Ed Update DECEMBER 2001 Part1 - Education Update

AwardWinnerVolume VII, No. 4 • New York City • DECEMBER 2001FOR PARENTS, EDUCATORS & STUDENTSwww.EDUCATIONUPDATE.comThe State of Special EducationCourtesy of the Melmark SchoolPREST STD.U.S. POSTAGE PAIDNEW YORK, NYPermit No.633

2 AwardWinnerBy DR. AUGUSTA SOUZA KAPPNERNot long ago, I traveled to Seattle to join agroup of multicultural scholars and practitionersand the nation’s leading smallschools (K-12) scholars. We were meeting todiscuss the potential benefits of smallschools reform for minority communities.On at least one point we were unanimous: forurban centers and communities of color,most high schools are failing. The news outof our high schools is bleak:• High dropout rates continue to plague communitiesof color.• African-American and Latino students areretained (required to repeat a grade) at alarmingrates.• Students of color continue to trail theirpeers on achievement indicators.Leaders, both within and outside minoritycommunities, have been searching desperatelyfor answers. But surprisingly–at least from myperspective–few have embraced a strategy thatoffers a tremendous amount of promise: smallschools reform.Small schools work. And they appear towork particularly well with disadvantagedstudents. Last year, Bank Street College ofEducation’s study, Small Schools: GreatStrides, chronicled the success of smallschools reform in numerous Chicago publicschools. The average school size nationwideis 741 students, and it is not uncommon forurban children to attend elementary schoolswith more than 1,000 students and highschools with 3,000 students. By contrast,small schools in the Bank Street studyenrolled between 200 to 400 students. Thedifference between the small schools weexamined and their larger counterparts wasstriking.We found that smaller learning communitiesdiminish school violence, raise academicengagement and performance, andincrease attendance and graduation rates–thevery issues with which minority communitiesacross the nation are grappling. Ourresearch affirms the mounting mass of evidenceof those who have studied smallschools over the past decade. Most promising,small schools reform works within apublic school framework–an important factfor leaders of color given that approximately95 percent of African American and 91 percent of Latino students currently attend publicschools.Why are there not more leaders from communitiesof color championing small schoolsefforts? Why do we allow communities to continueto build the sort of gigantic schools thatbreed alienation and low expectations? Ibelieve that information about the value ofsmall schools has simply not reached a broadenough audience. A just-released survey fromEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ DECEMBER 2001GUEST EDITORIALSMALL SCHOOLS OFFER REAL HOPEFOR COMMUNITIES OF COLORTOEducation UpdateFROMSilver Hill HospitalMental HealthMedia Award2000Public Agenda confirms that the majority ofAmerica’s parents and teachers do not placeschool size high on their lists of educationalconcerns. Small school reformers are now recognizingthe need to reach out to leaders incommunities of color and welcome them intosmall schools efforts.I recognize the honest concerns some haveabout small schools. Many fear small schoolsmay be prohibitively expensive. Some others–many from African-American or otherunderserved communities–worry that overlysympathetic teachers in highly personalizedlearning environments, in recognizing thedisadvantages faced by their students, maynot hold students to sufficiently high standardsof achievement.The evidence gives us confidence that theseconcerns can be surmounted by a thoughtful,coherent and diligent approach to the creationof small schools. We have seen that smallschools can be affordable for even the poorestcommunities. (Research by Fruchter, Stiefel etal. shows that the cost per graduate is actuallylower in small schools than in large.) We havefound that most small schools hold high expectationsfor their students. Small school populations,like large school populations, generallyreflect the ethnic makeup of the communitiesthey serve; where integration is the goal, smallschools are often more likely to be able toachieve diverse populations. In systems thatestablish clear, progressive guidelines, smallschools are actually less likely to be segregatedthan are larger schools.Interestingly, some minority leaders haverecently spoken out in favor of charter schoolsand voucher plans. Their explanation has beennot so much an embrace of these strategies as arejection of the status quo. The frustration theyfeel with the ongoing failure of our urban publicschools to adequately serve students ofcolor is certainly understandable. But what isneeded now is not an abandonment of publicschools but rather a commitment to establishingmore effective–and smaller– learning communities.Leaders of color should endorse the smallschools movement within public school systems,because small schools offer the potentialfor quality education, provide educationalopportunities, and foster academicand social success. Small schools may wellprovide an answer to much of what ailstoday’s most difficult-to-reform educationalsystems. Consequently, now is the time forleaders of color to propel this movementforward. #Dr. Augusta Souza Kappner has been presidentof Bank Street College in New York Citysince 1995, and was the assistant secretary forVocational and Adult Education for the U.S.Department of Education from 1993 to 1995.Excellence in EducationJournalism, 1999—2000Columbia UniversityTeachers College, Phi Delta KappaDr. Pola RosenPRAYER FORSEPTEMBER 11By LUCY FRIEDLANDWill the sun ever shine there again?Will the sky ever be blue there again?Will the grass ever grow green there again?There where people worked with purpose—Will laughter be heard there again?The giant towers were the redwoods in theforests of steel and glassIn the great city called NewYork.They were the pride of those who built them,Of those who worked there,And of those who visited there.Men built them,Other men destroyed them.Now there’s talk of debris.Hey! my brothers and sisters lie in that debris.Move that debris ever so gently,Aborted lives are to be discovered there,This is the Pompeii of the 21 st century.We will never forget those heroes, these patriots,Oh say can you see,It’s still the land of the free.Lucy Friedland is a retired NYC high schoolteacher who is now living in Los Angeles.Tune in to Education Updateevery Sunday evening from8-8:30 pm on the LewisFrumkes Show: WPAT 930AMIN THIS ISSUEEditorials & Letters . . . . . . . . . . . . . . . 2Commentary . . . . . . . . . . . . . . . . . . . . 2Spotlight on Schools . . . . . . . . . . . . . 3-9Conferences, Workshops & Events . . . 8Careers. . . . . . . . . . . . . . . . . . . . . . . . . 9Modern Languages. . . . . . . . . . . . . . . 10Tutors. . . . . . . . . . . . . . . . . . . . . . . . . 10MEDICAL UPDATE . . . . . . . . . . 14-15Music, Art & Dance . . . . . . . . . . . 12-14Children’s Corner . . . . . . . . . . . . . . . 11Special Education . . . . . . . . . . . . . 16-19COVER STORY . . . . . . . . . . . . . . . . 19Software & Technology. . . . . . . . . 20-23Book Reviews. . . . . . . . . . . . . . . . 23-24Colleges & Grad Schools . . . . . . . 25-27College Directory. . . . . . . . . . . . . . . . 28Cartoon . . . . . . . . . . . . . . . . . . . . . . . 28Museums as Educators . . . . . . . . . . . . 29Movie & Theater Reviews. . . . . . . 30-31Camps & Sports . . . . . . . . . . . . . . . . . 32Metro Beat . . . . . . . . . . . . . . . . . . . . . 33Business of Education . . . . . . . . . . . . 33Resource & Reference Guide . . . . 34-35Classified . . . . . . . . . . . . . . . . . . . . . . 35Winnerof theBestBusinessAwardEDUCATION UPDATEMailing Address:276 5th Avenue, Suite 10005New York, NY 10001email: ednews1@aol.comwww.educationupdate.comTel: 212-481-5519Fax: 212-481-3919PUBLISHER AND EDITOR:Pola Rosen, Ed.D.ASSOCIATE EDITORS:Heather Rosen, Adam Sugerman,Rob WertheimerASSISTANT EDITOR:Marylena MantasPRODUCTION MANAGER:Rosalyn BacaniGUEST COLUMNISTS:Stevanee Auerbach, Ph.D., MatildaRaffa Cuomo, Mayor Rudy Giuliani,Dr. Carole G. Hankin, Dr. AugustaSouza Kappner, Martha McCarthy,Ph.D., Assemblyman Steven Sanders,Jennifer WardSTAFF WRITERS:Jacob Appel, Joan Baum, Ph.D.,Sarah Elzas, Tom Kertes, KatarzynaKozanecka, Sybil Maimin, ChrisRowanEDITORIAL INTERNS:Marie Holmes, Jessica ShiBOOK REVIEWERS:Harris Healy, III, Merri Rosenberg,Lillian Shapiro, Selene VasquezCOMICS:Bruce WotringMEDICAL EDITOR:Herman Rosen, MDMODERN LANGUAGE EDITOR:Adam SugermanMOVIE & THEATER REVIEWS:Jan AaronMUSIC EDITOR:Irving M. SpitzPHOTOGRAPHY EDITOR:Christopher McGuirePOLITICAL COMMENTARY:Stuart DunnSPORTS EDITOR:M.C. CohenWEB DESIGN:Neil Schuldiner, Rick SulzADVERTISING DEPARTMENT:Martin Lieberman, Manager. RosalynBacani, Steve Bailey (212) 721-9444,Mitchell Levine, Chris Rowan,Dawn Clayton, Diane Palmer, MarkBergeGRAPHIC DESIGNERS:Neil Schuldiner, Rick SulzEducation Update is published monthlyby Education Update, Inc. 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DECEMBER 2001 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLSSpecial Approaches to Education:The Importance of Creative ArtsSCHOOL3By MATILDA RAFFA CUOMOand JENNIFER WARDMentoring USA recognizesthat the value ofdance, drama and the visualarts in these uncertaintimes are particularly crucial.Youth often do notknow how to express theirinner feelings and manymay not want to speak about their fears andanger. The arts can provide them a less-threateningoutlet to communicate. Many volunteershave come forward to Mentoring USA to offertheir talents at sites, working to provide youthand mentors alike with creative projects. Weekafter week we have seen these projects flourishand allow children moments of pride in their ownwork and opportunities to express, and talkabout, what is troubling them.As Howard Gardner taught us many years ago,there are multiple intelligences and therefore differentways of looking at and interpreting theworld and of learning. Many youth find conventionalclassroom settings, with their emphasis onreading, writing and quiet learning, difficult environments.Special approaches to education, particularlythose that rely on creative and often physicalexpression, are important to utilize and respect.The arts in education should be encouraged andsupported in all our public and private schools.Here is one teacher-mentor’s story of how yogaand dance led two young women to find pathwaysto success.Alicia: She had ponytails in her hair, and a smilethat was as bright as the sun. Born in Japan, sheand her seven sisters were raised solely by theirmother. When we met, she was in third grade. Iwas her yoga teacher. Alicia struggled with hermath homework, hated science and history andhad difficulty communicating. English was not herfirst language, and others thought of Alicia as shyand withdrawn, a loner. Yet, I could see that shewanted to communicate. It took about threemonths for us to become comfortable with eachother; some days she would stay after class to talkabout creativity and to show me her own yogaposes. Over time, I saw a shy little girl start toembrace her own individuality. She started to labelqualities she previously viewed in herself as“faults” as “unique.”Alicia turned out not only to be a great student,but also a great teacher. She taught her poses to theother children, all of whom admired her for hercreativity and dedication. The changes spread. Alicia’sgrades began to improve, she raised her handmore in class, and she spoke up when she did notunderstand something. She found ways to use thearts to understand academics — creating dancerhythms to learn addition and solve mathematicalproblems and yoga poses to depict historic eventsand people. Alicia taught me the invaluable lessonof how expression through the arts can profoundlychange a youth’s sense of self and relation toformal schooling.Vanessa: She was a high school sophomore,on probation because of low grades, and raisingher own child. She took a dance class for“easy credit.” But then she fell in love withdance. She brought her little girl to the classesand stayed after class to learn and perfect techniques.As her love of dance blossomed, hergrades started to improve and she felt moreconfident asking for extra help when she neededit. In her junior year, Vanessa started to talkabout college, a word that was not even part ofher vocabulary a year earlier. We came up witha plan: to apply to the dance department atNew York University. Together we wroteessays and choreographed audition pieces. Notonly did Vanessa gain acceptance to New YorkUniversity’s Tisch School of the Arts but shereceived a partial scholarship as well. Vanessa’spassion and persistence were born out of alove of dance but now underlie a broad andfirm personal and academic base.Sister Ona Bessette has written about “Dance asHealing Prayer,” — “an invitation for a greaterintegration of the body and spirit in a moment ofcommunication with the source of life andlove…a medium of reflection that opens the soulto insight and strength.” Particularly for troubledyouth, we should remember the lessons that Aliciaand Vanessa teach of the power of art and movementto lead a child back to the classroom as areinvigorated learner.Mentoring USA is reaching out to children earlyto prevent school dropout with an effective interventionstrategy and one-on-one relationships.Resources such as books and art activities arevaluable; however, what really matters to a child isthe human touch of caring. This is irreplaceableand invaluable to any child.#Matilda Cuomo is the Founder and Chairpersonof Mentoring USA. Jennifer Ward is a ProgramManager at Mentoring USA. Previously, shewas Dean of Dance at a public high school.Teachers College Talks About IslamBy SYBIL MAIMINFollowing the attacks on the World Trade Centerand the Pentagon, it became clear that knowledgein our society about the world of Islam isskimpy, at best. To address this problem, Columbia’sTeachers College drew upon several relevantdepartments in the university to present a one-dayworkshop for educators about the histories, cultures,and current status of Muslims in a widerange of countries. Discussion and an exchange ofideas about related curriculum development followedthe presentations.Muslims are as diverse as the countries theycome from. States such as Nigeria, Pakistan,Indonesia, Sudan, and Iran have Muslim majorities.India, the United States, and France arenations with significant Muslim minorities. Severalthemes emerge as the end of the Cold War andglobalization, which is seen as passing them by,affect the mood and outlook of many in the Muslimworld. Feelings of hopelessness and defeathave often led, in both majority and minority communities,to a reactive mentality that is phobicabout modernity and focuses on roots and strictinterpretation of doctrine.The Muslim communities in a New York CityProject in Columbia’s School of International andPublic Affairs reports that 600,000 Muslims resideIs your child Dyslexicor experiencing school failure?If so, we may be the solution.We strive to help children not only havethe skills needed to learn, but to want to learn.We take our commitment seriously• Orton Gillingham trained staff• Small classes with individualized attention• Art, music, culinary arts, and computers for arich educationCall 718-625-3502 or contact: Ruth Arberman,Director of The Sterling School299 Pacific Street, Brooklyn, New York 11201Now Accepting Admissionsin New York City. Of these, 42 percent areAfrican-American, 24 percent South Asian, and12 percent Arab. Thirty- seven nationalities arerepresented including 12 from Arab-speakingcountries. New immigrants often compare NewYork City to the hajj, because like the pilgrimageto Mecca, many different groups of Muslimscome together here. The city has 100 mosques,with most in Brooklyn and the Bronx, followed byQueens and Staten Island, but 95 percent of Muslimsdo not attend regularly.It is no longer sufficient to just teach about theFive Pillars of Islam, agreed educators at theworkshop. The curriculum must delve into history,culture, diversity, and living Islam. Concepts ofimperialism, colonialism, nationalism and authoritarianismmust be explored. Students must behelped to think critically about the all-importantevents taking place around them. They must considerwhether one man’s freedom fighter is anotherman’s terrorist, the relativist approach, orwhether there is such a thing as absolute evil.Various organizations are developing materials tohelp teachers cope with the attack and its aftermath.Columbia University’s Eastern Europe, Russian,and Eurasian Resource Center is dedicated toteacher training and outreach. Op-ed pieces innewspapers such as The New York Times presentdiffering views. And, Educators for Social Responsibilityoffers a range of aids and activities. #

4 SCHOOLSPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2001Special Feature: HomeschoolingHomeschooling as Alternative to ClassroomsBy SARAH ELZASIs a classroom education essential to the educationaland social development of a child? Withteachers and legislators debating ‘accountability’,parents taking a closer look at school safety, andstudents exposed to ever-changing cultural andmedia influences, more and more parents and studentsare asking this question. Since John Holtstarted a school reform movement in the 1960sadvocating homeschooling, increasing numbers ofparents have looked to this option as a viable alternativeto classroom settings, challenging traditionalnotions of how children learn.Celine, 12, and Julian Joris, 13, are homeschooledby their parents in New York’s GreenwichVillage. But it is a wonder that they are everhome, with weekly Shakespeare rehearsals andsketching classes at the Met, various Tai-Chi classes,violin lessons and other activities. Yet neitherhas ever gone to school.“I am not against school,” says their mother,Françoise Joris, who was exposed to John Holt’sideas by her parents when she was in high school.“Great schools are wonderful,” she says.But unschooling her children was more appealing.Unschooling is a term that has been coined fora method of homeschooling in which the student’sinterest directs the course of study – a laissez-faireapproach that, while it does not necessarily have tobe unstructured, differs from other, curriculumdrivenhomeschooling methods.“We don’t have time to do all the things theywant to do,” explains Joris in mock-exasperation.Julian is currently writing a science fiction novel,a project that can take up to six hours a day. Thechallenge for the parent in homeschooling, saysJoris, is that she needs to be one step ahead of herchildren, anticipating what they might be interestedin next, so that she can frame a history, math orreading lesson around it.Parents have always homeschooled their children,whether because there was not a schoolavailable, or because they wanted to ensure a certainkind of religious or moral education, or evenbecause they felt they could do a better job. Butsince the 1970s, homeschoolers in New York andthe rest of the country have increased rapidly.The Joris family is part of the New York HomeEducators Alliance, the secular homeschoolingnetwork for New York City. Françoise estimatesthat the Alliance encompasses over 200 familieswith about two students each. New York homeschoolersare required to register with the schooldistrict; however, many choose not to do so. It istherefore difficult to know exactly how manythere are. Another organization, NYS Loving EducationAt Home (LEAH), the Christian network inNew York State, has 150 local chapters servingover 3,700 families.Researchers have estimatedthat there are from 700,000 to 1.15 million homeschoolersnationwide.The Jorises were drawn to homeschoolingbecause they were worried about the increasingemphasis on testing in New York City publicschools. Susan Madley and Jesse Phillips ofSanta Monica, California, who homeschooledeach of their three children in their junior highschool years, did so for a different reason. Theymoved from urban Santa Monica to a cabin in thenorthern California woods when their oldest son,Ben, was 11. Phillips says they “really didn’thave any choice” but to homeschool him.Madley describes the experience as “everyone’sLaura Ingalls Wilder dream,” referring to the LittleHouse on the Prairie books where the authorrecalls growing up on the Midwestern frontier inthe 1870s and 1880s.But even after they left the woods and movedback to Santa Monica, their daughter, Cory, andother son, Lincoln, both decided to homeschooltheir junior high school years, despite availableschools. “One of the most powerful times a parentcan homeschool their kids is in the junior highyears,” explains Madley who, along with Phillips,holds an education degree from University of Californiaat Berkeley. The subject matter in juniorhigh school will all be repeated later, she explains.“All you have to make sure is that they are reading,writing and doing math,” which can beaccomplished at home.“This period of time is when a child is susceptibleto moral education,” continues Madley. Thus,history lessons can bring up ethical issues that maynot be raised in a junior high school classroom. “ Ithink Ben’s love of history comes out of discussionswith me,” explains Phillips.While their reasons for homeschooling are different,both families have the same attitudetowards classroom-based schools: it is “ a logisticalnightmare” as Françoise puts it. Studentsreally only need a few hours of “book learning”during the day, the rest of which should bedevoted to play, says Madley. Yet, she says, “ themost curious, alive and verbal kids are trappedin the classroom.”Robert Culpepper, a second year law student atthe University of Mississippi who was homeschooledthrough junior and senior high school,agrees. “It seems kind of inefficient,” he says ofthe traditional classroom education. Culpepper,like Jorises, was unschooled, but he took it a stepfarther. He spent most of his time on his own reading,relying on his interests to guide him– history,geography, and eventually, film. He describes hisschooling as “pretty much hands off,” although hisparents were very interested in what he was readingand how he was doing.Culpepper attributes the success of thismethod to his personality. His two younger siblingstried homeschooling as well, but foundthey could not stay focused. He admits that therewere gaps in his education—science and Shakespeare,in particular—and he did feel unpreparedfor deadlines and writing papers when he got toColumbia University. But he also emphasizesthat “I never got bored.”The library was Culpepper’s biggest resource,as it has been for Viki Kurashige who has beenhomeschooling her two sons, Sotarou, 12, andHanjirou, 9, since Sotarou was in kindergarten.Continued on page 10CALVERT SCHOOL OFFERS HOMESCHOOL FAMILIES TOOLS FOR SUCCESSBy Bob Graham, Manager of Publications, Calvert SchoolChoosing to homeschool your child carries with it numerous challenges. At Calvert School, we work tirelessly to make the most ofyour teaching time and to minimize your challenges.Once you place an order, you’ll find all of the books, lesson manuals and supplies necessary to teach the course. That’s why CalvertSchool is often referred to as the “school in the box.” The lesson manuals offer detailed daily plans, featuring step-by-step instructionsdesigned to eliminate your guesswork. Based on the teaching theories of Virgil M. Hillyer, a Harvard-trained educator who foundedCalvert School in Baltimore, MD., in 1906, the in-depth lesson manuals offer subject by subject objectives, assignments, enrichmentactivities, examples, and questions that probe your child’s knowledge.Beyond the course materials, we help in other ways. Our free placement testing service ensures that your child is placed in the rightcourse from Day One. Our Education Counselors are specially trained teachers available to all Calvert families by phone and e-mail forfree advice and assistance with coursework or student concerns.Our optional Advisory Teaching Service (ATS) provides student support and accountability as a teacher grades your student’s tests.The ATS teacher returns the test with a personal letter of encouragement, which can assist you with the difficult tasks of child motivationand discipline. For students who use the ATS service and complete a course satisfactorily, Calvert provides a Certificate of Completionand, upon request, a transcript. The ATS service provides families with a level of accountability and validation – and peace of mind.To learn more about Calvert School, visit http://www.calvertschool.org or call 888-487-4652.

DECEMBER 2001 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLS SCHOOL5Special Feature: HomeschoolingTHE LEGALITY OF HOME EDUCATIONBy MARTHA McCARTHY, Ph.D.The number of parents deciding to educatetheir children at home has steadily increasedsince the 1980s. Recent estimates indicate thatbetween 850,000 and 1.8 million children arebeing educated at home. Estimates varybecause even though parents may be asked toregister their homeschooled children with astate agency, this is difficult to monitor andenforce.The most common reason for parents to educatetheir children at home is that they do notwant their children exposed to content that conflictswith their religious beliefs, but some parentsare dissatisfied with public school academicstandards, fearful for their children’s safety,or simply want to be more involved in theirchildren’s learning experiences. A few teachtheir children at home because of geographicisolation. The current availability of commercialmaterials over the Internet, especiallyChristian-based instructional packages, hasmade instruction easier to provide at home.All states now allow home education, butsome features have generated legal controversies.Most courts have upheld requirements thathome instruction be substantially equivalent topublic school offerings, but a few courts havefound challenged “equivalency” requirementstoo vague to impose criminal liability on parentsfor noncompliance. Although the judiciaryhas recognized states’ authority to regulatehome schooling, the clear legislative trend istoward reducing curricular requirements andstandards for home tutors. The Home SchoolLegal Defense Association has reported thatabout three fifths of the states have easedrestrictions on home education programs sincethe early 1980s when almost half of the statesspecified that home tutors had to be licensed.Now, no state requires home instruction to beprovided by licensed teachers.Homeschool.Home school.Home study.Home Study International.Study at home.Any time.Any where.Accredited. K-college.1 800 782 476912501 Old Columbia PikeSilver Spring, MD 20904www.hsi.eduHowever, courts have upheld requirementsthat students educated at home be tested toensure mastery of basic skills. Also, whenhomeschooled students attempt to enter thepublic school system, school personnel can testthe students and use other assessment criteriafor placement purposes. Several courts haveruled that parents who homeschool their childrenwith disabilities cannot assert that the publicschool district must provide such childrenspecial education and related services at theirhomes.One often thinks of homeschooling in connectionwith elementary grades, but somerecent controversies have focused on the highschool level. For example, some parents haverequested that their homeschooled children beallowed to enroll in public schools for specificclasses (e.g., band, laboratory sciences) and toparticipate in interscholastic athletics, otherextracurricular activities, and statewide competitions.The legality of these practices variesacross states, and the Supreme Court has notyet recognized that homeschoolers have a federalconstitutional right to such dual enrollmentor extracurricular participation.State policy makers face difficult decisions instriking the appropriate balance between stateinterests in ensuring an educated citizenry andparental interests in directing the upbringing oftheir children. If homeschooling continues tobecome more popular, the state’s regulatoryrole may come under increasing scrutiny. Someschool voucher proposals being consideredwould allow public funds to flow to parentswho educate their children at home. Althoughsuch initiatives have been rejected by voters inseveral states, if such a provision is enacted, thenumber of children being educated at homemight increase dramatically. #Martha McCarthy, Ph.D., is the ChancellorProfessor, School of Education, Indiana Univ.The Makulu II crew and NYCstudents before the ship departedfrom the 79th St. Boat Basin.The Makulu II:The Field Trip to End All Field TripsBy TOM KERTESMore than 600 students from 20 New Yorkinner-city elementary classrooms are going tobe fortunate enough this year to have the Reachthe World Company reach the world for them.Reach the World (RTW) sponsors the Makulu II,a rugged Nautor Swan ketch that just sailed fromManhattan’s 79 th Street Boat Basin for a 26-month voyage around the globe. Though the 43-foot boat appeared shockingly small in the vastnessof the surrounding waters—and, for thelaunch, we’re only talking about the Hudson River—it aims to accomplish a truly enormous task.“I love history and always wanted to learnabout it by sailing around the world,” saidRTW President Heather Halstead. “And since Igraduated from Dartmouth–perhaps the mosttechnologically advanced college in the country– I figured that by the use of technology andtelecommunication tools aboard the boat,we could bring the entire world to childrenwho otherwise would not have the opportunityto experience much of it outside of theirimmediate neighborhood.”Halstead feels that, given the current worldsituation, the mission of the Makulu II may bemore essential than ever.“In light of what we now face, there may be nomore important long-term goals than to educatechildren about the cultures, environments, and traditionsthat populate our world. It’s only throughthe teaching of tolerance and global understandingthat we will prepare them for the heavy responsibilitiesthey must bear in the future,” she said.“Students are confused and scared,” said 23year-old Captain Erin Myers. “It’s importantfor them to understand that we’re all part of aglobal community.”Myers, Halstead’s fellow Dartmouth graduate,is one of the five brand new crewmembersembarking on the boat’s second global trip. Itwill cover 27,000 miles over three oceans andsix seas, while making stops in 36 countries.“This trip is much better organized,” Halsteadpointed out, “because we’ve learned fromthe experience of the first voyage.” Thecrewmembers come from varied educationaland academic backgrounds and are ready to putthemselves and their skills to the test as fieldeducators for hundreds of deserving children.”The ultra-committed crew, serving as adventurer-educatorswho will create a “virtual classroom”on the boat, is taking two years-plus toexperience this “ once in a lifetime” voyage. Theyouthful quintet – not one is over 28 – will gatherinformation en route and transmit it to studentsand teachers via the Internet and the project’swebsite (www.reachtheworld.com). Students cantransmit and receive messages within a weeklyframework, as well as track the boat’s progresson the RTW website. Reach the World will alsoprovide special educational materials and createnew projects as the voyage unfolds. Teachers canbuild lessons around the boat’s voyages.Famed broadcaster and RTW AdvisoryBoard member, Walter Cronkite, was the Masterof Ceremonies at the Makulu II’s wonderfulbon voyage party. “The current world situationonly proves that we need to know far moreabout people around the world than we donow,” he said. “This wonderful educationaladventure will accomplish this for thousands ofschoolchildren.”“Fair winds and good going, Makulu II.”#HOME STUDY INTERNATIONAL

6 SCHOOLSPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2001After School Chess Games in HarlemCO-ED SEMESTERED BOARDING HIGH SCHOOL• High academic standard• Co-ed semestered boarding school• University preparation: advancedcourses for entrance into NorthAmerica’s finest Universities: taught inEnglish; grades 10 through high schoolgraduation• Medieval Lanciano on the Adriaticcoast in central ItalyBy JOAN BAUM, Ph.D.That’s chess absorbing them after school at theHarlem Educational Activities Fund (HEAF) centeron Adam Clayton Powell Boulevard, butbehind the plotting of moves on an eight by eight• Safe, quiet, utterly charming• Exquisite college residences• Expert qualified teaching staff• Supervised excursions to citiesthroughout Italy and Europe• Study with the best of Europe and NorthAmerica in a culturally rich environment• A unique education experiencethat lasts a lifetime!Now Enrolling Full Year January 2002 • Summer Program July 2002Tel: (905) 508-7108 1-800-422-0548 Fax: (905) 508-5480Email: cciren@home.com www.ccilanciano.comis a rehearsal of general strategies of success foryoungsters, primarily African-American andDominican, from Harlem and Washington Heights.Through the HEAF chess programs these youngpeople are taught that every act has consequences;that while minor errors might be overcome, someactions cannot be taken back; that learninginvolves pattern recognition, evaluating alternatives,considering short and long-range goals.Beyond that, they are exhorted to exercise a will tosucceed, extend courtesy to others, value teammates,be respectful of opponents. “Chess is not theend but the means” is the mantra at HEAF, thoughno doubt when the kids hear it from none otherthan Maurice Ashley, the first Black InternationalChess Grandmaster who directs HEAF’s chess initiativesat the Center and at Mott Hall at IS 223 inDistrict 6 (where chess is part of the curriculum),they know this game’s for real, “a metaphor forlife.” In the words of Daniel Rose, the indefatigableand passionately dedicated president of theHarlem Education Activities Fund, you can’t get abetter role model than Maurice Ashley.Certainly, the affable, energetic, supremely articulate35 year-old Brooklyn Tech graduate whowent on to City College to study creative writingradiates a cool that comes from more than winningchess games. His confidence comes from being notonly accomplished but happy. He truly enjoys whathe does as chess director and wears his sense ofmission with grace as well as enthusiasm. Helingers unobtrusively in a doorway, watching oneof the teachers lead a class of boys and girls, a mixof grades four to eight. Black bishop’s contemplatinga move. Looks good, but down the line, couldbe threatening. How far down the line, how mighta short-range advantage be a long-term mistake?What kinds of questions need to be asked, howimaginatively can the problem be framed? Almostunwittingly, he leans into the classroom, pleasedwith the analysis but wanting to hear more.“C’mon,” he challenges one rapt nine-year old,chin in hands, who seems mesmerized by the play,“what else can happen?” She tells him. He beams.Earlier, Ashley recalled the start of his ownlove affair with chess, a game he started playingcasually in a local library but then felt the pull ofthe “mystery” of the game, the sense of its appealto the imagination as well as its reliance on theprotocol of play. He recalls a competition HEAFkids faced not too long ago with a team whosemembers had memorized opening gambits. Asplay began, HEAF was not doing well against itswell rehearsed opponents, but Ashley had faith inthe larger game plan, considerations of the bigpicture and long-range strategies he’d been pushing.And sure enough, by midgame HEAF wasascendant. The Dark Knights have since gone onto win city, state, and national competitionsagainst public and private schools.At HEAF, incidentally, girls constituteapproximately 50 percent of the after schoolchess classes. If the programs can sow goodseeds, it is likely that the girls will continue tovalue intellectual achievement when they getinto high school, but like so many, particularlythose from broken homes, families wherelearning is not a tradition, and cultures that tendto undervalue the potential of women, girls caneasily succumb to stereotype. As Rose, Welshand Ashley reiterate, the Center is committed toturn out not so much good chess players asgood students throughout high school who willbe motivated to go on to college, even to graduateand professional school. It is significantthat in the HEAF Annual Report the chess programis described in a section headed “Layingthe Groundwork for College.”Dan Rose takes a visitor by the arm and commandeersa tour of the Center, pointing outinspirational sayings in the halls that he haspersonally selected for blowing up and framing.One wall is lined with tributes to the HEAFkids who have made it—a whopping successstory that validates the Harlem EducationActivities Fund mission statement to developand sustain “attitudes and skills” in disadvantagedyoungsters that will “enable them to leadsatisfying and productive lives in mainstreamAmerican life.” “So much of life is psychological,”says Rose, but these children are capablein “both subtle and unsubtle ways” of changingtheir views of themselves. HEAF also investsin its young participants in ways that have infiscal as well as educational payoff. As Rosenotes, HEAF graduates are all gifted with threeshares of stock—IBM, AT&T and Disney.Among programs that resemble one another,HEAF stands out. As Courtney Welsh, HEAF’sexecutive director points out, the HEAF successstory of the last 10 years is due to anunprecedented amount of screening and closemonitoring that concentrates on close involvementof parents in all HEAF efforts. And to anunusually active, professional top staff, whoare smart as well as sensitive. #KidsChess Network, Inc.Since 1993, Kids’ Chess Network, Inc. has organized and directedmany in-school and afternoon chess programs in Elementary,Junior High and High Schools in New York City.Private, Individual & Group Lessons:Kids' Chess Network, Inc., based in New York City, conducts many scholastic chessprograms. Our programs are listed at http://www.KidsChessNetwork.com, which alsoincludes links to the mini-sites we are developing for each program, which students,teachers and parents are encouraged to contribute to.To contact us,call Grandmaster of Chess Michael Rohde at (646) 765-7278,visit us on the web at www.KidsChessNetwork.com,or write us at Michael@kidschessnetwork.comor P.O. Box 20021, Park West Finance Station, New York, NY 10025.KidsChessNetwork

DECEMBER 2001 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLSSCHOOL7THERE’S NO PLACE LIKE HOME, AT LEAST IN THE BEGINNINGHomeschooling reflects a parent’s desire to take control of their child’s education as opposed to a condemnationof traditional schooling. Homeschooling families have a broad range of philosophies concerning the contents andpace of education, the ideal “class size”, as well as the teaching/learning methodology. All have one thing in commonhowever, the desire to have their children educated, at least for some period of time, at home.Utilizing home as the classroom has several benefits. Most importantly, a home provides children a secure andcomfortable environment. With their inner security needs met, children are free to focus all of their attention andenergies in the learning activity. This sense of security must also be maintained as a child begins the separationfrom mom. Over the years we have worked with more than one thousand preschoolers, many as young as 18months, all within a home environment. Each child is different and develops a sense of security and comfort whenmom is away in their own unique time. We have observed a natural progression where in the beginning a child functionsbest when mom actually participates in the class. Soon mom’s role is relegated to a back of the room observer,then to a different room altogether, until finally her presence is not needed for the child to function confidentlywith our curriculum. The entire succession often takes only a few class meetings, however the long term benefitsof letting it run its course are immeasurable.In addition to providing much needed security for a child to function at a higher level, schooling at home has otherbenefits. When home serves as the classroom, education becomes part of life’s daily routine and is not bounded bya class period or setting. I believe this provides a lifelong disposition to learning regardless of the physical surroundings,should they be a traditional classroom or not. For many parents this readiness to move beyond happensby preschool age while many home school parents believe it can be as late as the college years.Debby Gibbs is a homeschooling mother of five and the founder of Homeschool Programs, a provider ofpreschool and learn to read classes. Their programs address the specific developmental requirements of early learnersby providing an age appropriate curriculum that is developed and conducted for small groups. Their classes areconducted in homes to ensure a comfortable and secure environment that often serve as a gradual transition to aconventional classroom setting for their students.HOME STUDY INTERNATIONALThinking of homeschooling, but don’t know where to turn?Of the many choices available, you may want to considerHome Study International (HSI). HSI has the distinction ofbeing the only accredited curriculum provider for kindergartenthrough college. Established in 1909, HSI provides anAmerican education for any student anywhere in the world(hence the name). HSI’s flexibility allows students to enrollfor one course or an entire grade. Each course includes aminimum of a textbook and a guide that maps the textbookinto daily assignments and then navigates the studentthrough them. The elementary (K-6) guide is written for theparent who acts as the teacher. Standard curriculum isoffered for the elementary grades. The junior high level(Grades 7 and 8) offers standard curriculum as well as Spanishand keyboarding.High school courses include business, English, fine arts,health and home economics, history, foreign languages,math, science, and religion. HSI offers a state-approved highschool diploma. HSI manages the distance learning programsof three colleges, making it possible to obtain a B.A. or a B.S.degree at home as well. Consider Home Study International,a good homeschooling option for the discerning parent.THE BALL-STICK-BIRD PHONIC READING SYSTEMThe Ball-Stick-Bird phonic reading system, developed by psychologist Dr. Renee Fuller, derives its name from the way itteaches the alphabet. With Balls (circles), Sticks (lines), and Birds (angles), the student can make all the letters of the alphabet.But story reading does not wait for alphabet mastery. Already with the presentation of the fourth letter the hilarious adventuresof Vad of Mars begin.These adventures package principles from neuroscience and child psychology thereby greatly increasing learning ease,speed, and reading pleasure. Instead of senseless drill, the repeated phonic lessons are immediately utilized in another goofyscience fiction adventure.Immediate immersion into story reading allows for code approximation. The student is told the truth—the letters are asloppy code. Therefore, “You are a detective and the letters are your clues. The only way you can be sure of the exact soundof a letter clue is to see if it makes a word that makes sense in the story,” says Dr. Fuller, former chief of psychological servicesat Maryland’s Rosewood Hospital Center. Her experimental program in applied and basic research on cognitive changesinvolving Ball-Stick-Bird intervention won her work Fairleigh Dickinson University’s Distinguished Achievement Award.Research has shown that with Ball-Stick-Bird there was no such thing as dyslexia or learning disability. Pre-schoolers andelementary students became avid readers with astonishing speed. Adults with a history of learning disability—and even theseverely retarded—easily learned to read with comprehension. These data and the questions they raised about human intelligencewere reported and discussed at several symposia on Ball-Stick-Bird, as well as during Continuing Education workshopsand at Annual Meetings of the American Psychological Association.The Ball-Stick-Bird successes, conflicting as they do with achievement expectations based on IQ and psychological evaluations,led to a new theory of cognitive organization. Called the story-as-the-engram theory of cognitive organization, this theoryhas fascinating implications for the wide-ranging potential of the human mind.About Ball-Stick-Bird the Journal of Developmental Education said “Dr. Fuller provides us an unparalleled opportunity fora paradigm shift with potentially far-reaching consequencesfor education, not just in reading but in total intellectualdevelopment.#CHEMISTRY REGENTSOver 19,000 Books Sold In 19 MonthsHigh Marks: Regents Chemistry Made EasyBy Sharon Welcher(College Teacher, Chairperson,and Teacher of High School Review Courses)Very Easy Review Book ($8.50)-Get HIGH MARKSAVAILABLE AT LEADING BOOKSTORESALSO AT: Brooklyn:Teachers Edition: Harnick’s:4902 18th Ave. 1403 Ave. Jor 1272 51st St.Lane’s4703 13th Ave.Towne Variety:72-34 Main St.Queens:ABC:1402 15th Ave.Carol School Supply:179-28 Union TpkeOr Call 718-271-7466or 1-877-600-7466 (Toll Free)www.highmarksinschool.comTHE MORE HIS GRADES DROP,THE MORE YOUR HEART SINKS.When a child brings home bad grades, it’s a problem for the entire family.Huntington Learning Center is here to help. For over twenty-five years, we’vegiven kids of all ages the skills, confidence and motivation to get better grades. Wepinpoint academic problems and then create a customized learning program that works.Call (212) 996-8099 for a free consultation.1556 3RD AVENUE(BWTN.87TH & 88TH ST.)(212) 534-320037 UNION SQUARE WEST(BWTN.16TH & 17 ST.)(212) 242-8585452A COLUMBUS AVENUE(BWTN.81ST & 82 ST.)(212) 496-2900

DECEMBER 2001 ■ EDUCATION UPDATE ■ SPOTLIGHT ON SCHOOLSSCHOOL9Voters SupportAfterschoolProgramsThe results of a new public opinion survey,which was conducted recently for the AfterschoolAlliance by Lake Snell Perry & Associatesand The Tarrance Group, indicate thatlarge, bipartisan majorities of American voterssupport expanding afterschool programs intheir communities and around the nation.Seven in 10 voters want afterschool programsto be available to all children even if itmeans increasing the current $846 million federalappropriation by an additional $800 millionper year. That support crosses all lines:Republicans support the increase by a marginof 62 to 26; Democrats by a margin of 78 to 10;women by a margin of 2 to 17; men by 66 to18; married voters by 70 to 16; and single votersby 71 to 15.According to the poll, the fourth one in aseries funded by the C.S. Mott Foundation andJCPenney, most voters are also willing to pay$100 more per year in state taxes to make afterschoolprograms available.The poll found that almost nine in ten voters(86 percent) agree that “there should be anational commitment to making sure everychild has a space in an afterschool program.” Inaddition, nearly three in five voters (58 percent)say they think the federal government isspending too little on afterschool programs,and 59 percent say their state governments arespending too little.The Afterschool Alliance is a coalition ofpublic, private and nonprofit entities dedicatedto ensuring that all children have access toafterschool programs by 2010. Information onthe Afterschool Alliance and the public opinionsurvey are available at www.afterschoolalliance.org.#Career Renewaland Mid-Career Change for professionals.You deserve the future youwant. Improve your current careeror identify new options. Learn toshowcase your best skills and craft astrategic job search.Call Mila Begun, MA,qualified career developmentspecialist, at WORKWISECareer Strategies at 212-874-1885Reasonable RatesConvenient West Side Manhattan locationCAREERS: A WOMAN PILOTBy SARAH ELZASDevon Dunning is a pilot for ContinentalExpress, a regional subsidiary of ContinentalAirlines. She flies small, 46-passenger ATR-42 airplanes in and out of Newark, NJ, fourdays a week.Given the recent attacks in New York andWashington, DC, Dunning’s job may seemterrifying. But, she seems to trust the newsafety regulations.“I look at it from a pretty logical point ofview,” she says. “I do believe that the securityhas been improved.”She will comply and trust any new FederalAviation Agency (FAA) regulations, althoughshe draws the line at pilots carrying guns.“It seems like it may cause even moreproblems,” she says. She is more worriedabout the industry, in particular, how smallerairlines will fare with drops in airline use.That Dunning is thinking in economicterms is not surprising, as she never intendedto become a pilot at all, but rather, go intobusiness. Dunning holds a BA in financefrom SUNY-Albany, and she started aninternship at an investment company whenshe moved to Manhattan after graduation.However, things did not go as planned.“About two months later, I was miserable,”she says of starting her new job. She enjoyedneither the work nor the hours, and at 21years old, she had to reevaluate what shewanted to do. While on an airplane going tovisit a friend, she realized that she reallyenjoyed flying. Why not make it a career?Dunning grew up with a father who flew aSkyhawk–a small, four-person airplane.Shenever thought about becoming a professionalpilot, even while she was taking flyinglessons during her summers in college. Sherecalls flying with her father at night as ayoung girl.I would always be baffled at how he couldfind his way home at night, she said.Now, of course, after nearly three years oftraining and over 1,500 hours flying, sheknows exactly how. In order to log the morethan 1,500 hours of flying, Dunning, likemany of her peers, received an instructor rating,which allowed her to teach flying, andthus pay for her flying hours as well. Shejoined Continental Express in January 2001as a trainee, and in March she received hercommercial rating.“You have to go through the natural steps,”she explains of the path towards becoming apilot for a major airline, which she says iswhat she eventually wants to be doing. “I hada five-year plan that just turned into a sevenyearplan,” she explains.When the economy is good and people aretaking airplane trips, the industry tends tomove pilots up the ranks quickly–in two orthree years. However, these days, with confidencein the airlines waning, Dunning wondershow long it will take for her.At 25 years old, Dunning may seem like ayoung pilot, but she says this is not unusual.“I have been running into many people myage,” she says. As for being a woman in anindustry that has, according to Dunning, 10to 12 percent women, she has not felt it makea difference. “Everyone throughout my traininghas been professional,” Dunning says.She says, that it is her coworkers thatmakes the job worthwhile, and, of course,the landings. “It’s the most thrilling part ofthe ride,” she says. What is the worst part ofthe job? There isn’t really one. Whenpressed, she says,“My biggest headache iswhen I am done with the trip and I have todrive home.”#Kaplan is K12 results.Kaplan K12 Learning Services provides schools withstaff development and student curricular materials to:• Address basic skills gaps in core content areas• Teach test taking strategies and critical thinking skills• Improve resultsThe October 19 & November 6 staff development days are rapidly approaching!Call us at Kaplan K12 Learning Services to schedule a staff developmentworkshop in strategic test readiness. Limited bookings remain.Contact:David Borkowsky, Executive DirectorKaplan K12 Learning Services888 Seventh Avenue, New York, NY 10106(212) 974-2774 e-mail: david_borkowsky@kaplan.com

10 ModernLanguagesStudy AbroadOptionsCOMPILED by MARIE HOLMESConsidering study abroad? More studentsthan ever are taking advantage of the opportunitiesthat study abroad offers. Whether yourinterest is language learning or service learning,there are hundreds of programs all over theworld for you to choose from. If you are a studentlooking to receive college credit for coursestaken abroad, the best place to begin yoursearch is the study abroad office at your collegeor university.These websites may also be useful:• Institute for the International Education ofStudents: www.iesabroad.org• College Consortium for InternationalStudies:www.ccisabroad.org• International Partnership for ServiceLearning: www.ipsl.org• School for International Training:www.sit.edu• Council on International EducationalExchange: www.ciee.org• Cultural Experiences Abroad:www.gowithcea.com• International Studies Abroadwww.studiesabroad.com• Studyabroad.com: www.studyabroad.comThe following sites provide informationabout financing studies abroad. Again, youshould first check with your home college oruniversity. Many students are able to use grantsand financial aid from their schools to helpfund their studies abroad. If the study abroadprogram is officially approved by your school,you will also be eligible to receive federal aid.• The Financial Aid Information Page:www.finanaid.org• National Security Education Program:www.ndu.edu/nsep• University of Minnesota Online StudyAbroad Directory: www.istc.umn.edu/OSAD/Scholarshipsearch.htmlFew decisions are as important asthe choice of a college; few writingassignments are as important as thecollege application essay.Write essays that reflect yourpassion, integrity and individuality.Private and group instruction fromIvy grads and former Ivyadmissions staff.MODERN LANGUAGES ■ EDUCATION UPDATE ■ DECEMBER 2001By MARIE HOLMESRachel Moran, a student at Pittsford SutherlandHigh School in Rochester, New York, has wonfirst prize in InternationalEducationWeek.com’sinaugural essay contest. Rachel’s essay, “SendingPostcards Without Stamps,” was chosen fromamong numerous submissions from high schooland college students across the country. In herwinning essay, Rachel describes her art historyclasses as “imaginary field trips” and explainsthat international education need not require costlytrips around the world. “With the right education,”she writes, “students willencounter far off lands frominside their schools.”Rachel’s prize includesthree weeks of summer studyat Richmond—The AmericanInternational University in London,including housing, meals,tuition and airfare, courtesy of theAmerican Institute of ForeignStudy (AIFS).Rachel will soon join thousands ofAmerican students who study in the UnitedKingdom each year. Long the top destination,the U.K. hosted 29,289 American students duringthe 1999/00 academic year, more than doublethat of any other nation, according to the OpenDoors 2001 report on study abroad. Other popularhost countries include Spain, Italy, France,Mexico, Australia, Germany, Israel, Ireland,Costa Rica, China, Japan and Austria, almost allof which experienced an increase in U.S. enrollmentover the past year. The number of internationalstudents who study in the U.S. alsoincreased by over six percent, to 547,867. Themajority of these students receive no U.S. fundsto finance their studies, making higher educationthe country’s fifth largest service sector export.New York is a national leader in hostingHomeschooling As An AlternativeNEW YORK HIGH SCHOOLSTUDENT WINS SUMMER IN LONDONcontinued from page 4She uses a Waldorf curriculum, and is dependenton interlibrary loan to get the books she needs inrural Chattaham, NY.Many battles between homeschooling parentsand school districts have been fought in courtsacross the country since the 1970s, but now homeschoolingis a legal and viable option in all 50states, although regulations vary. In New York, ahomeschooling family must register with the localschool district and submit an annual notice ofintent, a plan of instruction and four quarterlyreports, all paperwork that many homeschoolingfamilies resent.Often, homeschooling families feel at odds withschool districts and legislatures because publicschools see homeschoolers as lost revenue. “Myown feeling is that nothing good for homeschoolersis likely to come out of the New York Legislature,”writes Mary O’Keefe in Growing WithoutSchooling, the newsletter about homeschoolingfounded by John Holt in 1977.The majority of homeschooled students comefrom white, non-Hispanic, two-parent households,with one parent not working. This is according toa new study released by the US Department ofEducation. In New York, Françoise describes aspread of families in her organization– from singleparents to two working parents.While homeschooling families often sharesimilar ideologies about education and ethicsor towards school districts, the sheer numberof homeschooling resources in books and onthe web reveals that this is an option that canbe approached in any possible way. How tohomeschool is up to the families, but theways and means are as varied as the peoplethemselves.#PHONICS!DOLCH SIGHT WORDS!New books!Phonics Rules! Everything you need toknow and understand about phonics rules!Worksheets too!No Glamour Reading: Sight WordsIncludes workbooks for each level ofDolchDolch Sight Word List.Visit: www.reading-now.cominternational students, second only to California.New York University boasts the largest foreignstudent enrollment for the fourth year in arow. Columbia University ranked third, afterthe University of Southern California. Leadingplaces of origin for international students wereChina, India, Japan, Korea, Taiwan, Canada,Indonesia, Thailand, Turkey and Mexico.This year’s Open Doors report, releasedNovember 13 during International EducationWeek, also included a recent online surveyabout study abroad in the aftermath ofSeptember 11 th . Ninety-sevenpercent of the 600 educatorswho responded to the surveyreported that study abroadwas regarded as moreimportant or equallyimportant on their campusesafter September 11 th , and thatfew to none of the internationalstudents on theircampuses had decided toreturn home early in responseto concerns about security. Themajority (91 percent) of respondentsalso reported that 90 percent or more of theirU.S. students had made no changes in theirplans to study abroad.International Education Week, sponsored bythe U.S. Departments of State and Education,was first established by the Clinton Administrationin 2000. This year, StudyAbroad.comlaunched InternationalEducationWeek.com topromote the week’s events. The essay contestwas held in celebration of the site’s launch.#LEARN CHINESEFROM NATIVE SPEAKERB.A. from Taiwan, M.A. fromMontclair State University.Experienced teachingColumbia business students.Will teach Conversational Chinese.$25 per Hour.Or: translate/interpret yourbusiness documents.Call: May (917) 969-8282or (212) 489-2304FRENCH LESSONSANY LEVEL!Given At Your ConvenienceBy Native French WomanMasters Degree -Sorbonne UniversityCall (212) 579 - 0424DirectoryofTutorsS.A.T.UTORIALSACADEMIC TUTORING CENTERALL SUBJECTS•LEVELS•EXAMSCALL TOLL FREE 1-877-444-47281-877-HIGH-SATSN.Y.’s #1 TEST PREPARATION SERVICEH.S. ENTRANCE-SAT I&II -GRE-GMAT-LSAT-MCATMATH-SCIENCE-ENGLISH-FOREIGN LANGUAGESPECIALISTS. 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DECEMBER 2001 ■ EDUCATION UPDATE ■ CHILDREN’S CORNER11Best Five Toys for the HolidaysBy DR. TOY(STEVANNE AUERBACH, Ph.D.)Parents and teachers are always looking forthe products that have enduring qualities, arereasonably priced, and help children to learn.These selections will provide children frompreschool through older children with learningand fun, plus they will be used well into thenew year. Tips on Selecting toys:Finding the right toy starts with your child’sinterests and some research. Ask yourself: Isthe product appropriate? Does it fit the child’sage, skills and abilities? Is the product welldesigned?Easy to use?Is the product appealing to the child? Will itfrustrate or challenge? Play is a perfect way tointroduce reading. Use these suggestions andlook for more guidance on our web site. Readingcan be a natural part of the child’s activitiesif you provide the tools the child needs for success.1.Battat, Phone Station 3-5 yrs. ($36.00)800-822-8828http://www.battat-toys.comThis is a unique new telephone that will thrillyour youngster. Children enjoy conversationson phones and this one adds to the value of theplay with on buttons with sounds, pre-recordedbuttons for messages, and sounds that are realistic.Talking on the phone is a natural processto help them expand their communicationskills. They will learn about 911 emergencynumber and also ways to answer the phone andexpand their talking on the phone. There is awashable notepad built into this practical andclever new phone system.2.Fisher-Price, Play With Letters Desk 3-7yrs. ($29.99) 800- 432-5437http://www.fisher-price.comWhen a child rolls a letter on the desk, thedesk magically knows which letter was rolledand rewards the child with a fun response.Children can see and hear the letters and alsotrace them with their fingers. By incorporatingall the senses, sight, sound and touch, thislearning toy teaches pre-reading skills includingletter identification, word association,spelling, and more.3.Folkmanis, My First Puppets Soft Book6-36 mos. ($35.00) 800-654-8922http://www.folkmanis.comThis new soft book features four spreadseach with a hand puppet and matching fingerpuppet. It emphasizes discovery tools such ascolor, texture, shape, movement, sounds andsurprise to stimulate development. Puppetswill bring joy to your child plus it will also helpher/him learn the fun of reading. Use the colorfulfinger puppets while you talk and readalong to your child.4.Get Real Girl, Get Real Girl 6-12 yrs.($25.00) 866-474-4747.http://www.getrealgirl.comThe Get Real Girl dolls are each unique foraction and adventure. They provide girls withrole models from everything from soccer, basketballto backpacker and surfer. The dollshelp girls to be inspired and develop their ownrole model. They provide support for greaterself-esteem and will help girls to imagine playand adventure. The dolls are diverse in ethnicityas well as in their interests and they eachhave unique aspects. They carry passport journalsthat give them a path to their adventures.The founder of the company, Julia Chavez,continues on page 23From the Superintendent’s SeatA Feast Beyond CompareFocus on Special EducationBy DR. CAROLE G. HANKINWITH RANDI T. SACHSI attended a pre-Thanksgiving feast at one ofour district’s middle schools recently. Thisannual tradition has always been a special occasion,but this year’s was truly outstanding. Thefood was delicious, but it was the smiles of thechildren there that warmed the room. The feastwas put together by all of the middle school’sstudents who utilize special education services.They prepared the food and the decorations, andmany came in costumes. For some students specialeducation may mean time spent with aresource room teacher; for others it may meanthat many, some, or just one of their classes istaken with other students who have difficultylearning those specific subjects.This year, we have a new program in middleschool called the Life Skills Class. These studentsrequire more specialized instruction and acurriculum that is appropriate for their individualneeds and abilities. All children participatingin our special education programs are givenmany “mainstream” opportunities. All of ourschools in Syosset plan a significant amount ofschool-wide programs, such as concerts, sciencefairs, plays, guest speakers, dance programs,and more, which all students attend together.Special education teachers, regular educationteachers, and related service providers collaborateto provide the support a student may need toparticipate in a mainstream class. When it isdetermined that several students need more individualizedattention and smaller classes to succeed,the teachers work together to make surethe curriculum mirrors what is taught in the largerclasses.We believe that every child is entitled to aneducation that enables him or her to learn all thathe or she is capable of. The services we provideour students may adapt the methods they use tolearn, but for all who are able, the quality andbreadth of the subject matter need not be compromised,particularly as the student’s learningabilities progress. In fact, almost all of our studentsdo graduate with a regular academicdiploma and a plan to continue their educationin college or another post-secondary program.Many students who utilize services have abilitiesand disabilities that cover quite a widerange. But what is most important is that werecognize that every child with or without disabilitiesalso has abilities—and nurturing theseabilities is what education is all about.On the other end of the spectrum of specialeducation is what is often referred to as giftededucation. In Syosset, our gifted students in theelementary schools participate in a special programwe call Project Beyond. However, becausewe have found that the teaching methods used inthis program are so beneficial to our students,we have expanded our enrichment education toinclude a program called Talents Unlimited,which is provided to every single child in everyclass—and that includes our self-contained specialeducation classes. Each week the school’senrichment teacher brings a new lesson to eachclass that centers around developing one’s talents.It has proven to be a favorite lesson forchildren and teachers alike.#Whether it's art, dance, music, sports & fitness, after school activities or Connect Jewish Afterschool,kids shine at the 92nd Street Y.Lexington Avenue at 92nd Streetwww.92ndsty.orgAn agency of UJA-FederationTo register for Spring classes,call 212.415.5500

12MUSIC, ART & DANCE ■ EDUCATION UPDATE ■ DECEMBER 2001Holiday Events & Music in New Yorkcontinued from page 8Holiday on the Hudson, Dec. 14Figure-skating and holiday music, featuringworld and Olympic champions, and acclaimedsoloists and musical groups. Free.Sky Rink, Chelsea Piers; (212) 336-6881Paul Winter’s Annual Winter Solstice Celebration,Dec. 13,14, at 7:30pm; Dec. 15, at 2PM & 7:30 PMFeaturing the Paul Winter Consort andguest artists Valerie Dee Naranjo ArtoTuncboyaciyan and Forces of Nature DanceTheatre Ensemble $65 reserved; $39, $29general admission.For Tickets Contact the Cathedral Box Office212 662-2133 or CityTix 212 581-1212, Clickhere to purchase tickets through CityTix.Holiday Brass, Dec. 16 at 3pmJoin members of the Principal Brass Quintetfrom The New York Philharmonic and theCanadian Brass for carols and classics. Playingat Avery Fisher Hall at Lincoln Center (64thand Columbus). For tickets and information,call (212) 721-6500.Handel’s Messiah, Dec. 19 at 8pmEnchant your spirit with New York’s favoriteholiday tradition. The Oratorio Society beganthis festive annual tradition on Christmas night1874, and has continued this tradition for 127years. Playing at Carnegie Hall. For tickets andinformation call (212) 228-5307.Kwanzaa Celebration: The Language ofMusic, Dec. 28, 3:30-5pmThe holidays are a time for seeing old friendsand meeting new ones. Join us for an afternoonof music and singing as we celebrate Kwanzaatogether. At the Charles A. Dana DiscoveryCenter (5th Ave and 110th St). Call (212) 860-1370 for more information.AMERICAN ACADEMY OF DRAMATICARTS FOR CHILDREN, TEENS & ADULTSFounded in 1884, the prestigious American Academy of DramaticsArts numbers among its graduates Robert Redford, KimCattrall, Danny DeVito and French Stewart. The Academy offerstwo part-time programs, an Evening and a Saturday Program, forthose who wish to pursue the art and craft of acting in a professionalatmosphere in an abridged form, employing all the basicprinciples and practices on which the Academy is founded. TheEvening Program is a two-year program for adults; studentsattend classes two evenings per week. The curriculum beginswith basic acting exercises and scene work, progressing toadvanced exercise and scene work through the first year, in additionto classes in movement, voice and speech. In the secondyear, students extend the training from the studio to the rehearsaland performance of full-length plays, performed in one of theAcademy’s three theatres. The Saturday Program is designed forpre-teens (ages 8-12), teens and adults and includes classes inbasic and advanced acting technique and scene study, movement,voice and speech, as well as elective workshops in MusicalTheater, Film and On Camera Classes. In the process, each individualwill develop creative thought and self-expression. Don’t justdrop your kids off! Parents can take a class too while they wait fortheir son or daughter! Experienced director and actor, PeterJensen, director of the Saturday program, has taught at the Academyfor 15 years and believes that working with children in a creativeand stimulating environment is the cornerstone of the Academy’ssuccess. At the Academy, your child will experience a creativeoutlet, or if so inclined, begin on the road to a career in acting!An informal interview/audition (a simple cold reading) is partof the application process. Both programs begin in February, andappointments for interview/auditions or requests for brochuresand further information can be arranged now through February 1,2002 by calling Amy Rilling after 5:30pm or on Saturdays. For furtherinformation call (212) 686-9244.La Mano PotteryWinter Classes - Adults• Wheel• Handbuilding• MosaicsKid’s Afterschool & TeenWheel Available -Call For Info237 w18th street bet. 7th & 8th212.627.9450UPTOWN DANCE ACADEMYproudly presents 6th AnnualHostos Center for Arts & Culture atHostos Community College450 GrandConcourse, Bronx, NY 10451Showtimes & Ticket PricesSpecial 1 Hour Showing forSchools and OrganizationsDec. 10th, 10:30 am, 12:30 pm & 4:00 pm $7.00Dec. 14th, 10:00 am & 12:30 pm $7.00Full Length PerformancesDec. 14th, 7:30 pm VIP Performances $35.00Dec. 16th, 2:00 pm Matinee $15.006:00 pm Evening gala $20.00Group Rate Available for 15 or More PeopleFor Reservations and Further Information,Please Call:Uptown Dance Academy (212) 987-5030 orHostos Box Office (718) 518-4455All proceeds will benefit the UDA Children On StageScholarship Fund. UDA is a 501(c)(3) non-profit organization.Donations are accepted and are tax deductible.

DECEMBER 2001 ■ EDUCATION UPDATE ■ MUSIC, ART & DANCE13The Maestro & the Little Orchestra – Dino Anagnost in Top FormBy JOAN BAUM, Ph.D.It’s as difficult for organizations as it is forindividuals to think business as usual after September11th, but the fact is that everyone hasbeen adversely affected by the tragedy and bythe continuing terrorism that has made NewYork City for some a place of fear. More thanmost organization heads, however, Dr. DinoAnagnost, Music Director of the Little OrchestraSociety, knows he is in a prime position tomake a difference, for if music cannot soothethe savage breast, as the expression goes, nothingcan. “Now more than ever,” he says, peopleneed music, none more so than the young. TheMaestro is passionately serious about how artcan educate minds and move souls. If there aresome school districts that have temporarily cancelledfield trips, afraid of bridges and tunnels,and teachers who will not be taking classes toLincoln Center, well, then, the Maestro ispoised to take more performers and performancesto the schools, which he does anyway.His dedication is palpable and infectious. APROFESSIONAL ACTOR TRAININGTrust your talent.Develop your craft.Audition for• Two-Year Part-Time Evening Program• Saturday Courses (Children,Teens, Adults)Some AADA alumni...Redford DeVito Cattrall Haysbert BellowsFor more information:120 Madison AvenueNew York, NY 100161.800.463.8990man of expansive manner, an enthusiast whoseems never to have lost a childlike sense ofdiscovery and wonder, the Maestro clearlyloves what he does. And what he does rangesover an incredible array of interactive musiceducation programs for children and adults.Since commitments are set a year in advance,nothing is being changed because of September11th , he notes, except perhaps his deepeningsense of music as therapy for the “emotionallydevastated,” such as the “kids downtown, whohave heard the constant sounds of emergencyvehicles.” An Anagnost favorite, Victor Herbert’sBabes in Toyland is obviously going to beplaying to babes no longer innocent. To be sure,however, music for the Maestro is essentiallyneither therapy nor consolation but joy. Ifmusic instruction is not fun, he says, his blueeyes beaming wide with playful conviction, it’snot worth the investment. Watching him punctuatethe air as he conducts his conversation,one is reminded of that other joyful music communicator,Leonard Bernstein whom he knew.Artistic head as well as Conductor of The LittleOrchestra Society, the dynamic director isalso Dean of Music at the Greek OrthodoxArchdiocesan Cathedral of North and SouthAmerica and a faculty member at Teachers College,Columbia University, not to mentionbeing the recipient of numerous internationalhonors from governments, universities, andprofessional and civic associations. With allthat involvement he continues to be personallyinstrumental in all the programs under hiswing, especially ensuring that children’s programsare not redesigned or watered downcourses for adults. He and his staff work closelywith teachers in the schools on age-appropriatecurricula, and if numbers count as evaluation,the programs have been marvelously successful,with waiting lists to get in. Parentsaccompanying their youngsters usually windup gleefully wailing, “Why didn’t I have this asa child!” and then sign up for Maestro’s classesfor adults – “Vivaldi’s Venice” and “Sound Discoveries,”both longtime favorites that aregiven at Lincoln Center.Although the programs are many and diverse,it is the Lollipop series that particularly claimsthe Maestro’s heart because working with 3-5year olds can have immediate and significantinfluence. Helping children learn how to listenis an incredibly important skill that goes waybeyond music education, he points out. Andencouraging them to hear rhythms, recognizepassages and delight in classical sounds cannotbe done by watching TV. Interactivity is essential.Hand in air, like a baton, he coaxes a tellingfigure out of his memory bank: one district inHarlem with 15 years associating with the LittleOrchestra Society wants to expand, heartenedby the fact that its participating K-6 grouptested higher on standardized exams. Typical?Who knows, except that listening skills areobviously transferable and the earlier they areinculcated, the better.A new program in the Lollipop concert seriesparticularly delights the Maestro –- the Kitchenpercussion group, he calls it, and indeed theidea seems wonderfully imaginative –- a competitionbetween a regular general kitchen andone where lids and pots and pans are noticedfor their pitch. The Maestro suddenly shiftskeys to extol Mozart for eight-year olds in the“Happy Concerts for Young People,” a seriesfor ages 6-12, where he gets kids to create ascore with the audience. Then there is Mozartthe child, who greets youngsters in his ownperiod clothes, writing music (in German ofcourse), but very fast to show how quickly hecomposed! And isn’t that 11-year-old sitting atthe piano Mozart’s sister? And, lo, Felix andFanny Mendelssohn appear, giving off somesubtle resonance about the role of women in themusic world then.Many Little Orchestra activities take place atAlice Tully Hall and are for adults, includingprograms to introduce audiences to neglectedworks and composers. A special desire is togenerate appreciation of 20th century Americanmusic and he does so by exploring thegenre most people know — movies. Withscores from the likes of Korngold,Shostakovich, Copland, Virgil Thompson,Bernstein, Villa Lobos, Bernard Herrmann(who did the music for Citizen Kane). And soit goes, with a good admixture of cultural andpersonal lore that helps bring modern musicinto the entertainment mainstream.The 60-member Little Orchestra Society,founded in 1947 by Thomas Scherman, hasbeen directed by Dino Anagnost since 1979.Concerts and outreach activities extend fromOctober through June and cover close to 20 differentkinds of programs, including CathedralConcerts and Lollipops in New Jersey, andProject 65 for seniors. The underserved couldnot be better served . . . and at reasonableprices. For further information about The LittleOrchestra Society call (212) 971-9500.#CRAFTS DESIGNED WITH FUN IN MIND!SUPERB SELECTION - HUGE INVENTORYPAPERSGLUESCRAYONSWE CARRY THOUSANDS OF ITEMS SUCH AS:BEADSSAND ARTWOODCRAFTPLUS ALL YOUR BASIC CRAFT NEEDSAS WELL AS:HUNDREDS OF CRAFT KITS IDEAL FOR USE WITH SMALL OR LARGE GROUPSwww.VanguardCrafts.comNew York • Hollywoodwww.aada.orgWE SHIP ANYWHERE!CALL OR STOP IN FOR YOUR FREE CATALOG.1081 East 48th StBrooklyn, NY 11234FABRIC DECORATINGCANDLEMAKING SUPPLIESJEWELRY MAKING SUPPLIESDino Anagnost with a joyful childattending the Lollipops Concert.Phone 718-377-5188Fax 888-692-0056SAVE 15% WHEN YOU PRESENT THIS COUPON (EXPIRES 12/31/01) 12/21/01)(IF CALLING YOUR ORDER ODER IN, MENTION SALES CODE “ED2001”)

14 AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ DECEMBER 2001MUSIC, ART & DANCESaint Thomas Choir SchoolMEDICAL UPDATEAdvanced degrees inmedicine, scienceand the health professions** Auditions by Appointment: Saturday, Dec. 1st, 2001For Grade 3 boys entering Grade 4 in the Fall of 2002M.D.School of MedicineGive a boy the gift of music and education in thisnurturing, unique boarding school.Outstanding ACADEMICSExceptional training in MUSICExcellent interscholastic SPORTS programSubsidized tuition - generous FINANCIAL AID availableBOYS boarding GRADES 4-8The only boarding school in NEW YORK CITYFor more information or to schedule a tour please callthe Admission Office at (212) 247-3311.202 West 58th Street, NJ, 10019 * www.choirschool.orgemail: admissions@choirschool.orgM.S./Ph.D.Graduate School ofBasic Medical SciencesM.P.H./M.S.Graduate School ofHealth SciencesNew York Medical CollegeValhalla • New York(914) 594-4000 • www.nymc.edu“BAROQUE BY THE EXPERTS”—The New York Times“DISCOVER IT FOR YOURSELF!”• DREAMS• GENDER• CULTURE• RELATIONSHIPSPsychotherapyA Jungian ApproachPaul Stein, Ph.D.Licensed • 30 yrs exp.646-221-9135LOSE WEIGHTUNDER MEDICAL SUPERVISIONHEALTHY OVERWEIGHT WOMEN,AGE 20 TO 40JOIN AN INPATIENT STUDY ONWEIGHT LOSS.Work and School allowed.www.rucares.org 1-800-782-2737ROCKEFELLER UNIVERSITY HOSPITALTHE BAROQUE ORCHESTRA AND CHOIRMAGNIFICENT CHARPENTIERMARTIN GESTER, GUEST DIRECTORNovember 16, 2001 8 p.m.eBRANDENBURG CONCERT NO. 5:BEFORE AND AFTERREINHARD GOEBEL,GUEST DIRECTORJanuary 18, 2002 8 p.m.eJ.S. BACH‘SST. JOHN PASSIONANDREW PARROTT, GUEST DIRECTORFebruary 8, 2002 8 p.m.PURCELL’S KING ARTHURBERNARD LABADIE, GUEST DIRECTORMarch 15, 2002 8 p.m.e1688: A YEAR IN MUSICMONICA HUGGETT, GUEST DIRECTORAND VIOLIN SOLOISTApril 12, 2002 8 p.m.eSUBSCRIBE TODAY!212-717-9246IS A FULLY EQUIPPED STATE OF THE ART PEDIATRIC DENTAL CAREFACILITY SPECIALIZING IN ALL FACETS OF CHILDHOOD DENTISTRYFROM ROUTINE CHECKUPS, ORTHODONTICS, TO EXTREME NEEDS. OURDENTISTS UNDERSTAND THE IMPORTANCE OF A POSITIVE DENTALEXPERIENCE AND ARE TRAINED TO PUT THE CHILD’S COMFORT FIRST.www.abcdentistry.net

MEDICAL UPDATENew York City • DECEMBER 2001FOR PARENTS, EDUCATORS & STUDENTS• 15Sloan-Kettering Researcher Makes Difference in Lives of Three HS StudentsBy MARYLENA MANTASLast winter Dr. Sat Bhattacharya, a researchscientist at Memorial Sloan-Kettering CancerCenter in New York City, ventured into innercity,public high schools searching for studentswho possessed a certain motivation and somethingthat he calls “the initial spark.”“I wanted to influence more minds,” he said.“I wanted to go below the university leveland get students interested and motivatedin science.”He found one of them at the FrederickDouglas Academy in Harlem and two atthe Union Hill High School in New Jersey.The students–Tray Vone Anderson, asenior at the Frederick Douglas Academy,Rina Shah a junior and Paulo Lizano, asenior at Union Hill HS—spent the summerof 2001 at Sloan-Kettering conductingresearch in the molecular detection ofcirculating cancer cells in blood and bonemarrow in various types of cancer,including breast, prostate, melanoma,lung and thyroid cancer.The knowledge they acquired during theinternship, which was funded by a grant fromthe American Chemical Society’s project SEED(Summer Experience for Economically DisadvantagedStudents), was put to the test at theNational Poster Presentation sponsored by theNew Jersey Chemical Society, last September.The student rose to the occasion and excelled,as Lizano came in first place and Shah second outof the 140 students that presented. The high caliberof their work was also acknowledged whenLizano and Anderson were among the 10 studentsfrom the Metropolitan area selected to presentat the National Convention of the AmericanChemical Society held in Chicago last summer.“Their presentation and the research wereconsidered among the best of the best nationally,”said Dr. Bhattacharya. “I am proud ofmy students.”The awards and honors, came after threemonths of challenging work, as the studentsspent long hours in the lab, attended seminars,and wrote papers. Yet, hard work did not intimidatethese students, whose acute spirit of teamworkand determination is evident.Dr. Battacharya, his students, and otherresearchers in their lab at Sloan-Kettering.“The internship gave me a chance to work inthe lab and experience the field,” said Shah.“All students don’t get this type of an opportunity.It was a lot of work. But, I’m glad I tookthe opportunity. It gave me hands-on experience.That’s how you learn best.”These days, the students laugh when theyrecall their first days at the lab and their initialfeelings of fear of making a mistake.“The first day, I felt that I had two shadowswatching me,” said Anderson, who is interestedin computer science. “If I had a computerscience internship the worse thing that couldhave happened would be for my program tofail. Our work here was crucial in detectingcancer. We were doing real work and workingwith real blood.”Lizano who was interested in medicine andengineering was looking for a summer internshipthat would help him decide what careerpath to follow.“It was a great opportunity and exactly whatI was looking for,” he said, adding that theinternship allowed him to realize that he wantsto stay in the field of medicine. “I did notknow the specifics. The micro level.”According to Dr. Bhattacharya, the studentsworked with cutting edge, patentedtechnology. They were joined by a graduatestudent and were in daily interactionwith other researchers.“No one made us feel that we were twoinches long. They took the time to helpus,” said Shah. “The environment wasgreat. I was surrounded by people in acareer that I am thinking about pursuing.It encouraged me.”Yet, the students indicated that themajor source of encouragement and motivationcame from Dr. Bhattacharya.“Dr. Sat has been my first mentor,” saidAnderson. “I am thankful this been so good. Hehad a personal way of explaining concepts. Weneed more teachers like that.”Very often, mentoring transcended lab relatedmaterial. “Dr. Sat was the best. I had conversationswith him about things not related to theresearch. Career options, schools,” said Lizano.“He made me feel that he is the kind of personthat I can come and talk to. I never had thatwith anyone else.”Hoping to expand the program and reach outto more students, Dr. Bhattacharya has beenworking with the Board of Education. He plansto bring individuals whose work is related toscience into the schools to give presentationsand attract students to work with them on yearlonginternships.That, as he explained constitutes the shorttermgoal. The long term goal? To get theneighborhoods from which the students comefrom involved in the project.“In order for the impact to be really tangibleit has to spill over to the community,” he said.For now, Dr. Bhattacharya continues tomotive and inspire his own three students.“If there is the best you have to be better thanthat,” he tells them. “Enough is not enough.You always have to move forward.”#ELECTROLYSISMonique Geraud CPEBoard Certified ElectrologistExperience:Freedom from excesshairs on face and bodyTrust:Reliable, medically relatedtechniques of a specialist who has theUnderstanding:of her clients delicate needs30 East 60th StreetSuite 504212.935.3524mgeraud@aol.comADD Children ShowUndiagnosed Vision ProblemsA free screening may find the cause of yourchild’s concentration problems, letter reversals,and these symptoms:• avoids reading• works slowly• poor handwriting, misaligns numbers• forgets what has just been read• fatigue and frustrationRELIEF FROM HOMEWORKFRUSTRATIONA team of professionals in the fields ofvision, psychology, and education developeda remarkable program called VIP thatattacks the causes of these problems anddramatically improves (3+ year processinggains in 10 weeks in some cases) a child’sability to learn. VIP is an intensiveone-on-one approach to developing informationprocessing skills. Learning becomesa delight rather than a struggle.FREE SCREENINGThere is a free screening consisting of 15tests that measure concentration, visualmemory, letter reversals, eye-hand coordination,processing speed, and focusing.THE TIME TO ACT IS NOW!If your child is between the ages of six and16, call today at 212-265-4609 to schedule afree screening.Dr. Ettinger assists student with aprocessing speed procedureEast Side & West Side Manhattan • Brooklyn • Queens • Westchester Locations“The VIP was an answer tomy prayers. Jourdan’s readingcomprehension has been significantlyenhanced.”-Percy Jonesllll“What a difference VIP makes! This 10week program was a success!”-Karen Lentinil“Our daughter has reduced her homeworktime by an hour! This program isthe greatest!” -Susan Robins-Call Dr. Ettinger’s office,212-265-4609,www.nyvision.org

16SPECIAL EDUCATION ■ EDUCATION UPDATE ■ DECEMBER 2001Special Education Resources on the InternetCOMPILIED By M.C. COHENWith the countless number of websites devotedto children with special needs, the followingare helpful sites in searching the web.•http://www.ed.gov/offices/OSERS/IDEA25th/Website for Office of Special Education andRehabilitative Services.•http://www.ideapractices.orgite/tour.htmU.S. Department of Education website devotedto the 1997 reauthorization of IDEA.•http://www.nycenet.edu/NYC Board of Education website.•http://www.hood.edu/seri/serihome.htmlA collection of Internet accessible informationresources.•http://www.nysed.govUNDERSTANDING APPLIED BEHAVIOR ANALYSISBy George Linke, Psy.D. and Stephen C. Luce, Ph.D.Melmark, Inc.Parents and professionals alike frequently approach us with questions about Applied Behavior Analysis (ABA). What exactly is thismodel, and why is it so popular? What impact can it hold for educating school-aged children with special needs? We provide this article forreaders interested in the parameters and methods that make up ABA. Future articles will offer a more thorough explanation of this outcome-drivenmodel.ABA is not a new methodology. Beginning in the early 1960’s, scientists very carefully examined different ways to teach new skills tovarious populations. We base today’s projects on thousands of books, articles and teaching materials that used scientific methods toimprove teaching techniques and better understand individual children.ABA is not, in itself, an intervention; it is a very precise tool that measures the effectiveness of teaching methods. The model helps usunderstand behaviors individuals engage in each day. And it proves especially useful in discovering and refining effective strategies for specificchildren, especially those with disabilities. As teachers, we use what we learn to ensure that students experience positive consequenceswhenever they learn, because people tend to repeat behaviors that are rewarded in some way. Of course, what some find rewarding,others do not. Thus we need to carefully assess what motivates someone and ask how we can increase his or her learning opportunities.We can take advantage of multiple opportunities that occur each day, especially those that occur naturally. Most important, afterlearning what procedure most effectively teaches a new skill, we can use that approach throughout a child’s day to help him or her acquireother new skills.Children with special needs often miss daily learning opportunities that benefit typical children. For example, the hustle and bustle thatoccurs in a household provides many chances to learn a new skill by watching someone else perform it, but only if a child can attend tothe task and understand how it is accomplished. Applied Behavior Analysis can help us find ways for all children to learn throughout theday, in schools and homes as well as other parts of the community.Programs across the country very successfully integrate ABA into the daily routines of their students. Typically, the goals outlined in achild’s Individualized Education Plan (IEP) or an adult’s Individualized Program Plan (IPP) guide day-to-day service provision. The ABAmodel therefore helps select effective procedures for teaching someone with special needs and assists in quantifying progress towardsgoals and objectives.Everyone in contact with each student must use similar methods—an absolute essential when teaching skills to individuals with specialneeds. We accomplish this level of consistency only through extensive communication and training. For example, in a school setting, ensuringconsistency involves sharing specific methods and goals for each child with all staff, parents, siblings, and guardians working with thechild. At Melmark, many of our children live with us, so the number of people who interact with each child can be quite high. Therefore, weset up systems to share information with everyone from classroom teachers and assistants to program managers, residential counselors,residential teachers and, of course, families or guardians. Student progress requires working together.In future articles we will provide you with additional information about the use of Applied Behavior Analysis with school-aged children inspecial education settings. Some information about the use of these methods in clinical and educational settings can be found athttp://www.behavior.org. For more information about Melmark’s programs, please visit http://www.melmark.org.Stephen C. Luce, Ph.D. is Vice President for Clinical Programs, Training and Research for Melmark, Inc.George P. Linke, Psy. D. is the Senior Executive Director of Programs and Operations for Melmark, Inc. Melmark is a day and residentialprogram for children and adults with developmental disabilities in Berwyn Pennsylvania just outside of Philadelphia.The New York State Education Departmentwebsite.•http://curry.edschool.virginia.edu/go/specialedSpecial education resources from the CurrySchool of Education at the University of Virginia.#LEARNING DISABILITIESMany children have learning disabilities that go undetected. A “learning disability” is broadly defined as a disorder that affects a child’sability to either interpret what they see and hear or to link information from different parts of the brain. These difficulties can show up inmany ways, such as with problems with attention and concentration, spoken or written language, self-control and self-monitoring, or motorcoordination. In addition to making school and academic work difficult, a learning disability can frustrate an otherwise bright child, and leadto behavioral problems and a decline in an academic performance generally. Further complications can occur when a child has a concurrentcondition, such as Attention-deficit/Hyperactivity disorder, or even be “gifted,” with a superior level of general intellectual functioning. Acomprehensive neuropsychological evaluation is an essential first step in clarifying a child’s cognitive strengths and weaknesses, to allowappropriate treatment. Options for help include cognitive remediation, individual therapy and behavior management, and family educationand support.Gabriela Hohn, Ph.D., NYS Licensed Psychologist, Adjunct Associate Professor, Long Island University–Brooklyn, (212) 691-0291,geh6@columbia.edu, 153 Waverly Place, NYC 10014, http://G.E.Hohn, PhD.att.home.netLYNN UNIVERSITY OLD FORGE CENTER:THE RIGHT ENVIRONMENT FOR STUDENTS WITH LEARNING DISABILITIESLynn University Old Forge Center programs are designed to build skills, self-esteem and academic ability in students with learning disabilities.Through our holistic model we assess each student’s educational, social, workplace and interpersonal strengths to identify barriersto success. We believe in the power of academics to build not only the foundation of a student’s future, but also the confidence to proceedto the next step. This enriched academic environment facilitates student language and reading skill attainment, identification of learningstyles and self-advocacy strategies and development of study and organizational habits. Students, responsible for their progress, aresupported in pursuits from high school completion, to the functional academics of the vocational programs, to Associate degree if desired.The living environment consists of small dorm living in cottages and lodges and challenges students to continuously improve their understandingof the dynamics of human interaction. Non-credit classes, conducted in casual settings, provide training around such topics asconflict resolution, anger management, impulse control, personal space, workplace conduct, active listening and values. Daily living skillsare taught here and it is through this environment that the characteristics of a good employee are defined.Lynn University Old Forge Center is located in the majestic Adirondack Mountains of New York. The beauty of this area has, for centuries,inspired artists, poets, nature lovers and sports enthusiasts. Imagine a craggy mountaintop reflected in the azure blue of one of twothousand mountain lakes. Or wildlife and bird species, from the black bear to the bald eagle, benefiting from our commitment to have a lowimpact on the land. Community service is required and generally involves support of this commitment to the natural environment. In turn,students experience the value of being concerned, informed and productive citizens.You are cordially invited to contact our Office of Admissions at 800-351-5327 or visit our website atwww.lynn.edu/academics/oldforge. Begin your journey to the right environment today.THE A.D.D. RESOURCE CENTER, INC.The A.D.D. Resource Center takes a practical and positive approach towards remediating the difficulties of attention deficit/hyperactivitydisorder (ADD/ADHD) and related neurobiological problems. The Center was founded in 1993 by Harold “Hal” Meyer and Susan LaskyMeyer, as a resource providing strategies and solutions for challenges related to this hidden disability.The Parenting Skills Program provides practical training and emotional support for parents and caregivers of children aged 3 to 12years old. Dr. Norma Doft teaches her proven system for successful management of difficult behaviors, using specific tools and techniquesthat will enable parents to minimize family power struggles, better understand their child’s wiring and work with their differences.Building Social Skills, for children 7-12, is both educational and fun. In small groups (by age and ability) children develop awarenessof appropriate behavior and practice positive social and communications skills.Study and Organizational Skills for older teens and young adults provides strategies to better manage homework, school papers andprojects. Emphasis is placed on how to organize, prioritize, and approach multiple assignments, including techniques for time management,study and research, with the goal of completing projects on time, with less stress.Coaching for adults is a pragmatic and results-oriented approach to coping with challenges. Coaching helps individuals to develop arealistic understanding of their difficulties and how AD/HD affects their lives, careers and relationships. The ADDRC Coach provides support,motivation and practical strategies to successfully compensate for problems in such areas as: personal productivity, prioritization, timeand project management, organization, medication management, career and family-related issues, etc.Organization for Home or Office is a service that helps individuals and small businesses to increase productivity, comfort-level andavailable space by reducing clutter and paper-overload, establishing “do-able” systems for filing, storage, work-in-progress, etc.The A.D.D. Resource Center also provides consultation, advocacy and case management services. Programs are available forindividuals, groups, corporations, schools and organizations. Fees vary by program.215 West 75th Street, New York, NY 10023-1799, (212) 724-9699 x 5 or (914) 763-5648E-mail: addrc@mail.comLenore Ruben,CSW, BS Special EdDo you know a preschooler between 3 and 5 years old who……Is restless or overactive and fidgets really often?…Has lots of trouble paying attention and finishing tasks?…Is very impulsive?…Is very easily distracted?If you know a preschooler with these problems, he or she may be eligible toparticipate in a research study which can help. This study, sponsored by the NationalInstitute of Mental Health and coordinated by the NYU Child Study Center, examinestreatment possibilities for children with Attention Deficit Hyperactivity Disorder(ADHD). Eligible children will receive a comprehensive evaluation by our studyteam, as well as up to 14 months of treatment – ALL AT NO COST! The studyincludes parent training, treatment with medication and ongoing evaluations.SCHOOL OFMEDICINENEW YORK UNIVERSITYFor more information please contact:212-263-8992www.AboutOurKids.orgFamily, Child & Individual therapy- Hypnotherapy - EMDR -Support groupsSpecializing In:• Attention Deficit DisorderAdults and children with symptoms ADD/ADHD* Official medical diagnosis not required• Stress management & meditation groups212-734-2047171 East 74th Street, C2

16 •DECEMBER 2001 ■ EDUCATION UPDATE ■ SPECIAL EDUCATION17Regent Tisch Speaks on Special EdBy POLA ROSEN, Ed.D.Regent Merryl Tisch is on target and concise.As Chair of the Board of Regents Committeeon Vocational and Education Services for Individualswith Disabilities (VESID), her area ofexpertise is special education, a hotbed of controversyamong politicians, educators, and parentgroups. In a recent interview she expandedon the historical background of the problems inspecial education, the variety of solutions andthe future for children.Seven to eight years ago, New York Statestarted the movement toward standards. It wasdecided that special education students wouldbe included. The raison d’etre, according toRegent Tisch, was that many special educationstudents were in isolated or restrictive settings.With a wide range of needs, it was consideredespecially important that these students have asmany opportunities available as possible.When special needs advocates vociferouslyinsisted that passing regents exams woulddoom children to failure, a safety net was created.The students having difficulty could takea modified Regents Competency Test.Additional problems facing special educationis the shortage of certified teachers trained inthe curriculum and the transitional services thatmove children from school out into life in thecommunity. These services should start at middleschool instead of at the end of high school,emphasized Tisch.Tisch underscored that as special educationstudents progress successfully through the system,we must ensure that higher education isavailable.How does the Board of Regents accomplishits goals? Tisch explained how a task forcecomprised of all the players had just finishedcoming up with recommendations for highereducation. To ensure implementation, the chancellorsof CUNY and SUNY and NYS Commissionerof Education Richard Mills were onthe committee. Conversations with all involvedindividuals included legislators; school visitswere also included before decisions were made.Even when the budget is cut, as it was recently,“the greater issue is how to best use theresources you have,” said Tisch.“We need a community focus on special educationneeds. Our policies should be less lawdriven and focused on academic outcomes in asafe environment that provide for the emotionalwell-being of our children.” #BOARD OF EDUCATION’SROLE IN SPECIAL EDUCATIONBy POLA ROSEN, Ed.D.An interview with Frances Goldstein, the ChiefExecutive of the Office of School Programsand Support Services, yielded some interestingfacts about special education in New York City:there are about 140,000 children receiving specialeducation services. Among the problemsfacing special education today are over–referraland over–classification of youngsters. To combatthese problems, there is a new continuumof services—from the least restrictive to themost—along with efforts to implement the“least restrictive requirement” mandated by thegovernment.According to Ms. Goldstein, the direction weare heading toward is to provide inclusion andto provide general education wherever possiblewith appropriate support services. The trend isaway from labeling children.What is the difference between mainstreamingand inclusion, parents might ask. Ms. Goldsteinexplained that inclusion combines generaland special education instruction throughoutthe day. Mainstreaming only refers to those fewnon-academic subjects in which special educationstudents can have contact with regular students,for example, in lunch or music. Theremainder of the day is spent in special educationclasses.Changes in educational programming mustbe done with parental consent.The Committee on Special Education (CSE)is located in each school district, usually in thesuperintendent’s office for elementary studentswhile for high school students, a CSE is locatedin each high school. These Committees evaluateand make recommendations for placement.If a parent is dissatisfied, he/she has aright to have a hearing administered by animpartial hearing officer (trained by the state)who reports findings to the Board of Educationas well as the family. If the family is dissatisfiedwith the hearing, recourse to the courts isavailable.If parents can show unequivocally that thelocal public education is not the most appropriateone for their child, they can choose a privateschool and the tuition (often $25,000 per year)is paid by the NYC Board of Education to theprivate school.#STERLING SCHOOL CELEBRATES THREE YEARS OF SPECIAL EDUCATIONBy TOM KERTESJust three short years ago, the borough ofBrooklyn did not have a single school specificallyaimed at helping dyslexic children. Nowthere is the Sterling School which started withthree students in 1999. Now 24 happy childrenpopulate the Pacific Street building.Has the Sterling School been a resoundingsuccess? Brooklyn Borough President HowardGolden certainly thought so as he presentedFounder Ruth Arberman with a special proclamation,declaring Monday, November 19 th2001 Sterling School Third Anniversary Day.“These are wonderful kids here who will growup to do some fabulously important things,”Golden smiled as the two dozen 2-6 gradersTHERE IS HELP FOR ADD/ADHDSkills Training for Parents, Children & AdultsAdvanced Parenting Skills - Learn the tested techniques that workwith your child’s special wiring. Minimize non-compliant behaviors,power struggles and family discord as you help your child increase hisor her ability to self-regulate.6-session evening seminars for parents & caregivers of 2-11 year olds withAttention Deficit Disorders or related behavioral issues. Limited group size.Building Social Skills - Children learn to make and improve friendshipsusing appropriate social and communication skills.Very small weekly classes for 7-12 year olds, grouped by age and ability.Special on-site classes can be sponsored by schools or organizations.Study & Organization Skills - Learn useful techniques to successfullymanage schoolwork, graduate board study, papers and projects.Individual sessions for adults and older teens.ADDult Coaching - Enhance your personal and professional life.Your Coach helps you to compensate for problem areas through practicalstrategies, self-management techniques, motivation, accountability,structure and support. Clarify and accomplish personal and career goals.For high-functioning adults with attention deficit disorders or similar issues.Individual Coaching by appointment. Telephone Coaching & Groups available.Organization & Time Management Skills - Take control of your timeand environment. Manage your day more efficiently, accomplish projectsmore effectively, organize your home or office and control paperwork andclutter through personalized and “do-able” systems and strategies.Individual sessions by appointment. Home and office visits available.Consultation & Case Management - Knowledge empowers!Individual help and education about such issues as BehaviorManagement, Education/Employment Rights and Advocacy, Medicationand Treatment Options, Working with Doctors, Therapists, Educators, etc.Individual sessions by appointment.The A.D.D. Resource Center, Inc.New York City: 212-721-0049 or 212-724-9699Westchester/Connecticut: 914-763-5648 • Email: addrc@mail.comHal Meyer, Director • Programs since 1993were happily millingaround him shoutingthings like “Mr. Golden,I want to be a doctor!”“I want to be achef!”“But I don’t thinkthey could havereached their fullpotential without Ms.Arberman and herstaff,” Golden said.“I’m proud to saythat we indeed have aunique place here,”Ms. Arberman saidafter receiving heraward. “While I wasworking as a LearningDisabilities Specialistfor 25 years, I becameincreasingly aware thatthere was a need forhelping dyslexic children.thatwas not beingfilled by the publicschools who simplydidn’t have the fundingor the staff. The privateschools could not, asthey were dealing with all kinds of differentlearning disabilities, mixing them into one pot.”“And the truth is, when you try to help kidswith all kinds of different disabilities at thesame time, you pretty much end up helping noone,” added Arberman. “Dyslexia is a very specificcondition, one that needs specialized, andintensely individualized, treatment by experiencedprofessionals.”Sterling uses the research-based, and highlylauded, Orton-Gillingham methodology,designed specifically for dyslexic children. Ithas classes no larger than eight, with a staff-tostudentratio close to 2-1, as “individualizedattention is a must,” according to Ms. Arberman.“We individually design each student’sprogram to follow a careful assessment of hisor her processing strengths and weaknesses,specific language skill deficits, and learningstyles.” All instruction is multi-sensory andaimed to impact upon the students’ dyslexiainducedself-esteem and confidence issues asSterling School students with Ruth Arbermanwell.“As a rule, dyslexics tend to be extremelybright children,” Arberman said. “So, due totheir disability, school becomes that much morefrustrating for them. Thus we go way beyondjust teaching reading and learning skills. Wewant children to become lovers of learning bystimulating their imagination and have themexperience a .large measure of success.”“Most important, we refuse to lower the levelof teaching to the kids’ level of reading,” addedArberman. “Instead we use a multi- sensoryapproach in order to follow a rigorous curriculumthat easily reaches, indeed surpasses,required mainstream standards.”Sterling costs $20.000 a year, but “half of it isreimbursable by the State if you seek ‘Carter’funding,” Arberman said. “But, beyond that,most parents tell us that they save so muchmoney on therapists, psychiatrists etc. by havingtheir child with us that, in the end, theyactually end up financially ahead.” #

18@SOFTWARE & TECHNOLOGY ■ EDUCATION UPDATE ■ DECEMBER 2001THE MELMARK SCHOOL2600 Wayland Road, Berwyn, PA 19312 1-888-MELMARK Fax (610) 353-4956 www.melmark.orgSituated on an 80-acre country campus, Melmark’s goal is to maximizeindependence through “best practices” in Applied Behavior Analysis,functional curriculums, vocational training, and collaborative services.Our approved privateday and boarding school serveschildren ages 5 - 21 who have: Autism/Pervasive DevelopmentalDisorders/Asperger Syndrome Acquired Brain Injuries Cerebral Palsy Mental Retardation Neurological DisordersIndividualizedProgramsOccupational TherapyWe offer Your Child:A Joyful, WarmEnvironment Low Student/Teacher Ratios Applied Behavior Analysis Functional Communication Skills Adaptive Physical Education, Aquatics,and Therapeutic Horsemanship Physical, Speech and Occupational Therapy On-Site Physicians and 24-Hour Nursing Psychological and Family SupportAnimal-Assisted ActivitiesAquaticsTo arrange a personal visit, request a brochure or video, contact Peter McGuinness,Director of Admissions, at 1-888-MELMARK Ext. 636 or email admissions@melmark.org

DECEMBER 2001 ■ EDUCATION UPDATE ■ SPECIAL EDUCATION19THE FUTURE OF SPECIAL EDUCATIONBy M.C. COHEN AND MIKE SALEKFrom a political or academic perspective,special education is a complex topic to be discussesand debated. For millions of studentsand their families it is a harsh daily reality filledwith frustrations and difficulties.“My daughter and I are involved in an endlessroutine of tests, meetings, and school placements;it’s really a horror show,” said a motherof a special education student. “She still doesn’thave a school that she can call home.”It is now almost 30 years since PL 94-142,the landmark legislation of 1975 (The Educationfor All Handicapped Children Act) wasenacted to prevent the exclusion of childrenwith disabilities from schools and to ensure thatthey received a free, appropriate, and individualizededucation. Now, special education ischanging. It is in the hands of politicians whoare debating its future. Having undergone severalrevisions since 1975, at this time the Bushadministration has appointed a 16 membercommission to recommend changes to PL 101-476, the Individuals with Disabilities EducationAct, better known as IDEA (the “great grandchild” of PL 94-142). The committee is expectedto detail their findings in the spring of 2002.The President is urging congressional leadersto answer an ominous question: Why is 40 percentof the education budget spent on 11 percentof all students, those in special education?“The IDEA has yet to fulfill its promise,”saidEducation Secretary Roderick R. Paige in a testimonybefore the House Education and WorkforceCommittee on Oct. 4. “The doors areopen, but the system still denies too many studentsthe opportunity to reach high academicstandards.”The ChallengesSince 1975, the number of special educationLynn UniversityOld Forge CenterLynn University’s Old Forge Center, located in themajestic Adirondack Mountains of upstate New Yorkis dedicated to students with learning disabilities.THE HIGH SCHOOL COMPLETION PROGRAM• Intensive academic support• A 21-unit high school diploma programTHE ENRICHMENT PROGRAM• Academics for lifelong learners• Interest-based internshipsstudents nationally has increased from about3.3 million students to its current swell of a littleover six million–nearly an 82 percentincrease. In New York City alone, 85,000 studentsout of 1.1 million are enrolled in specialeducation–12.94 percent of its student body.The monetary figures are just as staggering.Students in special education cost on the average2.3 times as much as general education students– an average of $13,000 per special educationstudent versus $6,200 for all others.More revealing than the money and the sheernumber of students in special education is theover-representation of minority students placedin special education programs. According toPaige, 2.2 percent of black students are identifiedas being mentally retarded, a rate nearlythree times that of whites. In addition, 1.3 percentof black students are labeled emotionallydisturbed, almost twice the rate for whites.A study conducted recently by New YorkUniversity’s Jay Gottleib, Ph.D and Mark Alter,Ph.D. of the Steinhardt School of Educationrevealed similar findings in Palm Beach County,Florida. The principal investigators showedthat although black students represent about 30percent of the total student population in PalmBeach County, they make up 62 percent of studentsclassified as educable mentally handicapped,and 53 percent of students classified asemotionally handicapped.The basic tenet of special education is meetinga student’s individual needs. Each studentin special education receives an IndividualEducation Plan (IEP), which details his/herstrengths, needs, and educational goals for theyear. Optimally, students are placed in theschool in which they can receive the appropriateeducation.“Special education has accomplished a lot byA Traditionof Learning,Caring andExperiencingforStudentsproviding services and positive approaches,even though these students have been traditionallysegregated from general education,” saidDr. Beth Mount, a national consultant to educationprograms and adult services.Typically, special education students havebeen taught separately from their general educationpeers to meet their needs. However,according to IDEA, special education studentsare guaranteed the right to be educated in theleast restrictive environment (LRE). This meansthat according to their abilities and needs studentsshould be placed in their neighborhoodschools, along with their general educationpeers.Often the concept of a least restrictive environmentis falsely associated directly with thephysical space of a classroom or school. Actually,Lou Brown, a special education scholarand pioneer, argued that “special education is aservice, and not a place.” Some scholarsbelieve that ideally all kids should be in theprocess of working towards education in themost inclusive environment.Inclusion: A Quick Fix?Inclusion, an education model where specialeducation students spend their entire day in ageneral education classroom, may be the quickfix sought by policy makers. To get the supportservices they need, these students receive assistancefrom a special education teacher in theregular class. This practice is an outgrowthfrom the Regular Education Initiative (REI -1986), and remains a hotly debated topic.Presently, the inclusion supporters have madeheadway, as inclusion is becoming a more commonpractice in education.“There is an assumption that the least restrictiveenvironment for an appropriate educationis general education,” said Professor Alter,New York University’s Chair of the Departmentof Teaching and Learning. Experts in thefield have speculated that if Bush’s appointeesare looking for more efficient use of money,they may see inclusion as a means of doing so.More money may be diverted to regular educationonce special education students are included.The idea is that all students would benefit.Special education students would get the supportand services they need, while general educationstudents get the benefit of an enrichedenvironment. Yet, the question remains: Itmakes fiscal sense, but does it make educationalsense?“The question is, how will students with arange of abilities do in a general educationclassroom?” said Alter. “What is the criteria forprogress: IEP goals or standardized test score?There tends to be an absence of instructionalaccountability to make decisions regardingprogress of individuals as well as groups”.Proponents of inclusion believe that studentswith disabilities will benefit from a non-segregatedenvironment, and at the same time studentswithout disabilities will learn to share alearning environment with a diverse group ofpeers.Yet, implementing inclusion is complicated.For example, “in their efforts to properly implementinclusion, New Jersey has nearly eliminatedspecial education labels,” said Dr. JerryG. Petroff, Program Specialist for the New JerseyState Education Department. “However, inorder to receive federal funding for students thestate must categorize students as eligible ornon-eligible for special education services.”States fund the bulk of monies allocated tospecial education programs, even though thefederal government promised to provide 40percent of this funding in 1975 when the lawwas first enacted. Complicating matters evenmore, IDEA guarantees that special educationstudents have access to the general educationcurriculum and education classes. But, this isnot always happening.“Visit your local school,” said Dr. CaroleGothelf, principal of the Guild School “andthan see how many children who require specialservices are in general education classrooms.”The one thing that is clear is that Bush’s taskforce has their work cut out for them.“General education is based on a homogeneousmodel, while special education is drivenby individual students needs,” said Alter.So, as the President’s task force begins toconsider how to build a better educational systemit is clear that bridging together the twoeducational systems is anything but simple.“ For inclusion to work as it was intended to,the entire general education system must berevamped,” said Petroff. “We need to accommodateall students and all of their needs, notjust special education students. Each childdeserves to be treated as a unique individual.”Mike Cohen and Michael Salek are teachersat The Jewish Guild for the Blind’s Harriet andRobert Heilbrium School in New York City.THE PRE-COLLEGE EXPERIENCE• A program for academic and social skill buildingTHE ASSOCIATE IN OCCUPATIONALSTUDIES DEGREE PROGRAM• For Students with the innate skills and a desirefor higher education• Human services career explorationTHE SWISS-AMERICAN HOSPITALITYINSTITUTE AT OLD FORGE CENTER• Management training for the hospitality industry• Curriculum/texts by industry leader, AH&MAwithLearningDisabilitiesFor further informationcontact us atPO Box 1159Old Forge, NY 13420(800) 351-5327emailluofcdir@telenet.net

20@SOFTWARE & TECHNOLOGY ■ EDUCATION UPDATE ■ DECEMBER 2001

DECEMBER 2001 ■ EDUCATION UPDATE ■ SOFTWARE & TECHNOLOGY@21pdfFactorypdfFactory• Combine multipledocuments from anyapplication into a single PDF !• Easily embed any fontinto your documents,including internationalfonts!• Share documents acrossmultiple platforms!List Price: $49.95Special Discount toQuick& easyinstallation!Education Update Readers $20Logon to www.FinePrint.com todownload a free trial versionFinePrint Softwarewww.FinePrint.com*Free GoType! keyboard offer applies to Palm V/VII and III series models (LandWare PN1121 and PN1140) only. Offer cannot be appliedto any other model of GoType! keyboard. Offer valid while supplies last. Offer cannot be applied to previously purchased items.This offer is void where prohibited by law. Author s Bundle offer is only available direct from www.landware.com/storeHey, teachers!Do you ever worry your students aren't getting themost out of your class because they're copyingtheir assignments from the Internet?Turnitin.com is an exciting new resource forteachers concerned with the deterioration ofacademic integrity in our schools. Our onlineservice makes it easy for you find out if studentsare writing their own assignments and ensure theyare getting the most out of your class.At our website, www.turnitin.com, you'll findan example of one of our Originality Reports,which make determining the originality of anypaper a breeze. You'll also learn more about ourother unique features, including a web-based peerreview service, digital archiving, and an upcomingonline grading system.Digital plagiarism and a general decline in ethicshave quickly become the number one problemfacing our schools. We think it's time to take astand. Please take a few minutes to visit ourwebsite and find out how Turnitin.com is helpingeducators around the world make the most of theInternet in this new era in education.Solutions for a new era in education

22@SOFTWARE & TECHNOLOGY ■ EDUCATION UPDATE ■ DECEMBER 2001Kaplan K12 Learning ServicesBy MITCHELL LEVINEWhen I was a high school student in the 1980s,the name “Kaplan” was virtually synonymouswith SAT preparation. With over three million studentsserved in thousands of classrooms aroundthe world, it’s not hard to understand why thisimage continues to dominate the organization’spublic perception.Coaching students for college admissions examinations,however, is only a small part of the servicesKaplan, Inc. provides not only to those strivingto enter higher education, but to educatorslooking for tools to help maximize their students’ability.Education professionals might not be as familiarwith the complete extent of the Kaplan K12Learning Services. The company providesin–school workshops at the elementary, middleschool,and high-school levels for state-mandatedassessments. It also provides the possibility forcomplete custom program development.Aconcrete demonstration of Kaplan’s philosophycan be found in its print guides for teachers,such as its Test Strategies series, available in edi-tions appropriate for various grade levels, states,and subject areas.Kaplan’s Test Strategies supply teachers withup-to-date research-based paradigms. Expositionsof proven methods for meeting the pedagogicalneeds of particular students take the guess-workout of a teacher’s responsibility. This providesgreat benefits to schools by helping them satisfytheir legal mandates, but, on the other hand, alsofrees up a teacher’s time to concentrate on what’smost important.Kaplan fully supports these conceptual guideswith curricular-based items, like Skills Reviewand Test Readiness materials, as well as theKaplan Achievement Planner 2.0, a Web-basedservice to further supplement their print-baseditems. This online program allows teachers andadministrators the opportunity to use test resultsdata to automatically create student skill reports.The diverse resources made availablethrough the Kaplan K12 Learning Services canoffer the working educator the opportunity toreach for what is often held to be one of themost important values that schools can transmit,the concept of freedom through structure.For more information on the Kaplan K12 programs,call 1-888-kaplan8, or log on to thecompany’s website at www.kaptest.com#U.S. Corporations willspend $850 million this year to repairand replace damaged notebooks.A smart way to protectyour investment…Buy a protective case!DOUBLECASE is engineered as a casewithin a case with three layers ofprotection for your valuable equipment.Two walls of tough, high impactpolyethylene absorb damaging bangs and knockswhile the “Perfect-Fit ProtectionFoam Interior System” cradles yourvaluable equipment in a soft bed of safety.Hard outside, soft inside—for maximum equipment protection.NB-3600Brochure available upon request.Includes shoulder strap.Laptop and equipment not included.800.475.0707 • www.doublecase.com

DECEMBER 2001 ■ EDUCATION UPDATE ■ SOFTWARE & TECHNOLOGYa ai aigh ar au augh aw ayTo teach students tob c ch ci ck d dge e ea earread and spell English,ed bring ee a ei patient, eigh powerful, er eu and ew efficient ey fg gh assistant gn gu into h your i classroom... ie igh ir iuj k kn PhonicsTutorl le m mb mn n ngo oa oi oo or ou ough ourow oy p ph pn ps qu r rhs sh si t th ti u ue ui urv w wh w wr x xi y za ai aigh ar au augh aw ayb c ch ci ck d dge e ea eared ee ei eigh er eu ew ey fg gh gn gu h i ie igh ir iuj k kn l le m mb mn n ngTo see how this screen works, download a four lesson demo ato oa oi oo or ou ough ourow oy www.phonicstutor.comp pn ps qu r rhs sh or si call t 888-420-READth ti u ue ui urvA productwof:wh4:20 Communications,wInc., P.O.wrBox 421027,xMinneapolis,xiMNy55442zHOLIDAY BOOK AND TOY GUIDEChildren’s Books: Gift Recommendations@Finally, there is a truly portable assistive reading technologythat reads words aloud and can be used ANYWHERE!The Reading Pen II is a fully portable scanner that enables users who wish to have an English dictionary,or have reading disabilities, to quickly and easily scan a word and see its definition displayed in seconds.It provides a definition of the scanned word or line of text, as well as reading both the words and definition aloud.With the MEK (“Memory Extension Kit”), the Reading Pen II becomes a SuperPen with theadditional ability to translate words or lines of text into foreign languages as well as act as a data capture deviceto scan and store up to a 1000 pages of printed text, and transfer that data to your computer, PDA, ortext-enabled cell phone. This “SuperPen” provides an English dictionary, translationcapability and data capture capacity. It is lightweight and fits neatly in your pocket, so users have thefreedom to collect and manipulate text and data anytime......anywhere!23BY MARIE HOLMESFaith’s Journey. By Christine VerneyIssac. Advocate House: Sarasota,Florida (2001) $17.95.Young readers curious about differentfaiths will enjoy this introductionto some of the world’s religions, inwhich a mysterious talking cat,Sofus, leads Faith on a magical journeythrough the spiritual world. AsFaith is introduced to the beliefs andpractices of Hinduism, Buddhism, Taoism,Judaism, Christianity and Islam,she discovers that learning leads to toleranceand understanding. Full ofimportant information for all ages, this112-page chapter book is tailored forreaders ages 9-12, or for reading aloudto younger children.Q is for Quark: A Science AlphabetBook. By David M. Schwartz. Illustratedby Kim Doner. Tricycle Press:Berkeley (2001) $15.95.How is a black hole formed? Whatexactly is a quark, anyway? Stimulateyoung scientific minds with thisinformative alphabet book, whichexplains a number of scientific concepts,from Atom to Y chromosome,both in reader-friendly prose and cartoonillustrations. Designed for readersages 9-12, Q is for Quark can beenjoyed by anyone who wants to learn more aboutthese important scientific concepts.The Grapes of Math: Mind-Stretching MathRiddles. By Greg Tang. Illustrated by Harry Briggs.Scholastic: New York (2001) $16.95.A hardcover picture book written inrhyme – and full of math? This innovativetext is author Greg Tang’s creativesolution to the challenge of helpingyoung children enjoy learningmath. Through colorful illustrationsand riddles, children are encouraged tofind different ways to solve countingproblems. Rather than the usual drillworkbooks, which students complete inseveral sittings and don’t return to, theword-problems in The Grapes of Mathcan be solved again and again using differentmethods, helping children ages 5-10 acquire the skills needed for highermath through creative thinking ratherthan rote memorization.Hide and Seek Birthday Treat. ByLinda Jennings. Illustrated by JoannePartis. Barron’s: Happauge, New York(2001) $12.95.Whether you know a child with awinter birthday or not, this beautifulpicture book makes a nice gift forany preschooler. Brightly-colored,full-page illustrations accompanythe story of Leopard’s birthday. AsLeopard searches for his friends,children can find Zebra, Lion andothers hiding in the book’s pages.Leopard worries that he may have tocelebrate his birthday alone, but itseems that his friends have a surprise in store forhim. Perfect for reading aloud to very young children;older children can also engage in the “hideand seek” game without an adult’s help .#SCIENTIFIC AMERICAN’S AMATEUR SCIENTISTFor more than 70 years Scientific American’s “The Amateur Scientist” column has stimulated hundreds of thousands of science fair projects,inspired innumerable amateur experimenters, launched careers in science, and enjoyed a place of honor in classrooms and librariesall over the world. Always accessible to an amateur’s budget, projects from “The Amateur Scientist” are often elegant and sophisticated.Some designs have been so innovative that they have set new standards in a field.Many professional scientists borrow from “The Amateur Scientist” to find low-cost solutions to real-world research problems.The AmateurScientist on CD-ROM is an archive of over 800 columns containing over 1,000 projects. In addition there are thousands of pages ofadditional material that never appeared in Scientific American; essential techniques for beginners and advanced science enthusiasts. Doyou want to know how to create a vacuum? Build a high-temperature furnace? Photograph a comet? Blow your own laboratory glassware?Build a laser? Extract DNA in your kitchen? It’s all here (and much, much more) on one CD-ROM with its own built-in search engine.All projects are rated according to cost, difficulty, usefulness, and potential hazards. Most of the material in this CD is appropriate forlate Jr. High or High School, although there are some projects simple enough for small children or complicated enough to challenge a professional.As an added bonus, “The Amateur Scientist” also comes with a second CD, the “Science Software Library” containing loads of free softwareand demos for the science enthusiast. The Amateur Scientist on CD-ROM runs on Windows, Macintosh, Linux, and UNIX platforms.BEST FIVE TOYS FOR THE HOLIDAYScreated dolls to help children appreciatediversity and understand themselves. Shewants to help girls understand diversity andstrengthen their own feelings of empowermentand self-esteem. Her late cousin, CaesarChavez encouraged her to follow her dream,an important lesson for every child.5.Great American Puzzle Factory, 3-DUndersea Jigsaw Puzzle 6-8 yrs. ($7.00)800-922-1194http://www.greatamericanpuzzle.comThis is a puzzle that illustrates colorful fish,underwater scenes, and coral. When your childputs on the glasses the fish pop up and thescene comes to life. The glasses are also funto use away from the puzzle. This is a puzzlecontinued from page 11that is 11x16 inches and is a great value thatwill help your child to learn about underwaterlifeDr. Toy (Stevanne Auerbach, Ph.D.) selectsbest educational and developmentally appropriateproducts annually for Dr. Toy’s Guide(http://www.drtoy.com) and her syndicatedcolumn. This report is the first monthly featureexclusively for Education Update. Each issuewill focus on useful learning products forhome and school. If you have any questionsplease write to Dr, Toy c/o ednews1@aol.com.See her book Dr. Toy’s Smart Play: How to Raise aChild with a High P.Q. (Play Quotient), St. Martin’sPress.

24BOOK REVIEWS ■ EDUCATION UPDATE ■ DECEMBER 2001New Autobiography Makes Great GiftBy MERRI ROSENBERGNot bad for someone from Brooklyn.As a fellow Brooklynite, it’s hard not toadmire Stanley H. Kaplan’s sheer resourcefulness,enterprise and energy as he describes thepath that led him from a modest home-basedbusiness as a tutor to a brand-name conglomeratethat was synonymous with entrance testpreparations around the world. By the time hesold his business to the Washington Post Companyin 1984, the testing business generated$35 million in revenues; in 1999, the testpreparation revenues were up to $151 million.Imagine if fictional Francie Nolan, the heroineof A Tree Grows in Brooklyn, had had ahead for business instead of writing. That’show Kaplan comes off in this engaging andilluminating memoir. Instead of hiding behindthe brand, Kaplan reveals himself as a living,breathing human being whose roots and academicexperiences help him understand the studentswho flock to his courses.Born into modest circumstances in Flatbushto immigrant parents, Kaplan was aware from avery young age that education was important.Although his father ran a small plumbing businessand his mother helped with the business,the family home was full of books. One of themore charming anecdotes that Kaplan shares ishow, as a young boy, he charged his friends twocents a week to borrow one of his books.As a diligent and ambitious student,Kaplan–like many of his precocious peers inthose long-ago Brooklyn days–skipped someof his elementary grades, in his case part of secondand third grades. The product of publicschools, who got his first tutoring job at the ageof 14 when he was a student at James MadisonHigh School. Kaplan was accepted at ColumbiaCollege, but because he couldn’t afford thetuition, ended up matriculating at City College.The turning point in his destiny came whenhe applied to five medical schools, in his questto become a doctor, and was rejected from allof them, despite being ranked second in hisclass, an award winner of many academicprizes at City, and Phi Beta Kappa membership.As Kaplan writes, “I remember the admissionsprocess before standardized testing, and Ibelieve these tests open doors, not close them.”So, unwilling to accept defeat, Kaplan turned tohis first love–teaching. To understand thesource of his justifiably great pride in the businesshe built, it helps to understand that beforeand above anything else, Kaplan saw himselfas a teacher. As he writes, “I loved to teach–toplant new ideas–and that interest never waned.I had a knack for zooming in on a student’sweakness...And sharing in the achievements ofmy students ultimately became the primary reasonfor my success as a tutor.”For Kaplan, the emergence of the SAT wasn’ta barrier for students, but a way to help studentsdemonstrate their abilities in another way. “TheSAT...could help democratize American educationby ushering a larger, more diverse group ofstudents into the world of higher education.”Kaplan is careful to point out that his system–startingwith the SAT and moving throughthe various professional graduate exams, likethe MCAT, LSAT, GRE, GMAT, and licensingexams–had far less to do with cramming studentswith material than with coaching themthrough the process of understanding the materialand learning how to deal with it in a testingsituation. As he says, his goal was to “teach thestudents to be critical thinkers. My classes werenot cram courses.”His sympathies were with the students whoAt this time of year with the holidays uponus, come make Logos your holiday center. Wehave all kinds of books dealing with such subjectsas biographies, mysteries, cooking, gardening,pets, science and nature, self-help, spirituality,philosophy, poetry, children’s books,parenting, health, art, fiction, history, biblicalstudies, judaica and world religions. We alsohave business and travel books as well asbibles. You can buy your Harry Potter, CuriousGeorge, Dr, Seuss, Tolkien (The Hobbit, LordOf The Rings.), Time Warp Trio books and NarniaChronicles at Logos, which also carriesbooks of the Christian tradition from PatRobertson to Eastern Orthodoxy, includingmodern liberal theologians such as Paul Tillichand evangelical Anglicans like John Stott andJames Packer as well as Catholic writers andbooks on the saints.In addition, we have holiday music CDs andtapes, as well as the Ken Burns Jazz series, theNational Geographic world music series,Putomayo world music series, Frank Sinatra,Louis Armstrong and Billie Holiday as well asspiritual choral works and classical music ofneeded to do well on standardized exams inorder to move onwards and upwards in theworld. Small wonder that, for generations ofstudents, “taking a Kaplan class became a riteof passage for middle-class kids who wantedto go to competitive schools.”This book is especially timely, and compelling,as standardized tests are coming underfire yet again, with the latest salvo hurled fromCalifornia, whose colleges and universitiesmay drop the SAT from the admissionsprocess.Logos Bookstore’sRecommendationsBy H. HARRIS HEALY, III,PRESIDENT, LOGOS BOOKSTORE,1575 YORK AVENUE (BETWEEN 83 RD AND 84 TH STS.)NEW YORK, NY 10028(212) 517-7292, FAX (212) 517-7197WWW.NYCLOGOS.CITYSEARCH.COMBach, Copland and others. Other gift itemsinclude 2002 calendars, unusual T-shirts, giftbags, gift wrap, nativity scenes, ornaments,Christmas Crackers, puzzles, games and greetingcards for all occasions.Our story hour for children is every Mondayat 3:30 P.M. Come join the fun at Logos andshop. Our store hours are Monday-Friday 10A.M. to 9 P.M., Saturday 10 A.M. to 7 P.M. andSunday 10 A.M. to 7 P.M. We accept Master-Card, Visa and American Express. We specialorder and we mail out. Gift-wrapping is available.Transit To Logos: 4,5,or 6 subways to 86 thSt., M15 Bus (1 st & 2 nd Aves.), M86 Bus (86 thSt.), M79 Bus (79 th St.), M31 Bus (York Ave,)Upcoming Events At Logos:Wednesday, December 5, 2001, 7 P.M.KYTV Reading Group will discuss Let Us NowPraise Famous Men by James Agee and WalkerEvansWednesday, January 2, 2002, 7 P.M.PKYTV Reading Group will discuss HarryPotter And The Prisoner Of Azkaban by J.K.Rowling.#To those who would see Kaplan as a businessman,that’s an inaccurate and incompleteimage. Of course he was successful, and flourished.But far better to see him as a teacherwho simply wanted to help as many studentsas possible fulfill their academic dreams.#Test Pilot: How I Broke Testing BarriersFor Millions Of Students And Caused ASonic Boom In Business And Education byStanley H. Kaplan with Anne Farris. Simon &Schuster: New York, London, Toronto, Sydney,Singapore (2001), 175 pp

DECEMBER 2001 ■ EDUCATION UPDATE ■ COLLEGES AND GRADUATE SCHOOLS25New Center for Distance Learningat Jewish Theological SeminaryBy SYBIL MAIMINDistance learning, the ability to study atone’s convenience, whether for a degree or forenrichment, by logging onto the Internet fromalmost any computer anywhere has become areality. In a dedication of The Phyllis KaminerCenter for Distance Education at the JewishTheological Seminary (JTS), Professor of Talmudand Jewish Law Rabbi Joel Rothexplained that education via the Internet is justanother stage in an evolution in the technologiesof learning that, according to rabbinic literature,began on the eve of the sixth day ofcreation when God created writing, whichmade knowledge more widespread and accessible.Plato called writing a gift of the Godsmeant to enhance memory and wisdom. Followingthe invention of printing in the fifteenthcentury, the first books in the Hebrew languageappeared in Rome, then Spain, and then Constantinople.Some scribes, feeling threatened,attacked the new technology as inferior, butprinting caught on and the Jewish book marketrapidly changed from mainly hand inscribed toprint, allowing for more complicated textsincluding commentaries. “Each era’s visionarieshave built upon the successes of the pastcreating a continuous stream of improvements,”commentedRabbi Roth. “More recently,we have marveled at new possibilities presentedby the typewriter, photography, microfilm,the telegram, TV and digital instruments.As yet unimagined technologies will informfuture generations.”From ancient times to our day, students havehad to go to the place where their teacher islocated. Distance learning changes this dynamic,traversing both time and space to allowinteraction between student and teacher fromopposite ends of the globe. The program at JTSwhich began as an experiment five years ago,currently offers two online degree programs:MA’s in Jewish education and in Judaic studies.Non-degree courses can also be taken for professionaldevelopment and for personal enrichment.Courses have been created that adapt thecontent and standards of the classroom to thepossibilities of the Internet. Educators arebeing forced to think outside of the familiarbox. Formal lectures are not suitable; classworkmust be presented in small units. Loggingon to the school’s website, students find lessonswhich they complete and return after exploringand making their own way through the net’smany linked materials. They interact withteachers and fellow students via a course bulletinboard. Photos of the students are posted tohumanize discussions. Everything can bedownloaded. For the first time in history, agreat teacher can reach unlimited numbers ofstudents. A JTS course is taught by a professorin Jerusalem. When texts are in Hebrew, translationsand comments are available.Distance learning, a “new link in an ancientchain,” is still in its infancy. It may change thenature of education, but careful oversight mustbe applied to its development, advised RabbiRoth. For more information log on tohttp://courses.jtsa.edu/.#Marymount’s Best-Selling Author SeriesBy LEWIS BURKE FRUMKESThe Best-selling Author Series began about12 years ago when Dick Cook and Rhonda Barnat,two friends of the college’s dean, MaryKay Jeynes, asked me to put together a series ofliterary talks which would be funded by a smallgrant from the East River Savings Bank. Whatevolved from that meeting was a successfulannual literary event that featured prominentand best-selling authors who would appear inthe Spring of each year at the school. We wouldhave a writer talk in the theatre about the writinglife, followed by a Q & A and coffee andcookie reception in the Nugent Lounge where abook signing would take place. In February,another speaker would come again, meet attendeesand inscribe books.Suffice that over the years we have managedNurturing the ScientistWithin the GirlThe Smith Summer Science and Engineering Programis a four-week residential program for exceptional youngwomen with strong interests in science, engineering andmedicine. ◆ Each summer, select high school studentsfrom across the country and abroad come to SmithCollege to do hands-on research with Smith faculty inthe life and physical sciences and in engineering. ◆ Girlswho will be in high school (grades 9–12) in fall 2002 areeligible to apply for the summer 2002 program. ◆ For abrochure, application and financial aid information,contact: Smith Summer Science and EngineeringProgram, Clark Science Center, Smith College,Northampton, MA 01063 • Telephone: (413) 585-3060Fax: (413) 585-3068 • E-mail: gscordil@smith.eduWeb: www. smith.edu/summerprograms/ssepFor High School Girls • June 30–July 27, 2002to attract some of the finest writers in the landas our speakers. . . many before they becamehousehold names. Among the distinguished listthat has appeared at Marymount are TomWolfe, Joyce Carol Oates, Mary Higgins Clark,James Patterson.The series is offered free to the students ofthe college and to the community as part of ouroutreach effort to enrich the neighborhood.Each event is usually attended by 200-300 people,who enjoy the cookies and coffee at thebooksigning reception that follows the talk inthe theatre. Because of the popularity of theseries, there is often a waiting list for tickets,and in certain cases we have found it necessaryto close-circuit the event to another venue toaccommodate the demand.#Smith Summer Science and EngineeringProgram for High School Girls

26 COLLEGES AND GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2001Sonnenblick Appointed Dean of City TechCarol Sonnenblick, a continuing educationprofessional with more than 20 years of managerialexperience, has been appointed Dean ofContinuing Education and External Partnershipsat New York City Technical College (City Tech)of the City University of New York (CUNY).At City Tech, Sonnenblick directly overseeseight directors, who collectively supervise 47staff members in the Division of ContinuingEducation. The division enrolls more than10,000 students each year in over 100 coursesthat are offered through the Continuing StudiesCenter. These courses assist adults in developingnew skills, exploring new career directionsand keeping pace with the latest technology intheir careers. Certificates are available in suchprograms as computer office skills, computerizedaccounting and medical office associate.In her capacity as dean, Sonnenblick alsomanages a number of programs, including theBusiness and Industry Training Center, theCUNY Language Immersion Program, the HighSchool Transitions Intensive English Program,the ACCESS Counseling Center, and ACCESSfor Women and the Adult Learning Center.Sonnenblick worked at the College of StatenIsland (CSI) since 1976 in a variety of administrativepositions, most recently as director ofadult education, grants and public contracts inthe Office of Continuing Education. Previously,she was deputy executive director of continuingeducation and workforce development.In 1976, she co-founded the Learning Instituteat the Jewish Community Center of StatenIsland,. Sonnenblick is a member of the executiveboard of the Continuing Education Associationof New York State and the New York CityEmployment and Training Coalition. She holdsan AB degree from Barnard College, an MSdegree from Wagner College and an Ed.D.in educational psychology from RutgersUniversity.#LIU Student Awarded Watson FellowshipA 2001 Jeanette K. Watson Fellowship wasawarded to Joel Mentor, a sophomore majoringin political science at Long Island University’s(LIU) Brooklyn campus. The fellowship,offered to talented undergraduates in New YorkCity colleges, provides three consecutive summersof well-supervised, challenging internships,a series of enriching seminars, a financialaward and a laptop computer.A member of the Brooklyn Campus’s UniversityHonors Program, Mentor interned last summerat the Citizen’s Committee for New YorkCity, a non-profit organization that provides leadershiptraining and resources for volunteer communitygroups throughout the city. He organizedand conducted a seminar for the Youth LeadershipInstitute, helping young New Yorkersbecome inspiring leaders in the community. #TOURO COLLEGEThe School of Career and Applied Studies is well known for its variety of career-oriented programs as well as for the personal attentiongiven to each student. Our goal is to provide students with a successful education through a combination of small classes, dedicated andcaring faculty, convenient class schedules, and affordable tuition.There are over 2000 students currently enrolled at numerous sites in Brooklyn and Queens. Although we are a neighborhood college,our students, come from many lands, speak many languages, reflect many cultures and traditions, contributing a distinct excitement andatmosphere to our programs.We offer programs in Liberal Arts and Sciences, Business and Human Services, Management and Computer Science, Desktop Publishingand Education to meet every student’s needs—now and well into the future.WINDWARD TEACHER TRAINING INSTITUTEDr. Judith C. Hochman, Director34 South Broadway, Suite 712, White Plains, NY 10605Spring 2002COURSE• Multisensory Reading Instruction: Part IIDates: Sat., Mar. 2, 9, 16 Time: 9 AM - 1 PM Instructor: Phyllis Bertin, M.S.LECTURE• Why Children WorryDate: Tues., April 16 Time: 7:30 PM Lecturer: Harold S. Koplewicz, M.D.In Why Children Worry, Dr. Koplewicz will discuss anxiety disorders ofchildhood and adolescence. He will review normal developmental stageswhere anxiety symptoms are expected and offer helpful strategies forparents and teachers. He will also discuss the newest psycho-social andpharmacological treatments.For further information call 914-949-1279.Windward Teacher Training Institute is affiliated with Windward School, a co-educational,independent school for learning disabled students from 1st through 12th grade.All presentations will be held on the main campus of Windward School.

DECEMBER 2001 ■ EDUCATION UPDATE ■ COLLEGES AND GRADUATE SCHOOLS27You can change people’s lives.At Literacy Partnerswe do this every day.Help us teach adultsto read and write.Volunteer with us.You will changeyour life too.Call (212) 725-9200THESIS PROBLEMS?HELP IN ALL PHASESACADEMIC RESEARCHCONSULTING SERVICERALPH W. LARKIN, PH.D.(212)889-3428 •(800)352-9139VISIT US ATWWW.ACADEMICRESEARCHSVC.COMPolytechnic Wins 2001Educators of Distinction AwardPolytechnic University won a 2001 Educatorsof Distinction Award from Saludos Hispanos/Saludo.com,the leading career and educationmagazine and Web site for bilingualHispanics.The award is given to institutions thatdemonstrate a commitment to the success ofHispanics in higher education. “We congratulatethese institutions that are leading the way,providing high standards of education andcareer planning and counseling to Hispanicstudents,” said Rosemarie Garcia-Solomon,publisher of Saludos Hispanicos.Polytechnic University, founded in 1854, isthe nation’s second oldest private science andengineering school and the metropolitan area’spreeminent resource in science and technology.“We are proud to have received this awardand the recognition that our university is committedto educational excellence on behalf ofHispanic students,” said Dr. David C. Chang,president of Polytechnic University. #SARAH LAWRENCE COLLEGEMASTER OF SCIENCE IN EDUCATIONMAKE A CHANGEIN CHILDREN’S LIVES...and your ownPrepare to teach pre-K through 6th grade.Practice teaching takesplace at the College’sEarly Childhood Center.Student teaching takesplace at a variety ofpublic and alternativeschools throughout thetri-state area servingchildren with a rangeof socioeconomicbackgrounds.Some of the Student Teaching Sites are:• Central Park East Schools, New York City• Ella Baker School• Greenburg Central District 7 Schools• Mamaroneck Public Schools• Muscota School• Yonkers Public SchoolsThis program features small seminar classes combining research and observationalassessment with theoretical, multicultural and multiethnic perspectives.For additional information contact: Susan Guma / Office of Graduate StudiesTel: (914)395-2371 x30 / E-mail: grad@slc.edu / Part-time and full-time study is available

28COLLEGES AND GRADUATE SCHOOLS ■ EDUCATION UPDATE ■ DECEMBER 2001College & University Directory1 2 ➂ ➃➄GRADUATE SCHOOL OF EDUCATIONDiscover the learner-centered,interactive approach to education.Call 212/875-4698for more information✄GradCourses@bankstreet.eduwww.bankstreet.edu610 W. 112th St., NY, NY 10025Touro CollegeAssociate & Bachelor Degrees• Business Management • Health Science• Human Services • Education• Computer Science • Liberal Arts & Sciences• ESL Classes• Day & Evening Classes •Transfer students welcome• Financial aid for qualified studentsManhattan: Midtown:212-463-0400 ext.500Uptown: 212 722-1575 ext. 101Brooklyn, Queens: 718 2-School ext 1003Certificate of AdvancedGraduate StudiesBrief residencies Licensure optionsStudies in School Psychology, Leadership,Educational Administration, Guidance,Community Psychology, Integrated StudiesVermont UniversityTHE UNION INSTITUTEMontpelier, Vermont 05602800/336-6794 vcadmis@tui.eduwww.tui.edu/vermontcollegeMAIL OR FAX THIS COUPONPlease mail to: College Directory-Education Update or Fax to: College Directory-Education UpdateP.O. Box 20005 (212) 481-3919New York, NY 10001Name: _____________________________________________________________________________________Address: ___________________________________________________________________________________City: _______________________________________________________State: _________Zip: ____________Phone:____________________________________Fax: _____________________________________________➅Master of Education• Brief residencies• Licensure options• Individualized study• NEASC accreditedVermont UniversityTHE UNION INSTITUTEMontpelier, Vermont 05602800/336-6794 vcadmis@tui.eduwww.tui.edu/vermontcollegePlease circlecatalogs youwish to receive:Please allow 4 weeks for delivery.1 2 3 4 5 6I am interested in applying as❑Freshman ❑Transfer ❑Graduate Student❑Day ❑Evening ❑WeekendPLEASE INCLUDE YOUR PHONE NUMBERMy Status❑H.S. Student ❑Teacher❑College Student ❑Working AdultDECEMBER 2001Ed UplateCreated especially for Education Update by Bruce WotringAdvertise on www.EDUCATIONUPDATE.comOver 500,000 hits per month!Do you have a funny campus storyto share online?Earn $35 if we print it.Send your story to ednews1@aol.com

DECEMBER 2001 ■ EDUCATION UPDATE ■ MUSEUMS AS EDUCATORSTots Program at Brooklyn MuseumMuseumsAsEduccators29Children under the age of five now have aspecial place to call their own with Totally Tots,the newest exhibition opening at BrooklynChildren’s Museum (BCM) on Saturday,December 8. Inspired by BCM’s 27,000-objectnatural science and cultural collection, this1,700 square foot permanent gallery especiallyfor the early learner provides opportunities forfamilies to learn and play together.“This new exhibition is the first step inaccomplishing the goals of the Museum’sLearning Early Initiative,” said Carol Enseki,President of Brooklyn Children’s Museum. “Itencourages children to use their imaginations,explore the world around them, and find creativesolutions. It also allows parents and caregiversto take an active role in this wonderfulgrowth process.”Miniature trolleys link 6 activity areas. Childrenmake “stops” along the way that are inline with their developmental stages and interests.Activities feature colors, patterns, textures,sounds, shapes and objects from BCM’scollection to engage young learners and theirfamilies in interactive learning adventures.#The Brooklyn Children’s Museum is locatedat 145 Brooklyn Ave., on the corner of St.Mark’s Ave. For more information call (718)735-4400, or visit www.brooklynkids.orgWINTER ATLIBERTYSCIENCECENTERNYC teachers, we know youneed to reserve field trip buses inSeptember, so here’s what's comingup this school year!New Exhibits:Raise the Roof (9/28/01-1/6/02)Your students will learn aboutbuildings from around the world.Construct a small Mongolian yurtof timber-frame home, learnabout carbon monoxide poisoning,design a virtual dog housethat can survive a blizzard orheavy rainfall, and much more!Biodiversity 911 (9/22/01-1/13/02)Explore biodiversity through aseries of interactive exhibits.Crawl through device that allowsturtles and dolphins to escapefrom fishing nets, play ToxicPinball to see the effects of toxicchemicals, explore the majorcauses and cures of global warming,and scores of other activities.A short, free film created by theproducers of Chicken Runexplores issues such as habitatloss, pollution, and climatechange.In the IMAX Dome Theater:The Human Body(10/20/01-10/2002)Follow a family through its dailylife and watch as astoundingmicrophotography, digital imaging,X-ray and other techniquesreveal what goes on under theskin. Incredible time-lapse photographyshows an infant as itgrows from a single cell to themoment of birth.Ocean Oasis (9/14/01-9/2002)Baja California is an incrediblearea where near-barren desertmeets the rich, cold waters of thePacific, creating an amazing naturalenvironment. Follow Mexicanscientists as they introduce viewersto this unique area filled withwhales, dolphins, birds, and more.For further information call (201)200-1000

30 AwardWinnerBy JAN AARONWho could imagine Abraham as a cool dudesunbathing in the Garden of Eden in a Hawaiianprinted shirt? Or the scheming Laban asGroucho Marx? Look no further than the madcapcreators of the sunny, funny Yiddish-Englishmusical Songs of Paradise at Theater Fouruntil December 23rd. This witty, satiricalretelling of the Book of Genesis ushers in the86 th season of the Folksbiene Yiddish Theatre.The show takes its cue from the Purimshpiel,audience friendly folk plays presented at Purimby traveling Yiddish troupes of Eastern Europe.It is a revival of the successful 1989 presentation,which ran for 150 performances at thePublic Theatre. Songs of Paradise is againdirected by Avi Hoffman whose past successesinclude Too Jewish and Too Jewish, Too.MOVIE & THEATER REVIEWS ■ EDUCATION UPDATE ■ DECEMBER 2001BILINGUAL MUSICAL SPOOFS GENESIS: “SONGS OF PARADISE”a Yiddish-English MusicalBook by Miriam Hoffmanand Rena BorowMusic by Rosalie GerutLyrics by Itsik MangerMusical Directionby Zalmen MlotekChoreography byEleanor ReissaDirected by Avi HoffmanOctober 28 thruDecember 2559 Shows Only!The book byMiriam Hoffmanand RenaBorow, musicby RosalieGerut, choreographybyEleanor Reissaand musicaldirection byZalmen Mlotekinterpret the100 year oldlyrics by thepopular Yiddishpoet ItsikManger.As before, the production is 60 percent Yid-2001A SPACE MISHEGASSPINNING OFF IN NEW DIRECTIONSWritten byJoanne Borts, Michael Fox,and Zalmen MlotekMusical Direction byZalmen MlotekDirected byJoanne BortsSelected Datesthis Holiday Season9 Shows Only!Theresa Tova (l) as the slave ownerZuleyka, enjoys one of the earliestbeauty make-overs in recordedhistory at the hands of her slaveplayed by Spencer ChandlerLook for specialevents starring:Mina BernSeymour RexsiteDavid RogoffShifra Lererand Argentina'sCipe LincovskyCheck our website,www.folksbiene.orgor call (212)213-2120for schedulesand updatesphotos by Richie Faheydish, but this time, no simultaneousheadsets into English providehelp for the Yiddish challenged.(Headsets with simultaneoustranslations into Russian are provided).Not to worry. There isenough Englishand programexplanationplus theater,comedy,music, andclowning toprovide a goodtime for everyone.Five versatile performersin fine voice playing multipleparts make the stage almostcrackle with energy. Cleversets by Vicki R. Davis; costumesby Gail Cooper-Hechtand lighting by Jeff Nellistickle the ribs. The two manensemble, pianist LarryGoldberg and percussionistRex Benincasa, rate hurrahsfor their nimble handling of ascore that incorporates jazz,rock, and gospel.The able lampooningactors Spencer Chandler,Jake Ehrenreich, Lia Koch,Yelena-Shmulenson-Rickman,and Theresa Tova, takethe audience merrily throughsix-well known stories of theBible’s first chapter as if theywere modern folktales filledwith pop culture icons. Meet Esau as MarlonBrando in The Wild One and hear the angels asthe Three Stooges sing in dialect.Summing it up: This Yiddish-Englishmishegoss is fabulous fun! (Theater Four, 424West 55 th Street, 212-639-2300; $35-40.)The company of “Songs of Paradise” clockwisefrom bottom left:): Kia Koch, Spencer Chandler,Jake Ehrenreich, Theresa Tova, and YelenaShmulenson-RickmanIt’s A Big World In Here.THE BEST PLACE TO LEARN ABOUT DISTANT LANDS IS IN YOUR OWN BACKYARD.THE EXPERIENCE THAT’S 8 STORIES LARGER THAN LIFE.BROADWAY & 68th STREET, NYC • www.enjoytheshow.com/imax • SHOWTIMES 212-336-5000 • GROUP SALES 212-336-5025 • FAX 212-336-5028

By JAN AARONDon’t miss these two great British stars in topform, Ian McKellen and Helen Mirren as Edgarand Alice, in August Strindberg’s Dance of Death.However, be prepared for some surprises. DirectorSean Mathias’ production at the Broadhurstbrings out the light notes in this renowned darkdrama. Written in 1901, Strindberg’s play isfamous as the inspiration for such marriage-onthe-rocksdramas as Long Day’s Journey IntoNight and Who’s Afraid of Virginia Woolf?While McKellen and Mirren always are thoroughlycaptivating to watch, this productionpunches up the play’s dark and deadly humor butrarely reveals it’s underlying anguish. The skilledactors draw the audience into their mordant world,verbally thrusting and parrying with great dexterityand wit. McKellen’s Edgar is also particularlywell portrayed through intricate body language. Inone stellar moment, he dances a jig falling perhapsdead to the floor. Alice’s “Hurrah!” here fosterslaughter.In a nutshell: Life has left these two behind;Edgar’s army captain has never been promotedfrom his post on a small isolated island where heDECEMBER 2001 ■ EDUCATION UPDATE ■ MOVIE & THEATER REVIEWSSparring Partners: McKellonAnd Mirren In “Dance Of Death”DECEMBER IN HISTORYChristmas – In December?Christians in Rome began celebrating thebirth of Jesus in December during the fourthcentury. The Church of Rome began to encouragethe tradition to compete against the pagancelebration of Saturn. By 350 A.D., BishopJulius I declared December 25 th as the day tocelebrate Christ’s birth. The real month of hisbirth remains unknown.despises everyone. “Bottom feeders,” is what hecalls them in American playwright RichardGreenberg’s new hip adaptation. Alice, too, hasshattered dreams. She was a young actress with apromising career before she married Edgar, whoforced her to give it up. Now she constantlyreminds her husband what she sacrificed for him.His answer? A protracted yawn. Throughout thefirst act, they approach their silver anniversarywith new assaults to rub into old wounds. Theironly visitor, Alice’s cousin Kurt, is played byDavid Strathairn who is too bland in the part.Edgar’s other sparring partner is death, but heprefers to ignore it. His spiritual awakening at theend of the play, when he realizes that the answer tolife’s disappointments and death’s inevitability isforgiveness not vengeance, is this production’smost moving moment. “Let’s move on,” he says,taking Alice’s hand.Mathias’ plays up the drama’s spooky dimensionwith distant foghorns, mysterious mists andflickering candlelight. Santo Loquasto’s set is atilting fortress with an overpowering white tower.The play’s last performance will be January 13,2002. #COMPILED ByCHRIS ROWAN60th Anniversary of InfamyOn December 7, 1941, the Japanese attackedPearl Harbor, bringing the United States intoWorld War II. Germany’s Dictator, Adolf Hitler,declared war on the United States four days later.FirstsIn 1901 (on December 1) the first radio signalwas sent across the Atlantic Ocean.In 1903 (on December 17) Orville WrightGEOGRAPHY CORNERBy CHRIS ROWANFollowing the terrorist attacks of September11, 2001, writers speculated that the carnagethat occurred might surpass the carnage ofanother day known as “the bloodiest day inAmerican history.” What was that day andwhere did the carnage occur?Answer: September 17, 1862 at Antietam,Maryland.Background: In September 1862, the CivilWar had been dragging on for over a year. ConfederateGeneral Robert E. Lee wanted a quickvictory for his exhausted soldiers, so he decidedto launch a direct assault on the North, intothe heart of the Union. If successful, he reasoned,this campaign could cause the BritishGovernment to recognize the Confederacy,deeply demoralize the North, and bring PresidentLincoln to the table for peace talks.The campaign began when Lee marched histroops into Maryland, bypassing more heavilydefended Washington, D.C. Since Marylandwas a slave owning state that remained in theUnion, Lee figured that some sections of thelocal population would assist him.His hopes were met with disappointment. Mostmade the first successful airplane flight atKitty Hawk, North Carolina.In 1942 (on December 2) scientists in Chicagoproduced the first atomic chain reaction.World HistoryIn 1492 (on December 6) ChristopherColumbus discovered Hispaniola.In 1917 (on December 9) the British capturedJerusalem from the Turks.In 1991 (on December 25) the Soviet Unionceased to exist.American HistoryIn 1620 (on December 20) the PilgrimsAwardWinner31people in Maryland were not interested in helpinghim, and the fact that his soldiers paid forsupplies with Confederate money didn’t add tohis popularity. But the most serious problem hefaced awaited him at Antietam creek, near thetown of Sharpsburg. When his ill-equippedtroops met the enemy there, Union forces outnumberedthem. The Union soldiers were led byGenerals George McClellan and Ambrose Burnside,who were overly cautious, confused, and insome instances inept. As a result, both sides sufferedheavy losses: nearly 6,000 men and boyswho were alive at dawn on September 17 weredead by nightfall, more than the confirmedAmerican deaths on D-Day (June 6, 1944) duringWorld War II, and more than all Americans killedin the War of 1812, the Mexican War and theSpanish American War combined. In addition,some 17,000 soldiers lay wounded on the field.Lee’s Army was beaten but not crushed –thousands managed to join him as he withdrewto Virginia, and the Civil War dragged on foranother two years and seven months.Next time: John Gutzon Borglum is best knownfor which National Monument? Where is it located?How big is it and what does it represent?landed in Plymouth, Massachusetts.In 1776 (on December 25) George Washingtonled his troops across the DelawareRiver to fight the Battle of Trenton. Washington’sArmy defeated German troops (Hessians)allied with the British.In 1791 (on December 15) the Bill of Rightswas ratified.In 1941 (on December 23) U.S. forces surrenderedWake Island to the Japanese after 11days of intense resistance.In 1998 (on December 19) the House of Representativesvoted to impeach President Clinton.

32 • EDUCATION UPDATEMetroBEATDECEMBER 2001Education Reform Through AccountabilityBy MAYOR RUDYGIULIANIThroughout the course ofmy administration, I haveconsistently emphasized theneed to improve New YorkCity’s schools through acombination of new initiatives and increasedaccountability. Although inefficiency and bureaucraticparalysis have been obstacles in our effort tosuccessfully reform government run schools, I ampleased to see that we have swung the debatetoward accountability and the importance of dismantlingthe Board of Education. Many new initiativeshave been put in place over the last eightyears to ensure a better opportunity in New YorkCity’s classrooms.I am proud of my administration’s record ofimplementing many new academic programs inthe classroom. Programs such as Project Read andProject Science have provided more intensivetraining and class time for students – especially forthose who are in danger of falling behind in thesecrucial subjects. Project Arts has permanentlyrestored arts education to all City schools for thefirst time since the mid 1970’s. The addition ofmore than 7,000 school computers and funding for300-book libraries in 21,000 classrooms citywidehas similarly improved upon the resources availableto our students. Children are also safer inschool now, thanks in part to the Police Departmentassuming responsibility for school securityservices, the hiring of hundreds of additionalschool officers, and the creation of in-school suspensioncenters that help enable teachers toenforce discipline in the classroom. The publicprivatepartnership “Take the Field” meanwhile,has helped to restore over 50 High School athleticfields, providing students with a better environmentoutside the classroom as well.Over the last eight years, the successful methodsof the Police Department’s Compstat programhave been adopted by numerous City agencies.Through the Capstat program, over twenty differentCity agencies now provide up-to-date informationand statistics that help determine whethercurrent tactics and strategies are working orwhether they need to be re-evaluated in order toprovide better service to the public. The vast arrayof success stories that these agencies are reportingconvince me that New York’s students would alsobe far better served by a more transparent schoolsystem. A system where teachers and administratorsare held accountable for their performanceand for thoroughly, effectively, and promptly fixingproblems that arise in the classroom.I do believe that the tide of the debate on educationin New York City has turned toward accountability.We have already successfully ended socialpromotion and abolished principal tenure, replacingthem instead with stronger academic standardsand performance-based pay. Much of this year’sMayor’s race centered on improving education,and I was extremely pleased to see that both theRepublican and Democratic nominees for Mayoragreed on the need to dismantle the Board of Education,and to hold the Mayor accountable for theCity’s schools. With this in mind, I am confidentthat Mike Bloomberg will build upon our efforts torestore accountability in the classroom and to raiseacademic performance standards.On another note, I have greatly enjoyed sharingmy ideas on education with the readers of EducationUpdate over the past three years. Publicationslike this one are valuable assets in encouragingconstructive debate on improving the quality ofeducation. It is my sincere wish and belief that thetrends in thought and the positive measures thatwe have furthered over the last eight years willcontinue to gain strength and will continue toimprove the lives of New York City’s school childrenin the years to come.#Real Estate: A Great Time to BuyBy MARSHA MACK FRANCESThe New York real estate community sufferedthe same shock, horror, bereavement, numbness,and despair as the whole city, and now is beginningto get back to work assessing the damage,and the need to hopefully reconstitute and rebuildthis, the greatest of cities. It will be months beforethe impact of September 11 th and its effects on thevalue of residential real estate in different parts ofthe city is clear. However, some early observationmay be worth considering.Though fear, acute stress reaction and job lossand proximity to the disaster will make some peoplefeel like fleeing the city, our Mayor is wise inencouraging New Yorkers to try to fight theseimpulses and get back to the daunting but imminentlydoable task of strengthening our determinationto go back to work and rebuild our lives in acity that our state, the country and the world hascome to admire.No city in the country could have handled a disasterlike this as well as New York has. New Yorkers,perhaps used to living exciting, risky andstressful lives, have immeasurable strength andpersonal resources and sense of community, patriotismand spirit, that gives me great hope that ifinitially prices dip, ultimately tourists, businesses,and people from many places will seek to be partof its renewal.My recommendation as a broker with 20 yearsof experience is that in a short time, though pricesare uncertain, this may be the ideal time to take theopportunity to buy New York residential properties.How many New Yorkers regretted not buyingbetter apartments during the previous dip in themarket? How many who fled Manhattan in the1970s did not rue the day they sold a co-op thatsoared in value?Here are several reasons to consider this disasteran opportunity to live and work in New York.Enormous resources will come to the aid ofrebuilding New York. New Yorkers will have lessstress disorders if they live near their work. Childrenbenefit from being near parents in an emergency.New Yorkers bounce back in hard times. Theesteem of New York in the country and the world’seyes has risen enormously and this will benefit thecity.#Marsha Mack Frances is a vice-president ofDouglas-Elliman in New York. She can be reachedfor advice and consultation at 212-650-4829.MS Settlement Would Benefit City SchoolsBy ASSEMBLYMANSTEVEN SANDERSThe proposed settlementof more than 100 classaction lawsuits againstMicrosoft could yield tensof millions of dollars forNew York City public schools, and for this reasonI have written to the U.S. District Judgewho must approve the deal, urging him to doso.Under the proposed settlement, Microsoftwill provide more than $1 billion nationwide incomputers, software, cash, training and supportservices to help make computer technologymore accessible to public schools where at least70 percent of students come from low-incomefamilies.While the proposed settlement has its critics,I agree with NYS Attorney General EliotSpitzer, who certainly has been very tough onMicrosoft, that this a settlement in the publicinterest and one which will uniquely benefitpublic education.The school-computer component of the settlementwould provide for the company tomake grants to local foundations and communityorganizations for purchasing computersand software, in order to provide sustainable,long-term funding for information technologyin under-served schools. Among other activities,local foundations will be encouraged toestablish sustaining programs to further supportschools’ technology needs.It is significant that local school officials willhave the flexibility to choose either Microsoftor non-Microsoft technology, and the plan alsoenvisions Microsoft matching a substantialamount of donations of computer technology tolocal schools from other sources.While it is most certainly true that computersby themselves don’t improve a school withoutappropriate support services, trained staff andthe requisite classroom space or wiring, theimpact of such a large influx of computers,software and requisite support services will bea boon for many for our city’s 1,100 elementary,middle and secondary schools.Those who negotiated this component of theproposed settlement were smart enough toincorporate aspects involving training of teachers,school administrators and support personnelnot just in utilizing the technology but alsoin how to best integrate it into a school’s curriculum.If our children are to rise to the challengesposed by the global economy, and in an era ofrising standards for academic achievement,every school needs all the resources possible,including excellent teachers, ample textbooks,safe and modern facilities, and state-of-the arttechnology–with appropriate support services.Regardless of any other aspects of the long andcomplex Microsoft litigation, the proposedschool technology component will bring tens ofmillions of dollars worth of much needed technologyand support service to our local schools.#JPMorgan Chase Helps Kids Cope With Sept. 11thBy JESSICA SHIAlthough the immediate shock and confusionof Sept. 11th are over, the long-termeffects of this disaster are still in question.While most of the monetary and personnelattention have concentrated on the rescue andrecovery efforts, certain organizations, includingJP Morgan Chase, are beginning to focusmore on younger children.JP Morgan Chase recently partnered withMercy Corps and with Bright Horizons FamilySolutions to launch a program called ‘Comfortfor Kids’.“In launching this program, JP Morgan Chasereaches out to community groups in hopes ofimpacting early childhood education, especiallyin low-income, ethnic neighborhoods whereaccess to counseling is limited,” said Joy Bunson,Senior Vice President and one of the coordinatorsof ‘Comfort for Kids’ at JP MorganChase.The program has four components. The firstcomponent, a booklet and video entitled “WhatHappened to the World?” aim to help parents,teachers, and child-care providers deal with theemotions of their children, as well as their own.The set contains strategies to help children ofdifferent age groups, from pre-school toteenage with a range of behaviors and concerns.The company also created a ‘Comfort Kit’designed for preschool- to middle school-agechildren who have been impacted by the disaster.Containing toys, books, and postcards, thekit is designed to reassure and comfort children,while allowing them room for selfexpression.It also encourages a sense of communityand helps promote tolerance.The final components of the ‘Comfort forKids’ program are a series of workshops and“train the trainers” sessions. During the workshops,which are designed to help parentsanswer their children’s questions about therecent events, experienced childcare professionalswill provide the parents with advice andguidance. In the “train the trainers” sessions,counselors, teachers, and caregivers are taughtto conduct sessions in childcare centers,schools, community centers, and places of worship.In addition to creating ‘Comfort Kids,’ JPMorgan Chase has worked with the UnitedNeighborhood Houses of New York to improvetheir communities and advocate for public policychanges and social reform, to provide counselingand training to parents and caregivers inIslamic and Mexican neighborhoods.JP Morgan Chase plans to distribute the‘Comfort for Kids’ kits to the general publicthrough their branches. Officers at the brancheswould assess the needs of their clients andsend out these kits to the families who requestthem. For more details on the ‘Comfort forKids’ program go to www.jpmorganchase.com,www.mercycorps.org, www.brighthorizons.comand www.unhny.org.

DECEMBER 2001 ■ EDUCATION UPDATE ■ CAMPS & SPORTS33Knicks Zone In On EducationBy TOM KERTESFor this one, you had to be there.Kurt Thomas, the New York Knicks 6-9enforcer–a player famous for his take-no-prisonertactics, a tough guy whose mere glarestrikes panic in the hearts of most NBA opponents–laydown on the carpet. He did that sothat a bunch of considerably closer-to-the-floor10 and 11 year-olds could play with the hair onhis head.This near-unbelievable sighting occurred atBrooklyn’s Beginning with Children CharterSchool where Thomas, along with fellowKnick forward Larry Robinson, played Pictionarywith 30 tremendously thrilled fifthgraders as part of a “Knicks Reading Zone”event.“Why do I do this?” Thomas said. “BecauseI have children too. Because I know howimportant it is to stay in school and to get agood education. And, most importantly,because it is important for us as celebrities toset the right example and give back to the community.”The players do not exactly live up to the popularstereotype of the self-involved multi-millionaireballplayer. But, when it comes to thesometimes elusive concept of “corporateresponsibility” the Knicks are one big businessthat actually means business.“We talk the talk and we walk the walk,” saidthe Director of Community Relations AyalaDonchin. “We feel that using these players’power as role models for the betterment of societyis extremely important. This is our philosophy,our mission that comes all the way fromthe top. Yes, from (Madison Square GardenPresident) Mr. (James) Dolan.”“That is why all our events, like The ReadingZone, are interactive, goal-oriented, and upclose-and-personal,”she added. “If I have achoice between sending a player to a huge benefitdinner with a lot of attendant publicity, oran intimate school event like this with just afew people from the press, we’ll go to theschool every time. Because it’s much moreKnicks player, Kurt Thomas, with some of the students at Brooklyn’s Beginning withChildren Charter School.beneficial and important to the kids.”The “Knicks Reading Zone” was created aspart of the NBA’s “Read To Achieve” programthat instructed each of its 29 teams to come upwith its own educational initiative. The Zonesare voluntary independent reading centerslocated in five New York City elementaryschools, one in each borough. The Knicksdonated a core library of 500 books to eachZone school, and each month sends 50 copiesof a new “featured book” – one that’s also readby a Knicks player on a special Zone Phone (1-800-NYK-DUNK, what else?) to the schools.And then, of course, there are the in-personvisits by the players, the ultimate “use of thepower of celebrity to promote literacy,” accordingto Ms. Donchin.As it turned out, the Pictionary game–a wellknown Knick-like, ultra-competitive thriller–ended in a tie. And then the real thrills cameas the two gentle giants stayed around anotherhour to hang out with the kids, sign autographsand to answer any and all questions.Questions included “Are the fouls real?” andthe all-time favorite “Do you know MichaelJordan?” But there was also “What school didyou go to?” And “Did you graduate?”“We travel constantly and need time for ourown families as well,” Robinson, who has threeschool-age children himself, said while lookingout at the sea of shining little faces. “But youknow what? I wouldn’t give this up for anything.”“It’s priceless.”#Serving the New York CityEducation CommunityThe New 14th Street YThe Sol Goldman Y’sQUALITY EARLY CHILDHOOD PROGRAMS(212) 780-0800GANI NURSERY SCHOOL, ext. 238Ages 2.0-4.8, Full and Half Day Programs, 2,3 or 5 days,Nurturing, Experienced Staff, Rooftop Playground,Shabbat CelebrationsPARENTING AND FAMILY CENTER, ext. 239Classes for Infants, Toddlers, Two’s, Moms, Dads, Caregivers,Couples and Single Parents, A variety of Play and Discussion Groups,Days, Evenings and Weekends, Ages Birth-AdolescenceAFTERSCHOOL PROGRAM, ext 241Exciting Afterschool Program for Grades K-6, Mon.-Fri.from 3-6 PM,Pickup from Neighborhood Schools Available, Swimming, Art,Science Workshops, Cooking, Homework Help, Outdoor PlayDAY CAMPS, ext. 241New Town Day Camp for Ages 2.9-6.0New Country Day Camp for Ages 5.5-11.6Music, Arts & Crafts, Sports, Cooking, Drama, TripsJAPANESE PROGRAMS, ext. 243Japanese Programs for Children and ParentsThe Sol Goldman YM-YMHA of The Educational Alliance344 E.14th Street, New York, NY 10003tel: (212) 780-0800 fax: (212) 780-0859Special Holiday DiscountLarge Cheese Pizza$8. 50**Delivered HOT to schools and classrooms only in Manhattan and the Bronx.Minimum order applies. Advanced notice appreciated.We Also Cater:Holiday Parties, Fundraisers, Social Gatherings,Sports Events, Birthday Parties, Bar& Bat Mitzvahs.Large Order Discounts Available!Please call 212-491-4331 ask for a manager.

34RESOURCE & REFERENCE GUIDE ■ EDUCATION UPDATE ■ DECEMBER 2001Resource&Reference GuideTo most people R & R means rest & relaxation. ToEducation Update, R & R means Resources & Referencesaround the city. The listings that follow willhelp you gain greater knowledge of the city’s enormousand enriching array of offerings.ARTS & MUSICNew York Collegium,(212) 717-9246The New York Collegium - which takes its name from thecelebrated 18th-century Leipzig Collegium Musicum foundedby Telemann - presents America’s premier Baroqueinstrumental and vocal specialists in performance onauthentic period instruments. In collaboration with a distinguishedroster of international guest directors and soloists,including Reinhard Goebel, Fabio Biondi and MonicaHuggett, The New York Collegium performs a series ofsubscription concerts in New York and Boston, with additionalappearances at The Brooklyn Academy of Music andSt. Thomas Church in Manhattan.BOOKSBank Street Bookstore,112th St. & Bway ; (212) 678-1654Exceptional selection of books for children, teachers andparents. Knowledgeable staff. Free monthly newsletter.Open Mon-Thurs 10-8 PM, Fri & Sat 10–6 PM, Sun 12–5PM.Logos Books,1575 York Avenue , (@ 84th Street); (212) 517-7292A charming neighborhood bookstore located in Yorkvillefeaturing quality selections of classics, fiction, poetry, philosophy,religion, bibles and children’s books, as well asgreeting cards, gifts and music. Books can be mailed. Outdoorterrace.HIGH MARKS IN CHEMISTRY 1-877-600-7466Get high marks on chemistry tests and regents exams. Usethis easy review book, High Marks: Regents ChemistryMade Easy by Sharon Welcher. $8.50. Sold over 19,000books in 19 months. Hurry, get it now and get high marksin chemistry. Discounts to schools. Call (718) 271-7466, 1-877-600-7466.CAMPS.Sol Goldman YM-YWHA of the Educational Alliance, 344E. 14th Street, New York, N.Y. 10003, (212) 780-0800The New Town Day Camp, for children ages 2.9-6.0 years,is located at the Sol Goldman Y of The EducationalAlliance, 344 E. 14th Street. The camp provides outdooractivities including rooftop playground and sprinkler time,and indoor fun with music, arts & crafts and drama. Fieldtrips to The NY Aquarium, CP Zoo, and other interestingplaces play an integral part in the camp program. Call 212-780-0800 Ext. 241. The New Country Day Camp, for childrenages 5-11.5 years, is located at the Henry KaufmanCampgrounds in Staten Island. The campgrounds featuretwo swimming pools, boating ponds, athletic fields, and hikingand nature trails. Call 212-780-2300, Ext.. 357. TheEdgies and Torah Tots Day Camps are located at the EducationalAlliance, 197 E. Broadway. Both camps are forchildren ages 2-5 years and provide outdoor/indoor play,art activities, dramatic play, music, water play, trips, picnics,and more. Torah Tots features strong emphasis on Jewishpractice. Call 212-780-2300, Ext. 360.COLLEGESSarah Lawrence Collegewww.slc.eduREADING; Alumnae/i Poets, Wednesday, December 5,Pillow Room 6:30 p.m. Free. Sarah Lawrence Collegeundergraduate and MFA alumnae/i read their works. JoelBrouwer graduated from SLC in 1990, and will publish hissecond book, Centuries, in 2002. Janet Kaplan earned anMFA from Sarah Lawrence in 1987 and published her firstcollection, The Groundnote, in 1998. Anne Marie Marcari(MFA ’99) won the 2000 APR/Honickman First Book Awardfor Ivory Candle. Sharan Strange’s first collection, Ash,won the 2000 Barnard New Women Poets Prize. Shereceived her MFA from Sarah Lawrence College in 1995.For more information please call (914) 395-2411.DANCE CONCERT; Winter Dance Concert, Wednesday,December 5- Saturday, December 9, Performing Arts Center,Bessie Schonberg Theatre, 8 p.m., Free. ReservationsRecommended Students from the Sarah Lawrence Collegedance-making class present their work. For reservations ormore information please call (914) 395-2433.LECTURE; 15th Annual Longfellow Lecture by Roger A.Hart Friday, December 7, Reisinger Concert Hall, 4 p.m.Roger A. Hart, Ph.D. will speak on Children on the CulturalFront Line: The Challenging Vision of Children as ActiveCitizens. Roger Hart is a Professor in the Ph.D. PsychologyProgram of the Graduate Center of the City Universityof New York and Co-Director of the Children’s EnvironmentsResearch Group. The Annual Longfellow Lecture isorganized by the Sarah Lawrence College Child DevelopmentInstitute and honors Cynthia Longfellow, an alumnawho devoted her professional life to bettering the lives ofyoung children.CONCERT; Sarah Lawrence College Chorus and OrchestraConcert, Sunday, December 9, Reisinger Concert Hall,4 p.m.Free. The Sarah Lawrence College Chorus and Orchestra,conducted by Patrick Romano and Martin Goldray, will performchoral works including Bach’s Magnificat and FrancisPoulenc’s Motets for the Season of Christmas. For moreinformation please call (914) 395-2411.CONCERT; William Doppman in Concert, Wednesday,December 12, Reisinger Concert Hall, 8 p.m., $10/$8senior citizens and students. Pianist William Doppmannwill perform works by Bach, Busoni, Liszt, Chopin andDoppmanns Fantasy I (Winter Dreams). For more informationplease call (914) 395-2411.READING; Amy Bloom, Wednesday, December 12, PillowRoom 6:30 p.m., Free. Amy Bloom has written two collectionsof stories, Come to Me and A Blind Man Can See HowMuch I Love You, and a novel, Love Invents Us. Her fictionhas appeared in The New Yorker, Story and Antaeus, andbeen anthologized in the 1991 and 1992 Best AmericanShort Stories and the 1994 O. Henry Prize story collection.For more information please call (914) 395-2411.CAREERSMila Begun, MA, WORKWISE Career Strategies,(212) 874-1885Mid-career change and renewal for professionals. Stay ontrack or set new goals. You can change careers or makethe most of the one you have when you learn to identifyand showcase your best skills. Affordable Rates.COMPUTERSDoublecase Corporation 1-800-475-0707www.doublecase.comManufacturers of the Doublecase line of products, the mostprotective carrying cases for laptop computers, PDAs’ andother types of mobile technology that money can buy.Renaissance Learning SystemsP.O. Box 8036, Wisconsin Rapids,WI 54495 -8036, www.advlearn.comToll-Free (800) 338-4204/ Fax: (715) 424-0455Accelerated Reader® reading management software is abreakthrough software program that helps teachers manageliterature-based reading, reduce paperwork, and motivatestudents to read more and better books. Call (877)988-8042 for a FREE catalog. Renaissance Learning Systems,Inc./ P.O. Box 8036/ Wisconsin Rapids, WI 54495-8036 Toll-Free (800) 338-4204/ Fax: (715) 424-0455/ Web:www. advlearn.comAccelerated Reader® software helps teachers motivatestudents to dramatically increase literature-based readingpratice. As a result, students become better readers andtheir standardized test scores improve. The program generatesmore than 30 information-packed reports to helpteachers assure success for every student, from pre-literateand emergent to college prep.CONTINUING EDUCATIONJASA , Jewish AssociationFor Services For The Aged ,132 West 31st Street, 15th Floor, NYC ; (212) 273-5304Sundays at JASA, Continuing Education for Adults 55 andOver at Martin Luther King High School. Call 212-273-5304for catalog and information about courses.DANCE PROGRAMSNew Dance Group Arts Center,254 West 47th St., NY NY 10036, (212) 719-2733www.ndg.orgMusical Theater Program for kids/young adults. Danceclasses in all disciplines. Teaching/rehearsal space available.Locatedbetween Broadway and 8th Avenue.Uptown Dance Academy / Harlem Karate Institute, Inc.2234 Third Ave., 2nd floor (122d St) NYC 10035,Phone (212) 987-5030All new Uptown Dance Academy offers Ballet, Tap, Jazz,Hip Hop, Drumming, Piano, Gymnastics, Modern, Voiceand Adult Classes. Spice up your Spring with SalsaLessons on Tues and Thurs at 6:30 pm.EDITING SERVICESEditing Services, (212) 423-0965, (646) 479-5433Theses, Dissertations, Manuscripts, Articles and Reports.I’ll make your work look its best and sound its best. Reasonablerates call (212) 423-0965 or (646) 479-5433EDUCATIONAL SOFTWAREInfinity Softworks (503) 690-3134, www.infinitysw.comManufacturers of Power One Graph, a graphing applicationfor your Palm compatible PDA designed to duplicate all thefunctions of an advanced scientific calculator and more.Sleek Software, (512) 327-5167, www.sleek.comManufacturers of educational titles including IncredibleTutor, a standards-based tutoral software packagedesigned to develop reading, writing, and mathematicsskills.Webroot Software1-800-772-9383, www.webroot.comProducers of Childsafe 5.0 and Winguardian, softwareinternet filtration and monitoring utilities for both school andhome.EDUCATIONAL TOYS AND AIDSVanguard Crafts,1081 East 48th Street, Brooklyn, NY 11234.Compare and Save on Arts & Crafts Supplies & Group ProjectPacks, (718) 377-5188Our low, low prices, big selection and speedy delivery helpyou to create a fabulous Arts & Crafts program withoutblowing your budget. Start SAVING NOW! Call for a freecatalog: (718) 377-5188.FINANCIAL AID FOR COLLEGECollege Aid Solutions, Inc., (718) 224-6836Call to schedule a FREE 1-hour consultation where you willlearn how David Michaels, RFP helps parents of collegeboundstudents maximize the amount of aid they receivefor their children’s education. David is a noted speaker,author, as well as leading expert in the area of collegefunding. Do not procrastinate. Financial aid is awarded ona first come first serve basis. So pick up the phone and callCollege Aid Solutions TODAY.GUEST PASSES TO HEALTH CLUBSAmerican Health & Fitness Alliance, (212) 808-0765Be their guest—get the Fitness Access Passbook—swim,exercise, have fun. For $65.00 you’ll get over 200 guestpasses to over 75 of the best fitness clubs in New York andthe tri-state area. Includes NY Health and Racquet, Bally’s,Crunch, New York Sports, Gold’s Gym, World Gym, all theY’s, and much more. Call the American Health and FitnessAlliance at 212-808-0765 (24 Hrs.) to order or for info.Hurry, they’re going fast!INTERNET SERVICESiParadigms (510) 287-9720, www.turnitin.comPurveyors of Turnitin.com, a web based online servicedesigned to help prevent digital plagiarism in studentpapers and assignments.LANGUAGESThe Northeast Conference on theTeaching of Foreign Languages(717) 245-1977THE 49 th NORTHEAST CONFERENCE PROVIDES NEWYORK LANGUAGE TEACHERS WITH UNIQUE PROFES-SIONAL DEVELOPMENT OPPORTUNITIES! For excitingand useful professional development opportunities, languageteachers in the five boroughs should attend anationally-recognized conference held right on theirdoorstep-at the Hilton New York— next April 18-21, 2002.The Northeast Conference on the Teaching of Foreign Languagesis open to all language educators at all levels. It isthe largest regional meeting in the U.S.:2,500 of your colleaguesfrom around the country and the world come forsessions, workshops, networking, learning, and enjoyment!The exhibit hall rivals the national organization’s. You willfind a wide variety of offerings on our schedule, rangingfrom hands-on, “Monday morning” techniques to presentationsof research findings. Our corporate sponsors provideyou with a “cybervillage” where you can check your e-mail,coffee and lemonade services so you can take a break,and wonderful programming (concerts, receptions, etc.),among others. And yet, the Northeast Conference is knownfor its personal, friendly, “human-scale” atmosphere and forits “smooth” organization! New York teachers also have aspecial “perk” :you may bring up to five of your highschool students free to the Conference! If you knowstudents who should think about a teaching career,show them the professional side of the job! This year,the focus is on leadership. Leaders, in our profession, areclassroom teachers, mentors, association presidents, committedparents, and methods instructors. Each must findthe strength to go back to the classroom or the office andconfront reality daily. Each must also find the courage tocreate a new reality from his or her vison. For more information,call 717-245-1977 or email nectfl@dickinson.eduSINGLISH 877-375-7464(SING)www.singlish.comBuild Languages The Fun Way! Accelerating language andlearning through traditional kid’s songs. Visit our website orcall: 877-375-SING.LEGAL SERVICESThe Law Firm of Smith Abbot, L.L.P.377 Broadway, New York, NY 100131-866-443-0303 www.smithabbot.comIf your child has been diagnosed with LEAD POISONING..You may be entitled to compensation.The Center for DiseaseControlhas named Lead Poisoning as the greatestenvironmental health risk to children today. Significantblood lead levels can cause serious physical injuries, aswell as learning and be havioral problems. The law firm ofSmith Abbot is currently accepting cases for clients injuredby Lead Poisoning. Our experienced team of lawyers andregistered nurses will evaluate your case and work togetherwith you to obtain just compensation. If has been diagnosedwith LEAD POISONING…For further informationand a free consultation, call toll free: 1-866-443-0303MEDICINE & HEALTH SERVICESPsychotherapy, A Jungian Approach, (646) 221-9135• Dreams • Gender • Culture • RelationshipsPaul Stein • Licensed • 30 years experienceHenry Ettinger, O.D., F.A.A.O., (212) 265-4609Is Your Child Easily Distracted?Concentration is adversely affected by poor visual processingskills. Recent studies show these skills can be dramaticallyimproved (three year + gains in 10 weeks, insome cases) with one-on-one therapy. Dr. Henry Ettingerand staff provide a free screening for children who strugglewith reading. For more information please call (212) 265-4609, www. nyvision.orgNYU Child Study Center, 550 First Avenue, NYC; (212) 263-6622.The NYU Child Study Center, a comprehensive treatmentand research center for children’s psychological health atNYU Medical Center, now offers specialized services forattention-deficit hyperactivity disorder, anxiety-relatedproblems, consultations for learning disabilities and giftedness,and seminars on parenting and child development.Call for more information.NYU Medical Center, (212)-263-6881Is your child suffering from Eczema? NYU Medical Centeris testing a new therapy for Treatment of Eczema in children.Call (212) 263-6881Weight Loss Study;1-800-782-2737; www.rucares.orgLose Weight Under Medical SupervisionHealth Overweight Women, Age 20 to 40Join An Inpatient Study on Weight Loss.Work and School allowedRockefeller University HospitalAdvanced Degrees in Medicine, Science,and the Health ProfessionsNew York Medical CollegeValhalla, New York(914) 594-4000www.nymc.eduElements of Health, (212) 560-7421Let me introduce you to the non-invasive magnetic andFar-infrared product, that gave me my life back. Theseexclusive health & wellness products can help relieve discomfort,reduce stress and increase energy. Wear them fora few minutes...feel the difference for a lifetime.

DECEMBER 2001 ■ EDUCATION UPDATE ■ RESOURCE & REFERENCE GUIDEResource&Reference Guide35SCHOOLSTEEN HELPEffective Affiliated Programs:800-220-4908• Results backed by a Warranty• Hundreds of Testimonials• Strong Family Values• Startig at $1,990 per monthThe Harlem School of the Arts,645 St. Nicholas Ave., NYC;(212) 926-4100 ext. 304Learning continues after school at The Harlem School ofthe Arts, an afterschool conservatory where the arts educate,stimulate and motivate your child. Music, dance, theater,visual arts and much, much more!!Schools & You, (718)-230-8971www.schools+you.comConsultations and workshops offer advisory services forparents considering PreK-8th grade public or independentschools in Brooklyn and Manhattan. Individually family andgroup sessions can be scheduled Sept. - May. Meetingscan take place at work, at home, by phone, day or evening.The International Center in New York(212) 255-9555Assists international students and immigrants improvingtheir English and learning American customs/culture. Volunteerconversation partners needed. Minimum commitment;maximum satisfaction.St. Thomas Choir School,202 West 58th St., NYC 10019, (212) 247-3311Open auditions will be held for third grade boys enteringfourth. Contact Ms. Kate Macdonell, Director of Admissionsat (212) 247-3311 for more info.SPECIAL EDUCATIONThe ADD Resource Center (212) 724-9699, Ext. 59 or (914) 763-5648Practical help for living with attention and related disorders,seminars, courses, workshops and services for children,parents, adults, employers and educators. Call for schedule.The Smith School (212) 879-6354The Smith School, is a fully accredited Regents registeredindependent day school for special needs students (grades7 through 12) located on the Upper East Side. Our staff isexperienced in teaching students with such problems asAttention Disorders, Dyslexia, Phobias and emotionalissues. If your child needs an academic setting, extra attention,close monitoring and extremely small classes call TheSmith School at 879-6354 because BETTER GRADESBEGIN HERE.The Sterling School, (718) 625--3502Brooklyn’s private elementary school for Dyslexic childrenoffers a rigorous curriculum, Orton - Gillingham methodologyand hands-on multi-sensory learning. One-to-one remedationis also provided. If your bright Language LearningDisabled child could benefit from our program please donot hesitate to contact Director: Ruth Aberman at 718-625-3502.Windward School, (914) 949-8310Windward is a co-educational, independent day school forlearning disabled students, grades 1–12, located in WhitePlains, NY. The school selects students of average to superiorintelligence who can benefit from the unique educationalapproach it provides. Students stay at Windwardapproximately 2–5 years and then return to mainstreamsettings. The upper school is designed to prepare studentsfor a successful college experience.SPORTS AND RECREATIONAsphalt Green Sports and Fitness for a Lifetimewww.asphaltgreen.org (212) 369-8890Asphalt Green is dedicated to assisting individuals of allages and backgrounds to achieve a lifetime of fitness. The5 1/2 acre campus includes a swimming complex, fitnesscenter, AstroTurf field, basketball courts and theater offeringa variety of programs for adults and kids.TEACHER PLACEMENTManhattan Placements, 501 East 79th Street,(212) 288-3507A personal and highly effective placement company forteachers, administrators and department heads servingNew York, New Jersey and Connecticut independentschools.TUTORSKumon Math & Reading Centers,1(800)ABC-MATHwww.kumon.comKumon offers students of all ages and abilities a convenient,affordable learning program to build academic skills.Over 100 locations throughout New York and Connecticut.For general information call: 1-800-ABC-MATH. Visit ourwebsite at www.kumon.comSAT Tutorials, (212) 966-2860All subjects, all levels, specializing in Math, Science & English,H.S. Entrance Exam, SAT I & II, GRE-GMAT, Awardwinning.Sylvan Learning, 1-800-EDUCATESylvan Learning Centers are the nations leading providerof supplemental education. Individualized instruction inreading, mathematics, writing, and study skills and testprep is offered in centers conveniently located in Manhattan,Brooklyn, Bronx, Queens, and Staten Island. Instructionis offered year-round. Hours are flexible. Contact ustoday at 1-800-EDUCATE or at www.educate.com.Tutoring and Enrichment (212) 348-9366Standards Based Licensed Teacher NYC, NYS, K-6Call Ms. Carol at (212) 348-9366 for Experienced, Professional,Customized and Creative Tutoring.VOLUNTEER ORGANIZATIONSArtWorks, (212) 213-3370Trained volunteers introduce art and architecture to thirdgraders in public schools in NYC. Each program lasts 6weeks with 5 sessions in the classroom and a guided visitto the Metropolitan Museum of Art to see the works studied.Training and curriculum provided. All sessions meetduring the school day; training in the evening or daytime.Call for more information.Literacy Partners ( 212) 802-1120For over 27 years, LITERACY PARTNERS has helpedadults develop the reading,writing, and math skills theyneed to manage and succeed in day-to-day living.We needvolunteers to tutor groups of students at our Manhattanlearning centers. We offer training, ongoing support, andan exciting opportunity for personal and intellectual enrichment.Please call Anika Simmons at (212) 802-1120 if youare interested.WEB PAGESwww.AboutOurKids.orgProvides scientifically-based child mental health and parentinginformation through a continually-expanding store ofpractical and accesible articles based on the latest researchin child psychiatry, psychology, and development. It’s a reliableresource for both common challenges, such as toilettraining, and more serious problems, such as depression.www.EducationUpdate.comGet the latest in education news, events, articles, and commentaryon our popular internet site. Review the comprehensiveresources of our advertisers.WOMEN’S SERVICESWomen’s Rights at Work, (888) 979-7765WRW, sponsored by Citizen Action NY, runs a toll-freehelpline and free monthly forums for women experiencingworkplace sexual harassment. Contact us at (888) 979-7765; visit us: www.citizenactionny.org.WRITING CLASSES/WOKSHOPSGotham Writers’ Workshop Teen Program,Ages 11-14, 15-18. (212)-WRITERS (974-8377),www.WritingClasses.comGotham Writers’ Workshop, offers afterschool and onlinewriting programs for teenagers. Teen workshops includeinstruction in writing fiction, nonfiction, poetry, plays, andscreenplays. The live and online classes are taught by professionalwriters and run for 8 weeks. Private instruction isalso available. Call 212-WRITERS (974-8377) or visitwww.WritingClasses.com for a FREE brochure.Essay Writing Workshop®,Creating Superior College Application Essays(212) 663-5586Write college admissions essays that reflect your passion,integrity and individuality. Ivy grads, professional writersand former Ivy admissions staff offer private and groupclasses. Editing services. Call New City Workshops at212.663.5586 for a brochure.TEL: 212-481-5519 CALL TO PLACE YOUR CLASSIFIED ADVERTISEMENT FAX: 212-481-3919.ARTISTIC PHOTOSPhotography in theComfort of Your Home or inYour Office. Family Portraitsor Corporate EventsCall Chris McGuire at718.377.3944BED & BREAKFASTNew York Guest HouseHistoric Sharon Springs, NY518-284-2126Near CooperstownUnits with private bathsSpecial weekly ratesFeatured in Kaatskill Lifeand N.Y. Times 8/2000BEAUTYAnderson French New York18 East 53rd StreetIntroducing our Winter 2001 PromotionsBoth our Men’s Hair Cutting andour Women’s Blow Dry/StylingSeries represent tremendous value inquality hair design.With a purchase of two servicesyou will receive the Third, free.Take advantage of this Special Offer bycalling Gail or Kellie at 212-836-1820.-Restrictions may apply-EDUCATIONAL SOFTWAREPrior award-winning Lightspan team provideslesson plans, standards-correlated learninggames, step-by-step technology help,marketing materials, and more.~~Smart content for all Media.PonderOne@ponderone.com or 310-306-1246.FRANCHISINGNATIONAL EDUCATION COMPANYSEEKS LOCAL PARTNERSIN BOOMING BIZWe’re interviewing for teaching partners in NYCLI, WESTCHESTER, NJ & CT. If you’re an experiencedprofessional educator looking to own asuccessful business, let’s meet. We will train youin marketing and operating in partnership withSPEED LEARNING. We are affiliated with Longisland University,School of Continuing Education.Call for appointment 212-323-7943HELP WANTEDOUR SENIOR INSTRUCTORSEARN $50 AN HOURAre you experienced and available p/t or f/t?We train and certify our teaching partners inour SPEED LEARNING system. Our graduatesare: kids, 6th grade through high school,university and grad school, and companyexecutives and professionals. P.S. We areaffiliated with LONG ISLAND UNIVERSITY.Interviewing for NYC and LI classes. Call foran appointment: 212-323-7943EDUCATION UPDATESUBSCRIBETODAYFOR ONLY $30Call (212) 481-5519Stay on the cuttingedge ofeducation news.Visit us on the web @www.educationupdate.comJOBS FOR EDUCATORSManhattan Placements501 East 79th Street, #6ANew York, New York 10021(212) 288-3507Claude Kunstenaar, DirectorSylvie Falzon-Kunstenaar,Assistant DirectorA personal and highly effective placementcompany for teachers, administrators &department heads serving New York, NewJersey and Connecticut independentschools. TEACHERS and ADMINISTRA-TORS seeking positions in independentschools, please send your resumes. * Nofees to candidatesMUSICMaster Voice SpecialistRobert Talbert, the co-author of the celebritybook The Anatomy of Voice can teachall styles of Classical and Contemporaryvoice work for Singers, Performers andPublic Speakers. Increase your range andability in an encouraging, professional vocalstudio. 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Great gift.Corporate, kids, seniors welcome.(718) 832-7239www.flashisfun.comemail:info@flashisfun.comCLASSIFIEDADVERTISINGINEDUCATION UPDATETel: 212-481-5519Fax: 212-481-3919(circle one)Card No.Exp. DateNameTelephone No.AddressOur Advertisers Enjoy Results!Our size is the LARGEST,Our Price is the LOWEST,Our distribution is the BEST.Only $1.25 per word.Your ad appears in Education Updatefor 1 full month. For immediate listingon our website (over 500,000 hits permonth) add an additional$1.25 per word.Attach your ad copy to this formMasterCard Visa AmexEducation Update is distributed the firstweek of every month to 60,000 homes, businesses,schools, and all libraries in Manhattan,the Bronx, Queens, Brooklyn and StatenIsland.Ask for frequency discounts.Classified Section is posted on the webpage.Fill out this form and send it to:Education Update Classified276 Fifth Ave., Ste. 1005 • NY, NY 10001

AwardWinnerEDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ DECEMBER 2001