the hispanic outlook-12 magazine

MARCH 07, 2016 VOL.1 NUMBER 12

from the publisher of The Hispanic

Outlook in Higher Education Magazine

WWW.K12HISPANICOUTLOOK.COM

Kate Winslet

VOICESANTI-BULLYING

FILM"You're not alone, so don't be scared."

THE HISPANIC OUTLOOK-12 MAGAZINEwww.k12h ispan icou t look .com/spa in -p rogram

summer inmadr id@hispan icou t look .com(201) 587-8800

Summer Program for Jr. & Sr. High School StudentsSpanish Conversation and more in Madrid, Spain

STUDY OVERSEAS IN MADRID

Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it

provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and

its easy access to the rest of the country.

The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the

morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural

activities and evening “tertulias.”

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Mexican American Studies Series

NEW BOOKS IN THE AL FILO:

From University North Texas Press

www.untpress.unt.edu

Order through Texas Book ConsortiumPhone: 1-800-826-8911

[email protected]

Also available where books are sold.

NEW IN PAPERBACK!Size: 256 ppPrice: $24.95

ISBN: 978-1-57441-627-5

Size: 304 ppPrice: $29.95

ISBN: 978-1-57441-632-9

PUBLISHER

PRESIDENT AND CEO

VICE PRESIDENT

EDITOR IN CHIEF

MANAGING EDITOR

ART & PRODUCTION DIRECTOR

ACCOUNTING & FINANCE DIRECTOR

MEDIA RELATIONS DIRECTOR

CONTRIBUTING WRITER

JOSÉ LÓPEZ ISA

TOMÁS CASTELLANOS NUÑEZ

NICOLE LÓPEZ ISA

MEREDITH COOPER

MARY ANN COOPER

RICARDO CASTILLO

JAVIER SALAZAR CARRIÓN

MARILYN ROCA ENRÍQUEZ

GARY COOPER

K www.k12hispanicoutlook.com

Editorial PolicyThe Hispanic OutlooK-12 Magazine Inc.® is a national magazine. Dedicated to exploring issues related to Hispanics in K-12,

The Hispanic OutlooK-12 Magazine Inc.® is published for the members of the K-12 education community. Editorialdecisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of

The Hispanic OutlooK-12 Magazine Inc.®. From time to time, The Hispanic OutlooK-12 Magazine Inc® will publish articles dealing withcontroversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the

magazine. The Hispanic OutlooK-12 Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement ofthose views should be inferred unless specifically identified as officially endorsed by The Hispanic OutlooK-12 Magazine®.

Letters to the EditorThe Hispanic OutlooK-12 Inc. ®

E-MAIL: [email protected]

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E-MAIL: [email protected]

Editorial Office299 Market St, Ste. 145

Saddle Brook, N.J. 07663TEL (201) 587-8800

Photo by Andy Gotts

KATE WINSLET VOICES ANTI-BULLYING SHORT FILM“You’re not alone, so don’t be scared.”

MAKING THE GRADEVeteran Educator Offers Advice To Teachers and Parents

READ ANY GOOD BOOKS LATELY?This Month OutlooK-12 Features Anti-bullying Book Titles from Lee & Low Books

UNIVISION CONTIGO Kicks-off Annual Campaign to Motivate Students and Parents to Access Financial Aid

LOW-INCOME COMMUNITIES MORE LIKELY TO FACE CHILDHOOD OBESITY Race Matters Less Than Expected in Study Showing Relationship Between Poverty and Obesity

NEWS AND TRENDSThe Latest Education-related Stories from Across America

CONTENTVOLUME 01, ISSUE 12

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For Oscar award-winning actress Kate Winslet and writer/director Galvin Scott Davis, however, the saying

should be “fight the Internet with the Internet.”

Specifically, the two have teamed up to create a free online animated short film that deals with cyber bullying. Narrated by Winslet herself, the video “Daisy Chain” follows the story of a little girl named Buttercup Bree who becomes the victim of a group of

girls at a rundown playground. Their reason for targeting her? But-tercup has a talent for making daisy chains, and the bullies are jealous and spiteful. Ganging up on the little girl, they tie her up with her own daisy chains, take a photo of her and pin copies of the photo to the many trees in the surrounding forest.

While Buttercup was bullied for making daisy chains, Wins-let also faced bullying as a child because of her appearance.

KATE WINSLET VOICES ANTI-BULLYING SHORT FILM “You’re not alone, so don’t be scared.”

Story compiled by Meredith Cooper

There is an old expression—“fight fire with fire.”

“I was bullied quite a lot at school, actually I think probably because, well, I was chubby, always had big feet, the wrong shoes, the wrong hair, bad hair” she said on an episode of “Running Wild with Bear Grylls,” an NBC series where host Bear Grylls takes celebrities on outdoor adventures. “When I grew up, I never heard positive reinforce-ment about body image from any female in my life. I only ever heard negatives. That’s very damaging because then you’re programmed

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to emphasize how scary and nasty they appear to children affected by this horrible phenomenon. Hope-fully that helps to explain some of our stylistic choices for the anima-tion.” This shadowy appearance also gives the bullies a sense of ano-nymity, another common aspect of cyber-bullying.

“The allusion in the narrative to cyber-bullying is particularly perti-nent to children who are growing up connected to the Internet and is something they need to under-stand as soon as possible,” said Oscar Yildiz of the Bully Zero Aus-tralia Foundation, which is one of the charities associated with “Daisy Chain.” Yildiz also said one of the most important ways to help chil-dren being bullied is to talk to them about it.

as a young woman to immedi-ately scrutinize yourself and how you look.” These experiences have motivated her to encourage her own children and narrate “Daisy Chain.”

As is often the case with chil-dren’s stories, “Daisy Chain” han-dles real life issues in a symbolic way. Although no computers, tab-lets or smart phones are featured in the 5:41 minute YouTube video, the forest of trees that Buttercup’s photo winds up posted on rep-resent how digital photos can be copied and placed on thousands of websites.

The appearance of the bullies in “Daisy Chain” is also symbol-ic. While Buttercup’s clothing, hair and skin are all different colors and pop against the background,

the four children who bully her are constantly in dark shades that blend more into their surroundings for the majority of the film. This style choice raised concerns from one YouTube viewer who posted on the video’s page, “Great story but kind of perpetuating still of how white is good and black is bad. Could have been more powerful [if ] more diverse.”

In response, Protein One, the creative agency where Davis is a director, posted the following on the video’s YouTube page:

“Thanks for your feedback! We're glad you appreciated our ani-mation but understand your con-cerns about diversity. In writing this story for children we tried to make it as simple as possible and chose to shroud the bullies in shadows

“Though this series is first and foremost a series

of fantastical tales, a knock-

on effect has been that it has

actually gone some way to

helping the core audience.”

Galvin Scott Davis, author and creator of “Daisy Chain”

The bullies' color-scheme in "Daisy Chain" is meant to give them the appearance of being shrouded in shadows as a visual cue of

how frightening real life bullies seem to their victims.

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Dealing with bullying through communication is something that Davis understands on a person-al level and the reason he created his anti-bullying themed children’s book and award-winning narrative app “Dandelion.”

“‘Dandelion’ was a way to talk to my son about his experience of bullying by using the fictional char-acter Benjamin Brewster,” Davis said. Benjamin who endured and rose above physical bullying in his story returns in “Daisy Chain” to help Buttercup deal with being bul-lied.

“Don’t cry. You’re strong,” Winslet narrates as Benjamin add-ing later, “You’re not alone, so don’t be scared. A problem halved is one that’s shared.”

Benjamin’s empathy, how-ever, extends beyond Buttercup. `Although he helps her take down

as many of her photos as possible (symbolic of how things posted online can never be completely deleted), he also offers her advice about why the bullies hurt her.

“It’s not their fault,” Winslet narrates as Benjamin. “They just don’t know. They’ve not been taught.” In the end, it is Buttercup understanding her bullies better that helps her get through to them, so they start to change their ways.

“The short film of ‘Daisy Chain’ is a vehicle for parents to broach the subject of bullying with their kids, regardless of whether they suspect their child may be the victim or the perpetrator,” Yildiz said. Winslet also express how important it is for bullying to be directly dealt with rather than passively accepted and ignored.

“I sought the counsel of one trusted teacher who guided me

through this situation in the most kind, discreet and supportive way,” she told “The Daily Mail.” “I was lucky that my school had this per-son there for me. My hope is that anyone being bullied can also find the support in any way that helps them too.”

“I’ve always been passionate about creating original storytelling world’s that resonate on more than one level,” Davis said. “Though this series is first and foremost a series of fantastical tales, a knock-on effect has been that it has actu-ally gone some way to helping the core audience.”

Like “Dandelion,” “Daisy Chain” is also available as a book and an app.

To watch the “Daisy Chain” online video visit https://www.youtube.com/watch?v=PGxm-schhkNg •

Buttercup Bree finds a run-down playground at the beginning of the film "Daisy Chain."

8 · March 07, 2016

COS COB, Conn. -- For more than 20 years, educators have

used “Chicken Soup for the Soul” books in classrooms to encourage reading and to provide advice and support for students of all ages. Now Chicken Soup for the Soul has teamed up with education experts, anti-bullying experts and the non-profit Boniuk Foundation to bring Chicken Soup for the Soul Hallway Heroes, a literacy-based anti-bully-ing program, to schools nationwide.

Where other programs react to bullying situations that have already occurred, Chicken Soup for the Soul Hallway Heroes is a

CHICKEN SOUP FOR THE SOUL Launches Anti-Bullying Program in

Schools Nationwide proactive anti-bullying program—aiming to promote respect and compassion and to stop bullying behaviors before they even start. The program teaches both social and emotional learning skills to students through literacy-based lesson plans, so it can be integrated into the school day.

This turnkey program uses sto-rytelling to promote literacy at the same time that it fights bullying behavior. There are 12 lesson plans per grade (initially available for first through sixth grade) aligned both nationally and to all 50 states’ spe-cific literacy and social emotional

standards. The curriculum is slated to be expanded to seventh through twelfth grade during the next two academic years.

Chicken Soup for the Soul Hallway Heroes was developed with Resources for Learning, an education consulting firm, and has a teacher training program present-ed by Alex Kajitani, a California Teacher of the Year who was a final-ist for National Teacher of the Year and is best known as “the rappin’ mathematician.”

For more information visit www.chickensoup.com/hallwayhe-roes •

Source PRNewswire


Q: My son is a seven-year-old school “terrorist.” He is the class bully. When I asked him about it, he said he acts the way he does because it makes him “feel good.” Can you advise my hus-band and I what to do?

A: The trick is to identify other actions that make him feel good. In my role as a guidance counselor, I had students exchange aggressive and cruel behav-ior with altruistic acts towards other stu-dents including former victims. Cou-pled with my guidance, I found that almost always former bullies became student leaders. They replaced verbal and physical bullying tactics with acts of friendship, kindness and even wisdom. In addition, I counseled the former vic-tims to express appreciation and praise for this new behavior. As a parent, I rec-ommend after discussing how to con-duct himself more appropriately, invite a “friend” of your son’s to your home for a play date. While the boys play, observe their behavior but do not get involved unless your child has resorted to bully-ing behavior. After the playmate leaves, discuss with your son what he did well and where he could improve. Continue this routine until your son demonstrates he can be trusted to behave well. If your son returns to previous conduct, do not become discouraged. Almost anything can become a teachable mo-ment. Good luck and keep in touch.

Q: I am an elementary school guid-ance counselor. My vice principal continually attacks my efforts to counsel students. He says what I do is “too slow” and that he gets things done quickly through “swift conse-quences” for the students. Is he right?

A: Administrators want to solve the im-mediate problem and then move onto the next issue. Most often, students (regardless of age or gender) return to poor behavior in spite of the severity of the punishment. Guidance counsel-ors may be asked to “put out the daily fires” of a school day, but their prima-ry purpose is to identify solutions that completely end problems. Although these methods may require a greater investment in time, the results usually are worth the amount of time the effort takes. Your vice principal does not fully appreciate the difference between the role of an administrator and the func-tion of a guidance counselor. Please re-member, solving an immediate problem is very different than providing guidance and advice on how to completely alter a student’s poor decisions. I suggest that you continue with your method of assisting your student body.

Q: Dear Mr. Cooper. My parents asked me to write to you. I am planning to quit high school as soon as I turn 16. They said that if you support me wanting to quit, then they will let me. So, you’re probably asking why I want to quit. Well, I’m fail-ing all my classes except one—industrial arts. I’m pretty good with my hands. So the way I see it is I’ve got two choices. I can stay in school and keep failing almost everything. Or I can work for a construc-tion company. Whatever you tell me to do here, I’ll do.

A: As a professional educator my entire adult life, it is difficult for me to advise any-one to leave traditional schooling. Without a high school diploma or at lease a G.E.D., most doors to employment are usually shut tight. Not even the military will enlist a high school drop out. Abandoning your educa-tion will almost guarantee a difficult road to travel for most of your life. With that said, if you do drop out of high school, learn a trade or learn how to operate a piece of large equipment. If you can increase your skill set beyond that of a day laborer, you increase your likelihood to be hired. In ad-dition to becoming more employable, these more sophisticated talents will dramatically increase your earning potential. I strong-ly urge you to stay in school, maybe find a trade high school program. However, if you eventually choose to become a high school drop out, statistically your education does not end. Never stop trying to improve your circumstances, and most of the time that is through some form of formalized learning experience. Remember never give up.

If you would like to write to Gary for advice, please email [email protected]

MAKING THE GRADE

IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND IS ALSO A GUIDANCE COUNSELOR.

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25 YEARSserving the unique needs of the Hispanic community in higher education

The Hispanic Outlook in Higher Education [email protected](201) 587 8800Image licensed by Ingram Image

Univision Contigo Kicks-off Annual Campaign to Motivate Students and Parents to Access Financial Aid

NEW YORK -- Uni-vision Communica-tions Inc. (UCI), the leading media com-

pany serving Hispanic America, launches its annual multi-platform campaign entitled ¡Estudia, Hay Dinero! (There’s Money to Study!), which raises awareness among His-panic high school students and their families about the numerous finan-cial aid options available to those that complete the Free Application for Federal Student Aid (FAFSA). In 2015, the campaign mobilized more than 42,000 people to attend FAFSA workshops nationwide.

The 2016 effort kicked off with a special segment on the Univision Network’s morning show “Despi-erta America” (Wake Up America), as part of the Company’s Univision Contigo empowerment platform. It will be featured across UCI’s networks as well as local TV, radio, community events, and digital and social platforms to encourage stu-dents and families to complete the FAFSA early in the new year.

Univision Contigo’s ¡Estudia, Hay Dinero! helps students pursue their academic and career goals by increasing awareness earlier than ever about the resources available

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“We are excited that college enrollment rates in the Hispanic community are at an all-time high and know that the cost of tuition can be a hurdle for aspiring students and working families.” Roberto Llamas, executive vice president of Human Resources & Community Empowerment, Univision Communications, Inc.

12 · March 07, 2016

EXTRA CREDIT

to them. January 1 marked the beginning of the 2016-2017 FAF-SA submission window, and Uni-vision Contigo has committed to highlight the options available to students including grants, student loans and work study programs, all of which can be accessed after com-pleting the FAFSA. This year’s cam-paign will also include details on the types of financial aid available to recipients of “Deferred Action for Childhood Arrivals” or DACA.

“We are excited that college enrollment rates in the Hispanic community are at an all-time high and know that the cost of tuition can be a hurdle for aspiring students and working families,” said Roberto Llamas, executive vice president of Human Resources & Community Empowerment, Univision Com-munications, Inc. “That’s why we want to ensure that our community is informed about the importance of applying for financial aid through

the FAFSA which can help Hispan-ic students get closer to achieving their academic dreams and goals.”

Univision Contigo’s ¡Estudia, Hay Dinero! campaign will air public service announcements throughout the application win-dow, highlighting the funds avail-able to students and the impor-tance of completing the FAFSA as the key to unlocking those funds. Local Univision stations will host or participate in more than 100 work-shops and community phone banks across the country to help students and families complete the FAFSA.

Other resources include: • Digital FAFSA Hub: At univi-

sion.com/fafsa, comprehensive dig-ital resource containing details on financial aid, how to complete the FAFSA and who is eligible to access federal student aid. The user-friend-ly website includes easy-to-reference infographics and animated videos

explaining the FAFSA process.• Text-Message Hotline: Univi-

sion Contigo and The Get Schooled Foundation will open a text-message hotline that students and parents can text to get real-time help from experts on questions about financial aid. Those seeking help in English could text “FAFSA” to 335577 and for help in Spanish, text “Dinero” to 335577 throughout the month of February. Last year, more than 7,500 phone calls and text messages were answered by the phone banks and text message hotline.

• Twitter Scholarship Sweep-stakes: Returning for 2016, Uni-vision Contigo and Get Schooled gave students a chance to win a $1,000 scholarship just for tweeting using the hashtag #FAFSA, and fol-lowing and mentioning @UniCon-tigo and @GetSchooled throughout the month of February. The more tweets students sent, the greater their chances of winning!

• Digital Parent Academy: For parents seeking additional resources on helping their children navigate the path to college, Univision Con-tigo’s Clave al Éxito (Key to Suc-cess) is a mobile-optimized website available in Spanish and English that offers parents a comprehensive guide on engaging in their child’s education. Launched in 2015, the tool includes a Parent Academy, which provides parents with tips on a variety of subjects including the search and preparation for college (Chapter 4).

Univision Contigo’s education initiative is the nation’s longest-run-ning education campaign on the air in any language, spanning across television, radio, digital and com-munity events. •Im

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NUEVA YORK -- Univision Communications Inc. (UCI), la

principal empresa de medios de comu-nicación al servicio de la comunidad hispana en los Estados Unidos, lanza su campaña anual en plataformas múl-tiples titulada ¡Estudia, hay dinero!, que genera consciencia entre los estudiantes hispanos de secundaria y sus familias sobre las numerosas opciones de ayuda económica que están disponibles tras llenar la Solicitud Gratuita de Ayuda Federal a Estudiantes (Free Application for Federal Student Aid o FAFSA). En 2015, la campaña motivó a más de 42,000 personas a asistir a sesiones informativas sobre FAFSA en todo el país. La campaña del 2016 se inició con un segmento especial en “Despi-erta America”, el programa matutino de la Cadena Univision, como parte de la plataforma de empoderamiento Univision Contigo de la compañía. Se promocionará en las diversas cadenas de UCI, como también en televisión y radio local, eventos comunitarios y plataformas digitales y sociales para alentar a los estudiantes y sus familias a llenar el formulario FAFSA lo antes posible este nuevo año.

¡Estudia, hay dinero! de Univision Contigo, ayuda a los estudiantes a ir en pos de sus objetivos académicos y pro-fesionales, al diseminar la información sobre los recursos a su disposición más temprano que nunca. El 1º de enero fue el inicio del periodo 2016-2017 para presentar FAFSA, y Univision Conti-go se ha comprometido a destacar las opciones a disposición de estudiantes, entre ellas becas, préstamos estudian-tiles y programas de trabajo durante los estudios, y se puede obtener acceso a todos ellos tras llenar FAFSA. La cam-paña de este año también incluirá det-alles sobre los tipos de ayuda económi-ca disponible para los beneficiarios de “Acción Diferida para los Llegados

en la Infancia” (Deferred Action for Childhood Arrivals o DACA).

“Estamos muy entusiasmados de saber que el índice de inscripción universitaria en la comunidad hispana es más alto que nunca, pero sabemos que, con frecuencia, el costo de la matrícula puede ser un obstáculo para quienes aspiran a estudiar y las famili-as trabajadoras”, dijo Roberto Llamas, vicepresidente ejecutivo de Recursos Humanos y Empoderamiento Comu-nitario de Univision Communications, Inc. “Por eso queremos asegurarnos de que nuestra comunidad esté informada de la importancia de presentar el FAF-SA, que puede ayudar a más estudi-antes hispanos a alcanzar sus sueños y metas académicas”.

Durante el periodo de solicitud la campaña ¡Estudia, hay dinero! de Uni-vision Contigo estará transmitiendo anuncios de servicio público que desta-carán que hay fondos disponibles para estudiantes y que llenar el FAFSA es muy importante para obtener acceso a dichos fondos. Las estaciones de Medi-os Locales de Univision presentarán o participarán en más de 100 sesiones informativas y servicios telefónicos comunitarios en todo el país para ayu-dar a los estudiantes y familias a llenar FAFSA.

Otros recursos incluyen:

• Centro digital de FAFSA: www.Univision.com/fafsa es un recurso dig-ital integral que contiene detalles sobre ayuda económica, cómo llenar el for-mulario FAFSA y los requisitos para recibir ayuda económica del gobierno federal. El sitio de Internet es sencillo e incluye infográficos de fácil consulta y videos animados que explican el pro-ceso de FAFSA.

• Información por mensajes de tex-to: Univision Contigo y Get Schooled Foundation inauguró un sistema de

información vía mensajes de texto para que los estudiantes y padres se puedan comunicar en tiempo real con exper-tos y hacerles preguntas sobre ayuda económica. Las personas que desean ayuda en inglés podrán enviar el men-saje “FAFSA” a 335577, y quienes desean ayuda en español envíen el mensaje “Dinero” a 335577 durante el mes de febrero. El año pasado, el ser-vicio al cliente y la línea de mensajes de texto atendieron más de 7,500 lla-madas telefónicas y mensajes de texto.

• Rifa de becas en Twitter: Nueva-mente en el año 2016, Univision Con-tigo y Get Schooled dan a los estudi-antes la oportunidad de ganar una beca de 1,000 dólares por enviar tweets con el hashtag #FAFSA, y seguir y mencio-nar a @UniContigo y @GetSchooled durante el mes de febrero. Cuantos más mensajes de Twitter enviaron los estudiantes, ¡mayores eran las probabi-lidades de ganar!

• Academia digital para padres: Para los padres que buscan recursos adicionales a fin de ayudar a sus hijos a abrirse paso hacia la universidad, Clave al Éxito de Univision Contigo es un sitio de Internet en español e inglés que se puede usar en dispositivos móviles y ofrece a los padres una guía comple-ta sobre cómo participar activamente en la educación de sus hijos. La herra-mienta, lanzada en 2015, incluye una Academia para Padres, que les ofrece a los padres de familia consejos sobre una variedad de temas, entre ellos la búsqueda de universidad y preparación para los estudios (Capítulo 4).

La iniciativa de educación de Uni-vision Contigo es la campaña educativa de más larga trayectoria que se trasmite en el país en televisión y radio, como también en medios digitales y eventos comunitarios, independientemente del idioma. •

UNIVISION CONTIGO INICIA CAMPAÑA ANUAL A FIN DE ALENTAR A PADRES Y ESTUDIANTES A SOLICITAR AYUDA ECONÓMICA

Source Univision

14 · March 07, 2016

EXTRA CREDIT

IN OUR COVER STORY THIS MONTH, WE INTRODUCED OUR READERS TO THE BOOK “DAISY CHAIN,” WHICH SYMBOLICALLY TALKS ABOUT A VERY SPECIFIC TYPE OF BULLYING—CYBER BULLYING. THROUGHOUT HISTORY, HOWEVER, BULLIES AND BULLYING TACTICS HAVE TAKEN ON MANY FORMS AND AFFECTED PEOPLE FROM ALL WALKS OF LIFE. SO WE ARE DEDICATING OUR LATEST SCHOOL LIBRARY TO ANTI-BULLYING TITLES FROM THE PUBLISHER LEE & LOW BOOKS. IN ADDITION, WE ARE ALSO INCLUDING LINKS TO SPECIAL TEACHER GUIDES FOR THESE BOOKS TO HELP OPEN UP ANTI-BULLYING DISCUSSIONS AND HOPEFULLY OFFER SOME NEW IDEAS AND APPROACHES FOR HANDLING THIS SENSITIVE SUBJECT.

READ ANY GOOD BOOKS LATELYBo

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“FIRST DAY IN GRAPES” by L. King Pérez ISBN-13: 978-1620141908Teacher’s Guide: https://www.leeandlow.com/books/2391/teachers_guide

All year long, Chico and his family move up and down the state of Califor-nia picking fruits and vegetables. Every September, they pick grapes, and Chi-co starts at a new school again. Often other children pick on him — may-be because he is always new or maybe because he speaks Spanish sometimes. Chico's first day in third grade turns out to be different. His teacher likes him right away, and she and his class-mates are quick to recognize his excel-lent math skills. He may even get to go to the math fair! When the fourth-grade bullies confront Chico in the lunchroom, he responds wisely with strengths of his own.

“FREDERICK DOUGLASS: THE LAST DAY OF SLAVERY” by William Miller ISBN-13: 978-1880000427Teacher’s Guide: https://www.leeandlow.com/books/2393/teachers_guide

Born into slavery young Frederick Douglass dreams of freedom not just for himself but also for his people. Yet until that day comes, his only escape is through the books that he reads, which take him to worlds far from his own where his mother has been sold to another plantation, and he even as a child must work in the fields with the adults. When a menacing overseer named Covey sees that Frederick is different from the others, he sets out to "break" the young reader. But Fred-erick's surprising response to Covey's brutality is an act of courage that frees forever what no person can hold cap-tive: his spirit.

“HEROES” by Ken MochizukiISBN-13: 978-1880000502Teacher’s Guide: https://www.leeandlow.com/books/2403/teachers_guide

Donnie, a young boy living in the United States in the 1960s, is tired of playing the bad guy every time he and his friends get together to play war. According to the other kids, Don-nie should play the enemy–after all, as a Japanese American he looks like "them." Instead, Donnie wishes they could just play his favorite game, foot-ball. When he argues that his family served in the U.S. Army, Donnie's friends laugh and dare him to prove it. But when he asks his father and Uncle Yosh for proof, they tell him that kids should play something else besides war. "Real heroes don't brag," Uncle Yosh says. "They just do what they are sup-posed to do."

16 · March 07, 2016

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“ANTONIO'S CARD/ LA TARJETA DE ANTONIO”by Rigoberto GonzálezISBN-13: 978-0892392049Teacher’s Guide: https://www.leeandlow.com/books/2771

Antonio loves words because words have the power to express all kinds of feelings. Some are wonderful like love. Some can be powerful like pride. And some can be difficult to deal with like hurt. Mother's Day is coming soon, and Antonio searches for just the right words to express his love for both his mother and her partner, Leslie. But he's not sure what to do when his classmates make fun of Leslie, an artist who towers over everyone and wears paint-splattered overalls. As Mother's Day approaches, Antonio must choose whether — or how — to express his connection to both of the special wom-en in his life.

“KING FOR A DAY”by Rukhsana KhanISBN-13: 978-1600606595Teacher’s Guide: https://www.leeandlow.com/books/2833/teachers_guide

Basant is here with feasts and parties to celebrate the arrival of spring. But what Malik is looking forward to most is doing battle from his rooftop with Falcon, the special kite he has built for speed. Today is Malik’s chance to be the best kite fighter and become the king of Basant. In two fierce battles, Malik takes down the kites flown by the bully next door. Then Malik moves on, guiding Falcon and plucking kites from the sky. Soon, Malik has a big pile of captured kites. But then the bully reappears, trying to take a kite from a girl in the alley below. With a sudden act of generosity, Malik finds the per-fect way to help the girl.

“SILENT STAR: THE STORY OF DEAF MAJOR LEAGUER WILLIAM HOY”by Bill WiseISBN-13: 978-1600604119Teacher’s Guide: https://www.leeandlow.com/books/2765/teachers_guide

William Hoy loved baseball. Growing up in the 1860s and ‘70s, he dreamed of one day playing in the major leagues. A far-off fantasy for many boys, ful-filling this dream was even more of a long shot for William who was deaf. Striving to find his place in a hearing world, Hoy became a shoemaker, but baseball was still his real love. When an amateur team coach saw him play-ing behind the shoemaker’s shop, Hoy dazzled the coach with his hard-hitting skills. Moving from amateur clubs to the minor leagues and eventually to the majors, Hoy proved himself again and again and became a star both on and off the field.


“WILLIE WINS”by Almira Astudillo GillesISBN-13: 978-1600602375Teacher’s Guide: https://www.leeandlow.com/books/2476/teachers_guide

Willie is having a rough day. He must find a savings bank for a contest at school — by tomorrow! Dad has just the answer. It's an alkansiya, a bank made out of a coconut shell from the Philippines, where Dad grew up. He's been saving it for Willie because of a surprise inside, a treasure that Dad got when he was a boy. Willie reluctantly takes the bank to school, knowing his classmates will tease him for having such an unusual bank. In the weeks that follow, Willie works hard at saving his play money to win the con-test. But he wonders what will the surprise in his bank be? Is it really something special?

“CHESS RUMBLE”by G. NeriISBN-13: 978-1584302797Teacher’s Guide: https://www.leeandlow.com/books/2374/teachers_guide

Chess is unique. Three moves is all it takes to change the outcome of the game. In Marcus's world, battles are fought everyday — on the street, at home and in school. Angered by his sister's death and his father's absence and pushed to the brink by a bul-lying classmate, Marcus fights back with his fists. One punch away from being kicked out of school and his home, Marcus encounters CM, an unlikely chess master who challeng-es him to fight his battles in a new way — on the chess-board. Guarded and distrust-ing, Marcus must endure more hard lessons before he can accept CM's help to regain control of his life.

“IT DOESN'T HAVE TO BE THIS WAY / NO TIENE QUE SER ASÍ: A BARRIO STORY / UNA HISTORIA DEL BARRIO”by Luis RodríguezISBN-13: 978-0892392032Teacher’s Guide: https://www.leeandlow.com/books/2795/teachers_guide

Monchi likes to write poems, hang out with his cousin Dreamer and tell stories to his uncle, Tío Rogelio. Then one day, a member of the local gang tells him that it's time to join up. "But first you have to prove yourself," he says. Mon-chi is scared but also excited. He writes his name on the school wall, steals a bike and buys a knife. The older boys give him a handshake, girls talk to him and teachers are afraid of him. To Monchi, people looking at him with fear felt like they respected him. But when a tragic event changes everything, Mon-chi must make an important decision, and there is no easy answer to his dilemma.

“THE EAST-WEST HOUSE: NOGUCHI'S CHILDHOOD IN JAPAN”by Christy HaleISBN-13: 978-1600603631Teacher’s Guide: https://www.leeandlow.com/books/2708/teachers_guide

Isamu was a boy of the East and the West. Born in the United States to a Japanese father and Scotch-Irish Amer-ican mother, Isamu grew up in Japan. From his earliest years, he felt the tug of his biracial heritage, never quite fitting in or thinking he belonged. With his combination of Eastern and Western looks, he always felt like an outsider, and he was bullied in school. But Isamu found pleasure in the natural world. Color, light, textures and shadows intrigued him. Playing with earth, wood and clay brought out his artistic talents. Work-ing with these forms of nature, Isamu found a way to blend his cultural divide.

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Race Matters Less Than Expected in Study Showing Relationship Between Poverty and Obesity

LOW-INCOME COMMUNITIES MORE LIKELY TO FACE CHILDHOOD OBESITY

ANN ARBOR, Mich. -- For a long time research-ers have tracked high rates of obesity among

black and Hispanic kids, but a closer look at communities shows family income matters more than race in predicting which kids are overweight.

Using a model created from data on 111,799 Massachusetts students, the University of Mich-igan Health System showed that

as poverty rises, so does the rate of obesity among children in 68 of its public school districts.

Although obesity rates were higher among African-American and Hispanic kids, the relationship disappeared when factoring in fam-ily income, according to the study published in the journal “Child-hood Obesity.”

Authors concluded that few-er resources like recreational pro-grams and parks and access to full

service grocery stores appear to have a greater impact on the na-tion’s childhood obesity rate than race.

“The findings reveal differences in the inequalities in the physical and social environment in which children are raised,” says senior author Kim A. Eagle, M.D., a car-diologist and director at the Uni-versity of Michigan Frankel Car-diovascular Center. “It illustrates that race and ethnicity in commu-

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nities may not have a significant connection to obesity status once the community’s income is consid-ered.”

In low-income communities where places to play and supermar-kets may be scarce, it can promote consumption of low nutrition and fast food and little to no physical activity, authors say.

Among the school districts for every one percent increase in low-income status there was a 1.17 percent increase in rates of over-weight/obese students.

Eagle and colleagues from the Michigan Clinical Outcomes Re-

search and Reporting Program used data collected from mandat-ed student body mass index screen-ings that began in Massachusetts schools in 2011.

To correlate community rates of childhood obesity with low-er-income status, the percentage of students who were overweight or obese was compared with the percentage of students in each dis-trict who was eligible for free and reduced price lunch, transitional aid or food stamps.

The resulting model presented a strong argument that low-income children and adolescents are more

“In low-income communities where

places to play and supermarkets

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consumption of low nutrition and fast

food and little to no physical activity.”

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likely to be obese than their higher income peers.

“The battle to curb childhood obesity is critically tied to under-standing its causes and focusing on the modifiable factors that can lead to positive health changes for each and every child,” Eagle says.

Obesity rates among adults and children in the United States

factors such as high blood pressure, high cholesterol and abnormal glu-cose tolerance or diabetes.

Grass roots efforts are changing the tide in children’s health status. Project Healthy Schools, which was founded by Eagle 10 years ago in collaboration with public and pri-vate partners, teaches sixth grade students the importance of making healthy food choices and reducing time spent watching TV and video games.

Following the program students had lower levels of cholesterol and other blood fats.

“Ultimately, bottom-up neigh-borhood, school and community engagement and education, and top-down legislative actions that will support healthier choices for adults and children, are needed to battle this health crisis,” Eagle says.

Reference: ”The relationship between childhood obesity, low socioeconomic status, and race/ethnicity: Lessons from Massachu-setts,” Childhood Obesity, Decem-ber 2015, Vol. 11, No. 6.

Additional authors: Rob-ert Rogers; Taylor F. Eagle; Anne Sheetz, M.P.H.; Alan Woodward, M.D.; Robert Leibowitz, Ph.D.; MinKyoung Song, Ph.D.; Rachel Sylvester; Nicole Corriveau; Eva Kline-Rogers; Qingmei Jiang and Elizabeth Jackson, M.D., M.P.H. •

SOURCE University of Michigan Health System

have steadily risen in the past few decades. About 18.4 percent of 12-19-year-olds are overweight or obese and childhood obesity often continues into adulthood.

There’s a 70 percent chance that an overweight adolescent will remain overweight or obese as an adult, and in the short run, obe-sity can lead to cardiovascular risk

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TEACHER’S GUIDES ON HEALTH AND NUTRITION ARE AVAILABLE THROUGH THE USDA’S WEBSITE. FOR A SAMPLE GUIDE, VISIT HTTP://WWW.FNS.USDA.GOV/MULTIMEDIA/TN/SUMP_LEVEL2.PDF


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choose the foods you need to grow

10 tips for teen guys Feed your growing body by making better food choices today as a teen and as you continue to grow into your twenties. Make time to be physically active every day to help you be fit and healthy as you grow..

10 tips

Nutrition Education Series

Center for Nutrition Policy and PromotionUSDA is an equal opportunity provider and employer.

Go to www.ChooseMyPlate.gov for more information.

DG TipSheet No. 34

January 2014

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WATER

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get over the idea of magic foods There are no magic foods to eat for good health. Teen guys need to eat foods such as vegetables, fruits, whole grains, protein foods, and fat-free or low-fat dairy foods. Choose protein foods like unsalted nuts, beans, lean meats, and fish. SuperTracker.usda.gov will show if you are getting the nutrients you need for growth.

always hungry? Whole grains that provide fiber can give you a feeling of fullness and provide key nutrients. Choose half your grains as whole grains. Eat whole-wheat breads, pasta, and brown rice instead of white bread, rice, or other refined grains. Also, choose vegetables and fruits when you need to “fill-up.”

keep water handy Water is a better option than many other drink choices. Keep a water bottle in your backpack and at your desk to satisfy your thirst. Skip soda, fruit drinks, and energy and sports drinks. They are sugar-sweetened and have few nutrients.

make a list of favorite foods Like green apples more than red apples? Ask your family food shopper to buy quick-to-eat foods for the fridge like mini-carrots, apples, oranges, low-fat cheese slices, or yogurt. And also try dried fruit; unsalted nuts; whole-grain breads, cereal, and crackers; and popcorn.

start cooking often Get over being hungry by fixing your own snacks and meals. Learn to make vegetable omelets, bean quesadillas, or a batch of spaghetti. Prepare your own food so you can make healthier meals and snacks. Microwaving frozen pizzas doesn’t count as home cooking.

skip foods that can add unwanted pounds Cut back on calories by limiting fatty meats like ribs, bacon, and hot dogs. Some foods are just occasional treats like pizza, cakes, cookies, candies, and ice cream. Check out the calorie content of sugary drinks by reading the Nutrition Facts label. Many 12-ounce sodas contain 10 teaspoons of sugar.

learn how much food you need Teen guys may need more food than most adults, teen girls, and little kids. Go to www.SuperTracker.usda.gov. It shows how much food you need based on your age, height, weight, and activity level. It also tracks progress towards fitness goals.

check Nutrition Facts labels To grow, your body needs vitamins and minerals. Calcium and vitamin D are especially important for your growing bones. Read Nutrition Facts labels for calcium. Dairy foods provide the minerals your bones need to grow.

strengthen your muscles Work on strengthening and aerobic activities. Work out at least 10 minutes at a time to see a better you. However, you need to get at least 60 minutes of physical activity every day.

fill your plate like MyPlate Go to www.ChooseMyPlate.gov for more easy tips and science-based nutrition from the Dietary Guidelines for Americans (www.DietaryGuidelines.gov).

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seleccione los alimentos que necesita para crecer

10 consejos para los chicos adolecentes Alimente su cuerpo en crecimiento seleccionando alimentos saludables. Tome tiempo para mantenerse físicamente activo, le ayudará a mantenerse en forma y saludable mientras crece.

Center for Nutrition Policy and PromotionEl USDA es un proveedor y empleador que ofrece igualdad de oportunidades para todos.

Visite www.ChooseMyPlate.gov para obtener más información.

DG TipSheet No. 34

Enero 2014

WATER

LOW FATMILK

10 consejos

Serie de Educación en Nutrición

no hay alimentos mágicos para mantenerse saludable Los adolescentes necesitan comer alimentos como: vegetales, frutas, granos integrales, alimentos que contenganproteína y productos lácteos bajos en grasa. Seleccione alimentos que contienen proteína como nueces sin sal, legumbres, carnes magras y pescado. SuperTracker.usda.gov le mostrará si usted esta consumiendo los nutrientes que necesita para crecer.

¿siempre hambriento? Los productos de grano integral que proveen fibra le dan los nutrientes que necesita y la sensación de satisfacción. Que la mitad de los productos de grano que consume sean integrales. Consuma pan y fideos de harina integral y arroz integral en vez de pan blanco, arroz u otros productos de harina refinada. También, seleccione vegetales y frutas para sentirse satisfecho.

mantenga el agua a la mano Mantenga una botella de agua en su mochila y en su escritorio para satirfacer su sed. Evite sodas, bebidas con sabor a fruta, energéticas y de deportes, éstas son azucaradas y tienen pocos nutrientes.

haga una lista de sus comidas favoritas Como por ejemplo ¿gusta manzanas verdes más que mazanas rojas? Pida a la persona encargada de las compras que compre alimentos listos para comer como mini-zanahorias, manzanas, naranjas, pedazos de queso bajo en grasa o yogur. También pruebe frutas secas como nueces sin sal; pan, cereal y galletas de harina integral y popcorn.

cocine con más frecuencia Pase los momentos de hambre preparando sus comidas o loncheras. Aprenda a preparar tortillas francesas de vegetales, quesadillas de frijoles o espagueti. Prepare sus comidas de tal forma que sean más saludables.

evite platos que aumenten libras Corte las calorías limitando carnes grasosas como: costillas, tocino y “hot dogs.” Algunas comidas sólo son para ocasiones especiales como: pizzas, tortas, galletas, dulces y helado. Verifique el contenido de calorías de las bebidas azucaradas leyendo la información nutricional de las etiquetas. Muchas de las sodas de 12 onzas contienen 10 cucharitas de azúcar.

aprenda sobre cuánto necesita comer Los chicos adolecentes podrían necesitar más que muchos de los adultos, las chicas adolescentes o niños pequeños.Vaya a www.SuperTracker.usda.gov para ver la cantidad de alimentos que necesita en base a su edad, talla, peso y nivel de actividad física.También vea su progreso en base a sus metas.

verifique la información nutricional de las etiquetas Su cuerpo necesita de vitaminas y minerales para crecer. El calcio y la vitamina D son especialmente impor-tantes para el desarrollo de los huesos. Lea el contenido de calcio en las etiquetas de los productos. Los productos lácteos proveen los minerales necesarios para el crecimiento de los huesos.

fortifique sus músculos Practique actividades de fortalecimento y aeróbicos por lo menos 10 minutos a la vez para ver la diferencia. Sin embargo usted necesita por lo menos 60 minutos de actividad física cada día.

sirva su plato como MiPlato Vista www.ChooseMyPlate.gov por más consejos fáciles de seguir y basados en evidencia científica de la Guía Alimentaria para Estado Unidenses (www.DietaryGuidelines.gov).


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eat smart and be active as you grow

10 healthy tips for teen girlsYoung girls, ages 10 to 19, have a lot of changes going on in their bodies. Building healthier habits will help you—now as a growing teen—and later in life. Growing up means you are in charge of foods you eat and the time you spend being physically active every day.

10 tips

Nutrition Education Series

Center for Nutrition Policy and PromotionUSDA is an equal opportunity provider and employer.

Go to www.ChooseMyPlate.gov for more information.

DG TipSheet No. 36

January 2014

FruitsGrains

VegetablesProtein

Dairy

Low-FatYogurt

LOW FATMILK

be a healthy role model Encourage your friends to practice healthier habits. Share what you do to work through challenges. Keep your computer and TV time to less than 2 hours a day (unless it’s school work).

try something new Keep healthy eating fun by picking out new foods you’ve never tried before like lentils, mango, quinoa, or kale.

make moving part of every event Being active makes everyone feel good. Aim for 60 minutes of physical activity each day. Move your body often. Dancing, playing active games, walking to school with friends, swimming, and biking are only a few fun ways to be active. Also, try activities that target the muscles in your arms and legs.

include all food groups daily Use MyPlate as your guide to include all food groups each day. Learn more at www.ChooseMyPlate.gov.

everyone has different needs Get nutrition information based on your age, gender, height, weight, and physical activity level. Use SuperTracker to find your calorie level, choose the foods you need, and track progress toward your goals. Learn more at www.SuperTracker.usda.gov.

build strong bones A good diet and regular physical activity can build strong bones throughout your life. Choose fat-free or low-fat milk, cheeses, and yogurt to get the vitamin D and calcium your growing bones need. Strengthen your bones three times a week doing activities such as running, gymnastics, and skating.

cut back on sweets Cut back on sugary drinks. Many 12-ounce cans of soda have 10 teaspoons of sugar in them. Drink water when you are thirsty. Sipping water and cutting back on cakes, candies, and sweets helps to maintain a healthy weight.

power up with whole grain Fuel your body with nutrient-packed whole-grain foods. Make sure that at least half your grain foods are whole grains such as brown rice, whole-wheat breads, and popcorn.

choose vegetables rich in color Brighten your plate with vegetables that are red, orange, or dark green. Try acorn squash, cherry tomatoes, or sweet potatoes. Spinach and beans also provide vitamins like folate and minerals like potassium that are essential for healthy growth.

check Nutrition Facts labels for iron Read Nutrition Facts labels to find foods containing iron. Most protein foods like meat, poultry, eggs, and beans have iron, and so do fortified breakfast cereals and breads.

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seleccione alimentos saludables y manténgase activa durante

la etapa de crecimiento10 consejos para las chicas adolescentes

Las jovencitas, entre 10 y 19 años de edad, están pasando por varios cambios. Desarrollar hábitos saludables le ayudarán ahora que está creciendo y durante el resto de su vida. Crecer significa que usted toma la responsabilidad de seleccionar los alimentos que consume y del tiempo que dedica a actividad física.

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Center for Nutrition Policy and PromotionEl USDA es un proveedor y empleador que ofrece igualdad de oportunidades para todos.

Visite www.ChooseMyPlate.gov para obtener más información.

DG TipSheet No. 36

Enero 2014

Low-FatYogurt

LOW FATMILK

10 consejos

Serie de Educación en Nutrición

desarrolle huesos fuertes Una buena dieta alimenticia y actividad física regular le ayudarán a desarrollar huesos sanos. Seleccione leche, queso y yogur sin o baja en grasa para obtener la vitamina D que necesita. Fortifique sus huesos manteniéndose activa. Haga actividades como correr, hacer gimnasia y patinar por lo menos tres vecespor semana.

deje los dulces Disminuya el consumo de bebidas azucaradas. Muchas de las bebidas de 12 onzas contienen cerca de 10 cucharitas de azúcar. Tome agua cuando tenga sed. Tomar agua y dejar de comer queques, caramelos y otros dulces le ayudarán a mantener un peso saludable.

conéctese con los productos de grano integral Alimente su cuerpo con alimentos ricos en nutrientes como los productos hechos de granos integrales. Que la mitad que los productos de grano que consume sean integrales como: arroz integral, pan hecho de harina integral y popcorn.

seleccione vegetales de colores Ilumine su plato con vegetales de color rojo, anaranjado y verde oscuro. Pruebe zapallo, tomates tipo cherry o camote. La espinaca y los frejoles también proveen vitaminas como folato y minerales como potasio que son esenciales para el crecimiento saludable.

verifique el contenido de hierro en las etiquetas de los productos Lea la información nutricional de las etiquetas de los productos para saber el contenido de hierro. Muchos de los productos con proteína como la carne de res, pollo, huevo y frijoles contienen hierro. También contienen hierro los cereales y pan hechos con harina fortificada.

sea ejemplo de salud Anime a sus amigos a practicar hábitos saludables. Mantenga el tiempo que pasa con la computadora o el televisor a menos de 2 horas por día (excepto si es para hacer las tareas de la escuela).

pruebe algo nuevo Que el comer saludable sea divertido, seleccione productos nuevos que nunca antes haya comido como: lentejas, mango, quinua o acelga.

haga que el movimiento sea parte de los eventos La actividad física ayuda a sentirse mejor. Que su objetivo sea 60 minutos de actividad física por día. Bailar,jugar, caminar a la escuela con los amigos, nadar y montar bicicleta son algunas de las maneras divertidas de mantenerse activa. También pruebe actividades que fortalezcan los músculos de los brazos y las piernas.

incluya alimentos de los 5 grupos en sus comidas diarias Use MiPlato como guía para incluir variedad de alimentos en sus comidas. Aprenda más en at www.ChooseMyPlate.gov.

cada persona tiene necesidades diferentes Obtenga información nutricional en base a su edad, sexo, altura, peso y nivel de actividad física. Use www.SuperTracker.usda.gov para encontrar el nivel de calorías y alimentos que necesita. Siga su progreso hasta lograr su meta.


News and Trends in K-12 Education from Across America

NeoLAB Debuts New Educational Tools and Software

LONDON -- NeoLAB Conver-gence Inc., developer of leading

educational devices, has debuted their newest tools and software at the BETT Show 2016, the world’s leading education technology event taking place in the UK.

The Neo smartpen N2 provides users with the familiar experience of writing with a normal pen while combining it with smart technology

to capture all written ideas directly to a smartphone or tablet. With the Neo Notes app, users can instantly transform their written ideas into digital content, and new features include in-app and paper editing offerings, which provides a compre-hensive and instructive user expe-rience well-suited for an education setting.

In addition, NeoLAB has pre-

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miered the N School Note, which allows teachers to monitor their students’ work in real-time; the N Board, an interactive whiteboard and educational reading tools such as sound pens and mini beam pro-jectors.

All trademarks and product names are the property of their re-spective companies. •

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Voya Foundation Launches Program to Boost Graduation Rates

NEW YORK -- Voya Financial, Inc. has launched a new pro-

gram that will focus on improving high school success and college/career readiness for students at risk of dropping out of school and will support innovative approaches to education that encourage greater parental involvement. Local and na-tional grant recipients will be select-

ed through a Request for Proposal (RFP) process.

After conducting research on high school graduation rates, the Voya Foundation determined that parental involvement in youth and high school education is a key factor that can help address the challenge of high school dropout rates.

Interested organizations must

submit an application by March 19, 2016, by filling out the RFP on the company’s Children's Education Corporate Responsibility page on its website. Finalists will be selected by April 15, 2016, at which point they will be presented to the Voya Foun-dation board. Selected programs are scheduled to be announced at the end of the summer. •


News and Trends

Stanford PERTS Lab and ClassDojo Partner to Bring Growth Mindset to Every Classroom

SAN FRANCISCO -- ClassDojo and Stanford University’s Project

for Education Research That Scales (PERTS) have announced a part-nership to help millions of students learn about ‘growth mindset’ in their classrooms. As part of this ClassDo-jo developed a five-part series of an-imated videos that will be available free to all teachers.

Growth mindset is the idea that intelligence and abilities can be de-veloped over time. The opposite is a ‘fixed’ mindset, which is the belief that these abilities are innate and can’t change. Research has shown that when students possess a growth mind-set and see challenge as an opportu-nity to learn, they are more likely to persevere when faced with setbacks.

The “Big Ideas: Growth Mind-set” series follows Mojo, ClassDo-jo’s monster mascot, as he and his friend Katie explore the impor-tance of a growth mindset and how to develop one. Each of the five videos will be paired with a lesson guide. •

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Innovative STEM Program Launched by USC Rossier School of Edu-cation and Mattel Children's Foundation Indicates Positive Impact on Students

EL SEGUNDO, Calif. -- Pre-liminary results released by the

USC Rossier School of Education indicate fourth-graders who learned science and math concepts with the “Speedometry” education curricu-lum showed gains in content knowl-edge and a greater interest in lessons compared to students who didn’t use “Speedometry.”

The curriculum USC Rossier created with funding from the Mat-

tel Children’s Foundation allows stu-dents to explore scientific concepts while providing teachers with a new instructive tool. The two-week pro-gram emphasizes hands-on inves-tigation and active engagement in scientific practices.

USC Rossier researchers have released an initial technical report on the program. The two-year ef-fort included a pilot phase and dis-trict-wide randomized-control trial

involving more than 1,800 fourth graders in 59 classrooms.

Although Hot Wheels cars were used in the pilot study, the curric-ulum can be conducted with other toys.

The curriculum and home-based activities are available for free in both English and Spanish at hotwheels.com/Speedometry. •

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News and Trends

Imagine Learning Announces Español Software Update

PROVO, UT -- Imagine Learning announces its latest product up-

date for Imagine Learning Español, a language and literacy software product for children learning to read in Spanish.

Unlike many Spanish-language software products, Imagine Learn-ing Español v2.2 offers authentic, original content that’s not translated from English. Young students learn letters and sounds strategically and

also listen to multiple Spanish ac-cents for a more nuanced experi-ence.

In addition, the new cognates learning suite teaches students the similarities between Spanish words and their English equivalents. Likewise, students are introduced to more authentic text via learning suites on fiction and non-fiction texts. The program features cul-turally authentic content so that

students can learn about multiple Spanish-speaking cultures and tra-ditions.

Version 2.2 also showcases more academic content. Students learn new comprehension strategies in the form of the ‘Story Map’ (Mapa de cuentos) suite. Version 2.2 also em-phasizes key repetition via themat-ic units that continually reinforces what is being learned. •

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Digital High School Recommended for Surfing America Athletes

San Clemente, CA -- US Perfor-mance Academy (USPA) has

partnered with Surfing America to provide a way for athletes who are a part of the Surfing America USA Junior Surf Team and Surfing America Prime Series surfers to at-tend their middle and high school classes online. Surfing competitions for the USA Junior Surf Team and

elite Prime surfers occur all over the world, and training is often during times in which traditional school hours occur.

USPA offers a custom schedule and school calendar for each stu-dent athlete. They also receive access to a personal learning coach, online teachers, life skills training, a net-work of other athletes around the

world and college counseling. “In addition to a traditional aca-

demic platform, USPA athletes par-ticipate in our Foundations Program, which helps traveling athletes learn how to balance school and sport and incorporates various life skills, which includes communication, collabora-tion and goal setting,” USPA Presi-dent Peter Smith said. •

Articles courtesy of prnewswire.com, prweb.com, PTA.org and AP.


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