supports clear standards, sophisticatedways of measuring progress, andconsequences for failure. Noting thatthe nation cannot afford to waste itsmost valuable resource, the upcominggeneration, he stated, “We must findways of making the system work….We must expand islands of excellenceinto continents of success.” Whileothers speak of war as the great issueof the day, Booker believes the “biggestthreat to our democracy is internal,not external.” We have failed toachieve the “great ideals at the coreof our founding.” We are still “sofar away from manifesting the dreamof America.” Newark has lost moreyoung men to local gunfire than tothe battles in Iraq. In a soul-stirringsalute to James Baldwin and his bookThe Fire Next Time, Booker exclaimed,“I know in my heart…in Newark firesare going to blaze again, not of rebellion but ofhope… the torch of the American dream willilluminate American cities.” He urged, “We cando it. It’s not a question of ability; it’s a questionof desire.” #between schools and communities. The need fordifferential treatment to achieve improvementsmust be recognized. Yet, explained Elmore, politicalconsiderations favor testing and “regulatorydrift” rather than investment in social capital.With the practice of “blame-shifting,” if a schoolfails under NCLB, the institution can be blamed;if it succeeds, the elected official will take credit.There is “no electoral penalty for not investingin capacity.” Elmore sees “a major breakdownin political accountability” as “massive overinvestmentin testing” and “massive underinvestmentin capacity” produce a “growing imbalancebetween schools identified for improvement andthe capacity to support them.”#CampaignContinued from page 12With reference to performance outcomes ofspecial education students, some methodologicaldifferences, based on differences in definingsubgroups, remain in measuring performance ofspecial education students. Results of studies arethat an increased number of special education studentsare participating in statewide assessmentsfollowing the passage of NCLB. Qualitativestudies have revealed a beneficial effect forspecial education students instructed in gradelevel subject matter, and reports from mandatorystate-reported data as well as several nationallyrepresentative studies, show an increase in thegraduation rate, while other studies point to anincrease in the performance gap, particularly inCalifornia, Maryland, and NY.Addressing the performance of AfricanAmerican students, Dr. Michael Nettles, EdmundW. Gordon Chair for Policy Evaluation andResearch at the Educational Testing Service,reported that the achievement gap between blacksand whites, as measured by NAEP in 2005, is evidencedat grade four, and by grade eight, widensfurther in math and science. He attributes this gapto factors including a lack of qualified teachersfor African American students compared withwhite students. Poverty is a factor in the educationgap; there is a direct correlation betweenschools with a population of poorer children andunqualified teachers.He recommends attracting African Americanteachers, citing that currently only three percentof white students have African American teachers,while over 61 percent of African American studentshave white teachers. He further advises that additionalstudies be done to explore the current statusof family involvement in academic performance.Session IIIIn a session examining standards and assessmentsin education, Dr. Robert B. Schwartz, AcademicDean and Professor of Practice, Harvard UniversityGraduate School of Education, reported the generaldiscrepancy between state standards, and measuresof three independent organizations that have beenreviewing state standards and assessments overthe course of ten years. The Thomas B. FordhamInstitute found only three states worthy of an A,giving more than half the states grades of D orF. The American Federation of Teachers (AFT)found only 11 states met quality standards andassessments in line with those standards. Achieve,a national network focused on equal opportunityand access to post-secondary education reportedonly one out of 14 examined states as having highquality standards and assessments.Schwartz expressed agreement with Garcia andMcLaughlin, that a closing of the education gapcan be found in early, but not later years, andattributed this to inadequate state standards andassessments.Schwartz recommends investing in high qualityassessments, and underscored the need forstandards to be based on future employability andcitizenship requirements. He presented the possibilityof non-governmental organizations settingforth appropriate standards for curriculums andassessments. Such work has already progressedthrough the efforts of the American DiplomaProject (ADP), of Achieve, The Education Trust,and The Thomas B. Fordham Foundation, where26 states are currently working towards aligninghigh school standards with benchmarks set byADP.A second proposal, which Schwartz deemsmore controversial, is to change the role of theNational Assessment of Educational Progress(NAEP) in the context of the reauthorization ofNCLB. Its current role is based on the expectationof shaming states who do not meet theperformance standards of NAEP. Schwartz’s suggestionis for NAEP to serve as the new accountabilitymeasure, where states would be requiredto demonstrate progress—which would be basedon particular benchmarks for states depending ontheir level of performance—every two years.Dr. Diane Ravitch, Research Professor ofEducation at New York University reiterated thediscrepancy between NAEP and state assessments,and asserted her longstanding call fornational standards, especially in light of statisticsshowing one-third of college students requiringremedial services during freshman year, and testingon international standards across cities in theUS and the world.While she supports Schwartz’s idea of turningto the private sector for development of standards,she also believes the public sector in theform of “Federal Standards and tests overseenby a strictly non-partisan board of governors” isanother viable option.

14 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ DECEMBER 2006Education UpdateOctober 2006 IssueP.O. #: 18032Research in Learning Disordersat Landmark Collegeby Sybil MaiminIn tandem with its mission of providing aneffective and supportive college education forstudents with learning disabilities and AttentionDeficit Hyperactivity Disorders (LD and/or AD/HD), Landmark College in Putney, Vermont has,since its inception twenty years ago, activelyresearched and disseminated knowledge andbest practices about how to serve this specialpopulation. In 2001, the LandmarkCollege Institute for Research andTraining ((LCIRT) was establishedwith ambitious goals and a first-ratestaff. The Institute conducts research(major funding comes from state,federal, and foundation grants),offers courses for professionals onand off campus and online (graduatecredit available), oversees teacherassessment and training, conductstopical non-credit workshops forteachers, parents, students, and interested others,makes conference presentations, and publishesteaching guides and monographs based on itsfindings. Its clients include public, private, andparochial schools, two and four-year colleges,and schools devoted to pupils with learning disabilitiesas well as schools with only some specialeducation students. The Institute is committed tomaking its best practices available to all.On-campus courses during the summer forthose who work with students with LD and/or AD/HD in middle, high, or post-secondaryschools include effective instruction, teachingmath, biology, writing, reading, study skills, foreignlanguages, and technology, as well as helpingschools meet students with disabilities standards.Educators can receive certification in WilsonLanguage Training, an evidence-based system ofinstruction for problem readers. In addition, manyof these courses are given online throughout theyear. Research Institute personnel also travel tohigh schools and colleges around the country withthese offerings, customized as necessary, and willeven design a new course, if required.Research initiatives have included a UniversalDesign and Usability Lab that evaluates the effectivenessand usability of websites and softwarerelated to science, technology, engineering, andmath (STEM) for people with learning disorders.Dr. Steve Fadden, director of the Institute, explainsthe goal is elimination of barriers that might stymielearning or career prospects. Another projectspecifically targets math, often key to other sciencedisciplines, for evaluationof instructional tools becauseunusable math resources wouldkeep individuals with learningproblems out of science andmath-related fields. Landmark isone of ten colleges belonging tothe STARS Alliance, a NationalScience Foundation fundedprogram to increase participationin computing careers forunderrepresented populations,such as women, minorities, and people withlearning disabilities. Explains Fadden, “Studentscan attain career goals if they learn the path togetting there, the basic building blocks.” ARIVE(Advancing Reading in Vermont) a state-fundedprogram that will be disseminated nation-wide,tackles the subject of improving literacy fordiverse learners from 4th to 12th grades. Witha “Demo Disabilities” grant, Landmark is partneringwith four other community colleges inNevada, Texas, Pennsylvania, and Vermont todevelop special materials to aid faculty and staffin educating students with learning problems.Landmark has acquired a new tool in its testingarsenal, an eye tracker that follows a reader’s eyemovements, potentially indicating the differentways people access information. This way of“quantitatively showing what is going on in thebrain,” can lead to changes in texts and websitesdesigned for diverse learners, particularly goodnews for people with LD and AD/HD. It is aproductive time for the Institute for Research andTraining, and many more exciting projects are onthe drawing board.#Dr. Steve FaddenDay School Think Tank Addresses Leadership CrisisFifty of the brightest minds in Jewish educationleadership recently participated in a twoday1 ⁄4 think tank consultation held at The Jewish5 5 ⁄8 x 7Theological Seminary in New York City on thecrisis in day school educational leadership. Thecrisis in educational leadership is being felt inboth the public and private school sector andacross religious and secular lines. The need hasbecome even more pronounced for the Jewishcommunity as the last decade has witnessed anexplosion of new Jewish day schools and theexpansion of existing day schools throughoutNorth America. A ground-breaking interdenominationalconsortium of organizations dedicated toJewish day schools in North America decided thetime was ripe to join together in addressing thisvery real crisis of leadership.Following months of preliminary work andresearch to gather best practices from the publicand private education world and the for-profit andnon-profit business sectors, a planning committeedeveloped a number of action plans, whichbecame the focus of the think tank meetings. Thegoal was to assess the feasibility of implementingthe proposed actions and/or adding new initiativesto the list.”We were delighted to be invited to participatein the group as we delved into the issues surroundingthe leadership crisis,” explained RabbiJoshua Elkin, Executive Director of Partnershipfor Excellence in Jewish Education (PEJE). “Weare just begun to address the problem and I lookat Bank Streetforward to working collaboratively with the otherparticipants to find creative solutions for identifying,cultivating, continueshiring and supporting excellentleaders for day schools across the country. Thefact that a think to tank inspire was convened meto discuss thisissue is a clear indication of its importance.”#College & University Directory1 2 3 4Wed., Feb. 22, 6 p.m.5STATE UNIVERSITY OF NEW YORKFifth and Sixth Floors325 Hudson Street(corner of Vandam)New York CityEducation Update - college directory2/7/062.375" x 1.75"Come to Goddard as you are.Leave the way you want to be.1-800-468-4888www.goddard.eduOpen House May 14th- Plainfield, VTI Am Interested In Applying❑ Freshman❑ Day❑ H.S. Student❑ Teacher❑ Transfer❑ EveningAs My Status❑ CollegeStudentGraduate School Open HouseThursday, October 12, 5:15 PMPlease mail to:College Directory - Education Update17 Lexington Ave., Box A1207New York, NY 10010Education UpdateSeptember 2006 IssueP.O. #: 17897Bank Street College Graduate School of Education610 West 112th Street, New York, NY 10025-1898Education Update5 5 ⁄8 x 7 October 1 ⁄4 2006 IssueP.O. #: 18032www.bankstreet.edu 212.875.46985 5 ⁄8 x 7 1 ⁄4Graduate School Open HouseGraduate Thursday, School October Open 12, House 5:15 PMTuesday, September 19, 5:15 PMBank Street College Graduate School of Education610 West 112th Street, New York, NY 10025-1898Bank Street College Graduate School of Education610 West www.bankstreet.edu 112th Street, New York, NY 212.875.469810025-1898www.bankstreet.edu 212.875.4698Mail this Coupon“What I learnedin my ownclassroom.”Which— A BANK STREET ALUMNAprogram willinspire you?INNOVATION INTEACHING AND LEARNINGPlease Include your phone numberDECEMBER 2006“What I learned“What Bank I learned Streetcontinuesat Bank Streetto continues inspire meto inspire mein my ownin my ownclassroom.”classroom.”A BANK STREET COLLEGE ALUMNA— A BANK STREET ALUMNAWhichprogram willinspire you?INNOVATION INTEACHING AND LEARNINGINNOVATION INTEACHING AND LEARNINGName:__________________________________________________________Address:_______________________________________________________Please circle catalogs you wish to receive:1 2 3 4 5City:_________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________________

DECEMBER 2006 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools 15In Quest for Democracy, Former Pakistan Prime MinisterBhutto Addresses Oxonian SocietyBy Emily Sherwood, Ph.D.Urging an end to the “clash of civilizations”between the West and Islam, former PrimeMinister Benazir Bhutto of Pakistan, who servedintermittently from 1988 to 1996 and was ultimatelysucceeded by the military regime ofGeneral Musharraf, called for a return to democracyin her country at the Oxonian Society lastmonth.“A democratic Pakistan, freed of the repressionof the military dictatorship, would cease to be thepetri dish of the pandemic of national terrorism,”said Bhutto to a capacity crowd at the PrincetonClub. “The military dictator of today plays thewest like a fiddle over the war of terror. He dolesout one spoonful of cooperation, as needed, tokeep America and Britain off his back, whilethe Taliban and Al Qaeda run wild through largeMaking a difference together throughstudent directed learningBachelor of Arts inEducationMaster of Arts inEducation-Study at home-Short intensive residenciesin VermontJoin an engaged learning community with a richhistory in adult and progressive education.Community Education, Licensure, School Guidance, PartnershipEducation, Elementary Education,Early Childhood, Art, Social Studies, Middle Grades, Math, Science,Individually Designed Education StudyThe winter semester begins January 15, 2007The summer semester begins July 9-16, 2007Begin with an eight-day intensive residency in Vermont3/4 time study available-no required winter residencyGODDARD COLLEGE123 Pitkin Road, Plainfield, Vermont 05667NEASC ACCREDITED1-800-906-8312www.goddard.edu admissions@goddard.eduart_ed_ad 10/31/06 10:28 AM Page 1tracts of Pakistan’s tribal border areas,” she addedominously. Bhutto credited Pakistan’s militaryregime with a rise in global terrorism (2001 shoebomber Richard Reid, the 2005 London subwaybombing, and the 2006 transatlantic bomb plotuncovered in London this past summer “all havefootprints going back to my country,” revealedBhutto.)The former Prime Minister argued that militarydictatorships in Pakistan have persuadedyoung men into believing that “power flowsfrom the gun, rather than from the majesty oflaw.” Political “madrasas” (schools providingfree religious education to the poor) are furtherexploiting indigent families by marketing militantliterature and spreading a message of hateagainst all non-Muslims, she said. Religiousparties that have publicly avowed their supportof Bin Laden currently control the two statesbordering Afghanistan: “Like the Hydra-headedmonster, militant groups, when banned, reemergeunder another name…Extremism has replacedmoderation in an increasingly despotic Pakistan,”concluded Bhutto, urging the international communityto tie forthcoming financial aid to ademocratically run Pakistan.The first woman ever to lead a modern Muslimnation, Prime Minister Bhutto also talked abouther own path to leadership. As a student atHarvard in the seventies, she witnessed firsthandthe feminist and civil rights movementsin America as well as “the awesome power ofthe people…to change the direction of history”during the Watergate crisis. During her graduatestudies at Oxford, she saw Britain’s conservativeparty choose Margaret Thatcher to be their firstfemale Prime Minister. Bhutto herself became thefirst female foreigner to be elected president ofthe prestigious Oxford union (“I was told that asa woman I could not win…But I did run and I didwin, and I gave up my fear of losing.”)Despite being born into a political family,Bhutto never sought a political role. “It cameCompiled by Chris RowanQuiz CornerPrime Minister Benazir Bhuttoto me through an accident of fate,” she recalled,describing how only a week after she returned toPakistan in 1977 after her schooling abroad, themilitary seized power, ousting her father, the latePakistani Prime Minister Zulfikar Ali Bhutto, andlater executing him. “When he was murdered,my life changed forever,” explained Bhutto, whogave up her dream of joining the foreign service(“I had dreamt of becoming ambassador andserving in Washington and throwing better partiesthan any other ambassador”) and instead foundherself in prison for almost six years. “But I nevergame up my struggle and my commitment for ademocratic Pakistan,” she added, and in 1988 shewas sworn in as Prime Minister in the first openelection in more than a decade.Coming back from behind to do the seeminglyimpossible is what Benazir Bhutto does best.She is awaiting a return to Pakistan to run yetagain for Prime Minister in the upcoming generalelections scheduled for November 2007, and shecalled upon the US to send official observersto insure that those elections are free and fair.“Democracy is important to the empowerment ofthe people in Pakistan,” summed up the indomitablePrime Minister Bhutto to the impassionedapplause of the audience. “But democracy is alsoimportant to the message we want to send morethan one million Muslims across the world whohave to choose between the politics of the pastand the politics of the future.”#1. Who was the first U.S. President born afterJuly 4, 1776? 2. Who said: “Thomas Jefferson11461 survives.” Ed Updates_1-6 When 11461 did he Ed say Updates_1-6 Pg it? 11461 3. v2 Which Ed 9/28/06 President Updates_1-6 11461 Pg v2 Ed 5:30 9/28/06 Updates_1-6 Pg PM v2 Page 5:30 9/28/06 1Pg PM v2 Page 5:30 9/28/06 1 PM Page 5:301Pdied because he ate too much at a Fourth of Julycelebration? When did he die? 4. How manyPresidents died on the Fourth of July? 5. WhichPresident 11461 Ed was Updates_1-6 born on the Fourth Pg of v2 July? 9/28/06 In what 5:30 PM Page 111461 Ed Updates_1-6 11461 Pg Ed v2 Updates_1-6 9/28/06 11461 Pg Ed 5:30 v2 Updates_1-6 9/28/06 Pg 5:30 v2 PM 9/28/06 Page 15:30 PM Page 1year? Where? 11461 PM Ed Page Updates_1-6 11461 1 Ed Updates_1-6 11461 Pg v2 Ed 11461 9/28/06 Updates_1-6 Pg Ed v2 Updates_1-6 5:30 9/28/06 Pg PM v2 Page 5:30 Pg 9/28/06 v2 1PM 9/28/06 Page 5:30 1PM5Dafna Tal9, 1850. (4) Three. Adams and Jefferson in 1826and James Monroe in 1831. (5) Calvin Coolidge,1872, in Plymouth Notch, Vermont.Answers:Martin Van Buren, in 1782 in Kinderhook,New York. (2) John Adams, as he lay dying onJuly 4, 1826. Jefferson had actually died a fewhours earlier. (3) Zachary Taylor. He died on JulyFOR ARTISTS WHO WANTTO BECOME TEACHERSThe School of Visual Arts offers a Master of Arts in Teaching in Art Education.This 36 credit, three-semester program, leads to a New York State InitialCertification in Art. The MAT curriculum centers on a community-orientedapproach to art education. 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More than and eight AD/HD. of every More 10 than ofeight of every 10 ofdisabilities our of graduates every 10 and go ofFor our graduates go on our to pursue graduates bachelor’s go our on AD/HD. to moreon to graduates pursue than More For bachelor’sdegree pursue studiesbachelor’s our go 20 more graduates than on years, to degree than eightdegree pursue For Landmark our 20 studiesstudies go more of graduates years, on bachelor’s every For to than College pursue more Landma 1020 go of deg th ye oibour graduates go on to pursue bachelor’sat the college of their ourat the degreeat the choice.graduatescollege studies ofcollege of VT theirat their go the has onchoice.choice. college been to pursue VT the at of has their leader bachelor’s been college choice. in VT the at the of has the leader degree their creation been VT college choice. in has studies the of been of lea su crat the college of their choice.that the college learning of their strategies choice. learning exclusively strategies learning for exclusively learning strategies students stra foweLearn More at disabilities Our Fall Open and disabilities Houses AD/HD. and More disabilities AD/HD. than disabilities eight and More AD/H of tha eaLearn More at Our Learn Fall More Open at Houses Our Registration: Learn Fall More Open 8:30 at HousesLearn a.m. Our • Fall Program: More Open 9 Learn at a.m Houses Our – 2 More p.m. Fall Learn Open at Our More Houses Fall at Ope ORegistration: 8:30 a.m. Registration: • Program: 8:30 9 a.m oura.m. – 2 graduates• p.m.Program:our9goa.mgraduates on– 2top.m.pursue our go graduates on bachelor’s to our pursue graduate go deg on baRegistration: 8:30 a.m. • Program: 9 a.m –Learn Saturday,2 p.m.More October Registration: Our Fall 8:30 Registration: Open a.m. Houses • Program: 8:30 Registration: a.m. 9 a.m • Program: – 8:30 2 p.m a.Saturday, October Saturday, 21, 2006October the 21,21, college 20062006 at of the their college choice. at of the their college choice. the of colleg theSaturday, October 21, 2006 Registration: Saturday, November 8:30Saturday, November Saturday, 18, 2006November Saturday, a.m. 18, • Program: 200618, 2006 October Saturday, 9 a.m 21, October – Saturday, 22006p.m. 21, Octob 20Saturday, November 18, 2006 Friday, December 1, 2006Friday, December Friday, 1, 2006 December Saturday, Friday, 1, 2006December October Saturday, 1, 2006 21, November Saturday, 2006 November 18, Saturday, 2006 Nove 18, 2For information and Learn to register, More contact Learn at us Our atMore Fall Learn at Open Our More Learn Fall Houses at Open Mor Ouwww.landmark.eduFor information For information and to For register, information contact and us to atregister, contact us atwww.landmark.eduand to register, contact us Saturday, PHONE 802-387-6718 November Friday, E-MAILDecember admissions@landmark.edu18, Friday, 2006 December 1, 2006 Friday, Decemb 1, 200PHONE 802-387-6718 PHONE E-MAIL 802-387-6718 admissions@landmark.eduRegistration: E-MAIL admissions@landmark.edu8:30 Registration: a.m. • Program: 8:30 Registration: a.m. 9 Registration: • a.m Program: 8:30 – 2 a.m p.m9PHONE 802-387-6718 E-MAIL admissions@landmark.eduFriday, December For information 1, 2006 For and information to register, For and contact information to register, us and conwww.landmark.edu www.landmark.eduSaturday, PHONE 802-387-6718 Saturday, October PHONE 802-387-6718 E-MAIL 21, October Saturday, PHONE 2006 admissions@land802-387-671 Saturday, 21, E-MAIL Octobe 200 admFor information and to register, contact us www.landmark.eduPHONE 802-387-6718Saturday, Saturday, NovemberE-MAIL admissions@landmark.eduNovember Saturday, 18, 2006 Saturday, Novem 18, 2www.landmark.eduFriday, December Friday, December 1, 2006Friday, Decembe 1, 2006

16 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ DECEMBER 2006New Educator Conference Focuseson Hope in Challenging TimesBy Richard KaganTeachers, school administrators, and studentsgathered for a stimulating day-long conferenceat The City College of New York’s School ofEducation held recently. The conference, entitled:The New Educator: Building and SustainingLearning Communities in Challenging Times,drew between 400-500 people, from across-theboardin the education community in the NewYork City metropolitan area. The conferencewas presented by CCNY’s School of Educationin Honor of its 85th anniversary of the oldestpublic school of education in New York City andThe New Educator Journal. Opening remarksand keynote addresses were held in The GreatHall in Shepard Hall, 138th St. and ConventAve., in Manhattan.Dr. Sonia Nieto, Professor Emerita of Language,Literacy & Culture, School of Education gavethe conference’s opening Keynote address on“Teaching, Activism, And Caring: New Roles forNew Educators.” Pedro Antonio Noguera, Ph.D.,Professor in the School of Education at New YorkUniversity, gave the closing address.Dr. Jean Maude Anyon, Professor of Educationand Social Policy, Doctoral Program in UrbanEducation at the Graduate Center of CUNYwas the featured speaker. Numerous panelswere presented throughout the day ranging fromInteractive Workshop: How to Support and RetainNew Teachers to Examining Teacher Preparation:Does the Pathway Make a Difference?Beverly Falk, editor of The New Educatorhoped the conference would be a source of supportespecially for young teachers. “I hope thatyoung teachers feel a sense of community, feel asense of professionalism, get ideas and strategiesfor how to sustain themselves through the longhaul of what it means to be a teacher,” said Falk.Dean Alfred S. Posamentier, School ofEducation, CCNY thought the conference wasa timely opportunity “when we need to reflectupon our mission, which is urban education—preparing teachers for the urban environment,urban setting.”Dr. Nieto based her talk on findings from her2004 study, “Why We Teach: The Project.” Sheinterviewed 21 teachers from elementary, middle,and high schools to learn about their experiencesof what it means to be teacher. Dr. Nieto presentedsome sobering facts and statistics about the challengesfacing new educators today. She noted that20 percent of new teachers leave during the firstfew years of teaching. Nearly half of new teachersin urban school leave the profession withinfive years. She stated that a 40 percent turnoverof new teachers is expected within the next fiveyears, the highest rate since at least 1990. TheU.S. Census Bureau estimates that by the year2050, people of color will be over 50 percent ofthe total U.S. population. Now, teachers of colorcomprise about 11 percent of the teacher population.And, the percentages of African-Americanteachers have gone down in the last severaldecades, according to Dr. Nieto. “Most troublingof all,” states Dr. Nieto, that many new teachersreport that they’re not prepared to teach childrenof a different color from themselves.In a day when students are “taught to the test”in overcrowded classrooms, in run-down schools,the challenges facing new educators are daunting.What can teachers do? They can and do make adifference reports Dr. Nieto. She cites a widelynoted study that students assigned to severalhighly effective teachers had significantly greatergains in achievement than those assigned to lesseffective teachers. What qualities do good teachershave? According to Dr. Nieto, they possess adeep knowledge of the subject matter, a familiaritywith a pedagogical approach, strong communicationskills, and effective organization skills.Dr. Noguera’s stirring final keynote addresswas drawn from his personal experiences as aneducator. He spoke of letting students fall by thewayside and of the importance of providing acaring, focused, and considered approach to eachstudent which gives them hope. Dr. Noguerareminisced about being in his 20’s and visiting analternative school in Berkeley, California wherehe was an assistant to the Mayor of Berkeley.He went into the school one day and foundmost of the kids in the parking lot—only twoor three were in the classroom. He asked theteachers at the school how everything was going.“Fine, it’s all right,” they replied. “You don’tbother them (the students) they don’t bother us.”Dr. Noguera was so concerned about the state ofaffairs at the school that he quit his job with thecity of Berkeley and went to work at the school.He helped turn the school into a genuine alternativefor kids who had been written off.Dr. Noguera clearly stated that “the problem isnot the children.” “The problem is the way wetreat the children.” Dr. Noguera said that educatorsneed to go the extra mile in finding out abouttheir students, what matters to them, what theylike to do “after school. You can break certainpatterns if you want to, it takes a lot of effort, itdoesn’t just happen,” said Dr. Noguera.#Visit www.EducationUpdate.comRanked 16 on Yahoo’s engine for “education newspaper”.New Psy.D. inClinical PsychologyUnion Institute & University is pleased to announce its new Doctor ofPsychology (Psy.D.) Program in Clinical Psychology. The Program trainspsychologists to become skilled practitioners and informed scholars, and thelow residency feature makes it highly accessible to working adults.Ask about our focus in social justice and family psychology.Apply online: www.tui.eduCall us: 800.486.3116, ext. 200Or email: DoctoralAdmissions@tui.eduOffering:B.A. • M.A. • M.Ed.M.A. in PsychologyM.F.A. • Psy.D. • Ph.D.We welcome applicants from diverse backgrounds.Cincinnati Center 440 East McMillan Street, Cincinnati, OH 45206Brattleboro Center 3 University Way Suite 3, Brattleboro VT 05301The Art of TeachingMaster’s Program Small seminar classesconnecting theory withteaching practice, leadingto a Master of Sciencein Education Student teaching andfieldwork in tri-statearea public andalternative schools Students prepared forcertification in EarlyChildhood, Childhoodor dual certification Students of diversebackgrounds andexperiences areencouraged to applyPart-time/full-time studyand financial aid availableFor information contact:Sarah Lawrence College Office of Graduate Studies1 Mead Way, Bronxville, NY 10708(914) 395-2371 x236, grad@slc.edu or visit us atwww.sarahlawrence.edu/teaching

Volume XII, No. 1 • New York City • SEPTEMBER 2006FoR PaRENTS, EduCaToRS & STudENTSwww.EducationupdatE.comDECEMBER 2006 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate Schools17ABOUT OUR CUNY COLLEGESBrooklyn CollegeBrooklyn College, which recently celebratedits seventy-fifth anniversary, was built on theold staging grounds for the Barnum and BaileyCircus in the heart of a residential neighborhoodin Flatbush, Brooklyn. Famed for its academicquality, the campus was a WPA project during thedepths of the Great Depression and was designedin a stately, Georgian style to reflect its positionas “the poor man’s Harvard.” The tradition ofacademic excellence has persisted through theyears, and the campus is currently undergoinga renaissance as unsightly 1970s-era buildingsare being replaced to make way for a dramaticnew West Quad that will complete a major partof the original 1935 plans. In recognition of this,in 2005, the College received the Excellencein Planning and Architecture Merit Award inCampus Heritage from the Society for Collegeand University Planning. As further testamentto the serene beauty of the College’s bucolictwenty-six tree-lined acres, The 2004 edition ofthe Princeton Review’s America’s Best Collegesguidebook ranked the Brooklyn College campusas the “most beautiful” in the nation.Award awardWinnerBack-to-School 2006PRSRT STD.u.s. postage paidpermit No.500VooRHees, NJSPECIAL EDUCATION (part ii)SUBSCRIBE toEducation UpdateOnly $30 Per YearCall us at (212) 477-5600or visit us on the web at:www.EducationUpdate.comJohn Jay College ofCriminal JusticeAbout John Jay College of Criminal Justice:An international leader in educating for justice,John Jay College of Criminal Justice of The CityUniversity of New York offers a rich liberal artsand professional studies curriculum to upwards of14,000 undergraduate and graduate students frommore than 135 nations. In teaching, scholarshipand research, the College approaches justice as anapplied art and science in service to society andas an ongoing conversation about fundamentalhuman desires for fairness, equality and the ruleof law. Undergraduate degrees are offered incriminal justice, forensic psychology, forensicscience, government, international criminal justice,justice studies and public administration.For more information, visit www.jjay.cuny.edu.C r e a t e t h ef u t u r e y o ud e s e r v e i nE d u c a t i o n .New Certificate of Advanced GraduateStudy in Education Program announcedby Union Institute & UniversityUnion Institute & University is happy to announce its new offering, a Certificate of Advanced GraduateStudies in Education, developed and offered by its Vermont College Master of Education Program, inMontpelier, Vermont, and beginning in July 2007.Through this CAGS option, the Vermont M.Ed. Program will bring its unique and innovative approach toeducators who wish to continue graduate study in order to deepen or broaden their studies by exploring questionsrelated to there work or probing further into questions from their master’s studies and/or expanding theirknowledge into other areas of concentration and entering new roles in the field.Below are key elements of this new option:• Each CAGS learner will be well supported by our current M.Ed. Program curriculum and structure, whichinclude core seminars, an advanced research study group, workshops, independent study, and field experience.A CAGS colloquium will provide a collaborative study opportunity and allow CAGS learners to share theirprojects with the larger M.Ed. community.• The CAGS option will be part of our low residency, two-year program in the strands of Curriculum andInstruction, Counseling, Leadership, Adult and Higher Education, or Issues in Education. Studies will include acore curriculum and an individually designed program of study, which will culminate in a capstone project.• Each CAGS learner will attend at least one summer residency (two weeks on our Vermont campus) and awinter residency (one week on our Vermont campus).• CAGS candidates may add an endorsement to their current educator license through this option; initiallicensure will be available in school counseling only.In order to be awarded the Certificate of Advanced Graduate Study in Education, students will successfullycomplete five 6-credit terms of study (30 credits) including a capstone project. Candidates may transfer 6 creditsof graduate study into the CAGS, when these are determined to be pertinent to their course of study.To request an application, prospective applicants may contact the Admissions Office (802-828-8500 or vcadmis@tui.edu),or may apply on-line (www.tui.edu) by the application due date of Mar. 1, 2007.THE COLLEGE OFNEW ROCHELLEGRADUATE SCHOOLis dedicated topreparing studentsfor successful careers inthe helping professions.A P P L Y N O W2 9 C A S T L E P L A C EN E W R O C H E L L EN E W Y O R K 1 0 8 0 59 1 4 - 6 5 4 - 5 3 3 4g s @ c n r . e d uw w w . c n r . e d uLearn innovative teaching strategies andskills necessary for today’s successfuleducators by earning your Master’s Degree inEducation or Educational Leadership at CNR:Engage in practical training through ourintensive practicums and field placementsDevelop professional leadership skills forteachers and educational administratorsExperience personalized attention in theclassroom and from your advisorsEnjoy flexible class schedules, evenings,and weekend coursesScholarships are available for qualified students.

18 Education update ■ For Parents, Educators & Students ■ DECEMBER 2006New Harlem Charter SchoolOpens Amid Praiseby Sybil MaiminIts name, Harlem Success Academy, is botha promise and a challenge. Opened in the fallof 2006 with a kindergarten and first grade andplans to expand through fifth grade (admissionby lottery), this academically rigorous charterschool boasts high profile leadership—executivedirector Eva Moskowitz was the talented andoften feisty chair of the New York City Council’sEducation Committee, principal Iris Nelson wonthe prestigious Pathfinder Reward for turninglow-performing PS 65Q in Queens into a highperformingschool, and stock picking guru andhedge fund manager Joel Greenblatt and partnerJohn Petry contribute the significant differencebetween public monies and the school’s operatingbudget. Nelson admits to “pressure from manyplaces. Failure is not an option,” she exclaims.“We made a commitment to succeed.”Attesting to its importance as a potential modelof good practices and to the celebrity of its founders,a recent opening celebration was attended byover 200 superintendents, principals, public andcharter sector educators, city officials, parents,and boosters. New York City Schools ChancellorJoel Klein delivered an impassioned and supportiveaddress. Acknowledging that he andMoskowitz had often been at loggerheads, henonetheless admitted he “admires Eva’s relentlessfight for kids that need education which forfar too long this city and nation has denied them.”He said, “Everyone tells you how to do it ineducation, and I say, show me, don’t tell me.” Tohis surprise, “Eva fooled me—she is doing it, thehard work of transforming education.” Saying, “Iwant this school to succeed. . . . We need schoolslike this that will succeed to the highest level,” hedecried the “soft bigotry of low expectations, thegrowing gap between black and white,” and the“cap on excellence and opportunity in our city.”The curriculum at Harlem Success Academyis based on Success for All, a widely used wholeschool reform program that focuses on languageand literacy and emphasizes cooperative learning,peer teams, constant coaching, monitoring, andassessments, and data-driven targeted instruction.Its mantra is “Every child can succeed.”Highly experienced trainers thoroughly prepareHarlem Success staff to utilize the reading, math,and family support portions of the program.Explaining the favorable outcomes at PS 65Q,Nelson says, “We were able to put together sucha true implementation of the program, to fine tuneit and take it to a higher level that we got incredibleresults. We hope to do the same thing here.”During the first months of Harlem Success, readingscores have been impressive. Explaining thatall students, even outstanding ones, are tutoredtwenty minutes each day, Nelson muses, “It’s allabout movement. Everyone can go to a higherlevel.” Harlem Success parents agree by contractto read one book a night to their children.Moskowitz explains compliance is encouragedby providing reading lists, ensuring local branchlibraries have recommended books, sendingphone message reminders, posting class totals ofbooks read, and giving small gifts of appreciationto parents. Parent to student reading has gonefrom thirty to ninety-nine percent, and in threemonths 18,077 books have been read. MichelForging Bonds of Unity AmongYoung People Around the WorldBefore CollegeThere’sBy Liza YoungAThe audience was a mix of Americans fromthe Bronx, NY; Tucson, Arizona; Salt Lake City,Utah; Israeli, Druze and Arabs, but the bondsof friendship and empathy were ubiquitous at arecent luncheon at the Sutton Place Synagogue—under the leadership of Rabbi Allan Shranz—highlighting events at this year’s America IsraelFriendship League’s (AIFL) Youth AmbassadorStudent Exchange (YASE), a program initiatedin 1977 further the AIFL mission of fostering in New York and the Holocaust Museum infriendship and cultural understanding between Washington D.C., and attended a reunion of pastthe two nations.participants in the youth exchange program, heldThis year one hundred high school students in Washington D.C. The common theme amongfrom Israel and America had the opportunity to be the 120 alumni at the reunion was that the programhad a positive, life changing impact on theira part of the culturally and intellectually rich program.Israeli high school students, accompanied perspectives, beliefs, and self-confidence levels.by trained chaperones, were hosted by Americans Dr. Dean Nicholas, who was a youth exchangein the Bronx, Tuscon, and Los Angeles, and Salt student twenty years ago, presented the resoundingeffect of the program on his life. He attributedLake City. Bracha Zvilich, chaperone RishonLe’Zion, described the wonderful opportunity his choice of attaining a Ph.D. in Hebrew Biblestudents to visit classes at Lehman High School and Ancient Near East from Hebrew Unionin math, Italian, ceramics, and “feel life in NY” in College to the AIFL youth exchange experience,the form of a Kicks game, ice skating, Broadway which also changed his approach to life: “…aftershows. She was touched by the fast-forming that first trip abroad, I am now constantly lookingfriendships between students Chaperone Dr. Yael for a new place to go, a new culture to encounter,Neuman, a school psychologist from Tucson and a new food to eat…And wherever I go, it’s thechaperone for this year’s trip, underscored bonds people I want to meet.”that have developed between the students. Dr. Charlotte Frank, chair of the executiveStudents from Ramat Gan and Rishon Le Zion committee of the AIFL, energetically moderatedcalled it a “once A in Christian a lifetime opportunity,” Brother, havingthe chance to compare and contrast cultures where both alumni and current participantsMale a discussion College among Prep the audience School at the luncheon,and geography, and find common Competitive bonds. Athletic affirmed the Program powerful effect, which even carriesAs stated by William Behrer III, AIFL chief over to family members. A parent of participant,High Interest Activities Programoperating officer, of the recent participants in Michal, from Salt Lake City, Utah summed it upthe exchange program, “the Diverse group has Faculty spent the appropriately: & Student “When Body we raised money for Saltlast two weeks sharing experiences, learning Lake City to participate in the program for thefrom each other, and exchanging 100% a diversity College of first Acceptancetime, people asked why not use the moneyviewpoints, but with a common goal: building to feed hungry children? But now you can seefriendship and understanding around a common every penny as so well worth it…This has been aCall or VisiT for more infoset of values.”life-changing experience for me and my daughterAll Wilmot students road, participated new rochelle, in leadership nY and • 914-632-0714 and will make x215 a difference • www.ionaprep.orgfor generations todiversity workshops, visited “Ground Zero” come.”#Eva MoskowitzThiam, mother of first graderAida Bathily, reports, “So far,I am very satisfied. It’s a good,tough school.” Referring to herreading contract, she admits, “Ithink reading is very importantand since I am from Senegal,I’m learning, too.” Unlike mostschools, science is introducedin kindergarten and taught onehour each day to all pupils. Abroad liberal arts curriculumincludes chess, karate, soccer,art, and dance. Teachershave broad experience (manyare from Teach for America).Future college attendance isexpected of students, and eachgrade is referred to by its assumed collegegraduation year, and each classroom is namedfor the college of its lead teacher. In a delightfulfilm showing daily life at the school, childrenregularly refer to themselves as “Harlem Successscholars.”School supporter and visionary Greenblatt hasmade some smart decisions in the financialJoel GreenblattJoel Kleinworld. He is now betting on Harlem SuccessAcademy. He has “always been passionate abouteducation,” and notes, “The capitalist system hasbeen very good to me.” In giving back, he wantsto ensure that “everyone has an opportunity to geta good education.” Confident of success, he andMoskowitz have “an ambitious replication strategy”that would create 30 similar charter schoolsin the future.Before College There’s•BA Christian Brother, Male College Prep SchoolCompetitive Athletic ProgramHigh Interest Activities ProgramDiverse Faculty & Student Body100% College AcceptanceCall or VisiT for more infoWilmot road, new rochelle, nY • 914-632-0714 x215 • www.ionaprep.org

DECEMBER 2006 ■ EDUCATION UPDATE ■ Special Education19FROM THE NYU CHILD STUDY CENTER: ASK THE EXPERTWhat is the Best Treatment for MyChild’s Psychiatric Disorder?By Glenn S. Hirsch, M.D.The Churchill School301 E. 29th St., NYC 10016(212) 722-0610 www.churchillschool.comDespite advances, there are still many psychiatricdisorders in which the symptoms are perplexing,the progression of the illness is confusing,and the treatments are less than satisfactory. Atdifferent points throughout the year, I will behighlighting focused, effective, well-researched,and tested treatments for various disorders, startingwith Dialectical Behavioral Therapy (DBT).DBT is a specialized cognitive behavioraltherapy used with adolescents and adults whoexhibit the following symptoms: an unusuallyhigh number of mood changes, suicidal thoughtsand/or attempts, difficulty managing anger, chaoticrelationships, impulsive actions, and selfinjuriousbehavior (such as self-cutting). In ourcurrent nomenclature, psychiatrists often use theterm Borderline Personality Disorder (BPD) tosignify this constellation of symptoms. Whileboth males and females can exhibit characteristicsof BPD, the majority of teens who have BPDare female.DBT is a research-supported therapy that isbased on a two-part theory. First, individuals whoexperience characteristics of BPD are particularlysensitive and emotionally vulnerable to eventsthat occur in their lives. Second, these individualsmay feel that the people in their lives (suchas teachers, parents, and friends) misunderstandthem and don’t allow them to express certainemotions. When a teen feels that it is not acceptableto express certain emotions, and experiencesthe world with heightened sensitivity, s/he mayexhibit BPD behaviors as a way of regulatinghis/her own emotions.DBT itself consists of several elements thatinclude a weekly individual therapy session, aweekly skills training group, and phone consultationswhen the teen is in crisis. The individualsessions focus on the teen’s behaviors, such asself-injury, and address suicidal thoughts andchanges in mood. As a part of these sessionseach week the teen is expected to complete adiary card, which monitors these behaviors.These cards are meant to identify the triggers andconsequences of a particular behavior, and arethen used as a basis to replace the dysfunctionalbehavior with healthier skills and, by extension,more constructive behavior. The groupsessions are designed to teach skills that help theteen develop practical coping strategies, such asimproving interpersonal communication, buildingtolerance of emotional distress, managingemotions more effectively, and employing strategiesto help the teens become more aware of thechanges in their moods.DBT is a highly effective program for teens withBPD characteristics as compared with conventionaltherapeutic methods. Since the symptomsof these youngsters are often also found in individualswho meet criteria for Bipolar Disorder,DBT is starting to be investigated as a treatmentfor this condition as well. Because these teensoften experience a sense of chaos and instabilityin their lives due to an elevated number of moodchanges, conventional therapy that consists onlyof individual therapy sessions tends to address the“crisis of the week” rather than helping the teento learn valuable behavior management skills.DBT is successful because it combines a traininggroup that teaches essential coping strategies thatthe teen can use to regulate his/her emotions moreeffectively with individual sessions structuredto treat and prevent life-threatening behavior.This monthly column provides educators, parentsand families with important informationabout child and adolescent mental health issues.Please submit questions for ASK THE EXPERTto Glenn S. Hirsch, M.D., Medical Director atthe NYU Child Study Center at glenn.hirsch@med.nyu.edu. To subscribe to the ASK THEEXPERT Newsletter or for more informationabout the NYU Child Study Center, visit www.AboutOurKids.org or call 212-263-6622.Education Update’s Special Ed Conference Coming in April 2007.Email us for details: ednews1@aol.comThe Churchill School is a K-12 school of approximately 400 students that educates children withlearning disabilities in a full day program that gives these students full access to a general educationcurriculum. Students acquire the essential academic and social skills expected of all elementary,middle and high school students in New York State. Students learn how to learn, to find strategiesthat fit their learning styles and to set realistic personal, social and academic goals.Building on the knowledge and expertise of The Churchill School, The Churchill Center offerseducational programs and professional development in the field of learning disabilities to students,parents, teachers of general and special education, and related services providers. Its purpose is todisseminate the knowledge, skills, proven strategies and techniques learned in operating a schoolfor children with learning disabilities and to bring to The Churchill School and Center research andexpertise from the outside community to enrich its knowledge base.The Churchill Center program for Enhancing Social Skills Development is an example of a programopen to the public. The goal of the program is to help children learn how to effectively interact withtheir peers and handle social situations. The Social Skills program, led by Churchill psychologistsand social workers, places students ages 5–14 in groups based on their ages, interests and needs.Each group session runs 45 minutes, and the program lasts for ten weeks. If you are interested inenrolling your child in the Enhancing Social Skills Development program, please call Jane Gertler,(212)722-0610, ext. 2111.The Churchill School and CenterThe 1301 East 29th Street, New York, NY 10016ENHANCING SOCIAL SKILLS DEVELOPMENTSPRING/FALL 2007• Children learn how to effectively interact with peers and handle social situations• Boys and girls ages 5-14 in small groups based on age, interests, and skill-based needs• Offered by The Churchill School psychologists and social workers• Program includes two private meetings to discuss child’s progress and one parent workshop• Ten-week program, Mondays or Wednesdays 4:15 - 5:00 PM beginning in March 2007Call Jane Gertler, (212) 722-0610 ext. 2111www.churchillschool.comNeuropsychological, learNiNg Disability aNDatteNtioN Deficit DisorDer evaluatioNs aND treatmeNtExtended time evaluations, Cognitive Remediation,Neurofeedback, Tutoring, PsychotherapyChildren, Adolescents, AdultsJ. Lawrence Thomas, Ph.D. DirectorFaculty, NYU Medical CenterInternational Dyslexia Association, Board of Directors19 West 34th st., peNthouse, NeW york, Ny 10001 • 212.268.8900Nurosvcs@aol.com • WWW.thebraiNcliNic.comNYU CHILDSTUDY CENTERDOES YOUR CHILDWORRY TOO MUCH?Does your child get nervousabout going to school?Is your child tooconcerned aboutwhat others think?Is your child too shyto make friends?Does your child’s anxietyinterfere with participating inactivities or pursuing goals?Free anxiety evaluations are availablefor kids ages 8-17 as part of a study ofdecision-making in youth.Participation is voluntary and compensation is provided.For further information, please contactKristin Gotimer at 212 263 0661.NYU Child Study Center • 215 Lexington Avenue • New York, NY 10016 • 212 263 6622 • www.AboutOurKids.org

20 BOOK REVIEWS ■ EDUCATION UPDATE ■ DECEMBER 2006Logos Bookstore’s RecommendationsIn The Days of The Angels: Stories & CarolsFor Christmasby Walter Wangerin, Jr.Waterbrook Press, $13.95As the Holiday season arrives, commercialholiday music dominates the sound systems ofstores, restaurants and public buildings proclaiming‘tis the season to be jolly and every one startsto feel sentimental and wants to feel good, theremay be people who are dealing with tough issuesin their life and find the commercial Holiday seasonsuperficial, but want to find joy in the season.In The Days of The Angels: Stories & Carols ForChristmas by Walter Wangerin, Jr., author of TheBook of the Dun Cow, is the book for finding joyin the holidays amidst pain, suffering and loss.The first story of the collection, ‘The MangerIs Empty’ tells of young children who befriend acancer patient in the hospital, who in her last daysis full of joy at hearing the singing of her youngfriends. One in particular, the minister’s daughter,Mary, becomes very upset when the woman dieson the 22nd of December. This is Mary’s firstexperience of the death of someone she knows.Yet while participating in the Christmas pageantshe discovers a new perspective on life and faithand that brings understanding and comfort to herand joy to her father.‘Moravia’ is a most powerful story of a familycoming to terms with celebrating Christmasafter a long protracted death in the hospital froma broken neck and pneumonia of the eldest son,Paul, a star football player. The first person narrator,Willie, appears to be a stand-in for the author.In fact the two stories mentioned here and onecalled ‘A Quiet Chamber Kept for Thee’ comeacross as autobiographical accounts of a few pastChristmases of the author. In addition to thesestories there are several original carols and a fewother prose pieces.Wangerin’s storytelling ability is in full forcein his masterpiece, The Book of the Dun Cow.The vividness of his characters spring to mind:Chauntecleer, the proud, noble rooster with hisBy H. Harris Healy, III, President, Logos Bookstore1575 York Avenue (Between 83rd and 84th Sts.),NY, NY 10028(212) 517-7292, Fax (212) 517-7197WWW.NYCLOGOS.CITYSEARCH.COMThe Book of the Dun Cowby Walter Wangerin, Jr.HarperSanFrancisco, $13.95distinctive crowing, Mundo Cani, the mournfuldog with the big wet nose, John Wesley Weasel,quite the aggressive, edgy fighter, Cockatrice,the hideous, odious rooster/serpent killer and theDun Cow a mysterious being of comfort, healingand strength. The battle between good and evilthat rages on in the novel is all encompassingof all beings in that world. Chauntecleer leadsthe forces of good including Mundo Cani, JohnWesley Weasel, deer, rabbits, field mice, blackand red ants, wild turkeys, hens, foxes, otters, andother weasels, with the Dun Cow intervening atkey times to help them. Cockatrice on land leadsthe evil forces of serpents, Basilisks, black licoricein color and hatched out of hen’s eggs tendedto by a toad, while under the earth, absolute evil,the Wyrm tries to free itself. Walter Wangerin isa writer who engages the reader’s attention andleads the reader to a fuller understanding of love,life and good and evil.For wonderful selections of Christmas,Hanukkah and Holiday cards boxed or singleas well as books, music and gift offerings cometo Logos. While you are there, pick up a 2007calendar and a copy of any or both of the booksreviewed above. Happy Holidays!Upcoming Events At LogosWednesday, December 6, 2006 at 7 P.M.,KYTV Reading Group will discuss FebruaryHouse by Sherill Tippins.Wednesday, January 3, 2007 at 7 P.M., KYTVReading Group will discuss The Heart Is ALonely Hunter by Carson McCullers.Monday, January 8, 2007 at 7 P.M., The SacredTexts Group led by Richard Curtis will discussthe early life of Jesus and the Sermon On TheMount.Transit: 4,5,6 Subways to Lexington Ave. &86th St., M86 Bus (86th St.), M79 Bus (79thSt.), M31 Bus (York Ave.), M15 Bus (1st & 2ndAves)Books Are TreasuresWaiting To Be Discoveredby Selene VasquezPICTURE BOOK: AGES 5 THRU 8The Search for the Perfect Childby Jan FearnleyCandlewick, 32 pps., $15.99Fido, the world’s most clever canine detectivehas the challenging mission of finding a polite,cooperative and squeaky-clean child. Fortunately,Fido is equally roused by silly words and monkeyingaround. Exuberant and lighthearted textand illustrations.PICTURE BOOK: AGES 8 THRU 10The Extinct Files: My Science Projectby Wallace EdwardsCIP, 32 pps., $17.95Wally instantly ditches his ho-hum scienceproject about his pet iguana when he catches ascaly dinosaur beast passing nonchalantly byhis window! Tongue-in-cheek humor abounds inequally lively watercolor and gouache illustrations.NONFICTION: AGES 10 THRU 12Gone Wild: An Endangered Animal Alphabetby David McmilansWalker, 32 pps., $16.96Black and white iconic representations of 26endangered animals with invaluable informationabout their class, habitats, and threats to their survival.Great starting point for art design projectsas well as raising conservation awareness.BIOGRAPHY: AGES 8 THRU 10Barnum Brown: Dinosaur Hunterby David SheldonCIP, 32 pps., $16.95Working for the American Museum ofNatural History, this leading paleontologist duringthe 1800’s discovered a nearly completeTyrannosaurus Rex specimen. Ink, gouache andacrylic illustrations effectively render the excitementof scientific explorations and this noteworthyexplorer.#Selene Vasquez is a media specialist atOrange Brook Elementary School in Hollywood,Florida.Unsolved Problemsby AlfredPosamentier, ph.d.This may come as ashock to some of your students,but who says that allmathematical problems getsolved? Unsolved problemshave a very important role inmathematics. Attempts to solve them oftentimeslead to very important findings of other sorts.Yet an unsolved problem—one not yet solved bythe world’s most brilliant minds—tends to piqueour interest by quietly asking us if we can solveit, especially when the problem itself is exceedinglyeasy to understand. We shall look at someunsolved problems to get a better understandingof the history of mathematics. Twice in recentyears, mathematics has made newspaper headlines,each time with the solution to a long-timeunsolved problem.The Four Color Problem dates back to 1852,when Francis Guthrie, while trying to color themap of counties of England, noticed that fourcolors sufficed. He asked his brother Frederick ifit was true that any map can be colored using fourcolors in such a way that adjacent regions (i.e.those sharing a common boundary segment, notjust a point) receive different colors. FrederickGuthrie then communicated the conjecture to thefamous mathematician, Augustus DeMorgan. In1977, the “four color map” problem was solvedby two mathematicians, K. Appel and W. Haken,who, using a computer, considered all possiblemaps and established that it was never necessaryto use more than four colors to color a map sothat no two territories sharing a common borderwould be represented by the same color.More recently, on June 23, 1993, AndrewWiles, a Princeton University mathematics professor,announced that he solved the 350-year old“Fermat’s Last Theorem.” It took him anotheryear to fix some errors in the proof, but it putsto rest a nagging problem that occupied scoresof mathematicians for centuries. The problem,which Pierre de Fermat wrote (ca. 1630) in themargin of a mathematics book (Diophantus’Arithmetica) he was reading, was not discoveredby his son until after his death. In addition tothe statement of the theorem, Fermat stated thathis proof was too long to fit the margin, so heeffectively left to others the job of proving hisstatement.Fermat’s Theorem:x n + y n = z n has no non-zero integer solutionsfor n>2.During this time, speculation began aboutother unsolved problems, of which there are stillmany. Two of them are very easy to understandbut apparently exceedingly difficult to prove.Neither has yet been proved.Christian Goldbach (1690-1764), a Prussianmathematician, in a 1742 letter to the famousSwiss mathematician, Leonhard Euler, posed thefollowing problem, which to this day has yet tobe solved.Goldbach’s Conjecture:Every even number greater than 2 can beexpressed as the sum of two prime numbers.The Dean’s ColumnEven numbersgreater than 2Sum oftwo primenumbers4 2+26 3+38 3+510 3+712 5+714 7+716 5+1118 7+1120 7+1348 19+29100 3+97Can you find some more examples of this?Goldbach’s Second Conjecture:Every odd number greater than 5 is the sumof three primes.Let us consider the first few odd numbers:Odd numbersgreater than 5Sum of threeprime numbers7 2+2+39 3+3+311 3+3+513 3+5+515 5+5+517 5+5+719 5+7+721 7+7+751 3+17+3177 5+5+67101 5+7+89Your students may wish to see if there is a patternhere and generate other examples.Dr. Alfred S. Posamentier is Dean of the Schoolof Education at City College of NY, author of over40 books on math including Math Wonders: toInspire Teachers and Students (ASCD, 2003) andMath Charmers: Tantilizing Tidbits for the Mind(Prometheus, 2003), and member of the NYSStandards Committee on Math.Education UpdateOutstanding Educators of the YearJune 2007 event at the Harvard Club.Principals nominate teachers;superintendents nominate principals, asst.principals & administrators on our website:www.educationupdate.com/awards

MetroBEATDECEMBER 2006 Education continued page update 29 • 21Progress Report Cards Will HoldSchools AccountableBy MayorBloombergFrom Day One, improvingaccountability hasbeen the foundation ofour Administration’s historic‘Children First’ schoolreforms. By tearing down the system’s oldpatronage-ridden bureaucracy, and setting highexpectations for teachers and students, we’returning our schools around, we’re helping ourchildren perform at higher levels, and we’reclosing the achievement gap between poor andminority students and their peers.Now we are putting the finishing touches ona powerful new tool that will help every one ofthe city’s public schools better fulfill its missionof giving our children the education they needand deserve. It’s a brand new report card—butit won’t be grading students; it will be gradingschools.Starting this year, more than 330 schoolsthroughout the city are being evaluated in afirst, pilot round of progress reports. Then, nextyear, every school in the city will be graded onreports that will be mailed to every public schoolparent, as well as posted on the Department ofEducation’s website.These progress reports will evaluate each schoolon three key factors. The first, school environment—comprisingattendance levels and newsatisfaction surveys from parents, teachers andstudents. Second, student performance—includinghow many students are meeting and exceedingstandards in English and math, and how theycompare to other schools—especially those withMOVIE REVIEWsocially and economically comparable studentbodies. The third, final, and perhaps most importantfactor, is student progress. Are individualstudents in each school progressing from year toyear? If so, by how much? And are strugglingstudents really getting the help they need to gainground and reach their full potential?The scores from all three of these areas willbe rolled together into an overall grade, rangingfrom ‘A’ to ‘F.’ That’s going to give all of ourparents the hard, cold facts about which schoolsin our city are succeeding and which are lagging.Only then, can we truly work together to improveresults for all our kids.I’ve always believed in the power of dataanalysis as an incredible management tool. Thisis the driving force behind Compstat, the NYPD’sweekly analysis of crime around the city, whichhas guided our historic crime fighting successover the past decade. It’s also the reasoningbehind 311, which is helping us more efficientlyaddress New Yorkers’ biggest quality-of-life concerns.Now, we are going to use data to identifyand support the progress being made in ourschool system, and to hold schools accountablefor achievement. No more excuses. No moresweeping problems under the rug. Those schoolsand principals that actually succeed in improvingstudent performance will be rewarded and thosethat don’t will face consequences. Because whenwe say we are putting ‘children first’ we meanit—and measures like this report card will ensurethat children—and no one else—always comefirst in our public schools.#Ice Caper: Happy Feetby jan aaronBlending cute antics with music, dance and atinge of darkness George Miller’s photo-realisticcomputer animated Happy Feet is a treat for allfor all ages. Although it was in the works for severalyears, the first scenes with tens of thousandsof Emperor penguins in icy Antarctica surprisinglyrecall the recent March of the Penguins.Focusing in on the mating of Norma Jean(Nicole Kidman) and Memphis (Hugh Jackman),we see her handing off their egg to him as shegoes off to distant fishing waters, leaving him toface the bitter cold period of incubation.Memphis is careless during the hatching periodand blames himself when their offspring Mumble(Elijah Wood) turns out to be the only penguin inthe flock that can’t carry a tune—a prime requirementfor acceptance in this community. But thelittle guy can dance—he’s a born tapper, withspeed, moves and grace to rival tap master SavionGlover, who provided the motion-capturing dancingfor the fuzzy bird.His terpsichorean skills are not cool to theelders here—led by cranky high priest HugoWeaving who blames him for the fish famine.Mumble, now an outcast, starts wandering, hispath riddled with unknown dangers, introducingsome big-action scenes featuring (can be childfrightening) hungry birds and a sharp-toothedseal, only to be befriended by five small hip,Latino penguins (led by Robin Williams) whotake him to an extravagantly feathered penguin(Williams again) who serves as some sort of aguru. Here, Mumble is embraced as “Big Guy”and he enjoys a world less rigid than EmperorLand.Mumble’s salvation lies in finding out what’shappening to all the fish and he persists althoughhe is warned by an elephant seal (the late SteveIrwin) that it will be a perilous mission.Eventually, his close encounter with Earth’sdominators and the debris of their civilization,uniquely envisioned from the bird’s point ofview, is sobering. After providing mankind witha thoughtful lesson in global ecology, the movieconcludes with an upbeat ending that leaves youthinking.And if you’re looking for family fare onBroadway, be enchanted by the charming MaryPoppins, with its dazzling special effects.#Thanksgiving DialogueBy Jill LevyMy house has finallyquieted down. The turkeyand various leftovers havebeen distributed among ourfamily who joined us forThanksgiving. The stains have been removedfrom the carpets and the fingerprints from thewalls have been washed away.A few of our guests, family friends for morethan 60 years from the old Bronx neighborhoodleft us with another type of leftover: We reminiscedabout our childhoods and young adulthoods.And in between the memories, we talked agreat deal about the issues before us today—draftor no draft, the war in Iraq, the Middle East, theeconomy, fossil fuels and the environment, healthcare and yes, education.While our experiences varied, we agreed uponone thing: We had all been taught, and learned,the basics. We were literate and could add, subtract,multiply and divide. Spelling was often achore for those among us who did not love toread, but spell we can. Written compositions werearduous, but our skills proved to be more thangood enough to get us through our college years.We all agreed that lab work in science gave usan opportunity to understand the concepts andbecome “creative” with chemistry, biology andphysics. Some found basic art and music appreciationcourses time to “horse around.” Others,like myself, heard music that opened up a newworld for us. Some discovered performing artsand found themselves wholly engaged.Our thoughts turned to classmates who tookcommercial or general courses in high schoolas alternatives to a Regents or college track.We wondered how many of them would havedropped out of school altogether had they nothad alternatives. And we spoke about today’sstudents, their challenges and their opportunities,and the pressure to take and pass all the standardizedtests required of them.Bemoaning a new lifestyle of scheduled andprescriptive activities with little time for creativefree play, the grandparents among us saw a differentkind of intelligence arising, one that leftless time for personal social development, butthoroughly immersed in technology. How wouldthis phenomenon affect personal and politicalrelationships? No, we couldn’t come to consensusabout whether this was a good sign or abad one nor could we agree upon the merits ofstandardized testing. What we did agree on wasthat there was too much stress and competitionin the lives of young children and their parents,and that too much stress and competition furtherisolate people in a society already suffering fromalienation and too little community.No sooner did the last guest leave, however,than my thoughts returned to the serious matter athand, our contract, its implications for the futureof education and most importantly for maintainingexcellence in school leadership, retainingexperience and encouraging the developmentof new leaders. I give thanks for family, friendsand health. Soon, I hope we will all give thanksfor a successor contract that is respectful andequitable.#Jill Levy is the president of the Council ofSupervisors and Administrators.GIVE YOUR GROUPS THE THEATRICALEXPERIENCE OF A LIFETIME!THEATER REVIEWTarzan Swings On BroadwayArrivesonBroadwayMarch24BY Jan AaronTarzan, the new Walt Disney Co.’s attractionhas swung into the Richard Rogers Theatre fora long run. The musical version of the Disneyanimated film has been beautifully and imaginativelystaged by Bob Crowley. While not aslavish as “The Lion King,” it manages to enchantand entertain its target family audience.The opening dazzles, with images that elicitoohs and aahs: a series of effects simulating astorm and shipwreck, followed by an underwatersequence in which onstage actors are seenswimming furiously. Then the action shifts to abeach, which the audience seems to be looking atthrough an overhead camera.Surely, this is the most cinematic Broadwaystage show—images permeate the productionand surround-sound Lunt-Fontanne Theatre envelopes • 46th the St. & audience. BroadwayOfcourse, the flying apes and Tarzan are what theaudience yearns for and they aren’t disappointed.Thanks to the considerable expertise of aerialdesigner Pichón Baldinu of “De La Guarda,” theyfly through the trees and above the audience’sheads in heart-stopping daredevil fashion, choreographedby Meryl Tankard and accompaniedby Phil Collins’ score.The book by David Henry Hwang sticks faithfullyto the classic story of a boy raised by apeswho undergoes an identity crisis after meetinga beautiful human girl, Jane, here played bythe charming Jenn Gambatese. As Tarzan, JoshStrickland, a former “American Idol” finalist,does fine by his part, and is a real hunk to delightthe teenage girls who were there in numbersthe night I saw the show. The excellent ChesterGregory II sings, dances (sometimes hangingupside down) as Tarzan’s buddy, Terk. The boomingShuler Hensley as Kerchak, the apes leader,and Meryl Dandridge, as Tarzan’s loving Simianmother are excellent.Notable in the first act are Tarzan’s battles withRichard Rodgers Theatre • 46th St. & BroadwayNew Amsterdam Theatrea ferocious 42nd leopard St. & Broadway and a giant spider. The secondact is devoted to Tarzan and Jane’s story has somecharming moments such as his language lesson.Tim Jerome, provokes laughter and giggles as800-439-9000Jane’s ditzy professor dad. If you’re looking toentertain the youngsters—treat them to Tarzan.($38.75-$76.25)#or 212-703-1040www.disneyonbroadway.comSpecial Group Rates for 15 or more• No deposit & flexible payment policies• FREE Group Leader ticket availableCertain restrictions apply. Offer not available for all performances. Discount tickets subject to availability. Not all seats are discounted. Blackout dates may apply.Minimum purchase required for group leader ticket. Ask your group sales representative for complete details.

New York City • DECEMBER 2006For Parents, Educators & Students • 22Construction Begins OnDeBakey Library & MuseumBaylor College of Medicine (BCM) recentlyhonored Dr. Michael E. DeBakey and joinedhim in celebrating the construction start of theMichael E. DeBakey Library and Museum. Thelibrary and museum, which will be located onthe BCM campus, will chronicle the career of thepioneering heart surgeon who put the college onthe road to leadership in its missions of education,research and patient care.“A library has been defined as the soul of civilization,and, in some respects, I think that is whatit is,” he said. “And I am very grateful that theyare doing this and my name is associated with itbecause I think it’s a great honor to have yourname associated with a historical project.”DeBakey, 98, served as Baylor College ofMedicine’s first president and chancellor. He currentlyserves as chancellor emeritus. He was chairof surgery from 1948 until 1993.“Dr. Michael DeBakey has touched the lives ofcountless patients, families, physicians, scientistsand students, and his leadership has been valuedby government officials and world leaders,” saidBCM President Dr. Peter G. Traber. “His standardsof excellence have set an example for allof us. It is a great tribute, and very appropriate,that the library and museum that holds his nameis located in the medical school that he helpedshaped into one of the nation’s leading institutions.”Much of the memorabilia from DeBakey’s longcareer will be housed there, including all of hisawards and honors and 3,000 manuscripts chroniclinghis research. The permanent and rotatingdisplays will feature medical devices and implementsdevised by the pioneering vascular surgeonalong with the treadle sewing machine he used tostitch the first Dacron® artificial arteries.The museum also will serve as a resourcefor physicians and scholars who wish to studyadvances in a whole range of medical areas, fromcardiovascular surgery pioneered by DeBakeyto the present-day discoveries of new genes byresearchers in the college’s Human GenomeSequencing Center.#Additional resources available at http://www.bcm.edu/news/packages/medlibrary.cfmWho Gets Education Update? We’re often asked that question.It is MAILED to:Every public school in NYCEvery private school in NYCEvery Public library in NYCEvery HS guidance counselor in NYC170 schools in NJFoundation HeadsCorporate LeadersPhilanthropistsEvery member of the NYC CouncilEvery NYS RegentCollege presidents & professors throughoutthe U.S.Every medical school dean in NYCSeaverand NYAutismCenter ofExcellenceParticipation in themedication trials isfree and includescomprehensivediagnostic testing andfrequent visits withclinicians to closelymonitor participants.Education Leaders nationwideIt is Delivered By TRUCK to:Our streetcorner boxes all over Manhattanincluding 10 new ones on Madison Ave2000 apartment buildings.If you want Education Update in your building,email us.If you want to know the box closest to yourhome, just email us.We love our readers!! We welcome you as ourreader.Ednews1@aol.comResearch Studies for Children with AutismSpectrum DisordersDoes your child have:* Repetitive behaviors or narrow interests?* Language delay or communication difficulties?* Trouble making friends or maintaining relationships?* Motor skills delays?* Poor organizational skills?If yes, your child may qualify for one of the followingstudies:Medication Studies (ages 2-5; ages 5-18):Medication studies that target problem behaviors and symptoms ofautism. GCO #01-1295, IRB approved through 4/30/07.For more information please call # 212 241-2993 or #212 241-7098Imaging Studies (ages 7-17):Imaging studies that involve MRI scans to look at the chemistry ofthe brain in children and adolescents with autism. GCO#05-0847,IRB approved through 9/11/07.For more information please call #212-241-7098Social Skills Group (ages 6-8):Weekly class for children with strong verbal skills. Goals includeimproving relationships with peers and learning coping skills forsocial situations. GCO#03-1104, IRB approved through 12/15/06.For more information please call #212 241-3692Study Identifies EnzymeResponsible for BrainDeterioration in Alzheimer’sUniv. of Missouri-Columbia Researchers Hope Findings Lead To A Medical BreakthroughResearchers at the University of Missouri-Columbia identified an enzyme responsible forthe deterioration of brain function for people withAlzheimer’s disease, reported in the Journal ofNeuroscience.James Lee, assistant professor of biologicalengineering in the College of Engineering,and his former doctoral student Donghui Zhu,currently a post-doctoral research associate atColumbia University, conducted their research incollaboration with Grace Sun, professor of biochemistryand pathology and anatomical sciencesin the Missouri U (MU) School of Medicineand College of Agriculture, Food and NaturalResources. Sun also directs an Alzheimer’s projectat MU that is being funded by the NationalInstitutes of Health.The research team’s work focused on amyloidbetapeptide, a common neuron-killing toxinfound in the brains of Alzheimer’s patients, andastrocytes, which supports neurons and is themajor cell in the brain. In lab tests, they studiedhow the toxin affects and interacts with the cellLasikNEARSIGHTEDNESS - FARSIGHTEDNESS - ASTIGMATISMBY DR. KEN MOADEL- NY’s Most Experienced Specialist- Personally performed over 37,000 laservision corrections- Dr. Moadel examines and treats every patient- NY’s Most Advanced Technology- BLADELESS LASIK W/CUSTOMVUE- Safer & more precise than ever- FLEX SPENDING $$$ ACCEPTEDFOR LASIK PAYMENT- Interest-Free Financing*-Most Insurance Acceptedwhere applicableNY TEACHERSSAVE $500In appreciation of your service to ourchildren & community, Dr. Moadel is pleasedto extend this offer. Not to be used inconjunction with any other offer or insuranceplan.DR. KEN MOADELNY EYE SPECIALISTSFREE CONSULTATION(212)490-EYES(3937)MIDTOWN MANHATTAN STAMFORD, CT NY2020.COM*Qualified candidates pay only $35 per month per eyeto activate a critical enzyme—phospholipase A2.Lab tests showed that with increased activity,phospholipase A2 negatively affected the mitochondria,which is responsible for energy production,resulting in increased oxidative stress. Zhuand Lee said an increase in oxidative stress furtherpromotes neuron death, worsens the diseaseand causes decreased energy levels.It’s an important aspect in the development ofAlzheimer’s disease,” Zhu said. An increase inoxidative stress, Lee said, is one of the characteristicsfound in the brains of Alzheimer’s patients.Zhu and Lee hope their findings lead to a medicalbreakthrough and the design of effective drugsto treat people living with the brain disorder thatgradually destroys a person’s memory and abilityto communicate and carry out daily activities.“Alzheimer’s is a complicated disease,” Leesaid. “We know that phospholipase A2 is one ofthe key factors. If we can regulate phospholipaseA2, maybe it can become part of the therapeuticstrategy for treating Alzheimer’s.”#VISXW E M A K E T H I N G S C L E A RNY STARCENTER-FIELDERBERNIEWILLIAMSCOULD HAVECHOSEN ANYDOCTOR INTHE WORLD.HE CHOSEDR. KENMOADEL.

DECEMBER 2006 ■ EDUCATION UPDATE ■ Children’s corner23FROM THE SUPERINTENDENT’S SEATWhen Your Child’s Friend Needs ComfortingBy Dr. Carole G. Hankinwith Randi T. SachsChildren are very oftena contradiction in terms.While they can seem to beoblivious to what is goingon outside their lives, theycan also be extremelyempathetic when someonethey love or care about isin pain.As parents, we tend towant to shield our children from the many differenttypes of pain that is all around us. But whenloss strikes your child’s best friend, or even justanother child in school, we have to be preparedto help them sort out their feelings about what hashappened, and also give them some guidance inhow they can help to give a friend some muchneededcomfort.When a student in our schools loses a parent ora sibling, the news travels quickly and teachersand administrators immediately try to reach outto that student and to all the students who areclose to that child. Even if your child doesn’twant to discuss it, you may want to offer themsome extra cuddling time and tell them that youare also saddened by their friend’s loss.Children cannot help but worry that if somethingso wrong could happen to their friend’sparent, then it could also happen to their own.If you can, assure your child that your health isgood, or if an accident was involved, that youpromise to always be very careful. Once theinitial shock has passed and you have done yourbest to calm your child’s fears that he or shewill suffer a similar loss, your child is likely toworry about how to talk to the friend, what tosay, what to do. Acknowledge that your child’sfeelings of hesitation and discomfort are normal,but encourage them to get past them and try toput their friend’s feelings first. Tell them that weremember acts of kindness from others long afterour pain subsides.The simplest words are always the best inexpressions of condolence. Explain to your childthat no matter what, their friend could be very sadfor a long time but that they can help by showingkindness and sympathy. “I’m sorry,” is always thecorrect thing to say. A hug, a hand squeeze, andkeeping their friend company or sitting togetherat lunch or recess can be the best comfort a childcan give to their friends.In the event that a close friend of your child’ssuffers a loss, you will want to give your owncomfort to that child and his or her family. Apolicy of “Justin is always welcome to join us fordinner, etc.” will be appreciated by your child andhis or her friend and will set a model of exampleon how to extend kindness to others.#Calendar of Events DECEMBER 2006Camp FairRESOURCES FOR CHILDREN WITH SPECIAL NEEDS, INC.,is sponsoring the Twenty Second Annual Special Camp Fairfeaturing day and sleepaway camps and summer programsspecifically for or accessible to children with special needs.The fair will take place at the Church of Saint Paul the Apostle,405 West 59th Street (Fair entrance on Columbus Avenue nearWest 60th Street), New York, New York, on Saturday, January 27,2007 from 11:00 AM to 3:00 PM (Set up 10 AM). We hope you willjoin us as a participant. Contact: Gary Shulman, (212) 677-4650ConferencesGILDER LEHRMAN INSTITUTE OF AMERICAN HISTORY19 West 44th Street, Suite 500New York, NY 10036History now looks at the american westThe institute is pleased to present the ninth issue of history now, aquarterly online journal for history teachers and students, available atwww.historynow.org. The issue examines the american west, withessays by some of the most eminent scholars in the field. As always,history now accompanies these scholarly essays with imaginativeand accessible supporting material and lesson plans. Don’t miss thisissue’s interactive feature -- “a view of the west” -- a photographictour of the late 19th and early 20th century american west.2006-07 Historians’ forums in new york cityFor the 11th straight year, the gilder lehrman institute presentsdistinguished scholars and historians to lecture on their most recentlypublished books and answer audience questions. The historians’forums are open to the public and are followed by a reception andbook signing. Check out the 2006-2007 schedule and buy tickets:www.gilderlehrman.org/institute/public_lectures.htmlFeatured documentThe institute regularly features documents from the gilder lehrmancollection. In the spotlight this week is a broadside, printed in 1805 innew york city, which illustrates the atrocious treatment of slaves.See the broadside and read the transcript:www.gilderlehrman.org/collection/docs_current.htmlWin an american history bookTake our weekly american history poll and enter to win a book bya noted historian! This week’s winner will receive a copy of lincoln:a life of purpose and power, by richard carwardine. In honor ofconstitution day, our current poll asks: “which is the most importantpost-civil war amendment to the u.S. Constitution?” Vote and enterto win on our homepage: www.gilderlehrman.orgEntertainmentTHREE Hot ShowsTarzan • Beauty & The Beast • The Lion King • Mary PoppinsCall: 212-703-1040 or 800-439-9000Fax: 212-703-1085disneyonbroadwaygroups@disneyonline.comwww.disneyonbroadway.com/groupsOpen HousesCOLLEGE oF NEW ROCHELLE29 Castle place in new rochelle, ny 10805(800) 933-5923 (SAS/SN) or (914) 654-5523 (SNR)for directions go to www.cnt.edu/CNR/cnr-directions.htmlOPEN HOUSE FOR TRANSFER STUDENTSMonday, December 11, 6:00 to 7:30 pmCome to a transfer open house at CNR’s Main Campus for our:School of Arts & Sciences (SAS)• Undergraduate liberal arts degree program• All-womenSchool of Nursing• Undergraduate, master’s, and post-master’s degree programs andcertificates in many nursing specialities• Co-edSchool of New Resources• Undergraduate liberal arts degree program designed for adults• Co-edJoin us to learn about:• How we evaluate credits and handle the transfer process;• Our internship and co-op programs;• Admissions requirements, assessments, scholarship and financial aid;• How we can help you earn a baccalaureate degree.It will be helpful to bring: the CNR application, sealed official high schooltranscripts, sealed official college transcripts and a current collegecatalogue. Find out why CNR is right for you!touro college new york school of career andapplied studies1870-86 Stillwell AvenueBrooklyn, NY 11223Phone: 718-265-6534 x1015Fax: 718-265-0614Every Tues. & Thurs. from 10:00 am - 7:00 pm, Sun. 11:00 am - 5:00pm. at 27-33 West 23rd Street, New York, NY 10010, 212-463-0400ext.500WorkshopsSARAH LAWRENCE COLLEGEJudith SchwartzsteinDirector of Media & Community RelationsPhone: (914) 395-2219E-Mail: judiths@sarahlawrence.eduMonday, November 20, 2006NATIONAL HUMAN GENOME RESEARCH INSTITUTE DEPUTYDIRECTOR, ALAN EDWARD GUTTMACHER, M.D., SPEAKS ATSARAH LAWRENCE COLLEGEYonkers, NY–Alan Edward Guttmacher, M.D.“Family History: The Key that Opens the Genome Era” LectureWednesday, December 13Heimbold Visual Arts Center Donnelly Film Theater12:30 p.m.Yonkers, NY–To answer how we can use our families’ health historiesto promote personal health and prevent disease, the Sarah LawrenceCollege Human Genetics Program will bring Dr. Alan EdwardGuttmacher, to present his lecture “Family History: The Key that Opensthe Genome Era” on December 13 at 12:30 pm. in the Heimbold VisualArts Center auditorium. For more information, please call 914-395-2371or e-mail clieber@slc.edu.Dr. Guttmacher, a Baltimore native, is the deputy director of the NationalHuman Genome Research Institute (NHGRI) and a leading expert onintegrating genomics into medical practice. He is an educator whooversees the NHGRI’s exploration of the ethical, legal, and socialimplications of human genomics. Dr. Guttmacher also serves as theDirector of the Office of Policy, Communications, and Education atthe NHGRI where he directs the institute’s health affairs, public policy,communications, community outreach and public education functions.He has helped guide the National Coalition for Health ProfessionalEducation in Genetics, and co-edited a series about the application ofadvances in genomics in medical care for The New England Journal ofMedicine titled Genomic Medicine. He is a graduate of Harvard MedicalSchool.Sarah Lawrence is a liberal arts college for men and women, foundedin 1926, with a distinctive system of education. It is known for havingone of the lowest (6:1) student/faculty ratios in the country. At the coreof the system are small classes, regular one-on-one student-facultyconferences, cross-disciplinary approaches and the integration of thecreative arts within the curriculum.Instituto Cervantes de Nueva YorkThe Spanish Cultural Center of New YorkPresents itsTeacher Development ProgramWorkshops for Spanish Language TeachersJANUARY 2007 – May 2007This series of workshops, led in Spanish, offers teachers practical andtheoretical strategies on how to teach Spanish as a foreign language.Next seminar: Friday, January 19, 2007 5:30 – 8:30pm“El uso de la Webquest en la enseñanza de español como lenguaextranjera: Una nueva forma de aprendizaje on-line”• Develop practical & theoretical teaching techniques• Learn to use Spanish culture in the classroom• Enjoy interactive seminars conducted in Spanish• Share experiences with other teachers• All levels of teaching experience welcome• Q & A to follow all seminarsFor more detailed information on all seminars, regular language courses,and cultural events please visit our website: www.cervantes.orgUpcoming seminars:February 2 & 9, March 2, 16 & 30, April 13 & 27, May 4 & 18All seminars are held at Instituto Cervantes on Fridays from 5:30– 8:30pmIndividual seminars: $15$10 for Instituto Cervantes MembersYou may register in advance by telephoneInstituto Cervantes at Amster Yard211 East 49th Street New York, NY 10017Tel: 212-308-7720 Fax: 212-308-7721classprogram@cervantes.orgWhat to consider when you want to getextended time on standardized testsSome parents have noticed that when their teenage child takes timed tests, many questions arenever reached— the time has run out. Perhaps the child is a slow reader, and when these darned timedtests are important, the score is lower than it should be. My kid is smarter than that! What may behappening is that your child reads much slower than the intelligence would predict. This is essentiallythe definition of a learning disability in reading. But can you get extra time on these standardized testslike the SAT and ACT?It used to be possible for a doctor to write a note for extra time, and the accommodation would begranted. That is no longer the case these days. In fact, the process is somewhat arduous, so if you areplanning to ask for extra time, well, tighten your seat belt. Part of the process involves getting a relativelythorough psycho-educational evaluation or a neuropsychological evaluation. Such evaluationscost about $3000, and take about eight hours of testing, plus about seven more hours of professionaltime, at a minimum. One bright spot came out recently, however, and that is these evaluations aredeductible, according to recent IRS ruling.The requirements of applying for extended time on standardized tests are demanding, and varyfrom one testing organization to another. It is your responsibility to know these requirements andgather the proper materials within the given time constraints. Testing, which is the psychologist’sor neuropsychologist’s primary role, is central to obtaining extended time, but it is not enough.Historical documentation is also very important. Be advised that there is no guarantee that the testingresults will result in a diagnosis of having a learning disability. As for gathering documentation, followthe procedures outlined next.Arrange to have school records, dating from grammar school through high school, sent directly tothe person doing the evaluation, usually a licensed psychologist. These days, the evaluator must belicensed and have all the proper credentials. It is very important to bring or mail to the psychologisttest reports and letters which document learning problems in your child’s past. Letters from doctors,teachers, school officials, even relatives and parents, attesting to the learning problems are veryimportant (and make sure they are signed and dated). Highlight the problems on the copies for thepsychologist; keep originals in your own file.You need to appreciate the view that it is difficult and inconvenient for testing services to grant youextra time. Because of this, it is essential to make a very strong case. In addition to historical documentation,it is required that the testing be current, within the last several years.You may be asked to write a personal statement, telling the story of the learning problems throughoutthe child’s life; this should be about 1 page and e mailed to the psychologist so that this informationcan be put into the report. If you have little or no formal proof of learning difficulties, you needto explain why there were no official accommodations. This narrative should include medical anddevelopmental (childhood) history, which is also required.Also important to note is that these reports take time to write, as they often end up being over 15pages long. Do not expect the report to be done quickly after submitting the final materials; a reportwithout complications will take about 10 business days to write.James Lawrence Thomas, Ph.D., Clinical Psychologist & Neuropsychologist19 West 34th Street, New York, New York 10001212-268-8900 fax: 212-629-7475e: nurosvcs@aol.com www.thebrainclinic.comFaculty, NYU Medical Center & Albert Einstein College of MedicineRESOURCE & REFERENCE GUIDEBOOKSBank Street Bookstore112th St. & Broadway ; (212) 678-1654Exceptional selection of books forchildren, teachers and parents.Knowledgeable staff. Free monthlynewsletter. Open Mon-Thurs 10-8 PM,Fri & Sat 10–6 PM, Sun 12–5 PM.Logos Books1575 York Ave. (@84th Street);(212) 517-7292A charming neighborhood bookstorelocated in Yorkville featuring qualityselections of classics, fiction, poetry,philosophy, religion, bibles andchildren’s books, and greeting cards,gifts and music. Books can be mailed.Outdoor terrace.DEVELOP YOUR GIFTEDCHILD’S MIND!In as little as 10-30 minutes a day, ourbooks and software will sharpen your giftedchild’s mind. We have products for students,Pre-K–12+. Shop online www.brightminds.us/web/bklyn1. Not online? Call GawainClarke (718) 595-2813. To order from ourcatalog or for more information.High Marks In Chemistry1-877-600-7466;www.HighMarksInSchool.comOver 95,000 books sold. HIGH MARKS:REGENTS CHEMISTRY MADE EASYBY SHARON WELCHER (CollegeTeacher, Chairperson and teacher ofhigh school review courses). This bookis your private tutor-Easy review bookfor NEW regents (second edition) withhundreds of questions and solutions,Get HIGH MARKS $10.95. Available atLeading book stores or call (718)271-7466.SPECIAL EDUCATIONThe Sterling School(718) 625-3502Brooklyn’s private elementaryschool for Dyslexic children offersa rigorous curriculum, Orton -Gillingham methodology and handsonmulti-sensory learning. One-to-oneremediation is also provided. If yourbright Language Learning Disabled childcould benefit from our program pleasedo not hesitate to contact Director: RuthArberman at 718-625-3502.SchoolsLycée Français De New York505 East 75th Street; NY, NY 10021212-439-3834;Admissions@LFNY.org www.LFNY.orgThe Lycée Français de New York is amulticultural, bilingual institution withstudents from sixty nations (preschool-12th grade). The school is an American,private, non-profit school chartered bythe NY State Board of Regents, andaccredited by the French Ministry ofEducation.The Kew-Forest School119-17 Union TurnpikeForest Hills, New York 11375(718) 268-4667www.kewforest.orgThe Kew-Forest School is one ofQueen’s oldest and finest independentday schools located in a residentialneighborhood. Since 1918, this coed,college preparatory institution hasprovided students from Kindergartenthrough Grade 12 with an academicallychallenging curriculum in a small, caringenvironment. Among its hallmarksare small classes, a teacher/studentratio of 1:8, and an outstanding recordof admissions to top colleges and universities.To tour the school or learn more, call(718) 268-4667 ext. 125 or log on towww.kewforest.org.TherapyThe Brain ClinicNeuropsychological, LearningDisability And Attention Deficit DisorderEvaluations and Treatment19 West 34th St, PenthouseNY, NY 10001; 212-268-8900NUROSVCS@AOL.COM.WWW.THEBRAINCLINIC.COM

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