Category Archives: Schools

Engineered for Success

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“What do you want to be when you grow up?” is one of the first questions Ed Ware asks his computer engineering students at Dos Pueblos High.

A software engineering department manager at Raytheon for 23 years, Ware offers students a view of engineering from the workplace, rather than the classroom. With the support of his employer, Ware spends three mornings a week allowing students to “try on engineering and see if it’s something they really like.”

Clearly engineering is something Ware really likes.

“A rewarding part is being able to take a subject matter that I love and convey it to somebody else through teaching,” said Ware, who is beginning his second year with DPHS’ Engineering Academy.

“Ed is an unbelievably fantastic teacher,” said Dos Pueblos principal David Cash. “He knows students well and relates well to them.”

It’s selfish really, said Ware, the father of two daughters (one at DPHS and the other at Goleta Valley Junior High).

“I enjoy being on campus, especially when I have a daughter … I think we’re a lot closer. I understand what her life is like … and she’s not ashamed of me,” he laughed.

“It’s just been a great partnership all around,” said Cash.

The idea for the engineering academy started about four years ago. An essential part of getting funding for the program was being able to demonstrate active partners in the business community. Raytheon — which had already adopted DPHS through the county Partners In Education Program — was the first business the school went to talk to, said Cash.

Raytheon responded by getting involved in the engineering academy in a big way.

“It’s just a perfect avenue for us,” said spokesman Ron Colman. “Our big community involvement push is math and science education. This is a great way for us to impact the community via the schools, also a great way for us to, in effect, recruit future employees.”

Ware described his teaching experience as being very rewarding.

“I love the old Wide World of Sports ‘the thrill of victory, the agony of defeat’ slogan (as an analogy for) watching the students with their first project,” he said.

When students start his class, “they’re great end users,” said Ware. “But they don’t know what’s inside the box, how it works, or what’s behind the screen.”

In his last class Ware had the students tear apart a computer to really understand what the CPU is.

“We learned how to program, we learned the language of computers,” said senior Karla Ortiz, who is participating in the engineering academy for her second year.

Raytheon views the program as a good way to light the imaginations of students, such as women and minorities, who wouldn’t always be exposed to engineering opportunities.

“I think it’s an awesome program because I think a lot of girls didn’t know that much about computer networking,” said Ortiz, whose father is an engineer.

Ortiz particularly enjoyed a field trip to Ware’s office. “It was a really great experience to see how the environment works at Raytheon,” she said.

Ortiz was also a fan of the guest speakers.

“He brought this girl engineer named Candy (software engineer Candy Lou) into class. It’s a really great program because it’s advocating for girls that ‘hey, it’s not just a guy thing,'” said Ortiz.

“I give them a thumbs up for Raytheon to actually put that program out there,” said Ortiz, who is considering a career in engineering or medicine.

And when Ware grows up?

“I think I want to be a software engineer,” he said.

Originally published in South Coast Beacon (2003)

The Neurotic Parent Comes to Santa Barbara

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The Neurotic Parent's Guide to College AdmissionsSome people say that getting your kid through the college application process is a lot like childbirth-you have to experience it yourself to really understand it. Unlike with childbirth, where the endorphins kick in and make you forget most of the pain once you hold that precious baby in your arms, the only chemicals associated with getting your child into college are stiff drinks (for the parents) and plenty of aspirin. Luckily, we can now add a healthy dose of laughter to the college admission cocktail, thanks to J.D. Rothman’s new book, The Neurotic Parent’s Guide to College Admissions. With a sassy, sarcastic style that reminded me of The Official Preppy Handbook, Rothman does a spectacular job of skewering the collective craziness that overtakes otherwise rational people during this phase of their lives. At the same time, it’s not just funny but also provides valuable insights and incisive anthropological observations into the process. “There’s a collective neurosis kind of thing that takes place for parents during this time of their lives,” explains Rothman, who is an Emmy-winning television writer and lyricist in her other work life. After an eye-opening college tour with her older son (now a junior at Duke), she started the anonymous Neurotic Parent Blog as a way to reflect on the nutty parents who had “started their kids in college preparatory programs in the fifth grade,” as well as the “thousands of shockingly bright, polite, alert students, all of whom were vying for her son’s (or your daughter’s) spot.” Up until that trip, she had “no idea there was this level of insanity about the college admission process.” The blog quickly caught on and went viral after a post about Cornell’s hotel’s ugly bedspreads. Rothman admits that she too got caught up in the craziness. Some of the other students had out of this world accomplishments, like “discovering galaxies,” so she wondered how her son would ever compete. Like many parent trips, the first one you feel during the college application process is guilt. Rothman writes, “Clearly it is all your fault. While you were letting your child engage in normal activities like summer camp, babysitting and bowling, other kids were interning for their senators, training seeing eye-dogs and starting hedge funds in Sri Lanka. As a result, for every impressive kid, there are 50 even more outstanding ones.” She observes that even parents who were “not neurotic about other things like eating and sleeping still became neurotic about the college admission process. … Thankfully it is usually not both members of a couple,” she laughs. “Thankfully” is right. Though I often want to give therapy bonds as baby shower gifts, this book will make a pretty good substitute. Laughter is clearly the best therapy for Rothman, who offers up an amusing “prayer for the SAT” (please protect me from mis-bubbling and using passive voice, bless my number two pencils and protect their points), two pages of “haikus for the neurotic parent” and an entire chapter about “barista readiness” (a college degree is fine, but at the end of the day, they’d better know how to prepare a venti, sugar-free, nonfat, vanilla soy, double-shot, decaf, no foam, extra hot, peppermint white chocolate mocha). Asked if her current book tour has made her more or less neurotic, Rothman, who will appear at Chaucer’s on Sunday at 2 p.m., says, “definitely more, but now I’m neurotic about selling books.” Of course it doesn’t hurt that her younger son was recently accepted into his “dream school.” Unlike the rest of us there will be no more college applications for her to deal with in the future-unless the kids don’t like being baristas and want to go to graduate school. The upside? That might mean there’s another book in her future, and ours. Since my son’s only in seventh grade-and hasn’t, to my knowledge, written any symphonies or cured any diseases-this is definitely one book I plan to keep on my shelf for future reading. As Rothman says in her “orientation to college angst,” “whether you have a kindergartener or a 12th grader, may your child’s search be full of multiple acceptances, generous merit scholarships and chill roommates.” If they’re not, may you at least retain the ability to laugh at it all! = Spend your tax day in a lively reading and conversation about the insanity of modern college admissions at Chaucer’s Books, 3321 State St. Sunday, April 15 at 2 p.m.

When Leslie’s not stressing about her son’s lack of Olympic curling credentials, Mandarin language and Ethiopian cooking skills, she can be reached at Leslie@LeslieDinaberg.com. For more columns visitwww.LeslieDinaberg.com.  Originally published in the Santa Barbara Daily Sound on April 13, 2012.

The Green Team

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Courtesy Sprout Up (EENG)

Courtesy Sprout Up (EENG)

Environmental Education for the Next Generation

I can’t help but smile when I see Strawberry, Banana, Tree and Sun grinning from ear to ear, as they greet Thunder with the thunderous enthusiasm her name deserves. “Yay. Awesome. This is my favorite kind of day,” shout the others. No, this is not some strange morphing of the Nature Channel and H.R. Pufnstuf flashbacks from my childhood. It’s just a regular old Tuesday afternoon, and I’m watching Environmental Education for the Next Generation (EENG) at work in Judy Cosio’s second grade classroom at Monroe Elementary School. This entirely student-run nonprofit organization-connecting student volunteers from different universities with first and second graders to explore hands-on science experiments and promote sustainable action-is the brainchild of Ryland King, a UCSB undergrad. Inspired by his work as a surf camp counselor with a developmentally disabled child and a volunteer stint at Isla Vista School, King started the group in 2009. “I really kind of learned that when one teaches, many people are affected,” he says.

Indeed, many, many are affected by King’s vision. This year alone, EENG (which has
expanded from Santa Barbara to Santa Cruz, San Luis Obispo, and San Francisco)
will connect more than 2,300 elementary school students with college students,
providing the resources for them to traverse the wonders of the natural world
together. Besides Monroe, local participants include Santa Barbara Charter, Foothill,
Isla Vista, Howard, Adams and Hope.

“It’s so expensive to teach science,” says Jenna Ryan, a UCSB volunteer who also
answers to “Thunder,” her “Nature Team” name. “It’s such a bummer because I
think science is the most captivating discipline by far if you have the resources to let
kids get dirty and play with materials and things. The cool thing is that EENG is
totally free of charge to teachers and we volunteer … taking a little bit of the burden
off the school, while still allowing kids to really develop their imagination and jump
into things.”

“As you can see, the kids just love it when they come,” says Ms. Cosio. That’s an
understatement. The kids practically tackle their team leaders with excitement the
moment they walk in the door.

“You can just tell how enthusiastic they are and how empowered they are by the end
of it. … I’m blown away every time by how inspiring it is,” says Ryan.

The lesson I observed was the Environmental Extravaganza, where the kids recap
what they’ve learned over the last eight weeks. Topics include renewable energy
resources, soil science and water conservation. Based on the Jeopardy-style quiz
used to review the lessons with the kids, they definitely knew their stuff.

Forming teams with five or fewer children per volunteer creates an energetic
dynamic between the young students and the college-student volunteers. It looks
like a cross between school and a really great nature camp.

One of King’s goals is to provide positive role models “who have a passion for
education or a care and love for the environment and taking sustainable action …
when eight year olds can speak confidently about topics of sustainable action,
people will listen. … The program doesn’t just end with the kids. When they go home
and talk with their families about using a reusable bag or turning off the lights or
turning off the water after they take a shower or wash their teeth, parents and
family and friends really think twice.”

I can certainly attest to that. I became a lot better at turning off the lights when my
son started monitoring our electricity usage.

It’s not just the teachers, kids and their families that benefit. The college students
are also developing what King calls “professional skills with a soul.”

Ryan, an Environmental Studies major, agrees, noting, “I think that EENG is cool
because it really spans through all of the disciplines. I’m in a group with a
philosophy major and a chemical engineering major and people that aren’t
necessarily the crunchy greenies that maybe I spend most of my time with in my
classes. It’s a really cool thing that you can either connect to the environmental
aspect of it or you connect to the really cool personal aspect of it, the social
entrepreneurship aspect of it and investing in the next generation of young people.”

In addition to mentoring the elementary school students, college students also
mentor each other, training new volunteers as EENG grows.

“I think one thing is that everyone who works with us is so passionate about it that
it isn’t work. For us it’s a bunch of fun,” says King. “It’s hundreds of different college
students that have the same passion about the work that are making EENG what it is
and it’s really a team effort.”

==

For more information about Environmental Education for the Next Generation or to
donate visit www.eeng.org. A gala fundraiser is planned for May 13. Check the
website for further details, as well as additional information on how to bring EENG,
free of charge, to your elementary school.

Originally published in the Santa Barbara Daily Sound on April 6, 2012.

A Misty-Eyed Look at Elementary School Graduation

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Photo by David Castillo Dominici, freedigitalphotos.net

Photo by David Castillo Dominici, freedigitalphotos.net

Sorry about the wet newspaper. I’ve been crying big, sloppy, sentimental mommy tears since Koss started sixth grade last fall, when I was shocked to find my still- squirrelly-not-yet-pimply-but-still-closes-his-eyes-when-people-kiss-in-movies little boy in a class full of young women. Never have I seen such blatant evidence of girls maturing faster than boys as I did in that sixth grade classroom.

Never, that is, until sixth grade graduation, when the girls in their high, high heels, stylish dresses, curled hair and lip gloss towered above their slightly dressed up little brothers. After months of anxiety and excitement, elementary school finally ended, and I can’t seem to turn off the waterworks.

Then again, we have had a lot of wind this year, and I do have allergies. I couldn’t possibly be crying this much otherwise.

It’s not that the ending of elementary school hasn’t been endless. We’ve had 17 end- of-the-year parties, 310 play performances, 172 hours of P.E. and a summer birthday party in the classroom.

That was just last week.

Plus I know that Koss is going on to bigger and brighter things, even if that safe little elementary school bubble has burst. I’m not sure that either of us is quite ready to face the world of puberty, pimples and permanent records-otherwise known as junior high.

As I try to compose a thank you letter to my son’s teacher, I realize I’ve got a lot of teachers to thank for getting him to this milestone moment. Dear Ms. Geritz, Mrs. Lauderdale, Mr. Barker, Mrs. Brown, Mrs. Carter, Mr. Barker (the sequel), and Mrs. Brown (part deux): you are all amazing and Koss is so very lucky to have had you on his team. We are so going to miss seeing you all the time, but we will never forget you.

Like every milestone Koss encounters, this one feels like a mixed blessing, like I’m giving another little bit of him away to the universe. And that universe will soon become infinitely larger, with new friends whose parents I may not know and multiple teachers I’m not on a first name basis with. I’m terrified.

As much as I want him to be independent-after all, helping him become an independent person is the job I signed up for when I became his mom, and if he weren’t ready to move on from sixth grade I would really be in trouble-I also dread his independence almost as much as the nightmare teenage rebellion stories I hear from my friends.

I know I’ll get over it when the alarm clock goes off in September (October at the latest), but for right now even the most celebratory rites of passage-including Koss being able to finally walk himself to and from school-make me feel a little sad. Call me crazy, but for all of my whining about driving him to and from school, we’ve also had some of our best talks during those drives. Now we’ll have to figure out another place and time to have them.

I’ll never forget the dejected look on Koss’s face at the end of kindergarten when I had to tell him that he would have a different teacher for first grade, and there would be some different students too. It’s not that different from his face now, when he talks about the handful of classmates that are moving on to private junior high schools, who signed “see you in high school” in his yearbook.

“I wish we could all just stay together,” groans Koss. “It’ll be so weird without them. We’re like a big family.”

I couldn’t agree more.

Whether it was their first child to graduate from elementary school or their last, at graduation all of the parents marveled that their babies had finally reached this stage, and I’d swear, there wasn’t a dry eye in the house.

It must be all of our allergies. We couldn’t possibly be crying this much otherwise.

When Leslie’s not out buying more Kleenex, she can be reached by email at Leslie@LeslieDinaberg.com. For more columns visit www.LeslieDinaberg.com. Originally published in the Santa Barbara Daily Sound on June 10, 2011.

The Race to Less Homework

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RaceToNowhere_27x40_0711Like many people I spoke to in the audience, I was both dreading and looking forward to seeing Race to Nowhere, a documentary about the impact of undue academic pressures, which was presented by the Orfalea Foundation and UCSB Arts & Lectures last weekend.

Mostly I was worried that watching the movie would become–ironically enough–a homework project for ME in that I feared that its depiction of the negative effects of too much homework and too much pressure to do well in school might motivate ME to want to take on the Sisyphean task of trying to change our educational system.

It’s not exactly a feel good movie, but it certainly is an effective one.

The movie did make me want to do something.

Directed by concerned mother Vicki Abeles, “Race to Nowhere” paints a scary story where cheating has become commonplace, students are disengaged from what they are supposed to be learning, stress-related illness and depression are rampant, and many young people arrive at college and the workplace unprepared and uninspired.

Plus, as one high school girl points out in the movie, “we live in a society today where you have to be smart, but also pretty, and also you have to do sports, and you have to be involved in art, and you have to find something unique about yourself. And you have to know yourself, because if you don’t know yourself then you’re going to lose yourself.”

Aurgh! Is it any wonder that, as Dr. Madeline Levine, a psychologist and expert on student stress who was in the movie and participated on the panel afterward, says, “20% of high school kids have major stress diagnosis or an anxiety disorder of some kind.”

They’ve spent their entire childhoods building their resumes.

It seems so overwhelming.

A lot of the challenges pointed out in the film–the federally mandated No Child Left Behind requirements; the emphasis on testing; too many students “qualified” for top universities and not enough spots available; global economic competition–are just too huge to even think about trying to overcome as a lone parent, but there is one issue that actually seems surmountable, even by little ol’ me.

Homework.

Despite the fact that, as friends with older kids taking AP classes remind me, our sixth grade son is “just getting started” on the homework treadmill, our entire household spends a ridiculous amount of time talking about homework, negotiating about homework, whining about homework and even crying about homework.

Yes, I am the one who usually cries about homework and does a little happy dance on the rare nights when he doesn’t have any. It’s painful and quite frankly we’d all be a lot happier if there were less of it.

Our son’s homework, with the exception of reading and studying for tests, is overwhelmingly full of busywork. Coloring endless pages of a “keepsake” book from a field trip is not a good use of the wee hours of the night, in my opinion. Coloring is supposed to be fun, right? Even the so-called “fun” projects like creating dioramas, board games or giant posters usually involve multiple trips to the crafts store searching for expensive supplies to create projects that require way too much parent participation and take way too much time.

Plus, when you look into the academic research about homework, there’s very little to support it, especially for younger children. According to the movie, there’s no correlation between homework and academic achievement in elementary school, and the correlation flatlines after two hours of high school homework.

“Kids are developing more school-related stomachaches, headaches, sleep problems, and depression than ever before,” writes William Crain, a professor of psychology and author of “Reclaiming Childhood: Letting Children Be Children in Our Achievement-Oriented Society.” “We’re seeing kids who are burned out by fourth grade. Soon, it will be by second grade.”

The other thing too much homework does is cut into kids’ time for physical activity (even though we’re worried about childhood obesity), as well as family time and even household chores. How can we teach our son to be a responsible member of our household (let alone society) when he doesn’t have time to do the friggin dishes?

Among the suggestions for parents at the end of the movie are to “reduce performance pressure” and “allow time for play, family, friends, downtime, reflection and sleep.” Those sound like do-able ideas to me. But can you help us out here, teachers? How about a little less homework.

When Leslie’s not clenching her teeth over her son’s homework, she’s usually home doing work of her own. She can be reached at Leslie@LeslieDinaberg.com. For more columns visit www.LeslieDinaberg.com. Originally published in the Santa Barbara Daily Sound on January 14, 2011.

Taking the voluntary out of volunteering

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Photo by Stuart Miles, Freedigitalphotos.net

Photo by Stuart Miles, Freedigitalphotos.net

My son’s going into sixth grade and I’ve only missed a handful of class parties, PTA meetings, and field trips, all for very good reasons, documented in my guilt archives for posterity. I definitely don’t need to be forced to volunteer for anything; in fact, my husband tries to force my raised-hand down on a regular basis. I’m not looking for brownie points by volunteering at school, as far as I’m concerned it’s just what you do.

Well, it’s just what I-and the vast majority of parents that I know-do.

But not everybody volunteers and I’m mostly okay with that. Of course, my son attends a school that is stacked with parents who raise their hands to help out. Sure, it’s a lot of the same people helping out over and over, but does that really matter as long as the work gets done?

Probably not.

But not every school is as fortunate as mine and recently I’ve been reading about some that want to require parents to donate their time to the school.

Require. Not suggest, or encourage, but require.

This is common practice at private schools, and is starting to be more common at charter schools, which have more flexibility to govern themselves, but these are public schools I’m talking about here. Can they really take the “voluntary” out of parental volunteering?

Apparently they can.

At Pennington School, a public elementary/middle school in Prince William County, VA, parents are required to volunteer at least ten hours per year, reported the Washington Post. The parental contracts and other requirements are “an essential part of Pennington,” said Principal Joyce Boyd about the procedures, which have been in place since 2004. The PTO president told the same newspaper, “The school prefers to have the obligations performed at school during the day, but working parents can perform data entry at home, volunteer on weekends or help with spring beautification …”

In 2008 the Ohio legislature even went so far as to propose a bill that would force parents with kids in underperforming schools to volunteer for 13 hours each school year-or face a $100 fine. That bill didn’t pass, but now there is another bill under consideration requiring parents to attend at least one conference with a teacher each school year, or face a $50 fine

Last month the New York Times reported that San Jose’s Alum Rock Union Elementary School District was working on a proposal to require the families of all its 13,000 students to do 30 hours of volunteering per academic year. Many of the schools in the district, where 88 percent of the students are poor, do not even have parent-teacher organizations. It seems to me that starting a PTA is probably a better place to begin organizing parents than requiring volunteer hours.

Apparently this district was inspired by the success of another area school that actually graded parents on whether they contributed to the classroom.

I’d love to know what kind of grade other people would give to the idea of mandatory parent volunteerism.

When Leslie’s not at her son’s school, she can be reached at leslie@LeslieDinaberg.com. For more columns visit www.LeslieDinaberg.com.
Originally published in the Santa Barbara Daily Sound on June 4, 2010.

Kindergarten Screening

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photostock freedigitalphotos.net

photostock freedigitalphotos.net

Playing “tour guide” for the parents of incoming kindergarteners this morning, I couldn’t help feeling a little nostalgic. It wasn’t that long ago that I was holding a tiny, nervous hand in my bigger and more nervous one, as we made our way to the first in a long series of school tests. Sure, they call it a “kindergarten screening” but make no mistake-the kindergarten screening is your child’s first official test as he enters the world of elementary school.

What? He’s taking a test already? He hasn’t even started yet. Aren’t you supposed to teach him something first? Nope.

While dad is checking out the other incoming kindergarteners, trying to spot the redshirts who are already nine years old and have read the entire Harry Potter series-in Mandarin-and mom is looking around for other moms to be her new best friends, the teachers are evaluating your little angel’s motor ability, conceptual knowledge and language skills, not to mention his vision and hearing.

Talk about nerve wracking.

When Koss was pre-K they had the parents go into the evaluation with the children, but they’ve since wised up and now have the children go in on their own. Having a bunch of anxious parents hovering over them doesn’t exactly inspire natural behavior in most kids.

Hence the introduction of the PTA-provided tour of the school to help distract the nervous parents while their children are (hopefully, please, help me out here kid and I’ll give you a cookie) making wonderful first impressions on their new teachers.

Kindergarten does make a big impression, that’s for sure. It’s been 40 years and I can still remember my own first day of school like it was yesterday. It’s been almost seven years and I can still remember Koss’s first day of kindergarten like it was yesterday. I can’t remember yesterday, but that’s a whole different story.

The parents on my tour asked some great questions about parking and the playground, the cafeteria, cubbies and the computer lab. They asked about volunteering, donations, daycare and enrichment classes, but I neglected to share with them some of the things I remember about Koss’s kindergarten year.

He learned about the “bossy E,” who was simply silent when I went to school. He learned about raising his hand to get attention, and about taking turns and waiting patiently, although he still sometimes has issues with that one. He learned about spiders and wolves and coins and backpacks. He also learned about homework and projects and dioramas and which parent is better with counting and which parent is better with a glue gun. If you ask Koss, he’ll say the best thing that happened in kindergarten was he learned to love to read, surely a marvelous thing for any child, but especially for one without siblings.

If you ask me, the most important thing of all that Koss learned in kindergarten was to love going to school. He adored his teacher. I’ll never forget the dejected look on his face when I explained to him that he would have a different teacher for first grade. Thankfully he’s loved first grade, second grade on up through this year’s fifth grade with almost the same kind of relish. But kindergarten is special. Whether it was their first child to enter kindergarten or their last, I’m pretty sure that all of the parents were marveling that somehow their babies had reached that stage.

I know I’ll be feeling that way again before I know it. Junior High is right around the corner.

When Leslie’s not marveling at how quickly time flies, she’s usually at her keyboard wishing her fingers flew a little more quickly. Email her at Leslie@LeslieDinaberg.com. For more columns visit www.LeslieDinaberg.com. Originally published in the Santa Barbara Daily Sound on April 20, 2010.

Igniting a Love of Art

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Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

“The arts support learning in academic subject areas by helping children develop higher-level thinking skills like imagination, problem solving and collaboration.”
—Kathy Koury

VISITORS COME FROM far and wide to feast their eyes on the beautiful chalk creations that come to life at I Madonnari, the Italian street painting festival held each Memorial Day
weekend at Santa Barbara Mission. But not all are aware that this signature event is the primary fundraiser for Children’s Creative Project (CCP), Santa Barbara County Education Office’s nonprofit arts education program.

From its humble beginnings in 1972 as a volunteer-led after-school art program at Franklin
Elementary, each school year CCP now provides more than 60,000 students in 110 schools in Santa Barbara and San Luis Obispo counties with performances by touring artists and another 30,000 students with resident artist workshops and hands-on instruction.

Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

“What’s really important to me is that these world class performers are made available to the kids and that they get to have a real theater experience.”

— Dian Pulverman

It’s a unique partnership that brings young people together with professional artists, who band together with educators through public support, grants and fundraising from a variety of sources to offer students an array of art experiences.

“We want people to appreciate that it’s important for children to experience the joy and inspiration that you can find working in the arts or seeing professional artists perform,” says Kathy Koury, a former dancer who was one of the original volunteers teaching at Franklin in the 1970s and has stayed involved with CCP since its formal inception as a nonprofit in 1974, taking over as executive director in 1977.

Koury is modest about her accomplishments, crediting much of the program’s success to the support of William J. Cirone, Superintendent, Santa Barbara County Education Office. She will, however, admit with some pride that since 1981, in collaboration with UCSB Arts & Lectures and Santa Barbara Bowl Foundation Education Outreach, CCP has produced major performance events for local children every school year. For example, last fall approximately 5,500 children saw the Yamato Wadaiko Drummers of Japan perform at Santa Barbara Bowl, and during the 2008/09 school year, Alvin Ailey American Dance Theater performed at Arlington Theatre for thousands of assembled school children. This is often the students’ first exposure to a live professional performance in a quality venue.

“It was my dream to bring Wynton Marsalis and Lincoln Center Jazz Orchestra to Santa Barbara,” says Koury, who did so in 2002. “(He is) so great in the way he communicates with children about music. He can break it down into some of its basic elements and has such an interesting way of doing that by bringing in music history and using his orchestra to illustrate the points he is trying to make.”

Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

Originally published in the spring 2010 issue of Santa Barbara SEASONS magazine.

Other notable performances include Valerie Huston Dance Theater, Soweto Street Beat, Bella Lewitzky Dance Company, Korean Classical Music and Dance Company, Claddagh Dance Company, Mariachi Festival and Jane Goodall.

“What’s really important to me is that these world-class performers are made available to the kids and that they get to have a real theater experience,” says Board Vice President Dian Pulverman, who works year-round to plan I Madonnari, along with Board President Phil Morreale; staff members Koury, Diane Elsner, Lisa Soldo and Marilyn Zellet; and board members Karyn Yule, Micheline Hughes, Tracy Beard, Beverly Clay, Jan Clevinger, Cynthia DiMatteo, Maura Harding, Bryan Kerner, Kristen Nostrand, Christi Vior and Robin Yardi.

Prior to joining the board in 2004, Pulverman was part of CCP’s Cultural Arts Network, where representatives from local schools (primarily parent volunteers) meet to coordinate performances, plan assemblies and decide on traveling artists. CCP does much of the advance legwork, screening hundreds of different touring groups, pre-negotiating fees and providing an arts catalog of 180 different touring groups that offer educational and cultural performances and often provide study guides to tie their performances into the curriculum. Schools then work together to “block book” discounted performances, which are further discounted by an “arts credit” that each public school receives annually from CCP.

CCP also produces a touring artist showcase onstage at Crane School, where artists are invited to perform short demonstrations.

“The showcase was a fabulous way for us to be introduced to the schools in the Santa Barbara area,” says Phil Gold, a member of The Perfect Gentlemen, a vocal quartet. “The theater was just the right size, allowing the artists to make eye contact with people in the audience.”

Not only do local children benefit, but artists ranging from BOXTALES, State Street Ballet, Abalaye African Dance Ensemble, Konrad Kono and Dancing Drum to Santa Barbara Symphony, VocalPoint, PCPA and Branden Aroyan also gain from their connection to CCP.

“Part of our mission is to provide work for artists,” says Koury. “The way we look at it is we try to hire professional artists so they have their own career as professional artists but then part-time they can teach and interact with children.”

With financial support from CCP, these artists work in residence teaching in classrooms (this part of the program is coordinated by Shelley Triggs), perform at assemblies and, in the case of storyteller Michael Katz, do both. Katz has been affiliated with CCP for decades, beginning with teaching juggling at Open Alternative School. He now works with about 20 local elementary schools each year. “It’s really quite remarkable,” he says. “Every kid in the school basically knows who I am, which is a really beautiful aspect—that kids become so familiar, they grow up believing that a storyteller is part of a school. That will be something that, as adults, they will value—a person who tells a good story is valuable and the lessons in stories are valuable.”

As an artist in residence, he works in classrooms for about four days at a time. “Each kid will get up in front of the class at least once—for some classrooms, what they really need to learn about is listening, and in another classroom, it’s about vocal projection, and in another classroom, it may be shyness about physical movement,” he says.

Anything to do with art is “a very positive time in a child’s school day. It encourages them to come to school, to stay in school, and it’s non-judgmental. It’s an area where they can excel when they might not excel in some academic area,” explains Koury. “Plus the arts
support learning in academic subject areas and help children develop higher level thinking skills like imagination, problem solving, sequencing patterns, reflection and revision, and collaboration. These are incredibly important life skills, and they are so easily learned and
experienced—children learn these by doing the arts.”

Santa Barbara Seasons Spring 2010 coverOriginally published in the spring 2010 issue of Santa Barbara Seasons Magazine.

To read the story as it originally appeared in print click here: Spring 2010 childrens creative project

Noozhawk Talks: Leslie Dinaberg Sits Down With Colette Hadley

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Colette Hadley’s Commitment to Education Is All About Opportunity

For Scholarship Foundation of Santa Barbara director, the future begins now for the students she aims to help

Colette Hadley, Noozhawk photo

Colette Hadley, Noozhawk photo

The Scholarship Foundation of Santa Barbara’s services are needed now more than ever as the rising costs of college mean more and more families are looking for financial aid to help afford the expense.
Noozhawk’s Leslie Dinaberg caught up with executive director Colette Hadley to talk about her life, work and what it’s like to help students and their families pursue their educational dreams.

Leslie Dinaberg: How long have you been at the Scholarship
Foundation of Santa Barbara?

Colette Hadley: Seventeen years. I started here when I was 30
and I’m 47. The foundation and I, funnily enough, were born on the same day. May
29, 1962 was the first meeting of the scholarship foundation and that’s the same day
I was born.

LD: Fate.

CH: I like to think of that a little bit as the kinship between us.
I’ve been here a long time. I started out doing, interestingly enough, some event
management and then within a year moved into program management. We were
just a tiny group, there were like four employees. We’re still small but we were
really small.

LD: Did you come to Santa Barbara to do that or were you
already here?

CH: I’m a pretty planned person in life. … I actually had worked
at the University of California at the Irvine campus and then a little bit at the UCLA campus in student affairs, and I was just kind of looking for a change. … I really liked higher
education, working with students, but I really wanted to see more of the results of
what I was doing. I wanted to be a little more hands on. I loved my work there but …
I felt like I was like kind of a cog in a big university, which I was, so I wanted to do
something smaller. I specifically said I’m going to look for an educationally related
job, most likely a nonprofit.

… I had a friend from college living in Santa Barbara and we had kept in close touch.
She said, “why don’t you come check out Santa Barbara and stay with me for a
couple of weeks.” This was in 1992 and I said “there are no jobs in Santa Barbara,
everybody knows there are no jobs in Santa Barbara, and so I’ll just come and sit on
a beach.”

LD: And you found the job through a tiny newspaper ad.

CH: I sent them my resume and they called me. … I had this
interview scheduled at the University Club and they really hadn’t told me much about it. So I go into this little room at the University Club and there are eight people in this room and I’m thinking I was just going for a one-on-one interview. I go in, I just shook the sand out of my sandals and pulled on a skirt and put on a jacket … and I walked in this room and it was full
of very warm, smiling people. … I’m looking at people who are just big circles of
warmth. … So I sit down and they’re like we’re so glad to meet you and we’re so
excited and tell us about this and tell us about that and we just sat and had a
conversation and I just instantly liked them.

… I had been home five minutes and the phone rang and it’s Billie Mans (former
executive director) and she goes, “we loved you!” Nobody does that. They say, “Oh
we’d like you to come back for a second interview.” She’s like “we loved you come
back again. We want you to meet some more board members.”

So I go back again. I’m thinking geez these people really care. They have all these
board members and the staff and they really care.

LD: What a change from a huge university. Not that they don’t
care, but there are just so many layers.

CH: Basically I went back and they offered me a job. … I had to
decide whether I wanted to take a pretty significant pay cut. But the gut was I would
enjoy working with these people. We had nothing written down or anything but
they said I’m telling you within three years you’ll be back to what you were making
and beyond that. And we promise that if you decide you want to be here and you’re
committed and you do this job that we will be here for you and I just trusted them
and they did that.

LD: That’s great.

CH: Good people. So I had good mentoring with Billie and we
kind of grew along together and good mentoring with the board and you know since
that time we’ve been that way, 17 years later, and that’s why I’m still here.

LD: When did you become the executive director?

CH: Four years ago. I worked as the program director for quite a
long time and then as the associate director. … I’m very fortunate. I still think I have
probably the best job in town. Maybe me or Ron Gallo
(executive director of the Santa Barbara Foundation), I’m not sure. Maybe me.
(Laughs)

LD: There are a lot of similarities actually.

CH: Yeah. He’s got a great board and we actually share some
people on the boards, so for me that’s the fun though. It’s great students and parents
and great board members and great staff but also really we have great donors. … It’s
something that keeps me very connected to my work.

LD: That’s great. Are most of the big supporters people who were
scholarship students at one point?

CH: Excellent question. I would say that at least half of them.
They all have a personal story … Some people have also said the opposite: they grew
up with a supportive family environment and they had the resources to send me to
college and they went to a phenomenal university and have then gone on to achieve
quite a bit in their life and then said you know what, I am really aware that there are
people out there that did not have that and it’s not an equal playing field. And so it’s
my obligation to help, that’s an attitude we run into, besides the people that say oh
yes, I couldn’t have gone if I didn’t have a scholarship.

… The stories are amazing and some of them you don’t know until years go by, and
you don’t know. So yes, that’s part of it too. I think it doesn’t matter what nonprofit
you work with or what you do. It’s about the stories. It’s about that. You probably
find that in your work too.

LD: Oh yes, it’s about the stories for sure.

CH: It’s the same thing with the parents of students, it’s their
stories, that’s really what it’s about is that connection. That’s why introducing
students or having them speak at something or tell their story, we can all find some
connection there.

LD: So is it tougher to get into college now?

CH: I will give you the stats I know. Basically the peak of the baby
boomlet, the kids of the baby boomers, was really this last year, so in sheer numbers
competing for seats, the peak was last year. It’s still high right now but it will start to
diminish. … Santa Barbara County, especially in the south county, our population of
high school seniors will start to slowly go down and so that’s happening all over the
country a little bit. So they will actually have a little less competition for seats in the
next couple of years.

However, what has offset that because we have such a bad budget situation is that
last year all of the UC’s and Cal States cut off spring transfers from community
colleges and they are all ratcheting back. Not only have they raised the fees almost
35 percent in 12 months but they also are ratcheting back the sizes of their classes
slowly. In terms of their enrollment management techniques, they are going to start
using wait lists this year at the UC’s, which is very tricky and very stressful. But yes
it’s actually for different reasons going to be just as challenging for the next couple
of years, but for different reasons.

LD: When you say ratcheting back the size of their classes do you
mean the freshman class?

CH: Yes, the number that will go through. That’s the UC’s and Cal
States. Private and independent institutions are actually right now-not the
Stanfords and the Ivies but the others-are actually a tiny bit more expansive right
now because there are students in the past year and a half particularly that have
turned away from those institutions, not because they don’t love them, but because
of the high cost … Community colleges of course are being hit by a tsunami of
students and all of them are cutting their sections. … With our student scholarship
recipients the program staff will tell you the number of students begging for
forbearance because they can’t get 12 units, they’re lucky if they get 11. They’re not
trying to get in, people think oh they don’t want to get an 8 o’clock class, they’re
trying to get anything. Any class.

… Even a few years ago they had a little more flexibility but now with calculus and
all of these things boom, you don’t get into it in the fall, you’re going to have to wait
a year. So that’s what’s affecting the students and it’s been dramatic. It has not been
a gradual change. It’s been huge this year and it’s going to get worse next year.

So getting in, still challenging. Staying in, getting what you need is probably the most
challenging that it’s ever been.

LD: That’s too bad.

CH: Yes, it is. When I hear the governor say and I believe this, he
actually came in touting education as his number one issue. I have mixed feelings
about him, as a lot of people do, but I actually believe personally it is a priority of his
but I just think that it’s just not the way our state is working right now. It’s just not
the way it is. We have a legislature that can’t agree on anything and he doesn’t really
have a lot of power with that. They are not putting education first.

LD: It’s so frustrating.

CH: It is. I think everybody is tired of that with our U.S. Congress
as well. … When I talk to colleagues who are running programs in Ohio and Virginia
and other places, everybody’s got something going on that’s affecting them.

LD: It’s nice to have those people to bounce ideas around with.

CH: … The beauty of being in an educational nonprofit is
whatever your politics are, and we have a large board, 40 people on our board, so I
spend a lot of time working with our board. But it doesn’t matter someone’s political
background. You can have people on your board that are on different ends of the
political spectrum, completely different ends, but providing educational
opportunities is a place where a lot of people come together. It’s a very cohesive
thing. Something that people rally around is helping students. Which is very much,
again, a positive feature of being here. I enjoy talking to those people of all different
opinions and backgrounds. I think that as tough as it is sometimes-and the last
year was tough, really tough-it’s pretty much relentlessly positive work.

LD: That’s really nice and probably why you’ve been able to be
here for the length of time that you have been.

CH: I totally agree. It’s must more challenging to be someplace
like our colleagues next door, we sublease part of our building to the Arthritis
Foundation. A great cause and yet it’s a longer-term goal. A scholarship, here’s a kid
you give them a scholarship they tell you what happened and they got their degree.

LD: That’s nice. So what else do you do when you’re not
working?

CH: I’m big with books, so books, films; current events are big,
big, big for me. I read a lot of newspapers; … my family and my friends are a big part
of my life.

… I love talking. I don’t love arguing about current events but I like just talking about
what’s happening with people and I like to be around people that are engaged and if
they say “I don’t read a newspaper” they might be a really great person, but they’re
probably not going to be in my close, everyday network. I love the beach and I really
love California. I just like the different parts of the state. I like the mountains, I love
the beach … When you take a walk down at Ledbetter beach, there is no place you
can turn, 360 degrees, that you don’t see something of great beauty.

LD: That’s okay. If you could be invisible anywhere, where would
you go and what would you do?

CH: Oval office probably in the White House … I just think of that
process of what goes on in that office and how decisions are made. … I can’t imagine
the weight that person feels on their shoulders. There are days I feel it here and I’m
responsible for just this agency and the employees and students we’re responsible
to and the donors we’re responsible and then I think oh my God, can you imagine
being the president of the United States or somebody who really has
responsibilities, not just somebody running a little agency.

… Or maybe the International Space Station, I would pick that one too. Of course I
wouldn’t have to be invisible just to see what’s happening.

Vital Stats: Colette Hadley

Born: May 29, 1962, in Spokane Washington

Family: “I have six brothers and sisters and then a stepbrother
and a stepsister, so 9 kids in my family. They’re my favorite people. My mom died in
1980 and my dad is 83 and he is remarried to my step mom, she’s great.”

Civic Involvement: Planned Parenthood, CASA, Big Brothers, Big
Sisters and Cal Soap.

Professional Accomplishments: “As executive director of the
Scholarship Foundation of Santa Barbara I’m just doing my best to run the agency as
best I can and to do it with integrity and efficiency. And to try and take good care of
our clients and our donors and our staff and our board and try and juggle all of those
at the same time.”

Best Book You’ve Read Recently: “Island: The Complete Stories” by Alistair
MacLeod.

Favorite Local Spot: Ledbetter Beach, Arigato, Arnoldi’s or
Shalhoob’s.

Little-Known Fact: “I would secretly like to have a radio show.”

 

Originally published in Noozhawk on March 8, 2010. Read the article on that site here.

Recess Rage

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Photo by by Naypong freedigitalphotos.net

Photo by by Naypong freedigitalphotos.net

When kids don’t get to run around and play, we all pay the price. This is why I’m absolutely dumbfounded that all educators don’t get this very simple and painfully obvious reality: when they don’t play, we all pay-dearly!

This is also why I get so worked up when I hear about teachers punishing a child for not doing their homework, or misbehaving in class, by keeping them inside during recess. All kids need to run around and let off steam on a regular basis, but kids who have a hard time in class need the break even more.

I’ve got plenty of anecdotal evidence from my own son and his friends, and there’s even scholarly research to back me up. I love when that happens.

* An analysis of nearly 200 studies on the effect of exercise on cognitive functioning suggests that physical activity supports learning (Etnier).

* As overall fitness scores improve, mean achievement scores also improve (Grissom).

* Fourth-graders were more on-task and less fidgety in the classroom on days when they had recess, with hyperactive children among those who benefited the most (Jarrett).

* Although not all children are active during recess, children’s tendency to choose physical activity on the playground when they need it the most is evidenced by their higher levels of activity on the playground after recess was delayed (Pellegrini and Davis; Pellegrini, Huberty, and Jones).

* In studying the link between recess and classroom behavior among about 11,000 children, researchers found that those who had more than 15 minutes of recess a day showed better behavior in class than those who had little or none. (Barros, Silver and Stein).

The bottom line: one of the best ways to improve a kid’s performance in the classroom is to take them out of it for a while.

This is why it just kills me when teachers punish children by taking away recess privileges. That also struck Dr. Romina M. Barros (who researched the link between recess and classroom behavior) as illogical. She told the New York Times, “Recess should be part of the curriculum. You don’t punish a kid by having them miss math class, so kids shouldn’t be punished by not getting recess.”

Yet due to school budget cuts and an increased focus on academic standards, lots of American schoolchildren miss out on unstructured playtime with their peers, so much so that there is a “Right to Recess Movement” building around the country.

While recess doesn’t seem to be a danger here in fitness-conscious Santa Barbara-in fact the Orfalea Foundation is now funding an initiative to put “Recess First” before lunch with the idea that kids will be able to better concentrate on making healthy food choices after they’ve had time to run around-the practice of taking away recess as punishment is still alive and well.

An editorial in “Young Child” compares depriving children of recess to depriving them of a meal. “Just as hungry children cannot concentrate well, children deprived of breaks cannot concentrate well either. Sometimes the most disruptive children need recess the most.”

Most people wouldn’t dream of denying a child lunch to make more time for math, or withhold breakfast if a child misbehaved, but they seem perfectly satisfied to starve a kid out of recess.

With all the moaning about kids turning into couch potatoes, sedentary obese blobs, or video game-playing zombies, I say let’s make some healthy choices about school punishment strategies.

When Leslie’s not raging about recess, she can be reached at Leslie@LeslieDinaberg.com. For more columns visit LeslieDinaberg.com.  Originally published in the Santa Barbara Daily Sound on November 13, 2009.