August 28^th will mark the 50^th anniversary of the great March on Washington and the now famous “I Have a Dream” speech given by Dr. Martin Luther King.  By most estimates over 250,000 people from all over the United States converged around the Reflecting Pool near the Lincoln Memorial marking the pinnacle of the Civil Rights Movement in America. It would not be until after President John F. Kennedy’s assassination (which occurred 3 months after the event), that President Lyndon Johnson helped pass the Civil Rights Act.

I suspect that many school students today do not know who John Lewis or Julian Bond are. Nor do they know about Medgar Evers, Ruby Bridges, or Ralph Abernathy. Hey are probably unaware of the significance of the US Supreme Court case, Brown vs. the Board of Education. Now is the time to change that. This is truly a teachable moment.  Whether you will be just staring the new term or getting your classroom ready, you can make a difference by creating lessons to raise your students’ awareness of the historic significance of this event.  Here are some suggestions for obtaining information to develop appropriate lessons.

1)     Read the article: We Shall Overcome” in the July/ August edition of Smithsonian Magazine. You will find candid comments from several of the players who made that day historic.

2)     View the website of the LBJ Library, located in Austin, Texas (http://www.lbjlibrary.org/). Johnson was a hero to the civil rights movement and his interest predates his presidency.

3)     The website for the Martin Luther King Museum, church, and homestead in Atlanta also will provide you with a great deal of information about his life, career and his vision for equality.(http://www.nps.gov/nr/travel/atlanta/kin.htm)

4)     If you happen to teach in New Jersey the African Americas Heritage Museum of Southern New Jersey has programs for school students and a traveling exhibit that you can arrange to come to your school. Contact (http://www.aahmsnj.org/travel.html)

5)     The National Civil Rights Museum, located in Memphis, Tennessee has a great web site as well as in- house museum exhibits. (http://www.civilrightsmuseum.org/)

6)     Don’t forget to access the archives of the Library of Congress. This national treasure of article and photos and document is a crucial foundation for any lesson about the Civil Rights Movement. The web site also has lesson plans for teachers of various grade levels. Go to

(http://www.loc.gov/teachers/classroommaterials/themes/civil-rights/lessonplans.html

Don’t miss this opportunity to make a difference in the lives of your students.

c. 2013 J. Margolis

School and Sports- Getting Students on Your Side

Schools and Sports

 Many of you may have seen the film, Blind Side, the story of Michael Oher who went from being a homeless boy in Memphis Tennessee, to a standout football player at Ole Miss and eventually on to the Baltimore Ravens where last February, Oher and his teammates earned Super bowl rings. I am in the process  of reading,  I Beat the Odds, Michael  Oher’s own story.( c.2011, Gotham Books). Oher focuses on the importance for getting an education and how his coaches and teachers worked with him to obtain the goals of both an education and an athletic career.

Oher is one of the lucky ones, finding a loving family in the Touhy’s of Memphis and the supportive teachers and coaches of Briarcrest School in Memphis. Sports are the hook that coaches use to help students stay focused on getting their education. School and football provided the path out of the drug and crime infested ghetto where Michael lived and into college, in Oher’s case the University of Mississippi where it wasn’t until 1962 that James Meredith became the first African American student to attend.

I recently came across this mission statement from the Princeton University Athletic Office. Princeton, a venerable institution known more for its academics than for its athletic success (with apologies to Sen. Bill Bradley), has the right idea for blending academics with sports.

“The Princeton University Department of Athletics is committed to its core philosophies of having intercollegiate athletics serve as an extension of the overall educational mission of the institution and that, for the student-athletes, participation in intercollegiate athletics at Princeton University is a co-curricular experience.  These philosophies are at the heart of the Department's official motto: "Education Through Athletics."Princeton University as an institution strives for excellence in fulfilling its central and primary purposes of teaching, scholarship, and research and places particular emphasis on the quality of undergraduate teaching.”  (From the Princeton University Athletic Office.)

As we get ready for the fall semester and we begin to think about those students who will be in our classes, it is important to know how the interplay of academics and athletics can help to produce a successful student.

C. 2013 J. Margolis

The Earlier the Better

The Earlier the Better

There has been a great deal of discussion about the importance of early education and preschool programs. Programs like Head Start have been under scrutiny because of funding issues and whether or not programs like these actually do work. In a 2008 research article, Jens Ludwig of the University of Chicago wrote that at that time over one million children were served by Head Start with a cost of $7 Billion. Ludwig noted that “The findings counter the view that only intensive (and expensive) early childhood interventions can generate long-term benefits, and they run counter to the perception that Head Start has been a failure from its inception. “

Another study was completed by the National Institute for Early Education Research. “The strongest evidence suggests that economically disadvantaged children reap long-term benefits from preschool. However, children from all other socio=economic backgrounds have been found to benefit as well. ( W. Steven Barnett) You can read the full report at http://nieer.org/resources/research/PreschoolLastingEffects.pdf

 A 15-year longitudinal study of low-income children in Chicago who participated in a school district preschool program found a 33% reduction in the rate of juvenile arrests, a 40% reduction in grade retention, a 41% reduction in the need for special education, and a 29% increase in the rate of high-school completion.

As educators we need to continue to press for funding for early childhood and preschool programs. We need to have the resources to identify learning disabilities and medical issues as early as possible. We also need to be able to provide healthy meals and snacks to children during the summer months. Be an activist. Contact local, state and federal officials to encourage them to support events for early childhood programs.

C.2013 J. Margolis

Smmer Programs for Teachers 2013

Summer Programs for Teachers

Are you still looking for a something to do this summer? Do you wish to expand your wealth of knowledge and professional development? Perhaps you are in need of additional graduate credits to complete an advanced degree or to qualify for a pay increase. If so it is not too late to register for summer program for teachers. There are numerous opportunities to attend a lectures and workshops given by renowned scholars, travel to new places and get hands on experiences that will be relevant in your classroom.  I came across several opportunities that are still accepting applications that you might wish to check out. Here are some things to keep in mind when searching for a summer program.

1)      Does the program offer graduate credit?

2)      What are the housing accommodations and can you bring along family members?

3)      Is there scholarship money available? Are their stipends available?

4)      Are there any final documents, papers or projects that you must complete?

5)      What type of travel arrangements do you need to make?

6)      Is the program restricted as to who can attend?

Some programs that are still available as of today (June 12, 2013)

National Council  of Teachers of English- a Program “ Literacies for All” From July 18-20 at Hofstra University, Hempstead, NY.

 George Washington Institute Public Days-Mount Vernon Teachers Institute (Home of George Washington) Mt. Vernon, VA. July 17-18.

Museum Institute for Teachers of Science (Quincy, MA) several one and two week programs including an interdisciplinary program in Science and Literacy.

The Reading and Writing Project has a waitlist for its August offerings in language and Literacy (http://readingandwritingproject.com/institutes/tc-summer-institutes.html

For those of you with musical interests, why not take a look at the summer program at the Rock and Roll Hall of Fame (http://rockhall.com/education/inside-the-classroom/summer-teacher-institute/) The program runs from July 8-12. The museum is located on Rock and Roll Blvd. in Cleveland, Ohio.

For those of you who are high school teachers and teach in the Advanced Placement program, Pearson Publishing has several summer institutes for AP teachers. (http://www.prweb.com/releases/2013/5/prweb10766539.htm)

All of these offerings are located here in the United States. There are also numerous programs overseas as well.  Time is running out. Plan yo0r summer program soon and have a great summer!

c. 2013 j. Margolis

Summer Learning Loss Prevention

Summer Learning Loss Prevention

One of the greatest concerns for educators and parents as the school year comes to a close is how much information will their children retain by the time school resumes in the fall. It is critical that school students get engaged in educational activities throughout the summer months so as not lose the edge when they return to class in the fall. Research has indicated that student scores on standardized tests tend to fall by the end of summer vacation. These losses have been as much as two months of grade level equivalency in mathematics. The losses seemed to center around factual as well as procedural knowledge. They appear to be more significant in lower income children than in the scores of their middle class peers.

In a related issue, these same children have fewer nutritious free meals in the summer months than they do during the school year which has impacted their growth and has led to an increase in child obesity .This also has a residual effect on school performance

A number of school districts around the United States have tried to mitigate these losses with summertime intervention programs. Some of these programs include:

1)      A Remedial Summer School for students who did not successfully complete the grade. This can be a 4-6 week morning program where students in small classes can review essential parts of the curriculum that they did not master during the school year.

2)      Extend the academic year.  Many schools have  come to the realization that 180 days is not a magic number nor is it an adequate number of class days to cover today’s extensive and demanding curriculum.

3)      Modify the school calendar. A number of years ago school districts around the country experimented with the   45-15 program where students were in class for 45 days and then had 15 days of vacation. Under this concept the school would be open all year and the students would not miss 10 or 12 continuous weeks of instruction as many students do today. Of course in parts of the US, having air conditioned classrooms would be a necessity in this scenario.

4)      Summer Literacy Camps. Students feel less intimidated by going to camp than to summer school. Many students can learn better in a less formal environment. However, organizations like the KIPP Academies have had much success with more formal summer programs.

For more information about summer learning loss and to continue the dialogue contact the Johns Hopkins University Center for Summer Learning.

You can also obtain information about summer reading a program from Reading is Fundamental at www. rif.org.

Also see the National Summer Learning Association web site www.summerlearning.org

Remember, children need constructive things to do  during the summer to make it a happy and productive one.

C.2013 J. Margolis

Getting Ready for the end of the School Year

 While some of you who reading this article may have a month of school left for this academic year, for others the year ends next week. You may be thinking about those leisure activities that you have been putting off and that much needed and well deserved time to re-energize before the next school year creeps up on you.

Many of your school administrators may have given you a check list for end of year’s formalities- collecting and counting text books, submitting end of year grades, collecting of classroom keys and other administrivia you need to complete before you leave.

I have comprised my own check list for the summer that should help you focus on the year ahead,

1)      Summer reading. Sure there are a great many books that that you have put off reading because you were too busy and now you can delve into the thriller of your choice. But don’t for get to keep up with your profession reading. Journal articles and current literature about your chosen occupation will help get ready for next year.

2)      Professional Development. Summer is the ideal time to take graduate courses or attend professional development workshop. In some areas pay raises can be affected by obtaining additional graduate credit or complete an advanced degree. Attending workshops provides teachers with an opportunity to network with other teachers, to share strategies and ideas.

3)      Summer Education Travel. There are numerous opportunities for educational travel throughout the United States and throughout the world. Some of the programs are parts of research projects. Others grant graduate credit or professional development hours. Check with your school district as well as your state teachers’ union for details.

4)       Make a list of activities that worked well and those that did not. Search the interest for engaging lessons that will make you a more effective educator not just for next year for years to come.

5)      Letter to parents. If you are teaching in an elementary setting next year, it might be a good idea to write a letter of introduction to the parents of your incoming students. You can welcome the family to your class and provide an introduction to you expectations for the upcoming year.

A Final Note-

Our hearts and thought go out to the good people of Norman, Oklahoma after the tragic tornado of this past week. In addition to the first responders, we must applaud the efforts of the teachers who saved the lives of their students and put their own lives in jeopardy by doing so. There should never be any doubt that teachers care about the welfare of their students.

c.2013 J. Margolis

Are You Teaching in a Toxic School?

Toxic Schools

Last year CNN aired a documentary about schools that are actually making children and their teachers sick. Due to the funding cuts and neglect, many schools have unrepaired roof leaks that cause mild and mildew. Schools have not been tested for radon and other schools have never had asbestos mitigation performed. Figures are hard to come by, but studies have estimated that a third or more of U.S. schools have mold, dust and other indoor air problems serious enough to provoke respiratory issues like asthma in students and teachers. According to the CNN report, Dr. Sanjay Gupta, the network’s chief medical correspondent, reported that  many of our nation’s public schools have air quality issues that can cause these respiratory ailments. Interestingly enough there are no federal air quality standards for schools. A number of these toxic schools are located in Reading PA, a school district with a high dropout rate. Reading is a city that been deemed as one of America’s poorest.

I had my own personal experience with this issue a number of years ago while working in a middle school in New Jersey.  Recurring health problems, including asthma, caused me to miss a number of days of work; I took matters in to my own hands.  I climbed to the ceiling of my office and removed the air filter and took it to school boards meeting. The board did agree to run an air quality test but were quite unhappy about having to pay for the inspection and subsequent lab report.

Reading, PA is not the only city to have reported issues with mold and asbestos issues. Similar issues have been reported in Chicago, New York and Boston.  Much of the blame has been placed on budget cuts where school officials have deferred needed maintenance and upgrading of a school’s air quality system.

School students are not the only ones who have become victims to this national disgrace. Teachers, too have suffered from a wide variety of ailments. One teacher in Connecticut had to retire on a disability and her efforts to make the public aware of the school’s problems eventually led to a toxic school being torn down a new one built.

It is imperative that teachers be proactive about these issues. Challenge school officials. Keep reports of student absences (and your own).  BE on the lookout for mold development, unusual odors and leaks.

For more information about this topic go to http://www.cnn.com/2012/01/14/health/school-indoor-air-pollution

c. 2013 J. Margolis