the hispanic outlook-12 magazine december 07, 2015

DECEMBER 07, 2015 VOL.1 NUMBER 9

from the publisher of The Hispanic

Outlook in Higher Education Magazine

WWW.K12HISPANICOUTLOOK.COM

LORETTA SANCHEZ"I AM A HEADSTART KID"

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

CONTENTVOLUME 01, ISSUE 09

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®.

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Cover photo courtesy of the office of U.S. Representative Loretta Sanchez

HEAD START TURNS 50Congresswoman Loretta Sanchez: “I am a Head Start kid.”

MAKING THE GRADEVeteran educator offers advice to teachers and parents

READ ANY GOOD BOOKS LATELY?This month OutlooK-12 features the works of world-renowned children’s book author Dr. Seuss

OUTLOOK-12 EXPLORES CULTURE AND THE ARTS IN EDUCATIONNew technology and innovations for music teachers

FAR-REACHING IMPACT OF EARLY EDUCATIONChildren with strong social skills in kindergarten are more likely to thrive as adults

NEWS AND TRENDSThe latest education-related stories from across America

CONTENTVOLUME 01, ISSUE 09

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LORETTA SANCHEZ“I AM A HEAD START KID”

In 1965, our nation made a com-mitment to open a window of opportunity for at-risk children through "Project Head Start."

In the 50 years since, Head Start has served over 30 million children and their families in urban and ru-ral areas in all 50 states, the Dis-trict of Columbia, Puerto Rico and the U.S. territories. As Head Start 50th year anniversary celebrations popped up all over the country this year, they not only celebrated the program, but all those who are

alumni of the program. One such alum is U.S. Con-

gresswoman Loretta Sanchez who represents California's 46th Con-gressional District, which includes the cities of Anaheim, Santa Ana, Orange and Garden Grove in Or-ange County. Rep. Sanchez began her congressional career in January of 1997 and is currently serving her tenth term in the U.S. House of Representatives. She was one of the first graduates of the program in 1965. As she proudly proclaimed

on the floor of the House in a speech espousing the virtues of the program, “I am a Head Start kid. I have firsthand experience of the comprehensive education programs and opportunities that Head Start provides to low-income families.” Earlier this year, she made the case for the Head Start program before an audience attending the first-ever TEDxPennsylvaniaAvenue held at the Newseum (news museum) in Washington D.C. in July. Here’s what she had to say that day:

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It’s a pleasure to be with you today and to talk about, to really be a voice for a program that is so near and dear to my heart. But you know it wasn’t always the case that I had a voice. In fact, when I was a little girl, I was pretty voiceless. When I was a little girl growing up in a family with my grandma and my mom and my dad and an older brother and a couple of little brothers and sisters, Spanish and English were spoken in my home, but I didn’t speak. I never spoke. My parents sometimes would hear some gibberish here and there; mostly they would hear me talking to my older brother because my older brother and I had our own language. Whenever I needed any-thing, it was my older brother who would translate for me. I would make hand motions etc., but I re- or dessert lady, and so after that I

thought this is okay, this isn’t too bad. Then they rolled out a light blue beach towel my mom had sent with me, and it was nap time. Be-tween snack time and nap time, I figured I was living the high life. I would go every day. My mom would walk me hand in hand so joyful to go to Head Start. And what I learned in Head Start was my alphabet, how to write my name (which for a little girl Loret-ta is pretty long) and how to share toys. Some toys I had never seen before. There was a redheaded doll I really liked, and I had to share it with somebody else. So I learned how to socialize with other kids. It was really an amazing program for six weeks.

Head Start started 50 years ago when then President Lyndon John-son stood in that Rose Garden and said that they were going to help

“We’ve see kids graduating more often if they’ve gone to Head Start from high school and more of them going to college and less of them in prison. That’s what Head Start does for our country.”U.S. Congresswoman Loretta Sanchez

“My mom would walk me hand in hand so joyful to go to Head Start.

And what I learned in Head Start was my alphabet, how to write my name (which for a little

girl Loretta is pretty long) and

how to share toys.”U.S. Congresswoman

Loretta Sanchez

ally didn’t talk to my parents, and I didn’t talk to the world. My grand-ma, in fact, who was poor and lived with us would spend what little money she had to take me to the doctor. I remember going several times, and she would say to the doctor, ‘I think she is deaf and mute.’ And the doctor would say, ‘she’s just not ready to talk to you.’ And so that was my life.

Then one day my mom was reading the paper, and she saw on the front page that they were start-ing a new program called Head Start, and she said, ‘that’s the pro-gram for my Loretta.’ So she went down to the school, and she signed me up for the program. On the first day of the Head Start, she dressed me all up. It was only three doors, three homes down from the corner. We crossed the street, and there was the elementary school, and that’s where the Head Start program was. She walked me down there, and she took me to what looked to be like a kindergarten class, and she dropped me off. When I realized my mom was go-ing to leave me alone for the day, I screamed and yelled, and I ran and, I grabbed her leg, and I wouldn’t let go. Literally they had to pry me off my mom, and then my mom left me. She abandoned me, and I was crying and crying I was just on the side of the whole show. Kids doing their thing, and I was crying, and I just couldn’t stop crying. You see, I was really shy when I was young.

Then something happened -- snack time! They had watermelon and celery with peanut butter. I started eating the stuff, and all of a sudden, everything was okay. See, my mother wasn’t much of a snack

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with the education of the disadvan-taged children of our nation. Who would have known 50 years ago that from Head Start that as that little girl I would through school, would go to college, would get my MBA, would work in some of the biggest corporations in the nation and would be standing before you as a member of the Congress of the United States. I am Head Start.

Thirty-two million kids and pregnant moms have gone through the Head Start program for lan-guage development and verbal achievement. We’ve seen a decrease in behavioral problems from chil-dren who go through that program, a complete increase in self-esteem. We’ve see kids graduating more of-ten if they’ve gone to Head Start from high school, and more of them going to college and less of them in prison. That’s what Head Start does for our country. People talk all the time about the achievement gap we see between disadvantaged kids -- let’s say kids that are Latino like me -- and the Anglo population. We work on this all the time in my dis-trict. And I have something to say today. That achievement gap can be lowered and can be narrowed right at the get-go, right at the starting line with a preschool for children before they ever get to kindergar-ten. Let’s make all of our children ready at the starting line of educa-tion in the United States by having Head Start.

You know, Head Start is not just about kids. It’s also about par-ents. I told you that my mom was actually with me every step of the way. Head Start not only teaches but it also tests your hearing, your vision and whatever problems you

may have from a health perspective because many kids coming from disadvantaged backgrounds don’t get that type of care. My mom is an amazing person because Head Start taught her how to be a parent. Remember, I come from a home of two Mexican immigrants. So usually in an immigrant home it’s

the mom who does the negotiating that navigates the new systems of the U.S. My mom was that person, and Head Start showed her how to advocate for her kids; what to look for, what to demand, what to want and what to see. In fact, my mom had seven children when all was said and done. And she was an advocate for each and every one. Head Start taught her how to do that. Parents

learn to read to their kids. They read more often than the parents of those who don’t go to Head Start. Parents use less physical discipline with their children once they go through the Head Start program. And the parents themselves are more apt to find an education for themselves, also. So my mother af-ter raising seven children, she start-ed going to school to get her GED, and then her B.A. and then her credentials to teach. She taught for 17 years in the public schools advo-cating and helping other children. Yes, my mom is pretty special. In fact, my mom is the only mom in the history of these United States to send two daughters to the Unit-ed States Congress.

But let’s not take my word for it. Let’s look at the economic benefits of Head Start. We know for every dollar we spend on the Head Start program, the United States makes $9 in benefits. What do I mean by that? What I mean is less incarcera-tion, people with better jobs, more education, etc., yet the United States ranks 25th in the world for early learning enrollment. In fact, one of out every six kids that quali-fy for Head Start actually get a slot in the program. Fewer 30 percent of four-year-olds are enrolled in a quality preschool program. So this past year, we have 1.076 million kids in Head Start, and yet because of budget cuts, we’re looking at 53,000 of those slots being cut. So my ask of you today is to help me be a voice for all of us. Be a voice for a program that truly helps chil-dren to do what America does best -- productive, joyful, giving back to communities. I am a voice. You can be a voice also. •

“Who would have known 50 years ago that from Head Start that as that little girl

I would through school, would go to

college would get my MBA would work in some of the biggest corporations in the nation and would be standing before you as a member of the Congress of the United States. I am

Head Start.”U.S. Congresswoman

Loretta Sanchez

6 · December 07, 2015

Head Start alumni have gone on to become business owners

and artists, musicians and doctors, teachers and Members of Con-gress. For instance, Danny Glover is a proud Head Start parent. The son of a teacher and delivery truck driver, Chris Rock attended Head Start in Brooklyn, New York. Here are other prominent Head Start al-ums:

Darren Walker is now the Pres-ident of The Ford Foundation, the second largest philanthropic orga-nization in the world. In 1965, he was a student in one of the first Head Start programs in rural Tex-as. The son of a single mom, Dar-ren was born at a Louisiana charity hospital and into poverty. He cred-its Head Start with breaking that cycle and changing his life. In 2014, he told People magazine the pro-gram provided him with "a window into a world beyond my immediate circumstances."

Bonnie St. John lost a leg at a young age, a result of being born with pre-femoral focal disorder. Her Head Start experience in San Di-ego, California, put her on the path of lifelong learning and remarkable

FAMOUS HEAD START ALUMS

accomplishments. She graduated magna cum laude from Harvard University and earned her Master’s degree in Economics from Oxford University as a Rhodes Scholar. She also won three medals in the 1984 Paralympics in Austria and served as Director of the White House National Economic Council in the Clinton Administration.

Shaquille O’Neal, former pro-fessional basketball player and cur-rent television sports analyst, was a student at a Head Start program in Newark, New Jersey. It instilled in him how important education is. Although he left college for a basketball career, he promised his mother that he would return and get his degree. He kept that prom-ise and more. He earned both an MBA and a doctoral degree in ed-ucation.

Anna Maria Chavez is the first Latina CEO of Girl Scouts of the United States of America, which maintains the distinction of being the world’s largest education or-ganization for young women. She was born into a family of migrant workers and attended Head Start in Eloy, Arizona, where she was

introduced to the possibilities of what education could provide.

Denise Juneau has served as Montana’s State Superintendent of Public Instruction since 2008 when she was the first Native American women elected to a statewide public office. She attended Head Start in Billings, Montana, as an educational foundation for aca-demic success that led her to the Harvard Graduate School of Edu-cation where she received a Mas-ter ’s degree.

United States Secretary of Human Services Sylvia Mathews Burwell has fond memories of her experience as a Head Start stu-dent. "Two years after Head Start launched nationally, a class was established in my home town of Hinton, West Virginia. In a rural town like Hinton, Head Start was one of the only early educational opportunities around. It meant a lot to the families in my town, and still does.”

Fifty years later, Secretary Bur-well’s words ring true in all parts of America where tomorrow’s leaders are being exposed to the Head Start experience. •

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MAKING THE GRADE

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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Q: The teachers at my school are big fans of your cooperative learning methods. Although we have been meeting with considerable success, our concern is that we are falling into the “prize trap.” Any advice for avoiding that?

A: For those who are not familiar with my methods, I strongly suggest a re-ward system for good work and behav-ior. Although I do not care what the reward may be, I usually use an eleva-tion in grades. I assume your phrase “prize trap” refers to the concern that students are only motivated by some tangible benefit. The greatest moti-vator is success. Once students have tasted the joy of being successful, most students do not want to return to a sense of failure. In my mind there is no such thing as a “prize trap” but merely highly motivated students or disenfran-chised students. I’m delighted that you and your colleagues are utilizing my instructional methods. I hope you con-tinue and spread the word.

Q: I am a guidance counselor. In my school, I have the responsibility of disciplining the student body as well as trying to guide and counsel them. Can you provide advice of how to do both tasks?

A: You have been given the unen-viable job of wearing two hats that in many ways are diametrically opposite skills. Although I would advocate that this hybrid job should never occur un-der any circumstances, this is nonethe-less your current situation. Your first allegiance is to your job title. Students need to receive advice to navigate their learning experiences. For many students it is difficult to trust someone who will also provide punishments. The only reasonable way to do both tasks is the first time a student breaks your school’s rules, talk to them to get to the bottom of their actions and then let them know that there will be con-sequences the next time they violate the rules. If the student does break the rules again, take the proper disciplinary action. But remember, once the stu-dent has suffered the punishment, they will very much need to be counseled immediately. This hybrid concoction your school has thrust upon you un-dermines the importance of a guidance counselor. I hope your administration will reconsider how your job should be done.

Q: Our son is a third grader, and he is very disruptive in his class. He is seeing a psychiatrist and is on medi-cation. What else can we do to help our child?

A: I would like for you to take a long term approach to your son’s education. As a parent, your primary job with regards to your child’s learning expe-riences is to make sure that your son is keeping up with his studies. Usually when a student is meeting with suc-cess, they will tend to be less disrup-tive. Regardless of his decorum, the key aspect of schooling is measured by how much was learned and retained. In addition to the quantity of materi-al learned, have your son develop an outside interest. Although it attacks the problem from the “back door,” getting a student involved in a hobby, sport or developing computer skills tend to create a more well-rounded individual. Plus, children and teenagers for that matter tend to be happier when they achieve a variety of different types of accomplishments. The hope is a hap-pier student is less likely to be problem-atic. Finally, you may want to consider a new doctor.

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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by Gary Cooper


From children finger painting in kindergarten to high school seniors performing “Romeo and Juliet,” the arts are a diverse and ever evolving part of the K-12 experience. With this in mind, we here at OutlooK-12 are introducing our new The Art Department section, which will be dedicated not only to art in its many forms and new technologies and innovations in art education but also on the arts’ reflection of and impact on cultures. This month we explore some recent developments in the field of music education. These partnerships and a new free service could be a boon to music teachers.

Images Courtesy of MusicFirst

PracticeFirst Makes Its DebutThe old joke about the way to

get to Carnegie Hall is “practice, practice, practice” takes on a new meaning in the digital age. Music-First has partnered with Matchmy-Sound™ to create PracticeFirst, which allows music students to literally practice, practice, practice anytime, anywhere, with instant feedback and flexibility.

Accessible from any inter-net-enabled device, students can practice any instrument including voice, band and polyphonic ones such as guitar and piano using PracticeFirst’s web-based interface. In addition, it responds with pitch and rhythmic corrections and can also judge tone for both instru-ments and voice.

Although teachers can also upload their own exercises, Prac-ticeFirst comes with a library of practice content for students of all levels, which includes:

• A collection of 50 simple songs

• A collection of 24 choral works

• A collection of warm ups; scales and exercises for band, or-chestra and voice

• Piano Book 1 & 2• Flute Book 1 & 2• Clarinet Book 1 & 2• Alto Saxophone Book 1 & 2• Tenor Saxophone Book 1 & 2• Trumpet Book 1 & 2

• Trombone Book 1 & 2• Drums Book 1 & 2• Violin Book 1 & 2• Viola Book 1 & 2• Cello Book 1 & 2• And much morePracticeFirst is exclusively avail-

able through the MusicFirst online classroom.

VISIT https://www.youtube.com/channel/UC17Mijd14XfBIhCGYtKHSPg FOR MORE ARTS ALIVE VIDEOS

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WoodSongs Releases Free Pro-grams to Schools

“WoodSongs Classroom Proj-ect,” the lesson-plan based project built on the national public tele-vision broadcast of the syndicated radio program, WoodSongs Old-Time Radio Hour, has been made available to middle, high, home schools and colleges free of charge.

The WoodSongs Classroom Project is designed to use a two-di-mension broadcast to encourage three-dimension action on the part of students. There are three proj-ects teachers can chose from:

• WoodSongs In The Class-room: This sends a specially edited number of WoodSongs broadcasts for use in schools and college-level classes across North America and Canada. The lesson plans focus on music, the arts, history, literature, creative writing and social studies.

• The WoodSongs Coffee-house After School Program: This program encourages students to create a regular performance event at the school. It can be done during a free class period where available students gather as the perform-ers and the audience, a lunchtime stage or an actual after school “cof-feehouse.”

• The Walden Play: This dramatic two-act, four-charac-ter play is a conversation between Thoreau and Emerson that can be acted as a theater production, read as a script reading in class and watched as a DVD or online. The Walden Play is ideal for ages 8-12 and college-age students, includes lesson plans and the play’s script is available in English, French and Spanish. •


Theodore Geisel first used the penname Seuss during his senior year at Dartmonth College in the school’s humor magazine. Later as a professional magazine cartoonist, he began to sign his work as “Dr. Theophrastus Seuss,” which he later shorted and carried over to his books. Today, the name Dr. Seuss is synonymous with children’s literature, and his timeless stories have been translated into multiple languages and are enjoyed around the world. For this reason and because one of his most famous characters, the Grinch, is so closely associated with this time of year, we are dedicating this month’s School Library to the works of Dr. Seuss.

READ ANY GOOD BOOKS LATELY

“THE CAT IN THE HAT / EL GATO ENSOMBRERADO” Publisher (English): Random HousePublisher (Spanish): Random HouseISBN-13: 978-0394800011 (English)ISBN-13: 978-0553509793 (Spanish)

It’s a rainy day, and Dick and Sally can’t find anything to do until the Cat in the Hat unexpectedly appears and turns their dreary afternoon into a fun-filled extravaganza! But what starts out as innocent silliness soon turns into a crazy whirlwind of chaos especially when the Cat introduces Dick and Sally to the cute but rambunctious Thing 1 and Thing 2. And with the children’s mother due home soon, it looks like being bored on a rainy day is suddenly the least of their problems…unless the Cat has something up his sleeve (or in this case in his hat) that can save the day in time.

“HOW THE GRINCH STOLE CHRISTMAS! / ¡CÓMO EL GRINCH ROBÓ LA NAVIDAD!” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394800790 (English)ISBN-13: 978-1880507735 (Spanish)

“Every Who down in Who-ville liked Christmas a lot . . . but the Grinch, who lived just north of Who-ville, did NOT!” In this heartwarming story about the effects of the Christmas spirit on even the smallest and coldest of hearts, Dr. Seuss in-troduces the readers to the Grinch, a bitter hermit who is re-sentful of his merry, Christmas-loving neighbors, the Whos. Finally completely fed up, he disguises himself as Santa and sneaks into Who-ville to steal their gifts, their Christmas feast and their holiday decorations—confident that losing these things will destroy their good cheer. But the Grinch is in for a surprise—a surprise that will change his heart.

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“GREEN EGGS AND HAM / HUEVOS VERDES CON JAMÓN” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394800165 (English)ISBN-13: 978-1880507018 (Spanish)

“Do you like green eggs and ham?” asks Sam-I-am. In a house or with a mouse? In a boat or with a goat? On a train or in a tree? Sam keeps asking persistently. With unmistakable characters and signature rhymes, the list of places to enjoy green eggs and ham and friends to enjoy them with gets longer and longer. But even though Sam is persistent, convincing others to try something like green eggs and ham is a challenge—a challenge that Sam-I-am is ready to take on with all his enthusiasm. Follow Sam-I-am as he insists that this unusual treat that might not seem appealing is a delectable snack to be savored everywhere and in every way.

“OH, THE PLACES YOU’LL GO! / OH, CÚAN LEJOS LLEGARÁS” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0679805274 (English)ISBN-13: 978-1880507056 (Spanish)

Dr. Seuss’s graduation speech has wisdom for youths start-ing out in the world whether they are nursery school, high school or college grads! Metaphoric in nature, the story ex-plores concepts like “The Waiting Place” where people just wait around for anything from at pot to boil to a better break and flying hot air balloons being synonymous with success (as long as they stay flying). From soaring to high heights and seeing great sights to being left in a Lurch or on "a prick-le-ly perch," Dr. Seuss addresses life’s ups and downs with his trademark humorous verse and illustrations while encourag-ing readers to find the success that lies within.

All Cover Images Courtesy of Random House, Turtleback Books and Lectorum Publications


“AND TO THINK THAT I SAW IT ON MULBERRY STREET / Y PENSAR QUE LO VI POR LA CALLE PORVENIR” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394844947 (English)ISBN-13: 978-1933032078 (Spanish)

Dr. Seuss’s very first book for children! Marco’s father always tells his son to “keep your eyelids up and see what you can see.” But little Marco is full of imagination and determined to tell an inter-esting tale. As Marco walks down Mulberry Street, he sees a horse pulling a broken down wagon, but neither seem good enough to tell his father about when he gets home. “That can’t be my story. That’s only a start,” Marco declares, and soon from a mere horse and wagon, young Marco concocts a zebra and chariot and then an entire colorful cast of characters, making Mulberry Street the most interesting location in town.

“THE CAT IN THE HAT COMES BACK / EL GATO CON SOMBRERO VIENE DE NUEVO” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394800028 (English)ISBN-13: 978-1930332430 (Spanish)

The Cat in the Hat returns for more out of control fun. It’s a snowy day, and Dick and Sally are no longer looking out the window of their home with nothing to do. No, this time the siblings are stuck shoveling snow until the Cat in the Hat ar-rives to liven up things. Although he claims he just wants to go inside the house and get out of the snow, Dick soon finds the Cat eating cake in the bathtub, and worse still, he leaves a pink ink-like stain ring around the tub. And to make matters more complicated, the Cat is not alone. Accompanying him this time are Little Cat A, Little Cat B (and so on), adding to the craziness of Dick and Sally’s latest adventure.

“THERE’S A WOCKET IN MY POCKET / ¡HAY UN MOLILLO EN MI BOLSILLO!” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0679882831 (English)ISBN-13: 978-1933032252 (Spanish)

Dubbed “Dr. Seuss’ Book of Ridiculous Rhymes,” the story follows a young boy who goes exploring in his house and finds an array of fun characters! From the Bofa reading a book on the sofa to the Geeling hanging upside down from the ceiling, the little boy discovers more and more crazy crea-tures whose species’ names all rhyme with different house-hold items. Some like the Nupboards in the cupboards and the Zower in the Shower he likes while others like the not-so nice Nooth Grush standing on his toothbrush, he doesn’t enjoy having around. Yes, it seems the Wocket in his pocket is only the beginning of his crazy adventure.

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“THE 500 HATS OF BARTHOLOMEW CUBBINS / LOS 500 SOMBREROS DE BARTHOLOMEW CUBBINS” Publisher (English): Random HousePublisher (Spanish): Turtleback BooksISBN-13: 978-0394844848 (English)ISBN-13: 978-0606374309 (Spanish)

This classic treatise on bullying is the story of a young peasant named Bartholomew, and his unjust treatment at the hands of King Derwin. Both characters live in the Kingdom of Didd, but while the vast landscape makes King Derwin feel important, it makes Bartholomew feel small. That is until the day he goes to sell cranberries at the market, and his life is changed forever. Al-though this is one of Dr. Seuss's earliest and lesser known works, it is nevertheless totally Seussian and addresses subjects that he was passionate about throughout his life: the abuse of power, ri-valry and, of course, zany good humor.

“I CAN READ WITH MY EYES SHUT / ¡YO PUEDO LEER CON LOS OJOS CERRADOS!” Publisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394839127 (English)ISBN-13: 978-1933032245 (Spanish)

The Cat is back again to show that reading is fun—even when you don’t look at the words! Of course, nothing is ever simple or straightforward for the Cat, so he shows how he can read while wearing pickle-colored glasses one moment and then while hanging upside down in a circle in the next. And what he reads is just as random from owls on noses to the words “Mississippi” and “Hallelujah.” Yes, this latest adventure with the Cat shows, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

“YERTLE THE TURTLE AND OTHER STORIES / YORUGA LA TORTUGA Y OTROS CUENTOSPublisher (English): Random HousePublisher (Spanish): Lectorum PublicationsISBN-13: 978-0394800875 (English)ISBN-13: 978-1933032412 (Spanish)

Dr. Seuss presents three modern fables: In “Yertle the Tur-tle,” the king turtle of the pond on the Isle of Sala-ma-Sond learns a lesson about greed when he decides one day that his idyllic kingdom is too small and makes his subjects standing on each other’s backs, so he could become the ruler of every-thing he sees. Then in “Gertrude McFuzz” a bird learns the cost of vanity when she becomes self-conscious about her small, plain tail, which only has one feather. Finally, in “The Big Brag” a rabbit and bear argue about whose talent is great-er (the rabbit’s sense of hearing or the bear’s sense of smell) only to learn from a wise earthworm to not be prideful.

All Cover Images Courtesy of Random House, Turtleback Books and Lectorum Publications


New ResearchChildren With Strong Social Skills In Kindergarten

More Likely To Thrive As Adults

20-year study links early skills to future outcomes in education, employment and criminal justice

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A new 20-year study shows a link between children's so-cial skills in kindergarten

and their wellbeing in early adult-hood, according to the findings published in the “American Journal of Public Health.”

The study found that children who were more likely to "share" or "be helpful" in kindergarten were also more likely to obtain higher education and hold full-time jobs nearly two decades later. Students who lacked these "social compe-tence" skills were more likely to face more negative outcomes by the age of 25, including substance abuse problems, challenges finding employment or run-ins with the law.

"This study shows that help-ing children develop social and

emotional skills is one of the most important things we can do to pre-pare them for a healthy future," Kristin Schubert, program direc-tor at the Robert Wood Johnson Foundation, which funded the research, said. "From an early age, these skills can determine wheth-er a child goes to college or prison and whether they end up employed or addicted."

HOW THE STUDY WORKEDResearchers from the Pennsyl-

vania State and Duke Universities analyzed what happened to near-ly 800 kindergarteners from four locations after their teachers mea-sured their social competency skills in 1991. The children were evalu-ated on a range of social behaviors such as whether they resolve peer

problems, listen to others, share materials, cooperate and are help-ful. Each student then received a composite score representing his or her overall level of positive social skills/behavior on a scale from zero ("not at all") to four ("very well").

The research team monitored these students and the positive and negative milestones each obtained until they turned 25.

Using a variety of data sources, including official records, reports from parents and self-reporting by the participants, researchers record-ed whether the students obtained high school diplomas, college de-grees and full-time jobs. They also kept track of whether students de-veloped a criminal record or sub-stance abuse problems, among oth-er negative outcomes.

16 · December 07, 2015

KEY RESEARCH FINDINGSFor every one-point increase in

a child's social competence score in kindergarten, he/she was:

• Twice as likely to attain a college degree in early adulthood

• 54 percent more likely to earn a high school diploma

• 46 percent more likely to have a full-time job at the age of 25

For every one-point decrease in a child's social competence score in kindergarten, he/she had:

• 64 percent higher chance of having spent time in juvenile de-tention

• 67 percent higher chance of having been arrested by early adulthood

• 52 percent higher rate of recent binge drinking and 82 per-cent higher rate of recent marijua-na usage

• 82 percent higher chance of being in or on a waiting list for public housing

IMPLICATIONS FOR ACTIONThis latest study comes on the

heels of a growing body of findings that prove early learning and devel-opment have a significant impact on a child's overall prosperity and health throughout their life. Not only does this new research empha-size the value of early learning, it shows the particular importance of focusing those early learning efforts on the development of social and emotional skills.

"The good news is that social and emotional skills can improve," Damon Jones, PhD, a senior re-search associate at Pennsylvania State and one of the authors of this study, said. "This research by

“This study shows that helping children develop social and emotional skills is one of the most important things we can do to prepare them for a healthy future.”Kristin Schubert, program director at the Robert Wood Johnson Foundation

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itself doesn't prove that higher so-cial competence can lead to better outcomes later on. But when com-bined with other research, it is clear that helping children develop these skills increases their chances of suc-cess in school, work and life."

Across the country, dozens of school-based programs proven to boost kids' social and emotional development before and after kin-dergarten can serve as models for others. In addition to making the case for expanding these programs, this new research lends weight to the idea that screening social skills should be more widespread. Using a simple, easy-to-use assessment like the one used in this study,

schools could determine which students need additional assistance and intervene accordingly to elim-inate future problems before they start.

Additionally, while this study did not analyze the economic ben-efits of social and emotional skill development, the researchers be-lieve that effective, evidence-based programs to improve skills could provide significant cost-savings over time. The money saved from reduced incarceration costs, drug treatment programs and govern-ment assistance coupled with the increased revenues from higher em-ployment rates makes it especially cost-effective to expand programs

that boost social and emotional learning, starting in a child's earli-est years.

"As a society, we have tools to give every child a strong foundation for healthy social and emotional development," Robert H. Dugger, managing partner for Hanover Provident Capital and co-founder of ReadyNation, which works to improve business competitiveness by helping children get a good start in life, said. "More than anything else, this research tells us that we have an enormous incentive to put those tools to widespread use and to give children the support they need as early as possible." •

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18 · December 07, 2015

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

News and Trends in K-12 Education from Across America

Lycée Français de Chicago (The French School of Chicago) Opens $35 Million, 3.8-Acre Campus in Lincoln Square

Chicago -- Lycée Français de Chi-cago along with French Con-

sul General Vincent Floreani, has opened the school’s new $35 million, 3.8-acre campus in Lincoln Square.

Designed by architects Luis Col-lado and Jose Luis de la Fuente with Chicago-based STL Architects, the new campus brings a European feel to the 86,000-square-foot school

building, including a new gymna-sium; a four-story, light-filled atri-um; state-of-the art science and art labs and open areas for students to congregate and study. The campus includes a full-size grass soccer field, two playgrounds, an outdoor basket-ball court and a private lane for safe and expedited student drop-off and pick-up.

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“The new Lycée will continue to offer a unique educational experi-ence in Chicago,” Sharon Langshur, Board of Trustees chairperson and parent, said. “Our children are fluent in at least two languages and under-stand many cultures and countries. They leave here ready for whatever the world has to offer.” •

20 · December 07, 2015

NASA Awards Grants to Expand STEM Education Benefiting K-12 Students

Washington -- NASA's Minori-ty University Research and

Education Project (MUREP) has selected nine universities for coop-erative agreement awards totaling $3.6 million to create and operate a NASA MUREP Aerospace Acad-emy.

The Aerospace Academies will engage historically underserved and underrepresented students in grades K-12 through hands-on ac-tivities that reflect each of NASA's four mission directorates: Science, Aeronautics, Space Technology

and Human Exploration and Op-erations. The academies will also provide access to NASA technology through an Aerospace Education Laboratory.

The universities selected for Aerospace Academy grants are:

• California State University, Fresno

• Cuyahoga Community Col-lege, Cleveland

• Elizabeth City State Universi-ty, North Carolina

• Hartnell College, Salinas, California

• Morgan State University, Bal-timore

• Tennessee State University, Nashville

• Texas State University, San Marcos

• The University of Texas at El Paso

• York College, City University of New York

The universities will receive as much as $160,000 per year for two years and up to $100,000 for a third year. •


News and Trends

National Park Foundation To Support White House Youth Initiative "Every Kid In A Park"

Washington -- In support of the White House youth ini-

tiative Every Kid in a Park, the National Park Foundation, the of-ficial charity of America's national parks, announced it is raising funds to help connect fourth graders to America's public lands and waters. Individuals, foundations and cor-porations can visit www.national-parks.org/everykidinapark to con-

tribute to the effort. As part of the Foundation's

Open OutDoors for Kids program, the Every Kid in a Park transpor-tation grants seek to remove barri-ers to accessing our nation's pub-lic lands and waters with a special focus on underserved and urban communities. With cutbacks in school funding for field trips, this strategic funding will help provide

comprehensive access to all feder-al sites, including national parks, forests, wildlife refuges and public lands and waters.

To participate in the Every Kid in a Park program, fourth graders nationwide can visit www.every-kidinapark.gov and download the pass.

For more information, please visit www.everykidinapark.gov. •

Images courtesy of US Department of the Interior

22 · December 07, 2015

Talking Scientific Calculator Breaks Down Barriers for Blind Students

Dallas -- Texas Instruments (TI), Orbit Research and the Amer-

ican Printing House for the Blind (APH) have unveiled the Orion TI-30XS MultiView Talking Sci-entific Calculator, the world's first fully accessible multi-line scientif-ic calculator, created for students who are visually impaired. Based on the popular TI-30XS Multiv-iew™ scientific calculator from Tex-as Instruments, the Orion TI-30XS

represents a breakthrough in Sci-ence, Technology, Engineering and Mathematics (STEM) education.

The advanced, four-line sci-entific calculator with higher-level math and science functionality is ideal for middle school through college students. A clear, high-qual-ity recorded voice announces each key and the answer on the display, providing a choice of speech modes for quiet or verbose operation.

The Orion TI-30XS Talking Scientific Calculator may be used on high-stakes exams as an ap-proved accommodation for stu-dents who are visually impaired if it is specified in the student's Indi-vidual Education Program (IEP). Individual schools’ assessment co-ordinators or guidance counselors can provide the guidelines for spe-cific tests. •


News and Trends

Free Online Tool Empowers Families To Set Technology Ground Rules As More Kids Go Digital

Alexandria, Va. -- LifeLock, Inc. and the National PTA® an-

nounced a free resource for families that helps parents have clear conver-sations with their children about us-ing technology and agree on ground rules together. Called The Smart Talk, the digital tool is designed to empower families to make smarter, safer choices online and help build

the next generation of digital citizens.The Smart Talk provides an in-

teractive experience that guides kids and parents through a series of ques-tions and conversations about top-ics such as safety and privacy, screen time, social media, apps and down-loads, texting and calling, reputation and respect, and online videos and cameras. After agreeing on healthy

limits together, a personalized, offi-cial family agreement can be stored on the computer or printed and posted at home.

For parents looking to begin the conversation, tips and more in-formation on device and internet accountability are available now on The Smart Talk website at https://thesmarttalk.org/. •

24 · December 07, 2015

Milton Hershey School Will Grow to Serve More Children from Families of Low Income

Hershey, Pa. -- Milton Hershey School® will be expanding its

campus and building 32 student homes to help more children in financial need receive a top-notch education in a safe and nurturing environment.

“To be able to extend our re-sources to even more children is an

outstanding moment for Milton Hershey School,” MHS President Pete Gurt ’85, said. “As a commu-nity, we can all be very proud of the work we have accomplished in giv-ing a brighter future to more chil-dren who need the opportunities the school provides to help them live fulfilling and productive lives."

President Gurt’s goal is to in-crease the school’s enrollment to 2,300 in the next five years.

The new student homes will be built adjacent to the Venice site, which currently has 32 operation-al homes. In these homes, students are given a quality home life by ex-perienced houseparents. Work is set to begin in the spring of 2016. •

Photo courtesy of Milton Hershey School


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