A Little Positivity: NY Teen Who Lost Home In Hurricane Sandy Accepted To 7 Ivy League Schools

WOLB Talk 1010

In the face of tremendous obstacles, an 18-year-old Long Island, NY student has been accepted at seven Ivy League colleges, according to ABC News.

Daria Rose tells the television news station that she applied to seven of the eight Ivy League colleges, and on March 31, all the schools posted their decisions online.

?I couldn?t believe it,? she said in the ABC interview. ?I thought I?d get in maybe one or two.?

News of the acceptances couldn’t be sweeter for Daria, who accomplished great academic achievement in the face of adversity. She told the news outlet that Hurricane Sandy in October 2012 forced her family to evacuate their beloved home in Baldwin, NY, after it was completely destroyed by fire.

The family was forced to…

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How to save a lot of money on your bachelor’s degree (consider community college first) – Part 3 of a 4 part series

Kent Micho

Continuing my short series on the role of community college in education, I wanted to address an area that many may not consider: That community colleges in Colorado can give you the same first two years of education you would get at a four year college, but at a much lower cost – 1/3 or less.

The Colorado Department of Higher Education has aligned the first two years of many classes across all public higher ed institutions in the state.  What does this mean for a student?  It means that if a student takes (example) “English 101” at any higher ed institution, it is the same class and if it’s a part of the Guaranteed Transfer Pathways, it will be accepted by any public higher ed institution as a transfer credit.

What this means for the student is that there is a very cost effective way to get their first two years…

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What is physical literacy and what is its place in the curriculum?


21 April 2015

Article by Michael Dauncey, National Assembly for Wales Research Service

This picture shows boys playing rugby Image from Pixabay. Licensed under the Creative Commons.

The Welsh Government has a Programme for Government commitment (pdf53.2kb) to ensure that ‘physical literacy is as important a development skill as reading and writing’. But what is meant by physical literacy? And, in the context of Professor Graham Donaldson’s review of curriculum and assessment (pdf1.7MB), what is its place in the school curriculum?

Physical literacy does not simply mean the same as ‘sport’, ‘physical education’ or even ‘physical activity’. (For an actual definition of each of these, see Appendix B of the Schools and Physical Activity Task and Finish Group’s report (pdf500KB).)

Physical literacy is best understood as the outcome of learning about physical activity or of physical education (PE). In 2014, the International Physical Literacy Association defined physical literacy as:

‘the motivation, confidence, physical…

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Attendance centers a go

Kayla Banzet - Katzer


Providing students a more equitable learning environment and gaining efficiencies were the two leading factors that led to a unanimous vote Tuesday to move USD 257 elementary schools to attendance centers for the 2015-16 school year.
The tension in the meeting room could be cut with a knife during the 90 minutes of presentations and discussions. Community members attending Tuesday’s meeting said they were unaware a vote was imminent, thinking discussion was only to disseminate information.
Before board member Mark Burris made the motion, board president Tony Leavitt asked Superintendent of Schools Jack Koehn how quickly a decision needed to be made.
“You could wait a year and say ‘we’ll do this in 2016-17,” Koehn said. “If I had my choice, we would do it now. It benefits the students. Why not do it next year instead of two years down the road.”
The re-organization will have…

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Profile of Dropout Prevention Students. Dropout prevention students are characterized by their backgrounds and circumstances, the conditions they experience, and the risk indicators they demonstrate that increase the likelihood they will drop out of school. These factors include; course failure, grade retention, low test scores, school location, spending per pupil, student body composition, race, socioeconomic status, student mobility, resiliency, motivation, family characteristics, early adult responsibilities (Tyler & Lofstrom, 2009), aggressive behavior, and maternal education level (Ensminger, M. & Slusarcick, A., 1992) . Students who become victims of these variables become handicapped as adults without high school diplomas. The act of dropping out of school may be just another event in a chain of events that are driven by these variables. Some research views the decision to drop out of school as a long-term process that encapsulates these issues and culminates with the act of dropping out (Finn, 1989).

In a study of students surveyed on their participation of high risk behaviors about fifteen percent of students self-identify as very high-risk, 15 percent as high-risk, 35 percent as medium- risk, 20 percent as low-risk, and 15 percent as no-risk. Some of their characteristics of the very high-risk category include having been arrested at least once, having access to guns, using alcohol, using illegal drugs, being sexually active, being depressed, and attempting suicide. Students in the high-risk category share characteristics such as alcohol use, marijuana use, behind in school, truant, and depressed. Students in the medium risk category, the largest risk category, are involved in at least two among these risk behaviors: being behind in school, truancy, alcohol use, marijuana use, and sexual activity. Low-risk and no-risk youth are less likely to drop out because of their behaviors which could include cutting a class or taking a drink of alcohol. Although these students are categorized as low-risk and no-risk, they are surrounded by the students who are taking part in negative behaviors and face the possibility of being victimized by them (Dryfoos, 1996).

Low Socioeconomic Status. This element of a DOP student’s experience, a primary factor in the current study and one of the strongest indicators of DOP status will be analyzed first. While neighborhood characteristics influence educational attainment among young people, institutional factors also play a role. School quality is often higher in wealthier neighborhoods. The higher the quality of the neighborhood, as measured by wealth or socioeconomic status, the less likely young people are to drop out of high school and the more likely they are to attain a college degree (Santiago, et al., 2011). According to Vartarian & Gleason (2002), students in these neighborhoods benefit from more positive adult role models, peers with whom goals and experiences can be shared, and high quality local institutions. Likewise, as neighborhood conditions improve, they have a primary impact on high school dropout rates Living in socially- isolated neighborhoods has a negative impact on educational attainment, due to the lack of influence by positive adult role models. Specifically, young people are likely to model what those around them are doing. Socially-isolated neighborhoods suffer from the lack of positive adult role models to impede the process of educational attainment. The most negative effects of living in socially-isolated neighborhoods are the most severe among young people who do not have the family support, or positive adult presence, to support them as they attempt to overcome the challenges of such a setting (Vartanian & Gleason, 2002). Urban area students are impacted by the challenges of their communities where there are high concentrations of poverty. Concentrations of depression are linked to these communities. Reasons for this link vary, and can range from higher level of stressors in the community, experiencing traumatic events to having low-levels of social support and cohesion. Regardless of covariates, SES of the community remained a statistically significant indicator. Rural areas also suffer from many of these challenges (Galea, et al., 2007).

There is a statistically significant relationship between a student’s decision to drop out of school and contact with the legal system. Students who are arrested in ninth or tenth grade are six times as likely to make the decision to drop out of school as their counterparts (Hirschfield, 2009). Students who come from a background of low socioeconomic status (SES) feel the after effects of a community that does not have a good relationship with school systems or job markets (Ensminger & Slusarcick, 1992). They are more likely than other students to drop out of school (Bloom, 2010). The challenges that low SES students face may stem from events that occurred early in their lives. Black, et al. (2000) examined the Bayley Scales of Infant Development scores of infants from low-incomes families to find that these infants developed at a lower rate than children from the normative sample. The study found that these students are less likely to explore objects in their environment, engage in tasks or with others, and have lower levels of enthusiasm, initiation, persistence, and emotional/dispositional quality.

Students who progress through their early lives in a state of low SES are impacted by the risks of their circumstances and negatively affected in the area of mental health. These circumstances include neighborhood disadvantage and poverty-related stressors. They can result in delinquency, attention problems, aggression, somatic complaints, and anxiety/depression (Santiago, et al., 2011). They deal with daily challenges from their families, neighborhood, and school — all of whom are impacted and interconnected by the same challenges. As a result, the SES students experience emotional, cognitive, behavioral, spiritual, and physiological reactions that occur during and after traumatic events. The level of risk for students of low SES to develop mental health disorders and impairment are higher than the risk levels for the general population (Kiser, L., 2006).

Further, students in these circumstances are more likely to experience traumatic events that cause stress-related issues. In a meta-analysis of 25 potential risk factors for PTSD (post- traumatic stress disorder) Trickey, et al. (2011) found that both the traumatic and post- events factors experienced by the child play a major role in whether a child develops PTSD after the event. The criteria for the study considered children from 6 to18 years of age from 64 studies between 1980 and 2009. Variables examined included age, race, gender, IQ, SES, pre and post- trauma life events, bereavement, and severity. The results illustrated that children who experience low social support, social withdrawal, poor family functioning, and distractions have a higher likelihood for PTSD. It should be noted that a strong factor in the successful treatment of PTSD is early screening and prompt treatment.

Improving the quality of education provided to students living in poverty would help to counter some of the adverse circumstances they experience on a daily basis. However, it appears that the opposite occurs in the United States. Students from high poverty districts are more likely to go to schools that have inadequate resources and poorly trained teachers. As a result these students leave school without the skills needed to earn a living that would pull them out of the circumstances in which they grew up, thereby feeding the pattern of inequality of education, inequality of educational attainment, and inequality of labor marker earnings (Murnane, 2007).


from Patrick Capriola – Dissertation http://ift.tt/1ClOTpx

Patrick Capriola – Advice for Teachers: Tough Students – Patrick Capriola



student patrick capriolaMost teachers have had an experience with a student that was particularly challenging. Whether the student didn’t listen to direction or refused to abide by disciplinary measures, teachers had to overcome a tough situation. Happenings like these push the teacher to improve and the results can be impressive, where the challenging student may even become a leader in the classroom. There are steps that can be taken to turn around a seemingly negative situation.

Set the Tone
Once teachers get their class roster, it may be beneficial to ask the student’s former teachers for insight on the student before the school year begins. If there are students that are known to be tough, other teachers can reveal that information ahead of time. With the research completed in advance, a teacher can look forward to working with said student instead of wanting to avoid it. Once the students are in the classroom, it can also be positive to meet with certain students to build a sense of trust and to set expectations for them.

Be a Mentor
Students that are labeled to be a challenge in the classroom typically come from less than ideal home environments. They come to school seeking attention many times if they feel they don’t receive what they need at home. A teacher has the power to positively influence this student’s life. Show that you care about the person aside from their ability to grasp their coursework. Be available and trustworthy. These things can have a longstanding impact for the better.

Make Connections
Take the time to talk about the student’s life goals and aspirations. Upon discovering their interests, use that information to connect and relate to them. Areas such as sports, music, food, and clothing can be a jumping off point for forming a genuine relationship. The student will be more likely to open up if they can trust their teacher on a relatable level.

To learn more tips on how teachers can connect with challenging students, visit Edutopia here.

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Patrick Capriola – President Obama Appeals to Millennial Youtube Viewers



film-patrick capriolaPresident Obama finds ways to appeal to the millennial demographic by sharing political views via new media. Google, the owners of Youtube teamed up with the White House to bring the voice of President Obama to a sector known to appeal to younger audiences. Youtube creators Hank Green, Glozell Simon, and Bethany Mota gained the special opportunity to interview the president. These stars are some of Youtube’s most popular users. All together, their channels reach 13 million people. Of this number, many of them are not involved with politics. However, the Democratic party has found ways to reach this audience in a simple form of messaging.

Hank Green was the first to interview President Obama. His claim to fame and Youtube reach is 2.4 million viewers. The approach he took in his interview was to ask questions related to those who don’t engage in the news and their thoughts on government. He even phrased his question about the legalization of marijuana in a very sophisticated way. Green stressed that he didn’t smoke but is for legalization and wonders how will the legal side come together. Green even shared the value of ObamaCare with the President by showing a reduced prescription receipt.

The program moved to the next interviewer who was Glozell Simon. Also known as Glozell Green, this comedian is an African American female with arguably the highest reach on Youtube. She addressed the police’s role with community safety by telling the President how she cut the hoods off of all her husband’s sweatshirts out of concern for his well being. She even touched on subjects like gay marriage and Obama’s relationship with Castro. Glozell’s playful yet serious questioning helped the President show his relatable side.

Bethany Mota was the final Youtuber to step up and question the President. At 19 years old, her questions revolved around cyber-bullying, education, and international affairs with countries such as China. Her reach on Youtube is approximately eight million people. Some of her other questions also allowed the President to express the need for young people to attend college.

The session concluded with the three taking a selfie with President Obama. Obama then made the statement, “This is the power of what the Internet is all about…you can create content and there’s not all these barriers to entry…suddenly you get millions of people who are listening to you.”

To hear more about this event, visit FoxNews.com.

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Patrick Capriola – Skills Students Acquire from Arts Education – Patrick Capriola



patrick capriolaThe world is undergoing a change of awareness in education. Once known as STEM, or science, technology, engineering, and math is slowly turning into STEAM which includes an A for arts. Proponents of the arts are informing others that this area has a great value to students including learning academic and life skills. More details about students’ arts-acquired skills are below.

  1. Problem Solving: The nature of the arts is often focused on taking something as it is and developing a way to propel it to another state. In order to make a blank canvas into a finished artwork, one must solve a series of problems to create the desired outcome. Students will find that these skills are applicable to any career path.

  2. Confidence: Theater is a great example of a platform that encourages and trains students to be confident. The opportunity to take command of the stage as a student will apply for other presentation obligations as time progresses.

  3. Focus: Ensembles teach concentration and focus. Here students can operate on the crosshairs of listening and contributing. They focus on their part and get to see how that impacts the group as a whole.

  4. Constructive Criticism: In the arts, feedback is vital part of improvement. Students can get used to receiving useful encouragement from observers of their craft.

  5. Collaboration: Teamwork is a common theme in artistic disciplines. Students can practice what it means to work with others toward a common goal.

  6. Non-verbal communication: Theater and dance offer an opportunity to speak to an audience without having to use their words. Understanding this concept will offer reference when non-verbal cues are explored in other avenues.

  7. Creativity: The ability to think beyond typical means is a great skill readily grasped through artistic endeavors. Being about to produce work that is both abstract and literal provides an edge for students involved in artsy disciplines.

Unfortunately, art is not always held in high regard. Budget cuts are always removing this aspect from children’s school days. Art advocates hope administrators can review these benefits before they deprive students a lively learning experience that will also benefit their life to come. For more, visit the Washington Post here: http://ift.tt/WtqtTj


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Patrick Capriola: Teacher-Coaches & the Learning Differences Fellowship



patrick capriolaAn organization known for recruiting young people to work in high need scenarios trains teacher-coaches through a newly launched program. Teach for All is the network that recently placed professionals from many countries in the fellowship program to assist students with learning differences. The program is purposely called the Learning Differences Fellowship with a duration of two years long. It is partly focused on helping those with disabilities. Co-founder of Teach for All, Wendy Kopp, is also the founder of Teach for America. The principles and structure of these two organizations are very closely related.

The young professionals who decided to embark upon this fellowship program all come with their own stories that drive them along this journey. Twenty-nine year old Gustavo Rojas Ayala from the Teach for Mexico program is motivated by a few of his personal experiences. He valued teachers who spent extra time with him as he writing and reading while young. As he grew older, Ayala received the opportunity to teach in rural Chile to an all girls secondary school. He encountered students who reached their teenage years and still did not have the proper reading and writing skills. It was necessary to assist each student one-on-one, however the large class sizes posed another challenge. From here, Ayala learned about the fellowship program and became enthusiastic about working on a global scale.

Teacher-coach, Amrit Poudel of Teach for Nepal pointed out a few reasons why having a fellowship dedicated to learning differences is so imperative to today’s students. He mentioned that teachers from Nepal too often believe that one style of teaching will benefit every student. That mindset is causing students to leave school prematurely and not have all the skills they need to succeed. This fellowship provides the grounds for a new way where instructors really understand the students needs and the best methods to help them.

For more information on this global fellowship program, visit Ed Week’s article here: http://ift.tt/1seWsbP

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Patrick Capriola.