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December 10, 2021

High school students to create video games for social change at AT&T & RIT ROCtheChange Game Jam Jan. 15

Rochester-area public school students will create social change using video games at the AT&T & RIT ROCtheChange Game Jam held Jan. 15—the first free youth game jam in the region.

At the event, local students in grades 8-12 will learn about programming and get hands-on experience creating functional digital video games. With the event taking place on Dr. Martin Luther King Jr.’s birthday, students will be challenged to create games with the theme of social change and social good.

To eliminate economic barriers, the game jam is free. All technology and meals will be provided. Additionally, students are not required to have any previous experience with computer coding or digital game design.

The game jam is a collaboration between RIT’s School of Interactive Games and Media and AT&T. It aims to expand digital literacy skills and coding and game development opportunities for Rochester-area students—especially those from underrepresented schools and communities. The program seeks to help youth from all backgrounds and economic situations consider careers in the growing technology job market, an industry that is known for its lack of diversity.

The AT&T & RIT ROCtheChange Game Jam will take place from 9 a.m. to 7 p.m. Jan. 15, in RIT’s Golisano College of Computing and Information Sciences building. Parents can register their children on the Eventbrite page by Dec. 31, 2021. The event is limited to 65 students.

Throughout the day, professors and students from RIT’s School of Interactive Games and Media will help participants learn the basic technology and digital skills needed to create digital games. Additionally, game makers will be there to talk about what it’s like to have a career in game design and development.

When creating the games, students will incorporate ideas of social change into the themes and actions of the gameplay. Topics can include Go Green, Stand Up, Speak Up, Equality for All, and Mental Health Awareness/Support. The projects will then be scored by a panel of judges made up of game developers, local tech experts, community leaders, education experts, and elected officials.

The event is made possible by financial support and event management collaboration from AT&T, as part of the company’s $2 billion nationwide commitment to help bridge the digital divide and homework gap.

AT&T’s partnership with RIT to develop and offer the free game jam aligns with AT&T’s legacy of supporting the digital divide and educational programs focused on digital literacy and STEM disciplines in New York, through the AT&T Aspire initiative. Aspire is one of the nation’s largest corporate commitments focused on advancing education, creating opportunities, strengthening communities, and improving lives, particularly amongst historically underserved populations, by creating new learning environments and educational delivery systems that promote racial equity in academic and economic achievement.

RIT’s School of Interactive Games and Media offers some of the best programs for aspiring game developers in the world, according to international rankings from The Princeton Review.

For more information and to register for the event, go to the AT&T & RIT ROCtheChange Game Jam Eventbrite page.

December 10, 2021

Elementary school to benefit from endowment fund | News

The Friends of Rectortown, a nonprofit created in 2003, has created an endowment fund to benefit Claude Thompson Elementary School. Organization President Henry Lavine is spearheading the effort.

“The principal and teachers use personal funds to help with students’ emergencies,” he said. “Perhaps a child needs a warm coat. Dad has no gas in the car to take a child to the doctor … the list goes on and on. Our teachers are underpaid, and this is a recurring hardship. The fund initially will provide the principal with a modest fund to deal with this. As the fund grows, there will be other benefits for the school.”

Lavine has already collected $20,000 for the endowment fund. The goal for this year is to have $30,000 to $40,000 for this year; over the next few years Lavine would like to raise $100,000 or more. The principle would remain intact; the interest would be used for students’ needs.

Claude Thompson Principal Mary Pat Warter said she — along with her team of administrators and the school’s guidance counselor — will decide how best to utilize the funding. “Students and families have needs that don’t fit into a line in a budget … shoes, backpacks, gas for a trip to the dentist.” She said at least one teacher has driven to Front Royal to pay for and pick up a pair of eyeglasses for a student.

Warter insists, “It’s not just us. I think all teachers are superheroes.”

She said, “We keep track of the expenses, for accountability, but not to judge.” Warter said that a high number of her students come from families that may be economically disadvantaged. “Before COVID, more than 60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of our students were eligible for reduced lunches. I can’t imagine that it hasn’t gotten worse.”

The pandemic has caused challenges for her students in particular, she said. Last year was so difficult because “the technology is inconsistent. We are all learning new things every single day, but it’s like flying a plane and building it at the same time. There is an academic deficit, and we find ourselves trying to catch up,” she said.

Warter said that the school does some limited fundraising. “We don’t make much from fundraising. Five hundred dollars from an event would be an amazing success. And we don’t like to ask more of our families,” she said.

Friends of Rectortown has contributed in myriad ways to the school, said Warter. “They have helped with weekend meal packs and with our food garden – they and some garden clubs helped us create that.”

Warter remembered when Henry Lavine and his wife Ronda McCrea moved to Rectortown. “We got phone call from this couple that had just moved to the area and wanted to help the school. We thought, ‘Oh, they’ll read to the kids,’ but he said, ‘Ah … no. We want to do more. We want to have people write checks.’”

Warter said, “Hank has a tremendous passion for community. He and his wife have made us a better school, helping us create strong partnerships with our community that have lasted for years.”

Warter has been principal at Claude Thompson for 20 years. “I feel better about everything now because of the community’s involvement.”

Donations to the endowment fund may be made out to Friends of Rectortown, Inc. with the notation: Claude Thompson Endowment Fund. They can be mailed to Friends of Rectortown, c/o Henry Lavine, P.O. Box 333, Rectortown, Virginia 20140.

Donors committed before the end of the year will be listed as “founding sponsors” on a plaque at the school.

No administrative fees will be incurred, said Lavine, “Every nickel will go to the endowment fund.”

December 9, 2021

INFLUENCER OF THE WEEK: Michelle Lucas-Lawhorne, of Whispering Oak Elementary School | West Orange Times & Observer

Michelle Lucas-Lawhorne is a Voluntary Pre-K teacher at Whispering Oak Elementary School. Her day is divided into a morning and an afternoon program, with two separate groups of children ages 4 and 5. She teaches her students school-readiness skills, such as letters, sounds and numbers; as well as classroom routines and responsibilities that help them transition successfully to kindergarten and elementary school in general. She was named Teacher of the Year in 2017-18 and was named an A+ teacher for Spectrum News 13 this year.

What brought you to your school?

When Whispering Oak Elementary was first built, I lived within the community and thought it would be a great opportunity to work with children in my community. It was also a bonus that it was so close to home and I could attend many after school functions.

What do you love most about your school?

I love the strong sense of community that has always been here. The students, the families and my colleagues here have always been great and promoted a positive atmosphere.

What is your motivation?

My motivation has always been to help students reach their full potential and to enjoy learning. To not only learn the ABC’s and 123’s but to also learn to be good communicators, be helpful to those around them and to spread kindness.

What is the most rewarding part of your job?

Watching the students grow and flourish. It is so rewarding to see where students start out and how much they grow in a single school year.

What do you like to do in your spare time?

In my spare time I like to play and snuggle with my two dogs, watch Hallmark Christmas movies, take naps, and spend time with my husband and family.

Who was your favorite teacher when you were in school? Why?

It is very difficult for me to pick just one. I had amazing teachers throughout my schooling. I attended many OCPS schools growing up. The one that I think made a such a difference in my life was my fourth-grade teacher, Mr. Police. His classroom was amazing. He not only taught us what we needed to know for school, but he taught us life skills, like being organized.

When you were a child, what did you want to be when you grew up?

Since I was a little girl, I always wanted to be a teacher. When I was younger, I had a lot of great teachers who were there for me, supported me, mentored me and inspired me to want to do the same thing one day when I was older. Teaching is truly a calling.

What is your favorite children’s book and why?

My favorite children’s book is “The Gingerbread Girl” because she is strong and determined.

What are your hobbies?

I would say a hobby of mine is creating new games for my students to learn important concepts in a creative way. I also love spending time with my family.

If you could have any superpower, what would it be and why?

If I could have one superpower, it would be time travel so that I could go back and spend time with family and friends who are no longer with me.

If you could only listen to three bands or artists for the rest of your life, what would they be and why?

Journey, Garth Brooks and Taylor Swift. I have always loved Journey’s music, especially the song “Don’t Stop Believing.” I have seen Garth Brooks three times in concert, and I love country music in general, but his songs are so fun and energetic and great to sing along to. I love Taylor Swift ever since she showed up to the scene. Her songs are fun. I believe she is very down to earth, as well as a good person.

What was your go-to lunch as an elementary student? Any favorite snacks or special treats you remember?

PBJ! Extra-crunchy Jiff peanut butter and strawberry jam. To this day, I love PBJ sandwiches, and if I do not feel like making them, my husband will make them for me.

What is your favorite holiday and why?

Christmas! I love the music, decorations, the meaning of Christmas — and hanging out with my family has always been important to me. It’s a special time of the year for me.

Who was your best friend when you were in school and why? Are you still in touch?

My best friend was my sister Jennifer. We always encouraged and uplifted each other.

What were your extracurricular activities as a student? Did you win any accolades or honors?

I was a member of the National Honor Society.

How long have you been at your school and with OCPS?

I have worked for OCPS for 22 years, the last 15 at my current school, Whispering Oak Elementary.

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December 8, 2021

DOJ, Dunlap school district reach agreement to provide fully accessible elementary school playground

DUNLAP (Heart of Illinois ABC) – The Department of Justice has reached a settlement pursuant to the Americans with Disabilities Act with Dunlap #323 ensuring that the playground at Banner Elementary School is accessible to all children, including children with disabilities.

A DOJ release says the settlement agreement resolves an ADA complaint filed by parents of a child with a disability at Banner Elementary.

The complaint alleges that a child with a disability was routinely unable to access the school’s existing playground to play with peers and had to play alone, outside of the play area and separate from peers without disabilities.

The DOJ says this complaint prompted an investigation by the U.S. Attorney’s Office and the Civil Rights Division of the DOJ.

Title II of the ADA prohibits places of public accommodation, including school districts, from discriminating against individuals with disabilities and requires them to remove architectural barriers to access. The ADA requires a school’s outdoor playgrounds to be readily accessible to and usable by individuals with disabilities.

Under the settlement agreement, the school district has agreed to create a new outdoor playground by integrating new, accessible equipment into the existing area, effectively creating a single outdoor playground with accessible equipment and surfaces. As part of the agreement, the district will also remove all existing barriers to access, including railroad ties and other barriers, as well as remove and replace all existing pea gravel and mulch with ADA-compliant surfaces.

Without admitting violating the ADA, the district also agreed to a monetary payment to the parents fully resolving the matter.

“Children and other individuals with disabilities are entitled to full access to our community, including a school’s playground,” said Douglas J. Quivey, Acting United States Attorney for the Central District of Illinois. “This settlement demonstrates the Dunlap Community School District’s commitment to providing equal access to all students it serves. We appreciate both the parents and the School District’s cooperation in resolving this matter and their dedication to ensuring all students enjoy full access. I encourage all school districts in Central Illinois to review their facilities to make sure they are accessible and fully usable by all.”

December 7, 2021

Nosedive in public school enrollment reflects homeschool boom

OPINION:

Student enrollment in public schools has nosedived as parent disgust with school COVID-19 policies, student learning losses, and controversial education policies have gone through the roof. In the wake of this enrollment implosion, homeschooling has boomed across the country.

At the beginning of the current school year, the U.S. Department of Education estimated that 1.5 million students had left public schools since the COVID-19 pandemic began.

If students are not enrolling in public schools, where are they going? The numbers show that many former public school students are now being homeschooled.

The U.S. Census Bureau found that the percentage of homeschooling households more than doubled in 2020 from 5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in spring to 11{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in the fall.

In Virginia in 2019-20, around 38,000 children were being homeschooled. A year later, in 2020-21, state data showed that the number had risen to nearly 60,000.

According to a recent University of Michigan study, from 2020 to 2021, the enrollment at public schools in Michigan fell by nearly 46,000 students, which represented a more than a 3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} drop. Among kindergartners, there was a decrease of more than 11{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}.

The study found that homeschooling rates jumped substantially in the fall of 2020, with homeschooling accounting “for a majority of Michigan’s students who did not return to the public system.” Importantly, the study noted, “national trends in homeschooling follow a similar pattern.”

The increase in homeschoolers does not come from just a narrow segment of the American population. A University of Washington Bothell analysis found, “The diversity of homeschoolers in the U.S. mirrors the diversity of all students nationally,” including all racial, religious, political, and income groups.

For instance, the Census Bureau found that among African-American households, the increase in homeschooling was much steeper than in the country as a whole, rising from 3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} to 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}, a five-fold jump.

This increase in African-American homeschooling is not surprising given recent research by McKinsey & Company that found “Students in majority Black schools ended the [2020-21 school] year with six months of unfinished learning.”

Demetria Zinga, one of the country’s top African-American homeschool YouTubers, says, “I believe homeschooling is growing and exploding amongst African Americans, and there will be more and more homeschoolers.”

She believes that this growth will be facilitated by “more resources available, in general, but also with regard to the African-American community, in particular, especially online that make it easier for people to homeschool.”

Homeschool mom Magda Gomez, an immigrant from Mexico, has become an activist for homeschooling in the Hispanic community.

She observes: “We Hispanics as a culture are usually very protective and loving towards our children. However, I explain that love is not enough to raise our children. We have to educate ourselves in different areas [of education], especially since we are not in our [native] country but are immigrants.”

“It is my dream,” she says, “to see more Hispanic families doing homeschool.” Her dream is coming true with homeschooling doubling among Hispanic households, from 6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} to 12{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}.

In addition to the racial diversity of homeschoolers, in 2021, the school-choice organization EdChoice found: “Many parents of children with autism, ADHD, and other neuro-developmental disorders report that public schools cannot effectively address their child’s specialized learning needs.”

As opposed to the rigid structure that schools often impose on special-needs children, homeschooling allows parents to address their children’s particular needs.

Pediatric nurse and homeschool mom Jackie Nunes unenrolled her special-needs daughter from public school, saying, “There just wasn’t enough of the things that matter—time, attention, patience, persistence, passion, support.”

Viewing the growth of homeschooling, Virginia homeschool leader Yvonne Bunn says, “I think it will permanently change the landscape of education. I don’t think it will ever go back to the way it was before.”

The COVID-19 pandemic has exposed all the flaws in the one-size-fits-all public schools, which is why the homeschooling boom is shaking up American education.

• Lance Izumi is senior director of the Center for Education at the Pacific Research Institute. He is the author of the new book The Homeschool Boom: Pandemic, Policies, and Possibilities.

December 7, 2021

PACF grant allows Kanawha Elementary School to expand broadcasting program | News, Sports, Jobs

Fourth-grade teachers Sarah Minor, left, and Stacy Allman, right, stand in the newly-renovated Brave House broadcasting room at Kanawha Elementary School. A nearly $4,000 grant awarded by the Parkersburg Area Community Foundation will allow the school’s Brave House Broadcast Project to purchase new and specialized equipment for students to use to produce new video and audio content. (Photo Provided)

DAVISVILLE — Kanawha Elementary School will revamp and upgrade its student media studio in the coming months thanks to a grant from the Parkersburg Area Community Foundation.

Fourth-grade teachers Stacy Allman and Sarah Minor said the nearly $4,000 grant will allow the Brave House Broadcast Project to purchase green screen equipment, new cameras and microphones and other equipment to produce student-led video content.

Students in Kanawha Elementary School belong to one of four Brave Houses which compete in character-building challenges and community service projects. The student media room has been renovated to include colors and logos from each of the four Brave Houses.

Students do a daily video broadcast called Breakfast with Brave House.

“It’s video announcements with content,” Allman said.

They also create standalone videos of events and projects throughout the school. Fifth-grade students act as house leaders, broadcasters and IT support.

Most of the video recording and editing now is done only with Wood County Schools-issued iPads. Students and staff have repeatedly run into the limitations of the technology, including poor audio, insufficient lighting and limited recording capabilities.

“We noticed the quality of the video was not that good for the amount of effort out students were putting into them,” Allman said. “The sound was pretty poor. When you are broadcasting to the school, you want it to look and sound good.”

The new grant-purchased equipment will allow the students to greatly improve their broadcasting capabilities, and officials hope they will be able to offer help to area agencies in producing video and audio content.

“I’m excited to get new equipment that I have never used, that the kids have never used” Minor said. “A lot of kids are interested in that content creator space. It is popular and very high interest. I think it is really going to benefit the students.”

“They look for stories throughout the school” and opportunities to showcase other classes, Allman said. For example, students produced a segment where kindergarteners told Thanksgiving-related jokes and third-graders created their own Thanksgiving Day Parade balloons.

“The students work really hard. They have a lot of pride in what they do,” Allman said.

Minor said the specialized equipment will not only allow them to produce more polished content, but also will provide more opportunities for students to learn writing, broadcasting and editing skills.

“It is incredible how fast those skills develop,” Minor said.

Officials plan to purchase the equipment and begin producing new and improved content in January.

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