TAHS Students, Landes Win Statewide Contest

Delegate Steve Landes (R-25th district) checked in at Turner Ashby High School May 14 to congratulate students who, paired with him in an investing contest, took first place statewide. The students turned $100,000 of computer money into a simulated $117,378.93 in 10 weeks.

Landes and the students took part in the spring semester “General Assembly Challenge” organized by the Virginia Council on Economic Education. The students on the winning team were Gabino Cruz-Hernandez, Davey Stone and Joshua Varner.

Del. Landes hears Turner Ashby math teacher Chris Noll explain how students learned from studying investments and personal finance.

They competed against other General Assembly-student teams statewide, buying and selling stocks with virtual money. Winners will be recognized later this month at the statewide awards ceremony at the Federal Reserve Bank of Richmond.

Delegate Landes congratulated teacher Chris Noll’s math students on their investment skills and ability to work together effectively as a team. “I have been impressed with how well you did as a team,” Landes told the students, “but the most important thing is the valuable real-world experiences you have gained.”

Noll’s team was supported locally with training and resources from the James Madison University Center for Economic Education, an affiliated center of the Virginia Council on Economic Education.

“This game is particularly engaging because students do research and then work as a team to make their investment decisions,” said Lynne Stover, teacher consultant with the JMU center. “And all along the way, it reinforces math and analytical skills, business concepts, and personal finance basics.”

“It’s great to see hard work pay off for Chris’s students,” said William C. Wood, director of the JMU center.

The Richmond-based VCEE coordinates the Stock Market GameTM in Virginia as one of several programs to promote K-12 economic and financial education and provide professional development for teachers. For more information about VCEE, visit www.VCEE.org.

From left, Gabino Cruz-Hernandez and Davey Stone show Del. Landes their winning ranking on the computer, joined by teammate Joshua Varner

 

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Press release and photos from Dr. William Wood, Director of the JMU Center for Economic Education

A Special Day for Nathan

Jesse Rodriguez does not normally go on Montevideo’s annual 8th grade field trip to Baltimore’s Inner Harbor. But when Nathan Medlin‘s parents gave permission for Nathan to participate, the MMS Special Education teacher quickly sought arrangements for the two to make the trip together alongside the busloads of parents, teachers, and excited 8th graders for a day full of shopping and a visit to the National Aquarium, topped off by an afternoon Orioles game.

The trip was a success – no rain, no lost parents, and while the Orioles fell just short for the home fans, the afternoon delivered some drama through an 11-inning game.

Jesse and Nathan in the stands for an afternoon Orioles game

But according to Jesse, the day’s success was measured in ways not known nor perhaps even noticed by many. So he felt compelled to share his thoughts and feelings with the 8th grade team of teachers who were so moved by his observations that they shared them here with his consent:

8th grade team –

I just wanted to say thanks to all of you for allowing me to have the experience of taking Nathan on the 8th grade field trip. I know that there were probably lots of parents who wanted to go but were not able to. I know that by allowing me to have 1 student in my group, that may have bumped others off the list, and I appreciate that you were accommodating to him in that way. I was thinking about the day on the bus ride home and just want to share some thoughts and experiences that you may have missed if you weren’t around Nathan or weren’t on the trip. Nathan is a boy with few words but I believe he is taking in a lot more than I’ll ever know. Here’s what I noticed and what I think may have been going through his head:

School arrival – Nathan arrives and I meet him and his dad at the east porch. I walk Nathan down toward the auditorium where all of the other students and parents are waiting, and immediately, students start coming up to Nathan saying hi, asking if he’s excited, etc. Some of these students are students I know (peer students who work with our class), and some I’ve never met before and didn’t know even knew Nathan.

Baltimore arrival – We arrive at the aquarium and get off the bus, waiting to enter. Nathan has just woken up from sleeping the whole ride and is standing in Baltimore, a city he’s never seen. He seems quiet and nervous. I tried to explain to him that his bag full of snacks wouldn’t be allowed in the aquarium and that he’d have to leave it on the bus, but I’m not sure if he understood. Again, student after student walk up to him, ask him how he’s doing, ask if he’s excited to see the fish, say they are glad that he’s along, give him high-fives. Brady Dodson, [recuperating from surgery] in a wheelchair, even takes the time and effort to wheel himself through the crowd to say hi to Nathan. Nathan lights up with each interaction. A few parents who I’ve never met and didn’t know even knew about Nathan come up to him and greet him by his name, talking to him about the day.

Aquarium – Nathan doesn’t like heights. He’s sure-footed and is very careful about where he steps. He likes solid ground. He likes to feel safe. The aquarium, on the other hand, is dark, there are escalators everywhere, construction with confusing signs and words he cannot read, and railings on the sides of walk-ways that he doesn’t have any desire of looking over. He clings to the wall a lot, but luckily, that’s also where the tanks and animals are. Again, throughout the visit, students who aren’t in his group, students who seem to care more about how happy they are that they are getting away with wearing shorts that break the dress code than anything else, students who are starting to wonder if their cell phone battery is going to last all day, are taking the time to include Nathan. They point out fish, turtles, and creatures that he might not see otherwise, they pull him over to a window to show him a cool looking jellyfish, they wait behind him patiently while he gets his footing on an escalator. They don’t laugh at how he is hugging the walls, they don’t rush him, it doesn’t even seem to cross their minds. There is a tall, large man with a booming voice who works at the aquarium. He sees Nathan twice while we are walking around and takes the time (both times) to come and enthusiastically say hi and point us to another exhibit that he thinks Nathan will enjoy.

Walk to stadium – Nathan and I walk around the inner harbor on our way to Camden Yards and when we are almost there, we meet a crossing guard who sees Nathan and says hi, asks him some questions about his day, and then goes on to tell me about how she has a niece with special needs who lights up her world. She says she knows she is in the wrong profession, but is always thankful for the time she gets to spend with her niece. Before waving us across, she makes sure to say goodbye to Nathan, waiting for eye contact (something Nathan doesn’t always give to people he doesn’t know), he gives it to her, along with a big smile.

The game – It is a long, hot game, especially for a student who doesn’t seem to be paying much attention to what is happening on the field. Our seats are on the last row of the MMS section, so we can see everyone in front of us. Nathan seems to prefer watching all of the interactions between students. There are lots of times students look back to see the scoreboard. Many of those times, they see Nathan and wave to him, or try to get his attention somehow. He eagerly waves back and smiles. When we finally head to the buses, even more students come up to ask him how he liked the game, what his favorite part of the trip was, more high-fives, more smiles.

Arrival back at MMS – About 15 minutes before we arrive, Mrs. Woodrum gives the announcement to the students that it would be a good time to call their parents to make sure they are on their way to MMS. Nathan is awake again, after somehow sleeping 2.5 hours in front of a noisy, energy-drink-filled group. He is looking out the window and talking but I can’t make out what he is saying until the final, “bye, dad.” He lowers his hand that he was using as an imaginary phone and I ask him if his dad is coming to pick him up. He smiles and shakes his head, yes. Back at MMS, students stream out of the buses, saying goodbye, finding their parents, and wandering around. More and more come to say bye to Nathan while he waits for his dad, who arrives quickly, excited to hear about his day.

I don’t know how Nathan’s day was. I’m not sure if he enjoyed the aquarium or was terrified by it. I’m not sure he understood what was going on at the game, or if he even cared. If you asked me what I thought he enjoyed most on the trip, I’d probably tell you it was the huge hamburger and fries with the mound of ketchup that he ate at the ballpark.

Here is what I do know. I know that our 8th grade class is a class who has class. I know that many students that day went out of their way to help Nathan, to make him feel comfortable, welcome, and part of the group. I know that Nathan knows a lot more people than I was aware of, and they know his name. I know that 95% of the smiles that came from Nathan on the field trip were a direct result of the interactions he was having with our 8th grade class. I know that there are good students, and I know that MMS has many of them, but I also know that the values and principles that are being taught by you and your colleagues go far beyond whatever is written in your text books. I know that students learn to respect others when they are shown and modeled respect. And I know that the respect that Nathan received that day had a lot to do with the respect and freedom that you give to your students every day.

Stories like this one don’t end up in the paper. They don’t show up in test scores and they aren’t reflected on report cards. But I believe that stories like this tell far more about the types of adults these kids are going to become than any number or grade will ever come close to predicting. I also believe that the future for people with disabilities is becoming brighter and brighter because of the interactions that are happening now with their nondisabled peers. In my 8 short years of teaching students with disabilities, I can honestly say that the thing that fills me the most as an educator is watching the interactions between these two groups. Thank you for allowing me to experience another day full of these interactions. Thank you for not only teaching the content, but also for taking the time to share your lives/experiences/wisdom/values with these students. You may not currently have any students with significant disabilities in your classes, but know that you are positively impacting their lives every day through the students who are in your class. Thank you all…I don’t say it enough, but your work is very much appreciated.

Thank YOU, Jesse Rodriguez.

 

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Thanks to 8th grade science teacher, Jacque Roach, for these pictures.

Kim Fawley Brings White House Experiences to the Classroom

When J. Frank Hillyard Civics teacher, Kim Fawley, wants to know something, she goes straight to the source … even if that source is the White House, it seems. Each year, hundreds of thousands apply to attend the White House’s annual Easter Egg Roll and a small percentage (somewhere around one in ten) are selected. This year, Mrs. Fawley’s name was pulled to attend … oh, and on her first attempt at applying, no less! A much smaller percentage ever get a chance to help decorate the White House at Christmas. This Civics teacher can check that off her list, as well, having been lucky enough to do this a few years ago, too. (See: http://www.rockingham.k12.va.us/Highlights/2009Fawley.htm)

With that kind of luck, many might urge her to play the Virginia lottery religiously, but money cannot buy the memories she has amassed in these two trips so she might do well to keep her good fortune going toward these unique experiences instead. She translates these memories into information she passes along to her 7th graders at JFHMS. Her students get first-hand information about many interesting things that might go unnoticed by the media but make for very interesting discussions in a Civics classroom. Of course, she points out, the first question from students is always, “Did you meet the President?” And while she did get a good view of the President at the Easter Egg Roll, she can point to the pictures she snapped of the Secret Service and use those to spark discussion on security needed to protect a world leader.

Nearly 30,000 visit the “People’s House” to participate in this annual event that dates back to the 1870’s; yet some historians believe informal egg rolls were held a decade earlier during the Lincoln presidency. This is one of the oldest White House traditions.

Mrs. Erin Sauder, JCMES 1st Grade teacher, with son, Easton, at one of the many stations.

In her most recent venture to the White House for the Easter Egg Roll, she was able to take some people with her so it was natural for her to select her daughter, JCMES 1st Grade teacher Erin Sauder, and grandson, 2-year-old Easton Sauder. The three spent a very busy 2-hour period on the White House grounds enjoying the variety of activities offered to the children lucky enough to attend. Many of the activities focused on developing an active and healthy lifestyle, inspired by the First Lady’s “Let’s Move” initiative. Mrs. Fawley created a Powerpoint presentation to journal the day’s events to share with her students and a web version of her show is available at http://www.flickr.com//photos/rcps/sets/72157633426106127/show/

For those who may want to take a chance at next year’s White House Easter Egg Roll lottery, Mrs. Fawley describes the process:

“Anyone in the US can apply for the White House Easter Egg lottery. It is an application that is online through the White House and the National Parks Organization for about 10 days in February. Interested citizens can go to the White House website in early February to apply. There are no security/background checks. [If chosen,] you get to decide how many people will be in your group with the following stipulations – maximum of two adults and maximum of five children (all 12 and under). You also rank the block of time that you would like to attend. Each block is two hours in length (Group A from 7:45-9:45, Group B 9:45-11:45 …) There are approximately 6,000 per group, but after 135 years of experience, everything is super organized.

Everything is free (water, apples, jump rope, arts and crafts, information on eating healthy, PAAS kit, free souvenir wooden egg).

Citizens can also volunteer to work this event.  You pick if you would like to work in the morning or afternoon shift.  You get to keep the cute embroidered apron and hat, and they set up parking arrangements for you.”

For more information about the 2013 Easter Egg Roll, see http://www.whitehouse.gov/easterEggRoll This site will likely be the location of lottery sign up for next year’s event, as well.

(Pictures provided by Mrs. Fawley)

Board of Supervisors Proclaims "Teacher Appreciation Week"

The Rockingham County Board of Supervisors adopted the following Proclamation

Turner Ashby's Austin Walker Wins BBB Award

Contact: Julie Wheeler             FOR IMMEDIATE RELEASE

President & CEO, BBB Serving Western Virginia

(540) 342-3455

(800) 533-5501

jwheeler@roanoke.bbb.org

 

BBB Honors Thirteen Students of Integrity

 10^th Annual Student of Integrity Scholarship Dinner

Roanoke, VA (May 2, 2013) Thirteen Virginia high school seniors have been honored by the BBB Serving Western VA for demonstrating ethics demonstrated through leadership, community service, and overall personal integrity. The Student of Integrity Scholarship Awards Dinner was held on May 1, 2013 at the Shenandoah Club in Roanoke, VA. Thirteen students were recognized at the 10^th annual event as being Students of Integrity, and awarded a $1,000 scholarship.

The exceptional students who earned this distinction are:

David Barrett, Stuarts Draft High School

Grace Boardwine, Lord Botetourt High School

Cassidy Coffey, Wilson Memorial High School

Zachary Cook, Virginia High School

Kirsten Dowdy, Eastern Montgomery High School

Jeff Feng, Radford High School

James Frisbie, Wilson Memorial High School

Katharine Hines, Altavista Combined School

Ollie Howie, William Fleming High School

Briana Massaro, Giles High School

Sejal Mistry, Northside High School

Austin Walker, Turner Ashby High School

Clarissa Whitehead, Staunton River High School

Turner Ashby senior, Austin Walker, at the BBB awards presentation

“Every year we are honored to recognize these outstanding young men and women,” said Julie Wheeler, CEO and President of BBB serving Western VA. “We believe these students have the character, determination, and personal integrity to become the leaders and mentors for their peers and communities now and in the future.”

The BBB Student of Integrity Scholarship Awards Program was established in 2003 and recognizes students that share a common truth: everything that they say and do represents a choice, and their decisions help to determine the shape of their lives.

Each year, a total of 149 public and non-public high schools within the BBB 32-county service area are invited to participate by selecting their own Students of Integrity to submit entries to the BBB. The program received over 170 entries for consideration in 2013. Since the program’s inception in 2003, the BBB has received nearly 1,200 (1,189) Scholarship Applications from 139 schools, and awarded $84,000 in scholarships to 106 deserving students representing 64 schools throughout Western VA.

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If you need more information, contact the BBB at (540) 342-3455 or (800) 533-5501. You can also visit http://www.bbb.org.  Follow us on Twitter at twitter.com/BBB_WesternVA

JWES Participates in Earth Day Activities

As a part of its well-established Environmental Education efforts, John Wayland organized a wide range of activities for students on Earth Day geared toward helping them learn to help their environment and their community. Thanks to the Daily News-Record’s Timothy Schumacher, who visited the school to cover the event. His story, published in the April 30 edition of the DNR, is reposted here with permission.

TAHS's Morton a Semifinalist at Shakespeare Competition

FOR IMMEDIATE RELEASE:

CONTACT:  Christopher Broadwell, 212-818-1200 x 226, shakespeare@esuus.org

 

ALL THE WORLD’S A STAGE

For teen from Turner Ashby High School

 

New York City, April 24, 2013 — Captivating audiences with a performance of a sonnet and monologue from Shakespeare, Hunter Morton from Harrisonburg, VA, a student of Michael Villacrusis at Turner Ashby High School in Bridgewater, placed as a semi-finalist at the 30th season of the English-Speaking Union National Shakespeare Competition.  The competition was held on April 22^nd at Lincoln Center Theater in New York City for 58 winners of ESU Branch competitions nationwide.  Hunter had previously won the ESU Lexington, VA Branch regional competition.

Hunter Morton, semi-finalist in the 2013 English-Speaking Union National Shakespeare Competition
at Lincoln Center in New York City.

This year’s winner of the English-Speaking Union New York Branch competition, Xavier Pacheco, won first prize in the ESU National Shakespeare Competition, winning a full Scholarship to attend the Royal Academy of Dramatic Art’s Young Actors Summer School in London, England.  Second place winner, Anna Bortnick, representing the Boston Branch, won a scholarship to attend the American Shakespeare Center Theatre Camp.  Third place winner, Henry Ayres-Brown, representing the Greenwich Branch of the ESU, won $500 from the Shakespeare Society.

The English-Speaking Union National Shakespeare Competition is a school-based program to help students develop their speaking and critical thinking skills and their appreciation of literature as they explore the beauty of the language and timeless themes in Shakespeare’s works.  In three progressive competition levels, students memorize, interpret, and perform monologues and sonnets in their own schools, at ESU Branch sponsored community competitions and at the National Shakespeare Competition.  The program has engaged more than 250,000 young people.  Citing its 30^th season this year, the Honorable Michael R. Bloomberg, Mayor of the City of New York, proclaimed April 22 as William Shakespeare Day.  Mark Thompson, President & CEO, The New York Times Company, read the proclamation and Danny Lopez, The British Consul-General in New York, awarded certificates to the competitors.

The ESU provided the Branch winners with two full days of educational and cultural activities, including an exclusive acting workshop at New York University’s Tisch School of the Arts and a performance of the Royal Shakespeare Company’s Julius Caesar at the Brooklyn Academy of Music.  Perhaps best of all for these teenagers was the opportunity to spend a weekend in New York City with other students from across the country who share a love of theater, language and, particularly, Shakespeare.

The Finals Competition judges were: Adjoa Andoh, Royal Shakespeare Company and West End actress who is currently appearing in the role of Portia in the RSC production of Julius Caesar at the Brooklyn Academy of Music; Dr. Ralph Alan Cohen, Co-Founder of the American Shakespeare Center, Professor of Shakespeare and Renaissance Literature in Performance at Mary Baldwin College and author of ShakesFear and How to Cure It: A Handbook for Teaching Shakespeare;  Peter Francis James, Obie, Lucille Lortel and Drama Desk Award-winning Broadway, West End, film and television actor; Tina Packer, director, actor, playwright and author, currently appearing in her work Women of Will, and founder of Shakespeare & Company, a center for training, education and performance; Annie Parisse, Broadway, television and film actor, currently appearing on Fox’s The Following.

The English-Speaking Union of the United States is a non-profit, non-political educational organization whose mission is to celebrate English as a shared language to foster global understanding and good will by providing educational and cultural opportunities for students, educators and members.  The ESU carries out its work through a network of 70 Branches, sponsoring a variety of language and international education programs.

 

THE ENGLISH-SPEAKING UNION OF THE UNITED STATES

144 East 39^th Street, New York, NY  10016

Tel: 212-818-1200    Fax: 212-867-4177    Email: info@esuus.org    Website: http://www.esuus.org