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AUGUST 2007 ■ For Parents, Educators & Students ■ <strong>Education</strong> update11Bank Street’s LeadershipPreparation Institute (LPI)As long as New York City schools continueto need leaders dedicated to bringing effectivelearning to students who represent a widespectrum of abilities, Bank Street College of<strong>Education</strong>’s Leadership Preparation Institute(LPI) will be there.“The Institute prepares school leaders for theopportunities, realities and challenges present inurban school contexts,” said Dr. Sabrina HopeKing, the newly appointed LPI Director.The three programs that comprise the LPI regularlyturn out scores of teacher-leaders, coaches,assistant principals, and principals, all of whomare dedicated to the special needs of students atall levels of achievement.These programs include:The Principals Institute (PI), whose goal is toincrease the pool of women and leaders of colorin the city’s public schools. PI’s mission is to preparepublic school leaders who are ethical, reflective,and collaborative. In addition, they leave thePI with the knowledge, skills and dispositions tocreate a school environment where staff and studentscan reach their highest potential.PI students work towards a master’s degree andstate certification as School Building Leaders,which enables them to get jobs as principals andassistant principals.Students are assigned into cohorts for theeighteen-month program, participating in andsupporting each other in classes together. Eachstudent is assigned an advisor who meets withhim or her throughout the program.“The advisors sat with you, helping you tobecome a more reflective practitioner,” recalledTrevor Naidoo, principal of Landmark HighSchool in Manhattan and a graduate of the PI.Another program under PI is the Bilingual/ESLTeacher Leadership Academy (BETLA), a collaborativeeffort between Bank Street and the New York<strong>Education</strong> Department’s Office of Bilingual <strong>Education</strong>and Foreign Languages. Dr. Lillian Hernandez, ofBergen Academiescontinued from page 7labs, is that it is staffed by two medical professionals,each with decades of experience in geneticsand molecular biology. Students in AMSTare learning medical diagnosis through the useof robotic patient simulators, typically reservedfor training medical professionals. “Sim-Man”(robotic patient) can be programmed to exhibitsymptoms of hundreds of medical conditions tochallenge students to make accurate diagnosesbased on symptoms obtained through sophisticatedinstrumentation.Venture into the nerve center of the Academy ofEngineering and Design Technology and witnessstudents bringing the blueprints they create instate-of-the-art graphic design programs to lifewith computerized 3D modeling machinery.A visitor to the Academy of Business andFinance will find students versed in the use ofSAP, the software that major manufacturers useto run their companies.The Academy for the Advancement of Scienceand Technology boasts a math team with hundredsof members. Their passion for problemsolving is evident through their practice schedulethat includes Saturdays and Sundays.The Academy for Computers andDid you knowwww.<strong>Education</strong><strong>Update</strong>.comgets 2 million hits per month?For advertising banners,animated & stationary,email us: ednews1@aol.comBank Street, is the program coordinator.BETLA, a specialized teacher-leader program,offers 13 graduate credits to students who takea series of courses in advanced curriculum andinstructional practice, staff development andleadership development. BETLA-trained teachersare prepared to lead and counsel other teachersof English language learners.Laura Ascenzi-Moreno, a 2004 graduate ofBETLA, says she learned at Bank Street how todevelop sound relationships and nurture professionaldevelopment skills with the teachers shecoaches.“Now I sit in on classes in my school, then helpthe teachers without a leadership background bystudying how language intersects with their students’cognitive experiences,” she said.The third program of the LPI is the TeacherLeader Program, a certificate program that preparesstudents to support teacher developmentin their schools. Similar to BETLA, the TeacherLeader students are prepared to assume formaland informal roles as teacher leaders while retainingtheir positions as classroom teachers or whilegaining release time to assume additional roles.After taking a class in literacy as part of theTeacher Leader program curriculum, former studentKrista Senator decided to become a literacycoach in her school.“A literacy coach is a staff developer focusingon literary professional development, whichhelps meet school goals in that area,” she said.All three of these programs under LPI focuson student mutual support, collaboration withinstructors and personal as well as professionalgrowth, with an emphasis on group meetings.“Reflective questioning in groups really helps,especially when it is as active as possible. Thatkind of group work is key,” said Senator.All three programs, LPI’s King said, “sharesomething else in common and that is a strongcommitment to young students most in need.”#Telecommunications is also a futuristic take oneducation. Working with Cisco Systems, studentsbuild their own networks from the ground up.The Academy for Visual and Performing Artsboasts three powerful strands: music, art, and theatre.At the heart of the music program is a symphonicorchestra, a jazz band, and a host of otherensembles and quartets. The Academy Choir,which has been invited to the White House, haswon National recognition for excellence. TheVisual Arts Academy is outfitted with a complete4-camera television studio, capable of broadcastingaround the world.The challenge at BCA is not what to sample,but finding enough hours in the day to experiencethe countless opportunities for learning and selfgrowth.At Bergen County Academies, the futureis bright indeed.#Danny Jaye is <strong>Education</strong> <strong>Update</strong>’s “OutstandingEducator of the Year 2005” as well as formerchair of the math department at Stuyvesant HSin NYC.Expert ElectricalWork atReasonable RatesORA TROPELECTRIC INC.Residential/CommercialKeith Portaro516-931-3938516-528-7036 Cell4 Harold CourtPlainview, NY 11803NCLBI will educate tomorrow’s innovators and inventors.• biological & chemical science• computer science• engineering• finance & risk engineering• management• tech writing & digital mediacontinued from page 4• NCLB holds schools accountable for testscores, but does not effectively hold high schoolsaccountable for whether their students actuallygraduate.• 71 percent of the nation’s eighth graders readbelow a proficient level, yet there is no federaleffort to improve reading and comprehension inmiddle and high school as there is in grades K-3.• The limited tools NCLB provides to improvelow-performing schools reflect neither researchnor best practice and are not effective for highschool reform.Wise continues, “The present NCLB does noteffectively reach high schools, and too manychildren are being left behind by the ninth grade.With the law up for renewal this year, this isthe time to build on the ideals of ‘no child leftbehind’ and pass legislation that will lead thenation toward ‘every child a graduate.’”Schools &YouConsultations For ParentsMaking Choices PreK-8th GradeBrooklyn & ManhattanPublic & Independent Schools718-230-8971www.schoolsandyou.comI am a PolyThinker.Join us for a graduate infosession!Thursday, August 23rd, 6 p.m. - 8 p.m.Westchester Graduate Center 40 Saw Mill River Rd. • Hawthorne, NY 10532Brooklyn MetroTech Campus Six MetroTech Center • Brooklyn, NY 11201Long Island Graduate Center 105 Maxess Road • Melville, NY 11747Inquire about graduate scholarships for education professionals.Please RSVPphone: 1-800-POLTYTECHe-mail: gradinfo@poly.eduonline: www.poly.edu/graduateInstead of what the brief calls “shortsightedproposals” that merely extend testing requirementsto high schools or simply reserve portionsof current funding streams for high schools, theAlliance calls on Congress to reauthorize NCLBwith “a systemic solution that reflects all thatis known about improving high schools fromresearch and best practice.”According to Wise, “Research and best practicehave demonstrated that there is no excuse forfailing to address the needs of our high schoolstudents. NCLB reauthorization must includeprovisions to improve the calculation of graduationrates, invest in data systems, support educators,drive meaningful accountability linked tohigh school improvement, and ensure the necessaryresources and capacity to provide an excellenteducation for every student. Some of theseissues are addressed in existing proposals fromMembers of Congress, including the StrivingReaders Act of 2007 (S. 958 and H.R. 2289) andthe Graduation Promise Act (S. 1185).” #HELP! CHEMISTRY,PHYSICS TESTSOVER 100,000 BOOKS SOLD!HIGH MARKS: REGENTS CHEMISTRYMADE EASY - BY SHARON WELCHER $10.95(College Teacher, Chairperson &Teacher of High School Review Courses)Easy Review Book with hundreds ofquestions and solutions for new RegentsNEW BOOKHIGH MARKS: REGENTS PHYSICS MADEEASY - BY SHARON WELCHER $12.95Easy Review Book with hundreds ofquestions and solutions for new RegentsAvailable at leading bookstoresor call 718-271-7466www.HighMarksInSchool.com
12EDUCATION UPDATE | AUGUST 2007Helping Children in NeedA Unique Birthday Celebrationat the New York Foundling HospitalWilliam Baccaglini Jr., Director, The NY Foundling & Gillian GranoffGillian Granoff & childrenBy Dr. Pola RosenGillian Granoff, a Brown graduate, had celebratedher 10th reunion at Brown University,when she decided she would have her birthdayparty with 15 children, ages 4 to 12 whose birthdays,and indeed existence, had been ignored byabsentee parents for years. With her customarythoughtfulness and concern for others, Gillian(a reporter for <strong>Education</strong> <strong>Update</strong>) planned theparty with the Foundling Hospital’s directorWilliam Baccaglini Jr., arranging for 6 hugepizzas, salad, bottles of soda, cake, pin the tailon the donkey, hokey pokey and prizes for all.Gillian asked friends and family to bring smallstuffed animals and toys in lieu of gifts for her.There was lots of fun and good old fashionedcuddling and hugging of all the children interspersedwith the excitement of the games, goodiesand toys.One of the Sisters had the children say ablessing before eating and Gillian shared a biblicalHebrew prayer before eating as well. Thewarmth and love in the room was palpable, theexchange of prayers made each person awareand accepting of religious differences.Covenant House, founded in 1859 by theSisters of Charity, was to provide shelter andrespite to poor orphans as well as abused andabandoned children. Today, there is an acute unitfor ill children as well as the unit where Gillianhad her party which contains a Department of<strong>Education</strong> School, and in addition, a unit forpregnant teens where their babies can be bornin safety.Are you having a birthday soon? FollowGillian’s tradition; consider sharing your specialday with children less fortunate who willremember your birthday forever and treasure thesmall toys that no one else cares to give them.#Contact Gillian at gilagran@aol.com for moreinformation.Adoptive Families’Summer Reading GuideIt’s July, and time for Adoptive Families’yearly crop of summer reading picks. Below,you’ll find powerful adoption memoirexcerpts. To the right, you’ll see our firstannual Best Adoption Books list. Visit AF’sbookstore for even more recommendations.Happy reading!Love in the Driest Seasonby Neely Tucker“She blinked again. Then she reached outand, in a wobbling gesture, wrapped her handaround my little finger....” Read more.China Ghostsby Jeff Gammage“These kids, with their wan smiles andgrowling stomachs, follow you across theocean, move into your house....” Read more.The Mistress’s Daughterby A.M. Homes“I have allowed this because I understandthe need for proof, for some true measure ofour relationship....” Read more.AF PICKS: Best Memoirs•The Waiting Child, by Cindy Champnella•I Wish for You a Beautiful Life, SaraDorow, ed.•Borrowed Finery, by Paula Fox•ITHAKA: A Daughter’s Memoir of BeingFound, by Sarah Saffian•The Kid, by Dan Savage•In Their Own Voices, by Rita J. Simon andRhonda M. Roorda•An Empty Lap, by Jill Smolowe•Love in the Driest Season, by NeelyTucker•The Adoption Reader, Susan Wadia-Ells,ed.•Secret Thoughts of an Adoptive Mother, byJana WolffAF PICKS: Best Adoption Storybooks•Sam’s Sister, by Juliet C. Bond; illustratedby Dawn Majewski•How I Was Adopted, by Joanna Cole;illustrated by Maxie ChamblissGillian & her mother Perry Granoff“A life of homelessness and poverty is devastatingfor a child. The stigma of being a social outcasterodes a child’s sense of self-worth. For a homelesschild, education offers probably the onlyroad out of his seemingly hopeless situation. Itoffers contact with a stable, sheltered world; itprovides examples of strength and courage; itteaches self-worth and initiative. And it providesbadly-needed skills.”Broken Lives: Denial of <strong>Education</strong> to HomelessChildren. National Coalition for the Homeless.December 19871
Museum MileAUGUST 2007 | EDUCATION UPDATE13El Museo del BarrioSpotlightsEmerging ArtistsBy Sybil MaiminFor those unfamiliar with El Museo del Barrio,the exciting Latino cultural institution on FifthAvenue between 104th and 105thStreets in Manhattan, now is agreat time to become acquainted.For those who are already fans, thecurrent show, El Museo’s Bienal:The (S) Files, which runs untilJanuary 6, will reward a return visit.Featuring the work of 51 emergingLatino/Latin American artists whocurrently reside in the New York area,the Bienal is brimming with ideas andtalent. (S) Files means “the selectedfiles” and alludes to the choice ofmost of the work from unsolicitedsubmissions to the museum’s Artists’ Archive. Inaddition, a “guest country,” Ecuador, that does notget much exposure in the New York art world,has contributed the work of five of its artists. Theart is contemporary and wide ranging in medium,subject, and style. Curator Elvis Fuentes explains,“People tend to think there is a style of Latino art.”The show “is not about denying traditional LatinAmerican art, but about showing variety. Artistslook for new ways to express traditional subjects.”Three themes emerge. “A Wild Eye” encompassesnature and global warming. “Adrenaline” includesthe cult of hyper-masculinity, violence, and war.“Agora” addresses current “hot” political andsocial topics.Florencio Gelabert (Cuba) constructs an eightfootlong plywood and resin replica of the islandof Manhattan filled with artificial plants but nobuildings. It sits on the floor and will be movedto various locations during the exhibit. Havingno space of its own, it becomes a “nomadicsculpture.” Dulce Pinzon (Mexico) photographsordinary working people doing their jobs dressedin super-hero garb in order to question our definitionof hero and our indifference to those laboringaround us. Melissa A. Calderon (New York City)explores the stereotype of Latina emotions as“dramatic and over exaggerated” with a large cascadingarc of white, cried-on tissues shooting outof a silver box. A large golden rocket standing tallon the floor illustrates “the beauty of horror,” inthe words of Jesus Rivera (Cuba). Adriana LopezSanfeliu’s (Spain) photos of women in SpanishHarlem capture conflictedroles in a machista, dominantwhite society. An installationof a floor-based Calder-likemobile that resembles an oilfield infrastructure togetherwith pertinent documents isAlessandro Balteo Yazbeck’s(“Venezuela) bitter commentaryon the Iraq war. FernandoFalconi paints himself intolarge-scale copies of illustrationsin popular children’s textbooksin his country (Ecuador)to reread his nation’s image of itself. Some workutilizes video, light, sound, and interactive elementsand others are site-specific installations.El Museo del Barrio director Julian Zugazagoitiaspeaks of “the Latin American contribution todefining the cultural landscape of New York”and his goal of “strengthening support of Latinoartists” in the city. Rodolfo Kronfle Chambers,curator of the art from Ecuador, explains hisnation has “mostly traditional art which is aproblem because artists have to go outside thecountry to become known.” Participating artists,several being shown for the first time, are clearlyappreciative of the opportunity. Reflecting sentimentsof many of his colleagues, Augusto Zanela(Argentina), whose outsized black and white wallgraphic frames entry to the exhibit, speaks ofthe show as “very important, the most importantshow in my career so far.”El Museo del Barrio was founded in 1969in response to concern in the local communitythat Puerto Rican culture was not represented inNew York museums. In 1994, because of localand national demographic changes, the museumextended its representation to all Latin Americanand Latino communities in the United States.Thanks to the MetLife Foundation, admissionto the museum will be free during the run of theBienal. Tours are given on Saturdays at 1 pm(English) and 2 pm (Spanish).Magnificent, RarelySeen Tapestries on Viewat Metropolitan MuseumFrom the Middle Ages through the late 18th century,the courts of Europe lavished vast resourceson tapestries made in precious materials afterdesigns by the leading artists of the day, andworks in this spectacular medium were prized bythe aristocracy for their artistry and also as tools ofpropaganda. Tapestry in the Baroque: Threads ofSplendor—on view at The Metropolitan Museumof Art beginning October 17—will offer the firstcomprehensive survey of high-quality 17th-centuryEuropean tapestry, and will demonstrate theimportance of tapestry as a prestigious figurativemedium throughout that century. “This exhibitionwill provide one of the grandest displays ofBaroque tapestry that has been seen since LouisXIV strolled through the galleries of Versailles,”said Philippe de Montebello, Director of theMetropolitan Museum. “As a visual experience, itwill be without parallel for a modern audience.”Drawing from collections in more than 15countries, Tapestry in the Baroque: Threads ofSplendor presents 40 rare tapestries made between1590 and 1720. Commissioned by kings, popes,and noblemen, these woven frescoes embody thegrandest artistic ambitions of their patrons. Thepieces have been selected for their condition andcolor, and together will provide an unprecedentedinsight to the role of tapestry in 17th–centurycourt culture.The secondary theme of the exhibition is thestylistic development of tapestry during thisera and the contributions of artists like PeterPaul Rubens, Jacob Jordaens, Simon Vouet,Charles LeBrun, Pietro da Cortona and GiovanniRomanelli, as they responded to the challenges ofthe medium in unique and individual ways. Theexhibition will include about 25 designs and oilsketches, demonstrating the thought and artistrywhich these woven frescoes required.About half of the tapestries in the exhibitionderive from Flemish workshops, reflecting thepreponderant role of the Low Countries in thegreatest tapestry production of the day. Highlightsof the Brussels tapestry industry include theTriumphs of the Church designed by Peter PaulRubens for the archduchess Isabella in 1626.#Mummies in BrooklynMuseum Collection toUndergo Scientific StudyThe Brooklyn Museum ConservationLaboratory is beginning a study of the humanand animal mummies in the Museum’s collection,using the tools of modern-day scientificinvestigation to reveal new information aboutmummification practices in ancient Egypt thousandsof years ago. The project will bringtogether scientists from the Brooklyn Museum,the Getty Conservation Institute, in Los Angelesand the University of Bristol in England. It willbegin with the X-ray fluorescence (XRF) of thefirst-century C.E. mummy known as Demetrios,which will be a part of the forthcoming exhibitionTo Live Forever: Egyptian Treasures fromthe Brooklyn Museum.X-ray fluorescence will allow analysis of thepainted surfaces associated with the wrappingof mummies, including painted linen bandagesand shrouds. Preliminary results have shownthat the red paint used on the Demetrios mummymay have been made, in part, from componentsimported from Spain. The lead in the paint issuspected to have come from a Spanish silverThe Studio Museum in Harlem is dedicatedto creating a safe environment for youths toexpress themselves creatively. The Museum hostsfree programs for high school students outsidethe school environment. These programs offerstudents opportunities to meet and conversewith prominent visual artists, express their ideasthrough discussions, facilitate tours and hands-onworkshops and develop important communicationand critical thinking skills.• Hands On: Design with Gregory Grey,Tuesday, August 14th—Friday, August 17th,2007, 11:00am - 3:00pmThis fun filled, four-day workshop exclusivelyfor middle school students will provide an opportunityto work with a professional New Yorkdesigner who will introduce the basics of designpractice. Students will be guided through theprocess of creating their own functional interiordesignedspaces based on their own needs, interestsand personalities.This is a great summer opportunity to meetother creative teens, learn from a professionalartist and develop new skills! Space is limitedmine, but it remains unclear whether the paintitself was manufactured there or, alternatively,whether if the lead ingredient was traded toEgypt with the paint then produced locally.In addition to X-ray fluorescence, the team willuse CT scanning: this will permit a non-invasiveexamination of the mummy interiors, providingmedical information related to, for example,the condition of the bones, as well as examiningother burial materials that might have beenincluded within the wrapped linens. Carbon 14dating will also be used to help provide an accuratedate of the mummies’ creation. Finally ananalytic method known as GC Mass Spec, willhelp determine which chemicals were employedin the technical process of mummification andhow their composition changed during the threethousand years these techniques were in use.The Brooklyn Museum’s world-renowned collectionof ancient Egyptian material includesfive human mummies and nearly fifty animalmummies, among them cats, crocodiles, andbirds.#The Studio Museum in HarlemYouth Programso please RSVP by August 1, 2007 to (212) 864-4500 x264Family ProgramsAre you looking for something fun to do withyour kids instead of watching Saturday morningcartoons? Bring the family to the Studio Museumand experience art in new and exciting ways!The Studio Museum acknowledges the need forfamilies to spend time together. Nurturing bondsbetween parents and their children through art,the Museum offers programs and activities thatallow families to share in the creative process.Bring the family and explore our exciting exhibitions.Become an artist in a hands-on workshopand create works of art with your kids!Family programs are designed for families withchildren ages 4 to 10 years old. Family programsare FREE. Pre-registration is required. Please call(212) 864-4500 x264 to register.Family Programs are funded in part by publicfunds from the New York State Office of Parks,Recreation & Historic Preservation, made availablethrough the office of Assemblyman KeithL. Wright.This NEW MUSEUM SECTIONwill be a monthly feature.To advertise, email ednews1@aol.com
14 Special <strong>Education</strong> ■ EDUCATION UPDATE ■ AUGUST 2007Working with Special Needs Adults in ResidencesBy Skip HolidayAutism is a perplexing neurodevelopmental disorderthat has befuddled the medical communityfor many years. It is a disorder that surfaces beforea child turns three years old and is more prevalentamong males than females. It is a disorder thatcan affect anybody regardless of race, social classor gender. What makes autism so complex is thatthe medical community still can’t pinpoint thecauses and while there are various methods totreat autism, there is still no cure for it.I have been working with the autistic populationfor over three years in a residential setting.I work as a direct care counselor for a mentalhealth/social services agency in New York City inwhat is called an IRA (Individualized ResidentialAlternative). An IRA is similar to a group homebut there are differences between an IRA and atraditional group home such an ICF (IntermediateCare Facilities). In an IRA you typically workwith a small number of consumers compared toan ICF. Also, an IRA is designed for high functioningconsumers who can complete their ADLskills (Activities of Daily Living) independently.An ICF tends to be for low functioning consumerswho need assistance in completing tasks of dailyliving that we take for granted such as showering,tooth brushing, shaving, eating and toileting toname a few. These consumers work “one on one”with a staff that works with them to complete theirADL skills with verbal, gestural and physical handCareers in special educationon hand prompting. These are tasks that we tendto take for granted but for the autistic populationit takes years of treatment plans to learn how tomaster these tasks and as direct care staff we helpand guide these consumers to master these tasks.In the residence where I work, two staff membersare assigned to a house with four consumers.We rotate depending on the shift that consistsof evening and overnights during the week. Theconsumers we work with range from medium tohigh functioning and each of them have their ownbehaviors, peeves and disorders. Some of themonly have autism but others have autism alongwith other mental disorders such as schizophrenia,psychosis and mental retardation. We work withseveralconsumers who have Asperger’s syndrome,which is an autism spectrum disorder common inhigh functioning consumers. These consumers areallowed to travel on their own. We also work withnon-verbal consumers who despite the fact theycan’t communicate verbally, can read and writeand understand every word that is spoken to them.Our work in the IRA is fairly simple becausemost of the consumers can do things on their ownsuch as washing and drying their own laundry,cleaning their homes, cooking their breakfast,ironing their clothes and so on. We are alsoresponsible for tasks such as maintaining a personallog of their behavior and daily activities aswell as administering their medications.Their autism is treated primarily with ABA(Applied Behavior Analysis) therapy. Since theirfunctioning and behaviors vary their treatment aswell as their behavior and goal plans are different.We have consumers that have tooth brushing andshowering goal plans because their functioning isbehind some of the high functioning consumers.We also have high functioning consumers who areon community awareness and socialization goalplans so they can learn to socialize and integratethemselves in a community setting. We have consumerswho are on money management goal plansto learn how to manage their money effectively.With ABA, a team of QMRP (Qualified MentalRetardation Professionals) implement the behaviorplans and methodologies with the hope of getting all of these consumers functioning at an independentlevel where they can maintain a job andlive on their own instead of a group home setting.Our consumers are also treated with medicationtherapy such as Risperdal, Zyprexa and Prozac.Unfortunately these medications are designed tocontrol and modify behaviors and peeves. Thereis no magic pill that can stop these consumersfrom behaving violently when they are upset orstop making them behave hyperactively whenthey are in a community. There is no miracle surgicalprocedure that can cure autism and for methat is the saddest part about working with theseconsumers. This disorder doesn’t go away.Through all my years working with this population,ABA therapy is probably the best way to treatthis disorder. The goal is to have these consumersfunctioning at a level where they can behaveand socialize appropriately without the use ofmedications that can have adverse long term sideeffects such as dementia. But I have found that ifthe methodology of ABA isn’t executed properlythan it can be useless. That is one of the criticismsthat I have about this field and the agencies thatare entrusted to treat the autistic population. Inthe agency in which I work, we are trained toadminister medications and learn how to appropriatelyhandle situations of crisis but we haveno training in ABA therapy and how to executethese behavior and goal plans properly and that isa problem if we are the ones that work with themin a residential and community setting.When implemented and executed properlyABA therapy can be a wonderful method to treatautism; when not executed properly, the resultscan be mediocre. These consumers didn’t havea choice in being afflicted with this disorder sothe least the hierarchy of these mental health andsocial services agencies can do is provide theseconsumers with the best chance to succeed andpart of that starts with integrating direct carecounselors in the implementation of these treatmentplans and methodologies that fall underABA therapy.#Skip Holiday is a pseudonym for an employeethat has worked with autistic individuals formany years.National Institute for the Deaf Receives $900,000 GrantThe National Technical Institute for the Deaf, acollege of Rochester Institute of Technology, hasreceived a three-year, $900,000 Steppingstones ofTechnology for Individuals with Disabilities programgrant from the U.S. Department of <strong>Education</strong>.Grant monies will be used for the project,Evaluation of the Use of Tablet PCs and C-Printto Support Deaf and Hard of Hearing Students,which will be led by Michael Stinson of NTID’sDepartment of Research and Teacher <strong>Education</strong>.Co-principal investigators are Lisa Elliot,Susan Foster, and Marc Marschark, all of theDepartment of Research and Teacher <strong>Education</strong>.Marschark also is affiliated with NTID’s Centerfor <strong>Education</strong>al Research Partnerships.Tablet PCs are mobile computers whose touchscreen or “tablet” allows users to operate thecomputer with a stylus or digital pen instead of,or in addition to, a keyboard and mouse. Thecomputer is linked to a network using a wirelessor wired connection.The project will evaluate two options for usingtablet PCs to provide support services for deafand hard-of-hearing students. One option uses thetablet to provide real-time note taking support,and the other uses it to provide graphics as wellas real-time text. Middle and high school age studentparticipants with moderate to profound hearinglosses, enrolled in public school programs infour locations, will receive either real-time notetaking or speech-to-text plus graphics support.The research team will examine the effects oftablet PCs on classroom achievement by conductinga study of retention of a simulated lecture with90 students, a study of fidelity of implementationby the service providers, and an observational studyof 16 classrooms using one of these two options.The materials that service providers, teachers andparents can use to facilitate students’ use of tabletoptions also will be refined during this project.The project will yield knowledge that will becritical in moving toward subsequent widespreadimplementation of tablet-based note taking andspeech-to-text services.NTID is the first and largest technological collegein the world for deaf and hard-of-hearingstudents. One of eight colleges of RIT, NTIDoffers educational programs and access and supportservices for the 1,100 deaf and hard-of-hearingstudents from around the world who study,live, and socialize with 14,400 hearing studentson RIT’s Rochester, N.Y. campus.#For more NTID news, visit http://www.rit.edu/ntid/newsroom.Are you A nys licensedspeciAl educAtion teAcher?Are you bilinguAlly certifiedin chinese or in spAnish? then ourchildren Are wAiting for you!!!Associates for Bilingual Child Development Inc. isSeeking Mono/Bilingual Special Ed Itinerant TeachersBilingual CertifiedTeach Preschoolers 3-5 years of ageFull-Time and Part-Time OpportunityCompetitive Salary and RatesNon BOE Employee Applicants OnlyCall: 718-436-5147Fax resume to: 718-436-6843E-mail resume to: abcdinc@verizon.netVisit our website: www.abcdnyc.netCorporate ContributionsMarsh & McLennan MentorsBklyn HS’s New Legal Academyby Joy ResmovitsTwo groups huddle on either side of the boardroomoverlooking a sunny urban panorama,enthusiastically negotiating their clients’ claimswith an insurance company—just like a realcase. The only difference: the average age of theopponents is 16.The boardroom is in Marsh & McLennanCompanies’ (MMC) New York office, site of therecent culmination of the firm’s collaborationwith the students of Brooklyn High School forPublic Services’ nascent Legal Academy. Formonths, attorneys from MMC came into LegalAcademy on a regular basis to work with studentsfor the final simulation and for encounters withlaw later in life. Attorneys had visited the school,encouraging students to learn the ins and outs oflaw via games such as the wheel of misfortune,which entailed matching insurance options tounfortunate events.Corporate Legal Diversity Pipeline made thematch. Pipeline is an initiative of Street Law andAssociation of Corporate Council that matchescorporate law firms with local high school studentsin order to engage diverse people to pursuea legal profession early in life.After each side negotiated—one side madesignificantly more money than the other—thelawyers and students reflected on the negotiationprocess. They all recognized that bargainingskills used in court are only applicableonly to law. Kevin Crowley, an MMC attorney,said he saw “fire in everyone’s eyes,” duringthe process.At the end of the day, the students gathered inthe auditorium to evaluate the program. “Youwere our guinea pigs today,” Chief Legal EthicsOfficer & VP of Litigation, at Marsh & McLennanCompanies, Inc. said of the pilot program.Patricia Anderson, teacher of the Legalto <strong>Education</strong>Academy’s first students involved in Pipeline,stressed the importance of continuing the program.“What more can we do with the group?”she asked. She said she hopes the program will“show them that there is more to the legal professionthan what they see on TV.”The next step is a continued mentoring program.“The goal of Street Law is to promote diversityso that the best and brightest are interested in andanxious to enter the legal profession,” Crowleysaid. “Fear of the unknown may have existedbefore this program,” he added.Student feedback was phenomenal when studentsread from their evaluations. Erica Moody,who claims her attention span is “really short,”said everything was an “attention grabber.”“My interest got higher in being a lawyer,”Nikita Felix said.“It expanded me,” Nataki Hemmings said.“Negotiations, I loved them. It’s set. I know Iwant to go into corporate law,” she added.Lee Arbetman, director of US Programsfor Street Law is also coordinator of the USDepartment of Justice’s national law-related educationprogram, Youth for Justice, and an adjunctprofessor of law at Georgetown University,helped launch pipeline. He co-teaches a SupremeCourt Summer Institute for teachers. Arbetmanstressed not only the pipeline’s goals in involvingdiverse groups in legal professions, but alsoin teaching law skills that are applicable to dailylife, such as negotiation. “Street law is practicallaw,” he said.Arbetman said that school visits and gameswere “attempts to work off kids’ brains, notadults’ brains.” When he was studying in lawschool, Arbetman realized, “the stuff here couldbe remolded and reshaped into excellent teachingmaterials. It’s too important to leave it all tothe lawyers.”#
AUGUST 2007 ■ EDUCATION UPDATE ■ Special <strong>Education</strong>15Resources for Childrenwith Special NeedsBronxJewish Child Care Association555 Bergen Ave. Bronx 10455November 7, 2007 Advocacy Skills forParents10 AM-1 PMFRIENDS Program at Visiting Nurse Serviceof New York, 489-493 E. 153rd. St. 2nd Floor10455November 9, 2007 Transition from School toAdult Life 10AM-1PMBrooklynBrooklyn Heights Library, 280 Cadman PlazaWest Bklyn. 11201October 24, 2007 Transition from School toAdult Life 10 AM-1 PMOctober 31, 2007 Early Childhood Services:Birth to 5 10 AM-1 PMNovember 14, 2007 Advocacy Skills for Parents10 AM-1 PMCentral Library Grand Army Plaza FlatbushAve. and Eastern Parkway 11238October 30, 2007 Getting Appropriate<strong>Education</strong>al Services 10AM-1 PMNovember 27, 2007 Early Childhood Services:Birth to 5 10AM-1PMManhattanAndrew Heiskell Braille & Talking BookLibrary 40 W. 20th St. NYC 10011November 13, 2007 Getting Appropriate<strong>Education</strong>al Services10:00 AM- 1 PMNovember 20, 2007 Transition from School toAdult Life 10 AM- 1 PMNovember 27, 2007 Advocacy Skills for Parents10 AM-1 PMResources for Children with Special Needs,Inc. 116 E. 16th St. 5th Floor NY, NY 10003November 15, 2007 Early Childhood Services:Birth to 5 10 AM-1 PMNeuropsychological, learNiNg Disability aNDatteNtioN Deficit DisorDer evaluatioNs aND treatmeNtExtended time evaluations, Cognitive Remediation,Neurofeedback, Tutoring, PsychotherapyChildren, Adolescents, Adults1J. Lawrence Thomas, Ph.D. DirectorFaculty, NYU Medical CenterInternational Dyslexia Association, Board of Directors19 West 34th st., peNthouse, NeW york, Ny 10001 • 212.268.8900Nurosvcs@aol.com • WWW.thebraiNcliNic.comAdaptationsThe Young AdultLife Skills Networkoffers college-educated youngadults, people in their 20’s and30’s with learning disabilities orthose needing support—the benefitsof a supportive environment asthey work towards achieving theirlife goals. Adaptations offers awide variety of opportunities—fromsocial activities to ways to improveinterpersonal skills, explore careeroptions and more.What Does Adaptations Offer?• Social outings—museum visits,bowling, dinners, walking tours, cookingworkshops, exercise programs, comedy& theater events• A comprehensive website withresources, event happenings with socialand community access• Participation in The JCC in Manhattancommunity-wide programs and events• An employment specialist who works oncareer development• Monthly family support group• Weekly social skills groups• Casual get-togethersFor more informationabout Adaptations,please callMissy Jacobs at 646.505.4367 orJonathan Kaufman at 646.505.5739or visit www.adaptationsonline.orgTMadaptationsAdaptations is funded through the generosity of donorsto UJA-Federation of New York and is a joint initiativeof The Jewish Community Center in Manhattan andF.E.G.S. Health and Human Services System.adaptations_amny.indd 16/25/07 5:42:27 PM
16 COLLEGES & GRADuate Schools ■ EDUCATION UPDATE ■ AUGUST 2007Chancellor Recognizes 2007 GraduatesWho Have Overcome ExtraordinaryOdds To Receive A DiplomaWalton High School graduate Keila Matosreceives diploma while battling lupusKeila Matos was diagnosed with lupus whenshe was nine years old. The disease left herweak, and at times she received home instructionwhen she was not able to attend school.She is currently in dialysis three times a weekfor her failing kidneys. However, she returned toWalton High School in the Bronx for her senioryear and has flourished, despite her physicallimitations. Keila will graduate on time with herclass, and plans to attend Hostos CommunityCollege in the fall. “This has been a greatyear,” Keila said. “I haven’t felt that sick. I’mreally going to miss this school, my teachers andmy guidance counselor.” Keila plans to studyComputer Science. Her teachers say her determinationhas been an inspiration and motivationto the entire school community.Fannie Lou Hamer High School graduateYulisa Ramirez first in family to receiveIN Memoriamdiploma19-year-old Yulisa Ramirez learned to grow upat an early age. When she was five, her parentswere deported to the Dominican Republic andYulisa ended up in foster care in Massachusetts.Eventually, she returned to the Bronx to livewith her sister. For the past four years, she hasattended Fannie Lou Hamer High School whileholding down a full-time job. Of the ten childrenin her family, Yulisa is the only one to receive ahigh school diploma. “To be able to say that I gotmy diploma is amazing,” Yulisa said. “It took alot of work and a lot of effort, but I did it. I amvery lucky.”Yulisa will attend City College in the fall whereshe plans to study accounting or psychology.New York City Schools Chancellor Joel I. Kleinwill congratulate Keila, Yulisa and other studentswho’ve beaten the odds to graduate at a ceremonyat Department of <strong>Education</strong> Headquarters.#Peggy BenjaminCCNY Senior Jessica TibbetsWins Fulbright ScholarshipJessica Tibbets, a graduating senior at TheCity College of New York (CCNY), hasreceived a 2007-2008 Fulbright ScholarsAward to study Arabic and learn about the deafcommunity in Yemen.As part of her research, Ms. Tibbets will producean ethnography and documentary aboutdeaf people in Yemen to show to hearing andnon-hearing people in Yemen and abroad. TheWichita, Kan. native is expected to graduate fromCCNY magna cum laude June 1 with a B.A. inInternational Studies with a concentration inCulture and Communications.“This is really exciting,” she said of herFulbright award. “I spent six months in Yemenlast year teaching English so that I could fund mystay while improving my fluency in Arabic andlearning Yemeni sign language and I loved it. Ican’t wait to return to my friends there!”“The award gives me an opportunity to continuemy study of Arabic as well as my researchand work with the deaf community in that country,”she added. “I started learning Arabic in myfreshman year at City College and fell in lovewith it. That’s the main reason I went to Yemenlast year.”While there, she decided to apply for theFulbright. Yemen’s Ministry of Social Affairs,the Deaf Association in Aden and a researchcenter in Sana’a, Yemen’s capital city, backedher application. The three organizations providedthe supporting letters required from all applicantsby the Council for International Exchangeof Scholars, which administers the FulbrightScholar Program.Ms. Tibbets wrote her senior thesis on the possibilityof a global sign language. She says shebelieves a more cohesive and broadly understoodsign language would empower deaf people whocurrently use different methods of signing.At CCNY, Ms. Tibbets received the Anne S.Kheel Scholarship from the College’s ColinPowell Center for Policy Studies. The scholarshippaid her tuition since her junior year.She also received the Winston Fellowship fromCCNY’s International Studies (IS) Program fora study trip to Brazil in 2004 through ColumbiaUniversity, and taught English in El Salvador insummer 2005 with the Presidential Scholarship.The latter was in conjunction with the school’sInternational Studies “Service Learning in ElSalvador” program. In addition, she was a memberof the women’s soccer team and was namedAll City Player in 2005.Currently living in the Bronx, Ms. Tibbetsteaches Arabic to second graders at an AfterSchool Program at the Kingsbridge HeightsCommunity Center and interns at AFS, a not forprofit intercultural exchange program for highschool students.Ms. Tibbets says she chose to study at CCNYin 2003 because of the College’s highly regardedInternational Studies Program, beautiful campusand diverse student body. She plans a career inhealth care policy, particularly as it would benefitcitizens of underdeveloped countries. #visit us online at www.educationupdate.com2 million hits per monthOnly 26 years old, she was a heroine to hermother, Josette, her husband Alix and her 3-yearoldson Junior. Battling for years with lupus,suffering pain and numerous hospital admissions,she never complained. Tall, slender and beautiful,her radiant smile and large brown eyes were fullof compassion.“Death be not proud” for though she is gone,we will always remember her.Knowing Peggy has enriched all our lives.#C r e a t e t h ef u t u r e y o ud e s e r v e i nE d u c a t i o n .FOR ARTISTS WHO WANTTO BECOME TEACHERSThe School of Visual Arts offers a Master of Arts in Teaching inArt <strong>Education</strong>. This 36 credit, three-semester program, leads toa New York State Initial Certification in Art. The MAT curriculumcenters on a community-oriented approach to art education.The faculty of artists offer expertise in a range of areas, includingarts-integrated curricula, technology and museum education.For further information, please request a Graduate Programscatalog from the Office of Admissions, 212.592.2107.THE COLLEGE OFNEW ROCHELLEGRADUATE SCHOOLis dedicated topreparing studentsfor successful careers inthe helping professions.Learn innovative teaching strategies and developprofessional leadership skills for teachers andeducational administratorsEngage in practical training through our extensivefield placementsNew 39-credit Dual Certification Master’s in SchoolBuilding Leadership and School District LeadershipEnjoy flexible class schedules, evening, weekendand summer coursesGenerous scholarships for well-qualified full- andpart-time studentsApply Now For Fall Session.Visit www.cnr.edu/gs for fall course schedules. Classes begin Sept. 5.© 2007, visual arts press, ltd.School of VISUAL ARTS209 East 23 Street, New York, NY 10010-3994Tel: 212.592.2107 E-mail: gradadmissions@sva.eduWeb site: www.sva.eduRA P P L Y N O W2 9 C A S T L E P L A C EN E W R O C H E L L EN E W Y O R K 1 0 8 0 59 1 4 - 6 5 4 - 5 3 3 4g s @ c n r . e d uw w w . c n r . e d u
AUGUST 2007 ■ EDUCATION UPDATE ■ COLLEGES & GRADuate SchoolsMSPinNYC at Hunter College:A Model <strong>Education</strong>al ProgramInnovative Teaching Methods AtHunter College Summer School17Stanley BlauserDr. Faith MuirheadDr. Charlotte FrankBy Liza YoungWith mass media exploding with news ofthe latest innovations in technological devices,it’s refreshing to see the mentor-mentee modelused with dramatic success to enable failingHS students to score high on regents examsafter a summer at Hunter College. <strong>Education</strong><strong>Update</strong> visited Hunter College to see the NewYork City Mathematics and Science Partnership(MSPinNYC) summer program at work, hostedby Dr. Faith Muirhead, project director of theprogram, accompanied by guests Ernest Logan,president of the Council of Supervisors andadministrators (CSA), Dr. Charlotte Frank, SeniorVP, McGraw-Hill, and Marianita D.Damari,NYC Department of <strong>Education</strong> MSP Liaison. Atthe meeting we observed the comprehensive andsuccessful summer program in action with livelyclass discussions, intense teacher planning sessions,and a tutor analysis meeting with respectto student performance.The MSPinNYC five and a half week summerprogram is a productive learning experience forteachers, tutors, and of course for students, with2006 data revealing a stunning 70 percent passrate on the chemistry regents compared to thetraditional city summer school program pass rateof 27 percent; a 90.6 percent pass rate on livingenvironment compared to 35.8 percent for publicschool summer programs; 58.8 percent passingrate compared to 30.6 percent on the Math Bregents exam; and a 56.7 percent pass rate comparedto 32 percent on the Math A regents exam.Several complementary factors differentiateMSPinNYC from traditional summer school programsincluding the heavy role of professionaldevelopment, where teachers collaboratively discussand analyze lesson plans; use debriefingsessions after classes for further analysis; andincorporate feedback from students to modifyteaching methods. Tutors, comprised of highschool and undergraduate students excelling inmath and science, are an essential element of theprogram and play the role of “co-facilitator” duringclass sessions, Muirhead indicated, with moretraditional tutoring on a three-to-one level duringthe afternoon.Participating teachers underscored the uniquenessof MSPinNYC as collaborative teacherplanning. Stanley Blauser, math teacher at theGateway School for Environmental Research,appreciates the opportunity at MSPinNYC program“to see the subject from other teachers’points of view.” He has additionally been ableto test creative approaches to teaching math, andbring them to his regular classroom during theschool year.Hassan Laaroussi, participating math teacherfrom Truman HS also enjoys being able to shareideas with other teachers, and experiment withnew teaching methods. He described the programas a place in which “wherever kids turn theywill find help. If they turn to the left they willfind tutors; forward they will find teachers…”Ernest LoganHe, as well, has been able to import techniqueshe practiced during the summer program to hisclassroom at Truman HS.Four teachers involved in a science planninglesson shared how students, working on a metalreactivity task, engage in inductive reasoning;while not being told the point of their task, theydiscovered on their own a 5 determination 5 ⁄8 x 7 3 ⁄8 ofchemical hierarchy through data collection andexamination.Muirhead further explained that students usecollege provided materials such as a petri dish—which some students have never seenbefore—to study their everyday interestsincluding mouthwash and sunscreen.Following their experimentssome students have exclaimed, “I feltlike a scientist.”During our visit to a Math A tutoringmeeting, we watched tutors analyzestudent performance on regents questions,breaking down student errors,tackling misconceptions, and how toaddress the math problem from a differentangle.Tutors, Muirhead pointed out, actuallytake mock regents exams on aweekly basis, to monitor their expertisein the area. This year, MSPinNYCexperimented with recruiting tutorswho excelled as well as those who didnot, in order to have a more empatheticgroup of tutors who had grappledwith similar problems. Interestingly,as Dr. Frank indicated, research showsthat mentors often learn more thanmentees.Careful analysis of class lessons forresearch and evaluation are being conductedthis year by college professors,based on taped sessions, which willserve to further enhance the programin the future.Of great interest, currently, is howto translate the program to additionalhigh school sites. Presently, featuresof the summer school model are operatingat two schools, Harry S. TrumanHS and Columbus HS, although thetwo schools are using their own generalmodels. MSPinNYC has providedtutors and professional developmentin the incorporation of tutors.At the conclusion of the tour of theprogram, President Logan promisedhe would work toward incorporatingthis model in schools throughout theacademic year. There are currentlypartnerships with colleges, whereundergraduates majoring in mathand science serve as tutors in highschools, and the hope is to solidifyand increase such partnerships in thefuture.#<strong>Education</strong> <strong>Update</strong>August 2007 IssueP.O. #: 19591By Alberto CepedaThe two most interesting things that I observedtaking place in these classrooms were the teachingtechniques used by the teachers and tutors toget these at risk students to comprehend the materialbeing taught in these classes and the numberof tutors who were in the classroom to providesupport to these students.The first classroom visited was a living environmentclass that consisted of about thirty studentswith three teachers and three tutors on hand toteach them the material. The lesson was centeredon taking scientific terms and breaking them downinto concepts from the biggest to the smallest.It was startling to see that the teaching techniquesbeing applied by the professors weren’t limited towriting on the blackboard. The teachers challengedthe students to explain the terms and how they gottheir answers. A simple right or wrong answerwould not suffice in this class. Memorizing theseBecoming a Teacher:A Forum for Career ChangersWednesday, August 30, 5:30 – 7:30 PMBank Street College Graduate School of <strong>Education</strong>610 West 112th Street, New York, NY 10025-1898www.bankstreet.edu 212.875.4404concepts and terminologies weren’t the goal ofthe lesson. The teachers and tutors demanded thattheir students thoroughly comprehend the materialthrough reviews that took place every ten to fifteenminutes within the lesson.I was also surprised how proactive these studentswere as they participated and how thoroughlythey explained their answers. It was clearthat they fully grasped the lesson which consistedof scientific terms such as nucleotides, chromosomesand DNA. The teachers as well as thetutors challenged these students to fully grasp thematerial which is the key to getting the studentsto succeed.Dr. Faith Muirhead, Program Director of MSPin NYC and her staff are on the right track tomeeting the goal of MSP and fulfilling the dreamsof success that every student deserves.#Alberto Cepeda is a student at CCNY & anintern at <strong>Education</strong> <strong>Update</strong>.INNOVATION INTEACHING AND LEARNING
18 <strong>Education</strong> update ■ For Parents, Educators & Students ■ AUGUST 2007Usdan Center Celebrates 40th AnniversaryUnion Institute & University has three doctoral programs designed to meet yourprofessional and personal goals, and all are designed to fit your busy schedule.UI&U is known for its rigorous and fulfilling Ph.D. in Interdisciplinary Studies,and now we also offer a Doctorate in <strong>Education</strong> (Ed.D.), and aDoctorate in Psychology, (Psy.D.).Apply online: www.tui.eduCall us: 800.486.3116, ext. 2008Or email: DoctoralAdmissions@tui.eduOffering:Faculty Members:Would you like to earn your doctoraldegree, but think you can’t fit it inwith all your current obligations?B.A. • B.S. • M.A. • M.Ed.M.A. in Psychology • M.F.A.Ed.D. • Psy.D. • Ph.D.Cincinnati Center 440 East McMillan Street, Cincinnati, OH 45206By Reva CooperUsdan Center for the Creative and PerformingArts (www.usdan.com), called by Time Magazine“One of the most unique camps in America,” isnow celebrating its 40th Anniversary Season ofintroducing young people to the arts, and addressingchildren’s educational needs in exciting newways. In addition to its annual seven-week summerseason offering more than 40 programs inthe visual and performing arts, Usdan, America’slargest summer arts day camp, presents its secondannual Summer in September intensive-workshopweekend on September 29-30, 2007. Summer inSeptember will include “Essay Writing” for highschool students, designed to prepare high schooljuniors and senior for their college admissionsapplications; “The Craft of Broadway” for aspiringhigh school stage actors, consisting of auditionworkshops and lectures on “the business ofshow business” and a day of study on Broadway;and the “Audition and Admissions Workshop forAdvanced Conservatory-Bound Musicians”.Annually attended by 1,600 children ages 6 to18 from throughout the Tri-State area (includingManhattan, Brooklyn, Queens, The Bronx,Westchester, Northern New Jersey and SouthernConnecticut) Usdan students are picked up fivedays a week by air-conditioned charter buses, andtransported to the Center’s 200-acre woodlandcampus in Huntington, Long Island. No auditionis needed for most classes, as the essential prerequisiteis interest—the Center, in other words, isopen to all. In addition to their studies in the arts,students attend Usdan’s daily on-site “FestivalConcerts,” educational performances by worldfamousartists such as the Tokyo String Quartet,the Limon Dance Company, jazz singer JaneMonheit, current Broadway stars, and membersof the New York City Ballet. After the first fewweeks of the season, student ensembles presentthe daily performances.Another Usdan feature is the caliber of its teachers,many of whom are internationally renownedartists. Many return year after year, drawn by theinterest and commitment of the Center’s students.For example, world-famous jazz pianist and educatorDr. Billy Taylor founded the Jazz StudiesKerry DiscioarroStudents from the “Craft ofBroadway” workshop, with BobMartin, writer/star of The DrowsyChaperone<strong>Education</strong> <strong>Update</strong>September 2006 IssueP.O. #: 17897Department in 1986, and subsequently broughtstars such as Marian McPartland, Jimmy Heathand Jon Faddis to conduct workshops at theCenter. Other teachers have included members ofthe New York Philharmonic, the Rockettes, theChicago Symphony, American Ballet Theatre,Broadway productions, and artists such as painterFrank Stella.Although the aim of the Center is merely to createa lifetime relationship with the arts, its uniquestimulation has caused many to go on to professionalcareers, and alumni include Mariah Carey(who has since established a scholarship), NataliePortman, jazz singer Jane Monheit and membersof major symphony orchestras, Broadway showsand dance ensembles. August 1 will be the 40thAnniversary Usdan Gala Concert; an eveningfeaturing Jane Monheit and students in performance,and Alumni Awards will be given to themany achieving former students.The Usdan season runs through August 10 at185 Colonial Springs Road in Wheatley Heights(Huntington), and registration for the following seasonbegins immediately afterwards. For informationand registration for Summer in September and the2008 season, call 631-643-7900 (also, beginning inSeptember, call Usdan’s New York City office, at212-772-6060) or visit www.usdan.com.#<strong>Education</strong> <strong>Update</strong>5 5 ⁄8 x 7 October 1 ⁄4 2006 IssueP.O. #: 180325 5 ⁄8 x 7 1 ⁄4College & University Directory1 2 3 4Wed., Feb. 22, 6 p.m.5STATE UNIVERSITY OF NEW YORKFifth and Sixth Floors325 Hudson Street(corner of Vandam)New York City<strong>Education</strong> <strong>Update</strong> - college directory2/7/062.375" x 1.75"Come to Goddard as you are.Leave the way you want to be.1-800-468-4888www.goddard.eduOpen House May 14th- Plainfield, VTI Am Interested In Applying❑ Freshman❑ Day❑ H.S. Student❑ Teacher❑ Transfer❑ EveningAs My Status❑ CollegeStudentPlease mail to:College Directory - <strong>Education</strong> <strong>Update</strong>17 Lexington Ave., Box A1207New York, NY 10010Graduate School Open HouseGraduate Thursday, School October Open 12, House 5:15 PMTuesday, September 19, 5:15 PMBank Street College Graduate School of <strong>Education</strong>610 West 112th Street, New York, NY 10025-1898Bank Street College Graduate School of <strong>Education</strong>610 West www.bankstreet.edu 112th Street, New York, NY 212.875.469810025-1898www.bankstreet.edu 212.875.4698Mail this CouponPlease Include your phone numberAUGUST 2007“What I learned“What Bank I learned Streetcontinuesat Bank Streetto continues inspire meto inspire mein my ownin my ownclassroom.”classroom.”A BANK STREET COLLEGE ALUMNA— A BANK STREET ALUMNAWhichprogram willinspire you?INNOVATION INTEACHING AND LEARNINGINNOVATION INTEACHING AND LEARNINGName:__________________________________________________________Address:_______________________________________________________Please circle catalogs you wish to receive:1 2 3 4 5City:_________________________________State:___Zip:_______________Phone (incl. area code): ____________________________________________________
AUGUST 2007 ■ For Parents, Educators & Students ■ <strong>Education</strong> update19Frozen Treat: Artic TaleBy Jan AaronThe fluffy bear cub struggles in thesnow to keep up with his mother andsister bear, named Nanu, on the prowlfor food. The two bears in the leadturn back to comfort and urge him onbut he is lost. This is just one of thelife and death moments in Arctic Tale,a live-action movie set in the remoteCanadian Arctic. The film comes fromNational Geographic Films, producersof March of the Penguins andParamount Classics, the studio thatdistributed An Inconvenient Truth.It depicts the lives of a polar bear,Nanu, and a walrus named Seela, twonatives of the icy north, and their strugglesto survive in a changing environment.Is this the film for your scientificresearch? On the intricate realities ofclimate change? No. But for those seeking anentertaining way to enlighten youngsters aboutthe potential dangers of global warming, it isdefinitely fine.Over 15 years, Adam Ravetch and SarahRobertson, National Geographic’s NaturalHistory Unit and others, compiled an astonishing800 hours of film footage. From the start, theirgoal was to make a movie closer to mythic taleadventure—yet a tale woven out of real eventscaught on film in the wild.Nanu and Seela’s stories are linked in narrationby Queen Latifah and include fantastic imageslike a polar bear standing on her hind legs andthen crashing her claws through the ice to showher cub how to hunt and a newborn walrus cradledin its mother’s flippers. There also are rarely seenevents like an underwater fight between a polarbear and walrus, a flight of thick-billed murres, agathering of narwhals, (single tusk whales), andBy Joy ResmovitsHarry Potter and the Order of the Phoenixis not about magic. The tricks, stunts, specialeffects, sweeping panoramic shots of wizardsflying on broomsticks over London, and theascent of the dark wizard Lord Voldemort (RalphFiennes)—they’re all secondary to education.The movie begins as Harry (Daniel Radcliffe)uses a complex Patronus spell outside of hisschool, Hogwarts, to fend off soul-suckingdementors in the presence of his muggle, nonwizard,cousin Dudley. Technically, it is forbiddenfor wizards under the age of 17 to use magicoutside of school. Despite the life-threatening circumstances,Harry is tried in front of the Ministryof Magic, facing, potentially, expulsion fromHogwarts. Harry’s mastery of the spell he learnedin school seems to have gotten him in troublewith the very people who oversee the curriculum:the government.A major aspect of the movie was the ministry’soverarching intervention at Hogwarts, and the consequencesof leaving educational controls in thehands of government personnel who have no backgroundin education. This motif is personified byDolores Umbridge (Imelda Staunton), a ministryrepresentative who lands the coveted, yet cursedpost of Defense against the Dark Arts teacher.At the first meal of the school year, Umbridgeinterrupts headmaster Albus Dumbledore(Michael Gambon), stands up, and orates abouther (the ministry’s) approach to education: rotememorization without hands-on experimentation.During her first class, Umbridge hands out thecourse textbook based on the theory and history ofdefense spells, but without relevance to their realworldapplication. When know-it-all HermioneGranger (Emma Watson) asks why they won’t belearning any practical magic, Umbridge answersParamount Classicsa little white fox tagging along.The narration is a little cute, but doesn’t jokeabout the realties of life and conveys the amazingways massive bears and walruses survive andcare for their families under truly tough circumstances.One moving scene shows a bear castingoff her growing cub because she can no longerfend for both of them.The film’s narration includes some choicefacts: For instance, polar bears can smell throughthree feet below snow and ice to catch prey, anda young walrus memorizes its mother’s face bybrushing whisker to whisker.A real accomplishment of the film is how theprincipal creatures are perfectly made compositesof several animals over periods of time. Drama isheightened by the undeniable changes in weatherpatterns depicted over time and how it puts manyinterdependent creatures at risk. It’s a cool movieon a hot summer day.#Harry Potter 5:A Treatise on <strong>Education</strong>by saying real applicable knowledge isn’t important.After all, school is all about standardizedtesting according to Umbridge.The students, however, know better. Unwillingto face the dark world unprepared, the studentstake their education into their own hands by formingDumbledore’s Army. Dumbledore’s Army isa student-lead—and Umbridge-banned—enrichmentprogram in which Potter teaches practicaldefense spells. Umbridge becomes so paranoidabout her power that she uses truth serum onstudents to locate the meetings.Later in the year, Umbridge sits on a thronein front of a giant pendulum as she administersthe Outstanding Wizarding Levels, standardizedtests comparable to the Regents. By this point,Umbridge has been appointed as High Inquisitorof Hogwarts, a position that provides the powerto dismiss tenured professors. After deciding theyweren’t meant to remain in the academic realm,the notorious class clowns Fred and GeorgeWeasley spark an astounding show of the wizardequivalent of fireworks during the test. “Youknow, I really hate children,” Umbridge saidshortly following the spectacle.Harry’s involvement in education comes tofruition when he and his friends go on a missionto save his godfather. The adolescents usetheir newly acquired spells to fend off fullygrownDeath Eaters, Voldemort’s followers.Voldemort, partially a spirit, possesses Harry’sbody for a few moments in this battle of consciousness.But Harry’s memories of friendshipand positive sentiments in Dumbledore’s Armyseparate him as the victor this time, for Harryhas something Voldemort doesn’t—not onlyfriendship, but more importantly, friends concernedenough to help each other seize controlof the course of education.#MOVIE REVIEWSFun For All: Shrek The ThirdBy Jan AaronWhen asked if he wanted a birthday party,Nicolas, a hip about-to-be seven-year-old I know,shook his head and said: “No, I just want to seeShrek with my cousins.” And they were not disappointed.The big green-colored ogre is backwith laughs for every age, from silly slapstickfor the kids to pop culture jokes for adults. Infact, some of the satiric sharpness of the first twofilms is missing here. Shrek (Mike Myers) is stillirascible but a little softer and Donkey (EddieMurphy) is less of a compulsive talker and moreof a friend.This film begins with a medieval version of adinner theater where Shrek and his wife Fiona(Cameron Diaz) disrupt the ceremony whilestruggling with their stiff royal clothes. Thenthere is a jousting duel, a magic act, dancing, andsome atrocious singing.As the story ramps up, Shrek and Fiona aresummoned to the deathbed of the Frog King(John Cleese), and Shrek becomes next in line tobe king of Far Far Away. But he must refuse giventhe oafish way he performs royal duties. “I’m anogre,” he says. “I am not cut out for this.”So he’s off to find another heir to the throne,Fiona’s long-lost cousin, Arthur Pendragon,(Justin Timberlake) a nerdy outcast at a medievalprep school across the seas. As Shrek and his twobuddies, Donkey and the suave swashbucklingPuss in Boots (Antonio Banderas) set sail, Fionasurprises her husband with the news that she ispregnant. The panicked Shrek imagines himselfsurrounded by multiple baby ogres.A fun subplot features Prince Charming (RupertEverett). Jilted by Fiona for Shrek, he enlists aband of storybook losers—Captain Hook, theBig Bad Wolf, the Evil Queen and the HeadlessHorseman among them—to stage a palace coupin Far Far Away and be granted their own happilyever after ending for once.Thus the film is set for a classic showdown.But guess what? They are opposed by heretofore-sweetyoung damsels—Cinderella, SleepingBeauty, Snow White and Rapunzel—while Shrek,Fiona and Arthur settle their futures.Finally Shrek becomes a father, undoubtedlysetting the stage for Shrek the Fourth. #
20 <strong>Education</strong> update ■ For Parents, Educators & Students ■ AUGUST 2007National Summit onAmerica’s Childrenby speaker nancy pelosiWhen I was sworn in as Speaker, I did sosurrounded by children, because they must bethe center of our work here. But it is time toupdate our policies, recognizing the connectionsbetween neurons and neighborhoods andthat children who grow up healthy and happybecome contributing citizens as adults.Our job is to take the critical science wewill be presented with today from the halls ofacademia to the homes of America’s families.We must match every aspect of our currentpolicies on early learning, health and mentalhealth, and family and income support againstthe wealth of information produced by ourleading scientists and scholars.Great strides have been made in understandinghow children’s brains are shaped and developed,how positive behaviors can be encouraged,and how investments in early childhood createsuccess in later years. We must ensure that ourpolicies match the latest research and that familiesare given what they need to take advantage ofthese scientific advancesDemocrats will set anew direction for the nextgeneration by prioritizinglegislative initiatives thatstrengthen the future ofAmerica’s children. Theyinclude: reauthorizing HeadStart, with a focus on EarlyHead Start for children three and under—HeadStart has helped ensure some of our most vulnerablechildren become successful adults for morethan 42 years, and Early Head Start is doingthe same for infants and toddlers; improvingearly childhood workforce quality through theHigher <strong>Education</strong> reauthorization act; expandingSCHIP–9 million children in America havePearl S. Buck said: ‘If ourAmerican way of life failsthe child, it fails us all.’no health insurance, even when we know thathealthy kids do better in school and are betterprepared for a bright future; and making housingaffordable for families, because a good start inlife begins with a place to call home.For too long, America’s children have comein last in the competition for government investments.For too long, wehave allowed outdatedways of thinking to determineour policies regardingour children. And fortoo long, there has beennot enough political will tomake children our numberone priority in our workhere in Congress.I pledge to you today that those days are over.We take seriously our responsibility to America’sfuture–our children. As the brilliant author andactivist Pearl S. Buck said: ‘If our American wayof life fails the child, it fails us all.’ We must committo ensuring our children are given the toolsthey need to succeed.#Located in the 1874 and 1881Maioglio-Astor TownhousesOur 100th AnniversaryOpened in 1906 by Sebastiano Maioglio,and now owned by his daughter,Laura Maioglio.Barbetta is the oldest restaurant inNew York that is still owned by itsfounding family.Playing Now at BARBETTA“Ratatouille Festa!”That rat who was dying to become achef left the French restaurant he wasat to go Italian and crept into Barbettawhere he is cooking up a storm of ratatouilleRatatouille as an appetizer! Pasta withratatouille! Ratatouille with fish andwith meat! Ratatouille all over themenu! His ratatouille is delicious! Geta taste of it before the Department ofhealth banishes him to the sewers onNew York City.Visit our website at www.barbettarestaurant.comOr call (212) 246-9171 for reservationLocale Storico d’ItaliaBarbetta is the first restaurant in America to have been awarded landmark status bythe Locali Storici d’Italia.321 West 46th Street New York, N.Y. 10036Phone (212) 246-9171 Email: barbetta100yrs@aol.comWebsite: www.barbettarestaurant.com Fax (212) 246-1279is MOVING!Our new offices are located at:<strong>Education</strong> <strong>Update</strong>695 Park AvenueSte. E1509New York, NY 10065
New York City • AUGUST 2007For Parents, Educators & Students • 2149-Year-Old Weill Cornell Graduate Shows New Diversity in MedicalSchool Classes After Naval and Business CareersOne graduate of Weill Cornell MedicalCollege’s Class of 2007 did not take the usualroute to gain his degree. Louis Cooper, ofBrooklyn, recently earned his medical degreeat the age of 49, following a long and diversecareer.“Many students are coming to medicine afterthey have gained expertise and life-experience,”says Dr. Antonio M. Gotto Jr., dean ofWeill Cornell Medical College. “A wealth ofexperience in other fields helps to add to thediversity of the class, and even to one’s abilityas a physician.”This holds true for the newly anointed Dr.Cooper, who decided to go back to medicalschool after a varied and remarkable career.He says that he has always been drawn tofields that required both a facility with the sciencesand strong interpersonal skills. Medicineseemed an obvious choice to him from an earlyage, but he explains that he decided to postponemedical school in order to take advantage ofother unique opportunities.Before enrolling at Weill Cornell, at 46, hewas drawn to other fields, including service asa submarine officer in the U.S. Navy, whereBASEBALL SUPERSTARGo with New York’sLASIK ALL-STARNY’s Premier Lasik Practice Since 1995Most advanced Laser technology in the worldDr. Moadel personally examines and treatseach patient.Low Cost Payment PlansMajor insurances accepted(offers cannot be combined)Free consultation.LASIK BYDR. KEN MOADELOver 40,000 Laser VisionCorrections PersonallyPerformedNY TEACHERSSAVE $500Call to schedule a free personal Lasik infosession with Dr. Moadel 212-490-EYES3 9 3 7Located in Midtown Manhattanhe earned his Bachelor of Science degreewith distinction and a double major in physicsand history from Annapolis, and a Master ofBusiness Administration degree from HarvardUniversity, which he put to use working formore than 10 years on Wall Street.But after witnessing the September 11 terroristattacks in New York, Dr. Cooper felt astrong desire to devote the rest of his life tohelping people. “Like all New Yorkers who witnessedthe September 11 attacks, I felt a senseof helplessness,” says Dr. Cooper. “I wanted tobe of service to my fellow man, but I was notequipped to do so. The best way I thought Icould help others was to become a physician.”Dr. Cooper, a U.S. citizen, spent a large partof his childhood in Europe. His father wasin the movie industry, which took his familyoverseas to France, Norway, Italy and England.After finishing secondary school, he movedback to the United States.In New York, Dr. Cooper began an internshipat New York University, studying blooddisorders. However, after years living as anAmerican abroad, he felt out of touch with theAmerican lifestyle and culture. He decidedBERNIE WILLIAMSPAY ONLY $ 35 PER MONTH PER EYE - INTEREST FREE FINANCINGSAYS:I TRUSTED MY EYESTO DR. MOADEL ANDNOW SEE BETTER THAN 20-20Baseball Superstar Bernie WilliamsIn appreciation of your service to ourchildren & community, Dr. Moadel ispleased to extend this offer. Not to beused in conjunction with any other offeror insurance plan. Exp date 9/30/07Full Info WebsiteNY2020.COMSchedule OnlineVISXW E M A K E T H I N G S C L E A Rthat the best way to regain his connection withthe United States was to join the U.S. NavalAcademy.After attending Annapolis and serving morethan five years as a submarine officer duringthe height of the Cold War, Dr. Cooper left theU.S. Navy to pursue a career in business. Heearned an MBA at Harvard Business School,and went on to pursue a successful career as aninvestment banker in mergers and acquisitionsat Morgan Stanley & Co., Inc. and DeutscheMorgan Grenfell, Inc. in New York.Dr. Cooper graduated from Weill CornellMedical College with “academic distinction”and “honors in research.” He is now a residentphysician in Emergency Medicine at New YorkUniversity/Bellevue, because he feels that inthe ER he can help the most people with thewidest range of problems.“The emergency room is a unique environmentwhere a physician is called upon to helpindividuals at the moment of their greatestneed and anxiety,” says Dr. Cooper. “One ischallenged to treat both body and soul and toquickly diagnose an extraordinarily wide rangeof problems,” he explains.Back to School Tips from MorganStanley Children’s HospitalThe first day of school always requires preparations—notebooks,pens and a new set of clothes.But don’t forget to prepare for your child’s health,says Dr. Pamela F. Gallin, a pediatric ophthalmologistwith the Morgan Stanley Children’sHospital of New York-Presbyterian, a mother offour, and the author of The Savvy Mom’s Guideto Medical Care. Dr. Gallin provides parents andcaregivers with tips to help their kids get a smartstart to the academic year.• Have your child’s vision screened. It is importantfor children to have an annual vision screeningbecause young children, especially, oftendon’t know if they can’t see adequately. If yourchild wears glasses, be sure that the prescriptionis current. If you child cannot see, they cannotlearn properly.• Have your child’s hearing tested. Most statesnow mandate hearing tests for babies. But manyschool-age children have not been tested. If yourchild is listening to the television or music at avery high volume, or tends to favor one ear overthe other when listening to you speak, it may be asign of hearing loss.• Be equipped for sports. For children who wearglasses, the American Academy of Ophthalmologyrecommends one-piece wraparound polycarbonatesports frames for all contact sports, includingsoccer, field hockey and basketball. All childrenwearing spectacles need sports frames for gym.All children are being urged to use sports framesfor contact sports.• Are your child’s immunizations up-to-date?The last thing you want is for your child to beturned away from school on the first day becausehe or she was not properly immunized. Newimmunizations, such as Hepatitis B, are nowrequired. Check with your child’s pediatrician.• Have you noticed your child scratching his orher scalp since camp ended? It may be a sign thata case of lice was contracted during the summer.“Compared to many other medical colleges,Weill Cornell is more open to enrolling olderapplicants and students with a wide array ofbackgrounds and experiences. The customarypath of going from undergraduate straight tomedical school is less common here,” says Dr.Charles Bardes, dean of admissions at WeillCornell. “Our students’ average age is olderthan many other medical schools—25 to 30percent of each class is older than 25, whichwas unusual a generation ago.”In addition to his leadership and managementexperience in the Navy and on Wall Street, Dr.Cooper is a glassblower and sculptor. In 2006,he was awarded the “David Clayson Prize forCreativity” as the third year medical studentwho best demonstrated the ability to balanceongoing involvement in the creative processwith the rigors of a medical education.Adds Dean Gotto, “Louis is a wonderfulperson whom I met on the student boat trip, aswe were the oldest people aboard. He will be asuperb physician.”Weill Cornell Medical College boasts a longhistory of diversity in gender, race, religion,ethnicity and background of experience.#Head lice will not go by itself, but can be treatedwith over-the-counter remedies.• Does your child receive medication on a regularbasis for diabetes, asthma or another chronicproblem? School nurses and teachers must bemade aware of your child’s needs, especially ifthey are the ones who administer the medicine.Make sure emergency medications are close athand—that your child, their teacher and the nurseknow where they are.• Is your child anxious and apprehensive?Most children are naturally anxious about thenew school year. It normally takes about a monthfor children to adjust to new situations. A newschool, fear of a class bully, or taking a schoolbus for the first time may cause anxieties. If aftera few weeks, your child continues to be anxiousand apprehensive, bring this to the attention of hisor her teacher so that you can identify the sourceof his anxiety and work out a solution.• Do you suspect a learning disability or dyslexia?If you suspect that your child is not processinginformation as he or she should, speakto the teacher or learning center in your child’sschool as soon as possible.• Does your child eat breakfast? Studies showthat children who eat breakfast are more alert inclass. Also, be sure that your child has a balanced,nutritious lunch, whether it is one you send or oneprovided by the school cafeteria.• Are your up-to-date emergency phone numberson file? Make sure that both the school andyour child know how to reach you or anothercaregiver at all times.“Your child will have a great year in school ifyou make sure that the teacher understands allyour child’s special needs,” says Dr. Gallin. “Butremember, just as a child may be overwhelmedby school the first day, often so are the teachers.”For more information, patients may call (866)NYP-NEWS. #
22 BOOK REVIEWS ■ EDUCATION UPDATE ■ AUGUST 2007Logos Bookstore’s RecommendationsBy H. Harris Healy, III, President, Logos Bookstore1575 York Avenue, (Between 83rd and 84th Sts.)New York, NY 10028Killing Dave Henderson, Etc.By James NelsonRDR Books, $17.95You are not sure whether you want to readfiction or nonfiction? Why not read a book thathas both and some humor too! James Nelson’sKilling Dave Henderson, Etc. fits the bill. Thetitle piece deals with the time the author, as correspondencesecretary for his Yale class introduceda classmate unknown to the rest of his class:Dave Henderson, a man always traveling onseveral boats around the world, throwing partiesand avoiding disasters. Nelson goes on to revealmore about Henderson until he passes out ofthe alumni news. An interesting tidbit is that theauthor is somewhat of a baseball fan and followsthe Oakland Athletics (A’s), a local team for him.At one point in time, the A’s had an outfieldernamed Dave Henderson.Another humorous account is that of the authortrying to sell commercial art correspondencecourses, announcing he was from the Bureau ofEngraving causing the sales prospect to thinkthat he was from the government as he presentedthe student art sample book to the prospectivecustomer while admitting that a subsidiary of theBureau of Engraving, Art Instruction, Inc. was thevendor of record for the commercial art course.James Nelson, avid watch collector as revealedin A Brief History Of Time would also like to(212) 517-7292, Fax (212) 517-7197www.logosbookstorenyc.comredo time. Let us have 100 minutes in an hourand go metric as he proposes in ‘It’s 4:80-HowAbout Lunch’. He writes about an interesting leafcollection from a tree that has dollars growingout of it in The Wonderful Leaf Collection Otherstories like April 14 In Fry’s Landing and MyPrivate War With Herman are stories that hold thereader’s attention.Meanwhile, here at Logos, movie night continuesevery Friday night at dusk. Call (212)517-7292 for information. See upcoming eventsbelow for what else is going on. Come to thestore to get your leisure reading for the summerand greeting cards and music.Upcoming Events At LogosMonday, August 13, 2007 At 7 P.M., TheSacred Texts Group led by Richard Curtis willmeet to discuss Jesus and The Sermon On TheMount.Wednesday, August 15, 2007, AT 7 P.M. KYTVReading Group will discuss Tender Is The Nightby F. Scott Fitzgerald.Wednesday, September 5, 2007 At 7 P.M.,KYTV Reading Group will discuss March byGeraldine Brooks.Movie Night is every Friday Night at dusk.Transit: 4, 5, 6, Subways to Lexington Avenue& 86th St., M86 Bus (86th St.), M79 Bus (79thSt.),M31 Bus (York Ave), M15 Bus (1st & 2ndAves.)#Anorexia ReexaminedPerfect Girls, Starving Daughters: TheFrightening New Normalcy Of Hating Your Bodyby Courtney E. MartinPublished by Free Press; New York, April 2007: 332 pp.By Merri RosenbergSo this is what our daughters think of us. I’ma member of the second wave of feminism, whohas a daughter not that much younger than 25-year-old author Courtney E. Martin, who is a selfdescribedthird wave feminist. Martin and I evenshare the same Alma Mater (Barnard College),and I shudder to think that it’s totally our faultthat we’re the reason for the epidemic of eatingdisorders that plagues this generation of youngwomen and girls.But that’s pretty much what Martin says in thisbook. Although she acknowledges other culprits,such as the impact of popular culture—withthose stick-thin models and impossible-to-wearfashions for any woman with a non-prepubescentbody—sports competition for the first Title IXgeneration, the gym obsession, television andfilm images, fathers’ mixed messages, even othergirls’ snarky comments to one another as part ofthe—sometimes–ruthlessly unforgiving middleschool and high societies, there’s no escaping therelentless indictment of mothers.Consider this harsh assessment: “My generationsees our mothers’ lives for what they are—oftenwell-intentioned but failed experiments at beingsuperwomen. Their bodies were the casualtiesof so many of these experiments.” Ouch. As anemphatically non-superwoman who never worea power suit and abandoned the corporate worldwithin two years of graduating from college (andwhose daughter has a blessedly healthy attitudetowards food and her body image), I realize Ishouldn’t take what Martin writes personally.But it’s hard not to, especially when I thinkabout some of my younger relatives who areimage-obsessed and on the verge of being toothin, or the high school and college-age daughtersof some of my friends who’ve had their boutswith eating disorders. Did we, as a generation,really do that much harm?Martin clearly thinks so. Part of the problem,she asserts, is that too many mothers told theirdaughters that they “could do anything onewanted”, with limitless potential. The shadowmessage, as it were, that daughters heard was tobe perfect in every way possible, whether it wasSATs, GPA, athletic triumphs, or a svelte body.Writes Martin, “We despise nothing more thanweakness.”Instead of changing the world, many of theseyoung women are preoccupied with themselvesand what they’ve achieved and how they look. It’sno surprise, then, that Martin writes, “We can’tlook up and out because we are too busy lookingdown…my friends and I harbor black holes at thecenter of our beings…A perfect girl must alwaysbe a starving daughter because there is neverenough—never enough accomplishment.”Further, Martin observes, “Our bodies are theplace where our drive for perfection gets playedout.” She cites one study of 1,300 women that showsabout half of them are obsessive perfectionists.Is there a solution? Martin suggests that lettinggo of their insatiable need to be “perfect”, howeverit’s defined, is a start. “Perfection and thinness arenot your most potent sources of authentic power;your potential is.” She offers a useful resourceguide, (who knew there was something called SizeAcceptance Activism?) as well as a reader’s guide,co-authored with her mother, Jere E. Martin, asocial worker, with questions to help readers identifytheir own sense of self and body image.One doesn’t have to agree with her analysiseven her conclusions. This is worth reading—even if it makes you angry.#Review of Learning Like A Girl:Educating Our Daughters InSchools Of Their OwnBy Merri RosenbergLearning Like A Girl: Educating OurDaughters In Schools Of Their Ownby Diana MeehanPublic Affairs, New York, 2007: 324pp.I’ve read many worthwhile and significantbooks during the past few years as a reviewer forthese pages.Until now I haven’t come across a book that Iwish some Hollywood producer would option fora movie, or even a televisionmovie-of-the-week.But Diana Meehan’s thoroughlyengaging, engrossing,accessible and brilliantly writtenstory about her efforts,with similarly committedcolleagues and advocates, tofound a girls’ school in LosAngeles is one I’d love to seeon screen.The story is compelling,complete with the drama ofreluctant neighbors protestingthe arrival of a girls’ school intheir community (and not onlya girls’ school, but a schoolthat embraces Caucasian,African-American, Latina andAsian students) as well as Meehan’s personaldrama centering on a health crisis (fortunatelyresolved with a good outcome). Plus there arequirky anecdotes about the challenges of launchinga school from scratch, including raisingfunds, selecting board members and teachingstaff, and finding classroom space to makingsure there’s something as mundane—and necessary—astoilet paper in the bathrooms for the firstday of school.She’s so good at what she does, and how shetells her tale, that you come away believing thatgiven enough passion, determination and sheerstrength of will, anyone could accomplish whatthe founders of the Archer School in Los Angelesdid only a decade ago.Meehan is too modest by half. Obviously sheand the other founders brought something specialto the table that made it possible for the ArcherSchool to become a reality and to flourish. Noteveryone, after all, can get Academy Award winningsong writers like Alan and Marilyn Bergmanto write the school song, for example.But this is not about glitz or privilege. TheArcher School is very much about giving girlsfrom a diversity of backgrounds the chance tobecome “the best they can be. Given a chance,they create worlds better than our dream forthem.” (p. 205), through rigorous academicsand a deep understanding of girls’ need to learnthrough networks and connections rather thancompetition.It is a school that has learned from the examplesof other distinguished single-sex girls’ schoolsaround the country, such as the Emma Willardschool in Troy, NY; the Atlanta Girls’ School,The Young Women’s Leadership School inManhattan, Young Women’s Leadership CharterSchool in Chicago, IL, and the Irma RangelSchool in Dallas, TX, among others.As an academic who specializes in mediaand its messages, Meehan is especially smart atexplaining precisely why a girls’ school is neededto counteract the predominant consumer culturethat values brand names, shopping and popularityrather than academic achievement and intellectualpursuits. Founding a girls’ school is, quite simply,a provocative counter-cultural move, especiallyin an era when educators were beginning toworry about how boys were being left behind.Meehan and her colleagues understood that thereneeds to be a place where“there must be acceptanceand support for taking achallenge.” (p.190)She’s also good atexplaining the research intohow girls learn, and whatthose differences may be,whether she’s citing CarolGilligan, Mary Pipher, :Peggy Orenstein or Myraand David Sadker, amongothers. The take awaymessage is simple: “Girls’schools are good for girls.”(p. xvi).And the results areimpressive. The first graduatingclass earned acceptancesto some of the nation’s most prestigiouscolleges, such as Harvard, Vassar, Princeton,Stanford, and the NYU Tisch School of the Arts.Even more important, perhaps, Meehan writespoignantly and eloquently about the metamorphosesmany of the students undergo, thrivingin the school’s unique atmosphere to emerge asacademically strong students and impassionedleaders. These portraits are vividly brought to lifethrough Meehan’s deft descriptions—one wantsto meet each and everyone of these students tofind out more about them.And the school community, as led by schoolhead, Arlene Morgan, absorbs and integrates theunswerving missions of the school. As Meehanwrites, “ At Archer, students adopt honesty,respect, and responsibility as official shared values,and they talk about applying those values tointeractions with teachers and among themselvesin the classroom, in peer counseling, on the sportscourt, on the bus. There are unstated values, too,shared by this communal body, which includea commitment to hard work and high expectationsto become what a girl named Sofi identifiedas “tomorrow’s dreamers and tomorrow’sleaders.”(p. 172)As the product of a historically single–sexhigh school (Brooklyn’s Berkeley Institute, nowknown as the Berkeley Carroll School) that wentco-ed my sophomore year, as well as BarnardCollege, I am biased in favor of education thatsupports girls’ specific development.Read this. I defy you to read it without gettinga lump in your throat or a tear in your eye. Itwill make you believe in the power of education,as demonstrated by gifted, caring teacherswho Meehan notes are truly “present” for theirstudents, and the transformations that can resultwhen students and teachers are truly allowed todo their best.#Would you like <strong>Education</strong> <strong>Update</strong> mailed or delivered to yourschool, college or apartment building? Just email us and let us know atednews1@aol.comWe are now in over 1400 public schools in NYC, 170 schools in NJ,207 public libraries, 150 private schools and 2000apartment buildings as well as streetcorner boxes.
AUGUST 2007 ■ EDUCATION UPDATE ■ Children’s corner23BOOKSBank Street Bookstore112th St. & Broadway ; (212) 678-1654Exceptional selection of books for children,teachers and parents. Knowledgeable staff.Free monthly newsletter. Open Mon-Thurs10-8 PM, Fri & Sat 10–6 PM, Sun 12–5 PM.Logos Books1575 York Ave, (@84th Street);(212) 517-7292A charming neighborhood bookstorelocated in Yorkville featuring qualityselections of classics, fiction, poetry,philosophy, religion, bibles and children’sbooks, and greeting cards, gifts and music.Books can be mailed. Outdoor terrace.High Marks In Chemistry1-877-600-7466;www.HighMarksInSchool.comOver 95,000 books sold. HIGH MARKS:REGENTS CHEMISTRY MADE EASY BYSHARON WELCHER (College Teacher,Chairperson and teacher of high schoolreview courses). This book is your privatetutor-Easy review book for NEW regents(second edition) with hundreds of questionsand solutions, Get HIGH MARKS $10.95.Available at Leading book stores or call(718)271-7466.FOSTER CARE & ADOPTION1-888-611-KIDSHelp rebuild a family inyour community today!ESS Foster care and AdoptionChildren and Teens: Manhattan and BronxHome Schoolingby Joy ResmovitsIn September, Staples will overflow with eageryoungsters eyeing the star-shaped post-its, flankedby frenzied parents, frantically checking the schoolsupply list.But for Leo Nacinovich, age 3, Number 2 pencilsand Marble notebooks have little to do witheducation. Many parents in the New York area,such as Leo’s mother Amy Bay, opt to guide theirchildren’s learning outside a classroom, by homeschooling them.Bay and her husband Wade Nacinovich bothhave vocational backgrounds in public education.When Bay became a parent, she thought the familywould be aligned with “progressive schools.” Butconversations with friends convinced them thathome schooling was the best choice for Leo. “Wefelt excited about the possibility of learning alongsideour son and the ability to tailor his educationto his needs,” Bay wrote in an email.Bay said she declined mainstream schoolingbecause she was turned off by the volume ofstandardized testing in public schools and theunbalanced student-teacher relationship. “WhenI worked in the schools I was always uncomfortablewith the role of teacher as someone who wasexpected to dole out punishment or rewards foreverything from academic progress to discipline,”she wrote. “It seemed to me that there was not alot of trust in the students within the system,” sheadded.Bay said that she is specifically “unschooling”Leo, a “child-led” at-home education with nocurriculum—Leo’s interests guide the academicagenda. “We go to the park, we go to museums, heplays with his trains and blocks and toys, we read alot of books … we tend to our garden in our backyard,we cook real food, we cook pretend food, wemeet friends, we ride the subway around…” Baywrote. “We don’t actually believe in benchmarks,nor do we believe that there are certain subjectsthat are more important than other subjects. Webelieve that living life provides so many opportunitiesfor learning all kinds of things,” she added.Although home schooling is not the most popularoption in New York, there are many supportgroups, such as New York City Home Educator’sAlliance. The organization supplies information toparents and organizes events for home-schooledchildren, compensating for the lack of social interfacethat students have with peers every day.But Bay said socialization in schools alone isartificial. “I believe that socialization is reallyabout developing a comfort level with people ofall ages, so in this way, the socialization in schoolsTeens only: All boroughs1-888-611-KIDSGRADUATE EDUCATIONInternational Universityfor Graduate Studieswww.iugrad.edu.kn(888) 989 - GRAD (4723)IUGS is an accredited and recognizedtwenty-eight year old University which offersonly master’s and doctoral degrees. Allrelevant graduate credits including approvedcontinuing education credits are accepted intransfer. Visit our website at www.iugrad.edu.kn or call (888) 989 - GRAD (4723).MEDICALNYU Cancer Institute212-731-5000www.nyuci.orgUnderstanding Cancer. And you. At theNCI-designated NYU Cancer Institute, weprovide access to the latest research,treatment options, technology, clinical trialsand a variety of programs in cancerprevention, screening, diagnostics, geneticcounseling and supportive services. Visitwww.nyuci.org or call 212-731-5000.SPECIAL EDUCATIONThe Sterling School(718) 625-3502Brooklyn’s private elementary schoolfor Dyslexic children offers a rigorouscurriculum, Orton - Gillingham methodologyand hands-on multi-sensory learning. Oneto-oneremediation is also provided. If yourbright Language Learning Disabled childcould benefit from our program pleaseis really limiting. At the moment, Leo has friendswho are his age and friends who are older andyounger. His oldest friend is a woman in her 80’swho lives across the street from us,” she wrote.Bay said she sees herself as a “facilitator” ofLeo’s education, not an instructor. She added thatdown the line, if Leo is interested in somethingMs. Bay doesn’t know much about, she wouldconsider hiring an instructor.As a facilitator, Ms. Bay encountered surprisesin her son’s learning methods along the way. I setabout to ‘teach’ Leo how to make art and assumedthat he would love making art because childrenlove making art. But there were times when Leowould lose interest in a drawing and ask me tomake letters and numbers for him on his paper…He would insist and often lose interest all together,so I reluctantly started to make the letters and numbersfor him…At a certain point he wouldn’t evenpick up a pencil, he just wanted me to show himhow to form the letters and numbers. It becameclear to me, then, that he was learning the alphabetand numbers by watching me write them. Hequickly learned the alphabet and numbers this waywhen he was a little over two years old.”Although it may be logistically difficult, veeringfrom a standardized curriculum has obviousadvantages. According to a Rudner study, theaverage home-schooled 8th grader performs fourgrade levels above the national average. Themedian per-child cost of home schooling is $450.Bay suggested decreasing the emphasis on benchmarksand standardized testing to incorporateunschooling methods into public schools, givingall children a taste of the unique and individualizedapproach.In form of the educational style of unschooling,Bay said she and Wade would never performformal assessments. “We spend most of our timetogether so it is clear when he knows something.For example, when he learned to walk, we knewhe could walk because we saw him walking…wetry to resist the urge to test his knowledge or quizhim on things. Part of this comes from a belief in‘process’ rather than ‘results.’”Home schooling may not be the option foreveryone, but Bay said she is confident that everyparent is properly equipped to delve into therich world of following their child’s educationalwhims. “All you really need is a desire to be withyour child(ren), to be willing to support their interests,and be open to an educational path that mightnot follow the traditional ideas of content andsubject mastery and that may lead you into areasyou never expected.” #RESOURCE & REFERENCE GUIDEdo not hesitate to contact Director: RuthArberman at 718-625-3502.Special <strong>Education</strong> Teachers WantedCall: 718-436-5147Fax resume to: 718-436-6843E-mail resume to: abcdinc@verizon.netVisit our website: www.abcdnyc.netAssociates for Bilingual Child DevelopmentInc. is Seeking Mono/Bilingual Special EdItinerant Teachers, Bilingual Certified. TeachPreschoolers 3-5 years of age, Full-Timeand Part-Time Opportunity, CompetitiveSalary and Rates. Call: 718-436-5147. Faxresume to: 718-436-6843. E-mail resumeto: abcdinc@verizon.net. Visit our website:www.abcdnyc.netSchoolsLycée Français De New York505 East 75th Street; NY, NY 10021212-439-3834;Admissions@LFNY.org www.LFNY.orgThe Lycée Français de New York is a multicultural,bilingual institution with studentsfrom sixty nations (preschool-12th grade).The school is an American, private, nonprofitschool chartered by the NY StateBoard of Regents, and accredited by theFrench Ministry of <strong>Education</strong>.TherapyThe Brain ClinicNeuropsychological, Learning Disability& Attention Deficit Disorder Evaluations& Treatment19 West 34th St, Penthouse,NY, NY 10001; 212-268-8900nurosvcs@aol.comwww.thebrainclinic.comFROM THE SUPERINTENDENT’S CORNERMaking Sense of College Prep CoursesBy Dr. Carole G. Hankinwith Randi T. SachsIf your child is in middle schoolor entering high school, it won’t belong before your mailbox regularlyholds offers to enroll in a college testingprep course. Getting that perfectscore on the all-important SAT can bewithin your child’s reach, they claim,with a little help from their experienced tutorsand coaches.Should you toss these offers, put them asidefor later, or start figuring out how to fit a coursein your son or daughter’s busy schedule? Theanswer depends on several factors, and the decisionwill not be the same for everyone.First, what kind of student is your child? Is heor she at the top of the class and has been havingdreams of attending an Ivy League school allhis life? Or is your child an average student whoearns mostly B’s, with the occasional A or C, andplans to attend a good, competitive college inwhich he or she fits comfortably in their freshmanclass profile?The first college test your child will likely takeis the PSAT, which is given in eleventh grade.Many high schools give tenth graders the opportunityto take a practice PSAT. We would suggestyou strongly advise your student to take advantageof this practice test. Don’t be swayed byarguments that they can take a practice test froma book at home. There’s a difference between theexperiences, and it is helpful to have the realisticexperience of a true test situation.Until you get that test score back, we wouldn’tsuggest you even consider starting any test preparationcourse. The best advice we can give college-mindedstudents starting high school is totake the most challenging course load they feelthey can handle and to do their best to keeptheir grades high, and to make reading a dailyBy Ken SiegelmanI’m often daydreamed in a fluted memoryOf tribes which once were nations.Now, they tapestry in make-shift souvenir dollsSold by those who clutch a cloud of my identity;Mixed African and white, held to their heritageMostly by the geography of reservations…Some break cheap wine bottlesOn rusty wrecked tireless carsTilting inebriated in their hopelessnessReflected in their socket staresOf silence, and broken headlights looking blindfrom birth…Strangers tell me I have good colorAnd I laugh because I never take the sun insummer.ConferencesGILDER LEHRMAN INSTITUTEOF AMERICAN HISTORY19 West 44th Street,Suite 500New York, NY 10036History now looks at the american westThe institute is pleased to present the ninth issue of history now, aquarterly online journal for history teachers and students, available atwww.historynow.org. The issue examines the american west, withessays by some of the most eminent scholars in the field. As always,history now accompanies these scholarly essays with imaginative andaccessible supporting material and lesson plans. Don’t miss this issue’sinteractive feature -- “a view of the west” -- a photographic tour of the late19th and early 20th century american west.2007-07 Historians’ forums in new york cityFor the 11th straight year, the gilder lehrman institute presentsdistinguished scholars and historians to lecture on their most recentlypublished books and answer audience questions. The historians’ forumsare open to the public and are followed by a reception and book signing.pleasure.There is really no secret to scoring highon the SATs. Students do it every year. Arethese the students who took the most preparatorycourses and crammed for the teststhe hardest? Usually, no. The formula issimple. The students who attain high gradesthroughout school, who take learning seriously,and—very important—who readbooks enthusiastically will be the students withthe highest SAT grades. When was the last timeyou heard about a C student acing the SATs?That said, if your child is a good student andstrongly desires to attend a school that has aspecific SAT score as a requirement for admissionand is falling short of that magic number, itis perfectly reasonable to enroll in an SAT prepcourse or to arrange for sessions with a privatetutor. Many students have reported increases inscores after using these tools. It may also be thatyour child is very strong in math or English butweaker in the other subject and a course geared toimproving the weaker score would be worth thecost and effort.Keep in mind that students have several chancesto take the SATs, and the highest scores in eachcategory are the ones that count. Unless your childhas a history of difficulties in testing situations,we suggest you see how he or she scores on theirfirst try before committing a lot of time to a prepcourse. Before you join those signing up for prepcourses, decide if your child actually needs toimprove his score. A perfect SAT score will notopen the Ivy League doors if your child doesn’thave the straight A grades to back it up. Even thecombination of both is no guarantee of admission.Help your child to decide the right way to preparefor their SATs, and remember that there aremany, many colleges to choose from.#Dr. Hankin is superintendent of Syosset CentralSchool District.Fading to ZeroI shave less frequently than othersAbove my lip and on my chin,And hardly every razorThe few turkey hairs sprouting from my face…I’m a hybrid of unresolved bastardy,Fractioned into superficial evidenceLike a mongrel whose one or two distinctivetraitsTie it to a pedigree lost somewhereIn an elusive past…All my progeny will forget the fluteOr feathered headdress,As they become engulfed inside guitarsStrumming an alien legacy.Ken Siegelman is the Poet Laureate ofBrooklyn, NY.Calendar of Events AUGUST 2007Check out the 2007-2007 schedule and buy tickets:www.gilderlehrman.org/institute/public_lectures.htmlFeatured documentThe institute regularly features documents from the gilder lehrmancollection. In the spotlight this week is a broadside, printed in 1805 in newyork city, which illustrates the atrocious treatment of slaves.See the broadside and read the transcript:www.gilderlehrman.org/collection/docs_current.htmlOpen Housestouro college new yorkschool of career and applied studies1870-86 Stillwell AvenueBrooklyn, NY 11223Phone: 718-265-6534 x1015Fax: 718-265-0614Location: West 23rd StreetNew York, NY 10010Every Tues. & Thurs. from 10: am - 7 pm,Sun. 11:00 am - 5:00 pm. at 27-33.Telephone: 212-463-0400 ext.500
<strong>Education</strong> update ■ For Parents, Educators & Students ■ AUGUST 200712184 Ed <strong>Update</strong> Ad v3:Layout 1 5/30/07 4:47 PM Page 1AMERICA’S LEADING COLLEGE FOR STUDENTSWith Learning Disabilities and AD/HD“Nobody knows the business of teaching students with learningdisabilities better than Landmark College.” WALL STREET JOURNALSYDNEY’S PATH:LANDMARK COLLEGE TOSYRACUSE UNIVERSITYFor bright and talented students with learningdisabilities and AD/HD, Landmark College providesa proven path for academic achievement andsuccess. Our students “learn how to learn” ina new way based on their particular needs,empowered by effective learning strategies andthe latest in assistive technology.• Associate Degrees in Business & General Studies• Bridge Semesters for College Students• Summer Programs for High School &College StudentsLearn More at Our Saturday Open Houses2007: Oct. 20 • Nov. 17 • Dec. 12008: Feb. 16 • Mar. 29 • Apr. 19For information and to register, contact us atPHONE 802-387-6718 E-MAIL admissions@landmark.eduSydney Ruff, ’06Waterville, MEwww.landmark.eduOur approach works: Nearly eight out of every 10 Landmark graduates go on to pursue their bachelor’s degree at top collegesnationwide, including: American University • Auburn University • Boston College • Brown University • College of Sante Fe • CornellUniversity • Emory University • Grinnell College • Hamilton College • Hampshire College • Hobart & William Smith College • Hood College• Lesley University • Morehouse College • Occidental College • Sarah Lawrence College • Savannah College of Art & Design • Universityof Arizona • University of Denver • University of Pittsburgh
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