Inclusive Schools

Power Tools

'Assistive technologies' help students with special needs keep pace in the regular classroom.

By Karen Nitkin

But thanks to a power wheelchair and a special computer station, the 9-year-old with cerebral palsy and a winning smile gets along just fine. Because Justin has difficulties performing tasks requiring fine motor skills, such as writing on paper with a pencil, he usually types on his own Mac computer, hunting and pecking away with one finger. He motors around the classroom using the power wheelchair, which he operates with his left hand.

Without these supportive technologies, "I don't think Justin would have been able to keep up with the curriculum, and he would have needed to be pulled from class," says Ann Litke, Justin's mother. "With the help of technology, I see him going to college and being able to live really independently."

Known as assistive technologies, tools such as touch-screen computers, voice recognition or "talking book" software and the like, are showing up in more and more general education classrooms like Throndson's. Some of the impetus comes from changes in the Individuals with Disabilities Education Act mandating that schools provide appropriate accommodations (such as assistive technologies) to allow students with disabilities to attend regular education classes. Using the new technologies, some students who would not even have been placed in regular classrooms are not only present—they're also participating in the curriculum and the camaraderie.

But teacher and staff training and collaboration are vital to making the technologies work.

Fortunately, she got lots of help—from professionals like special education teacher Kelly Bredeken and paraeducator Carla Buckholtz. Before the school year started, Throndson met with Bredeken, who helped her set up the seating so Justin could maneuver his wheelchair easily around the classroom and participate in group tasks with other children. And she turned his desk into a computer station, so he could tap out his assignments on his keyboard while other kids write them on paper.

Throndson also learned to make day-to-day adjustments so that Justin, who has no cognitive impairments, can keep up with the other 24 students in the class. If students are editing sentences, she'll type Justin's sentences directly into his Mac ahead of time, giving him a few more minutes to work while other kids copy from the board. For creative writing assignments, though, "I just leave him on his own," says Throndson. "It takes him a little longer to produce as much but he's an extremely good reader, so when the other kids are finished reading, he'll just go back to his story."

"He's a very capable young guy," adds Bredeken. "And that's why technology is so important to him. It gave him a method in which he can demonstrate his knowledge of curriculum."

Like Throndson, Ellen Budish, a kindergarten teacher at Sunrise Park Elementary School in Boca Raton, Florida, has a child in her class using an assistive technology. In her case, Danielle uses a DynaVox, a device resembling a touch-screen computer that provides a voice for children who can't speak. It's easy to use so that even Danielle, who has limited use of her arms, can manipulate it.

Before school started, Budish attended an all-day seminar in a school system office to learn about the technology and how to incorporate it in her classroom. About 30 teachers, paraeducators, and parents attended.

Budish works closely with Colleen Fritts, an augmentative communication specialist, to customize the program for Danielle. Fritts knows that teachers can be intimidated by the devices. "They're usually scared," she says.

But once that nervousness is overcome, the results can be magical. "Ellen is a fantastic kindergarten teacher," Fritts says. "She takes her job extremely seriously, and she wants to do her best for every single student in the classroom. It truly is a success story."

The commitment is just as strong in Throndson's classroom. With adequate support, Justin is making strides. And his classmates benefit from his participation, too—even if they sometimes envy his computer.

"The children are learning from him too," says Throndson. "They are seeing that…he's very smart and there are ways you can work around a disability."

"We're very fortunate to have him," she adds. "He brings us a lot of joy."

Learn more about how to make your curriculum more accessible to all students—for free.

Although the CD-ROM is not available at this time, you can view and download the material online at the Johns Hopkins University Center for Technology in Education (http://www.cte.jhu.edu/accessibility/primer/ ).

The Next Frontier?

Advocates of a concept known as Universal Design for Learning (UDL) think kids learning math, reading, or other subjects should have similar options.

UDL proposes that curriculum materials be designed so that students with quite different learning needs—even students who have visual or hearing limitations, cognitive disabilities, or who speak English as a second language—can access and learn the content. Instead of the teacher adapting the curriculum to meet such a wide range of learning needs, the materials themselves would have built-in ways for kids to learn the same lessons.

It may sound farfetched, but UDL advocates say they're addressing a critical flaw with most instructional materials—they simply aren't accessible for some of the diverse students most teachers now find in the classroom. After all, points out Skip Stahl of the nonprofit Center for Applied Special Technology (CAST), even the common textbook is useful only "as long as you can turn the pages and see the print and extract meaning from the print."

UDL's precepts are beginning to influence the design of instructional aids such as texts or Web sites. For example, CAST has developed an eReader that makes text more accessible to struggling readers and students with disabilities. The eReader adds spoken voice, visual highlighting, and document or page navigation to any electronic text. So kids who use the reader can read text on screen, but they also can hear words spoken out loud.

UDL principles, combined with the trend toward providing necessary assistive technologies to students with disabilities, "move schools closer to providing an equitable education to all students," says Patti Ralabate,

NEA's senior professional associate for special needs.

Up Front

Budget Blues

Photo: Comstock Images

More testing, less money. That seems to be the basic idea behind the Bush Administration's proposed education budget. The spotlight this year is on high schools, but what's the plan? Two more years of mandatory standardized testing—but $358 million less for high schools.

Altogether, the President's budget calls for a $530 million cut in federal school funding.

The budget would eliminate funding for 48 education programs including $1.3 billion in federal vocational and technical education and $437 million for Safe and Drug-Free Schools state grants.

What's the impact? In Fairfax County, Virginia, the federal dollars pay for virtually all of the school district's efforts to turn children away from drugs, including student anti-drug groups, parent information nights, and safe after-graduation activities, according to NEA member Clarence Jones, who runs the program. Says Jones, "When you increase anti-drug spending, drug use goes down. When you reduce the money, drug use goes up."

More budget proposals that are bad for kids:

• English Language Acquisition state grants would be frozen, even though the number of non-English-speaking immigrants is soaring.
• Title I grants that help schools hire more teachers and paraeducators to educate low-income children would see a giant shortfall—they'd be less than 60 percent of the amount Congress authorized. 
• IDEA state grants for educating children with disabilities would be only three-quarters of the currently authorized level.  

This isn't the first time the Administration has low-balled its education budget. Friends of public education in Congress—on both sides of the aisle—have restored some of the most damaging cuts in the past, and NEA will ask them to help again.

You can join in the chorus. NEA members live in every state and almost every congressional district. Go to www.nea.org/lac for more information about the budget and how to contact your federal legislators.

By the time they are 14 years old, 32 percent of young women and 52 percent of young men consume three or more softdrinks a day, according to the U.S. Department of Agriculture.

Notepad Mindful Teaching Your head is spinning as you juggle teaching the kids, planning a spectacular science lab demo, and calming an upset parent. Do the demands of educating children sometimes make you think you're losing it? A new study by researchers at University Hospitals of Cleveland and Case Western Reserve University School of Medicine should ease your mind. The August issue of Neurology reported that those who have intellectually stimulating careers—like teaching—are actually less likely to develop Alzheimer's disease down the road. Researchers examined subjects with different occupational histories and used data from the U.S. Department of Labor to rate each occupation on the mental, physical, social, and fine motor skills required. About 12 percent of the study subjects were educators, says Dr. Kathleen Smyth, the lead researcher. This study did not explain why mentally challenging jobs were linked to lower incidences of Alzheimer's, says Smyth, but apparently, "It pays to keep your brain active." For more on keeping mentally sharp, see page 42. —Lisa Felipe Have a great idea? Send it by mail: NEA Today 1201 16th St., N.W. Washington, DC 20036 Send it by e-mail: neatoday@nea.org.

Learning, Millionaire-Style

Photo: Medioimages

Is it a game show? Is it a class? At Don Estridge High Tech Middle School in Boca Raton, Florida, it can be both. The school may lack the dramatic music and lighting of Who Wants To Be a Millionaire, but it uses essentially the same technique for polling the audience—and that can boost learning, says sixth-grade math teacher Juanita Rodriguez.

Before class, she enters questions she plans to ask students. When that part of the lesson comes around, her students work out the answer and press a button at their desks instead of raising their hands.

In moments, the results are tabulated and the class can see who has answered and what percentage answered correctly. The equipment was donated by Texas-based eInstruction Corp.

As products of the digital age, the "clicker kids" easily adjusted to the new technology, Rodriguez reports. And it makes them more active learners.

The company says 1,000,000 of its "response pads" are in use at thousands of schools in all 50 states.

At Don Estridge, says Rodriguez, "This system has drastically improved my students' test scores. My class told me that having so much fun is what keeps them focused."

—Daniel Moise

Not Just Another Gutter Ball

Illustration: Jessica Wedvick

What's the fastest-growing sport on high school campuses? Get ready to break out your polyester shirt and tacky shoes because it's...bowling!

During the 2003–04 school year, bowling showed the greatest increase in the number of schools offering the sport, with 291 new schools, according to the National Federa-tion of State High School Associ-ations. Boys bowled on teams at 1,477 schools, while girls played at 1,467. A total of 33,848 students hit the lanes.

All told, nearly 7 million students played a high school sport last year—an all-time high. Traditional sports still dominate the field: Football remains the most popular sport among boys, with about a million participants, while basketball tops the list for female athletes, with nearly half a million girls shooting hoops. But nontraditional sports such as bowling, along with rodeo and snowboarding (which also made the survey), are giving students more ways to stay fit and have fun.

Better Schools, Smaller Prisons

Photo: Thinkstock

To curb spiraling prison costs, put more resources into schools. That's a message state budget-makers may soon hear more often. Two-thirds of state prison inmates lack a high school diploma, the Bureau of Justice Statistics has found. And there's hard evidence that quality education, as early as preschool, can keep people out of jail. One long-term study showed $15,000 spent on preschool yielded a $260,000 return to society, mostly because the children were much less likely to get in trouble with the law when they grew up. And the anti-crime effects of good schools are not limited to tiny tikes, research shows. 

NEA is developing a workshop to train members in using the "education, not incarceration" argument for better school funding. It will be offered at the Representative Assembly and other conferences.

Some NEA members are bringing the issue into their classrooms. Last year, Oakland ninth-grade English teacher Jennifer Dannenberg's students studied California's budget and hammered out letters to their state legislators and governor urging them to shift funds from prisons to schools, for example, through early parole for non-violent offenders.

"I'm a picky writing teacher, so they had to be perfect. We went through four drafts," says Dannenberg. The students wrote from the heart about conditions in their own school. Only a few got answers, but she says it was still a good experience and they learned a lot about how to write a persuasive business letter. To see Dannenberg's lesson plans, and for more on this issue, visit NEA Today Extra.

Safer Schools

Photo: S. Wanke/Photolink

Violent crime against students plummeted 50 percent in the decade from 1992 to 2002, according to a report from the U.S. Education and Justice Departments. Violent crimes include physical assault, robbery, rape, and sexual assault. In 1992, 48 of every 1,000 students ages 12–18 were crime victims, but that fell to 24 per 1,000 students in 2002. Thefts fell from 95 to 40 per 1,000 students.

Also, the Centers for Disease Control report an encouraging decline in school fights. In 2003, 33 percent of students reported being in a physical fight at school, down from 42 percent 10 years earlier.

Global Takes EU eTwins The European Union is launching an effort to get 150,000 schools across the continent paired up over the Internet for joint teaching projects. Called "eTwinning," the effort is intended to spur students to serious study about each other's countries. "It is not about being pen pals," said an EU official. Schools will put information about themselves on a central Web site, and search for appropriate mates. Schools can also use the Web site to describe their international projects and learn what others are doing. The program aims to develop a sense among children that they are citizens of Europe, not just of their own country. Surf and Flunk Shanghai University and other Chinese universities are suffering an epidemic of student failures because of a new disease called "Internet Addiction Disorder" or IAD, reports the China Daily. "Once they become obsessed with the Internet, playing games, or chatting online, they stop going to class and stay in Inter-net cafes or their dormitories, day and night," said a Shanghai University official. More than 360 students, mostly computer science majors, failed enough courses last year to be kicked out, but most were given reprieves. Have a good story? Send it by mail: NEA Today 1201 16th St., N.W. Washington, DC 20036 Send it by e-mail: neatoday@nea.org.

Stories of Africa

In Africa, many teachers are forced to use learning materials dating from the colonial era, which are about Europe, not Africa, says Joanne Eide, head of NEA International Relations. So NEA, working through its international affiliate Education International, helps fund a project of the Pan African Teachers' Centre in West Africa that publishes story books written and illustrated by teachers themselves. The stories run the gamut from folktales to life in today's Africa. There's the story of the drought that almost killed the animals before the animals joined together to dig a deep well. And the one about a boy whose father sacrificed to send him to school. There are many more—and hundreds of teachers are using them.

Says Eide, "This program helps make up for the shortage of books, it's good professional development for the teachers, and the best part is the students are learning to read by reading stories about kids who look and act like them."

Teen Talk

Photos: Nathan ham

Want to get students thinking about social issues and world affairs? Hundreds of teachers are getting help from a teen-run Web site where students from around the world talk about sex, drugs, patriotism, the President, hurting people's feelings, and...just about everything.

The discussions can get high-pitched and wrenching. A recent debate over legalizing drugs elicited confessions from one former drug user who almost died. No way legalize, she said. But with legalization comes regulation, chimed in another. After all, "a dealer can give you a drug that's been laced with rat-poisoning."

The site is www.newzcrew.org, created by public television's NewsHour and a New York City organization called Global Kids. The exchanges are guided by high school students in Brooklyn, New York. These discussions are more structured than most online chats: Each has a limited number of participants, who say a little about themselves but stay anonymous. The discussion lasts four weeks but can be extended.

The Web site also offers background articles and lesson plans for teachers.

Vermont ESPs Bargain Big Raise

Photo: Chad Baker

There are no strikes, slowdowns, or swear words in this bargaining tale, just good Vermont sense and a good—no, great—settlement for a sturdy group of education support professionals (ESPs). In January, ESP members of the Orange North Education Association bargained—with help from Vermont-NEA—a contract that provides raises of 15 to 23.58 percent over three years. This concession-free pact covers secretaries, paraeducators, and custodians working in Williamstown, Orange Center, and Washington Village schools.

Need a little perspective? Over the most recent three-year period studied by NEA Research, 2001–04, the average K–12 ESP salary across the country increased by just under 10 percent.

Behind the Orange North settlement was careful preparation, a clear bargaining proposal, dogged persistence, and ESP solidarity, reports bargaining committee member Renee Pearce.

After "sucking it in" during tough economic times, these underpaid ESPs resolved a year and a half ago to negotiate a new, merged contract offering everybody in the three towns the "best of the best" of their three old, separate agreements.

To make that work, Williamstown ESPs settled for just a salary increase—a really good one, though—so their Orange Center and Washington Village colleagues could advance in pay, leave, and benefits.

In the old days, "nobody in the same category with the same credentials got paid the same" across the three-town Orange North Supervisory Union, says Pearce, a secretary at Williamstown Middle-High School. "Now we'll get everybody on the same page over three years!"

Two-Way Inspiration

A good novelist can engage and inspire students. Sometimes the students return the favor.

Searching for a book that would resonate with students who failed the Indiana state test, special education teacher Lenore Hoffman stumbled on Not as Crazy as I Seem  (Houghton Miflin, 2003). Devon Brown, the novel's main character, is a 15-year-old neat freak fixated on the number four and obsessed with germs.

"I thought this book would appeal to my kids,'' said Hoffman, a teacher at Valparaiso High School in Valparaiso, Indiana. "The dialogue is authentic, and the kids could relate to Devon's isolation because many of these kids feel like outcasts.''

Hoffman asked the author, George Harrar, to correspond with her class. Harrar, a 55-year-old writer from Massachusetts, enthusiastically agreed.

Hoffman's students, many of whom are Spanish-speaking immigrants, wrote letters describing what they liked about the book and sharing ideas for future novels. Many related to Devon's character as a loner trying to adjust to a new school in a new city.

One student suggested Harrar write a novel about Ben, one of Crazy's oddball characters. He even suggested a title: "Not as Ballistic as I Seem." Harrar loved the title, and he's just finished writing a book that uses it.

"I love hearing from readers,'' says Harrar. He had gotten student feedback for Not as Crazy as I Seem before it was published, asking a high school class to read a chapter to make sure the teens' language was accurate.

Hoffman feels the experience was wonderful for her students. "It was a strong exercise in writing and critical thinking," she says. "I would definitely do it again."

—Thomas Grillo

Two-Minute Tips Door Bell Review Here's a review idea I've used in first grade: I put dry erase contact paper on my door and write math and other problems on the paper. Next, I bought a wireless door chime. Several times a day, I ring the door bell and ask a student to "answer the door" (answer one of the questions). At the end of the day, we check answers. The door chime has a time delay so I can push the door bell, attached under my desk, and move away before it rings. My children never could figure out who was ringing the bell! —Karen Spooner Columbus, Ohio Clothes Line Hang-Up The last time I dragged tables around my room to climb up and hang student art projects from the ceiling, I remembered the pictures of old tenement buildings with clotheslines suspended across alleys. The old-timers reeled in their laundry. I realized I could do the same with yarn tied in a loop. I stand on one table, reel in the yarn, attach a paper, and pull it along. The line goes across my room. I only have to climb on one table. Should save the district on worker's comp. —Susan Hopkins Second-grade teacher Piru, California   Have a good story? Send it by mail: NEA Today 1201 16th St., N.W. Washington, DC 20036 Send it by e-mail: neatoday@nea.org.

A Score of Helping Hands

Youngstown youngers sang to seniors, with coaching by NEA student members.

NEA student members from Ohio have found a way to gain valuable experience while benefiting sixth-grade students and the Youngstown community. All it took was giving up their Saturdays for a while.

On five consecutive weekends last fall, members of the Youngstown Student Education Association (YSEA) led the sixth graders in community service projects. 

The program, Discover Youngstown through Community Experience (DYCE), engaged the children in a range of activities such as writing messages to soldiers in Iraq, singing for residents at a nursing home, and decorating cookies for a food bank. The students also toured museums, parks, and other local points of interest to better appreciate their community's assets.

DYCE is the brainchild of YSEA President Angela Speece who believes educators should stress the merits of volunteerism at an early age.

Speece is one of 60,000 students belonging to NEA's Student Program, which provides future educators with opportunities in leadership training and professional development.

—Daniel MOISE

Smile

Mr. Kalapaca?

Photo: Comstock Images

I was hired last minute to teach a kindergarten class that had originally been assigned to my teaching partner, Mr. Kalapaca. Mr. Kalapaca had sent a card to each family introducing himself as the teacher for their child. So, on the first day of school, in comes little Juan. He walks up to me, shakes my hand, and says in his formal voice: "Hello Mr. Kalapaca," proud that he had memorized his teacher's name, but not realizing that because I am Ms. Greene, I couldn't possibly be Mr. Kalapaca. This is my first year of teaching, and I will always remember Juan!

—Jerri Ellen Greene
Kindergarten Teacher
Rialto, California

Safe Schools

Teaching Tolerance

It's academic: Kids harassed for 'being gay' miss school days, get lower grades, and are less likely to go to college. Former history teacher Kevin Jennings is working to create safe learning environments for all children—and that starts with teaching students the ABCs of respect.

Photo by GLSEN

At a time when 84 percent of lesbian, gay, bisexual, and transgendered (LGBT) teens endure verbal abuse because of their sexual orientation and nearly 40 percent have been physically harassed, Kevin Jennings knows much work still must be done to create safe learning environments for all students. But as co-founder and executive director of the Gay, Lesbian and Straight Education Network (GLSEN), Jennings, a former history teacher, is working to ensure that "every child learns to value and respect all people, regardless of sexual orientation or gender identity." Through more than 2,500 high school clubs known as Gay-Straight Alliances, GLSEN empowers students and educators with the skills and resources they need to stop anti-LGBT bullying, work that earned Jennings an NEA Human and Civil Rights award last year. Jennings speaks with NEA Today's Kristen Loschert about the issues gay students face and ways educators can make a difference.

Why did you start GLSEN?

JENNINGS: I sort of came out in sixth grade, but like a lot of kids who get harassed for "being gay," it wasn't anything about my sexuality that prompted the harassment. It was because I was a boy who did his homework and paid attention in class and raised his hand and did all the things boys weren't supposed to do. I was harassed relentlessly through my junior high and high school years.

When I graduated from Harvard, I decided to become a teacher. I was pretty much forced out of my first job at a school in Providence, Rhode Island, because I was gay. And when I went to my second job I had a gay student who was really struggling. I saw how miserable he was and I saw how my own staying in the closet was kind of conveying to him a very damaging message that this is something to be ashamed of, something to hide.

I made a little promise to myself right there, and said, "I will do whatever I can so that the next generation has it better than we had it." So, I started GLSEN.

Have schools become any more accepting of gay educators?

JENNINGS: Yes, I think things have improved. However, there's still a lot of fear among a lot of gay people that they are going to be targeted unfairly if they go into professions that work with young people. There are only 14 states in which it's illegal to fire someone from their job because they're gay and only eight in which it's illegal to harass or discriminate against students because they are gay. So, while there's been more social acceptance, legally there is still an enormously long way to go before we have even basic protections in place.

Why has harassment of LGBT students been tolerated for so long?

JENNINGS: Primarily because nobody has ever told young people it's wrong. And sadly, according to our National School Climate Survey, in 83 percent of cases where students are harassed because of their sexual orientation, teachers rarely or never intervene.

I'm not saying teachers are the problem. I'm saying the system does not prepare the teachers to succeed. If you don't give them the policy support, if you don't give them the training they need, you're really leaving them to their own devices. And that's a recipe for disaster.

Are schools of education preparing future teachers to handle these issues?

JENNINGS: We have found very few teacher education programs that address these issues in any way. And when they do, it is at the discretion of individual instructors and is not woven into the curriculum. So we continue to send teachers out there who have no training, trying to figure it out on their own.

"It's not a question of teaching kids to approve of homosexuality. It's about teaching young people to respect people who are not like them, to teach students of different backgrounds and different value systems how to coexist in a respectful and peaceful way." —Kevin Jennings

At the same time, the average LGBT high school student comes out between 15 and 17. So they're coming out in school systems that have no more policies than they did when I was in high school, with teachers who have no more training. And then we're surprised when four out of five of these kids report that they routinely experience physical or verbal or sexual harassment. What did we think was going to happen?

Visibility is a mixed blessing. The great thing about visibility is yeah, now kids have gay-straight alliances. They know they're not alone. The bad thing is that when you're more visible, you're a bigger target. 

How does the harassment affect students?

JENNINGS: We know that students who are subjected to frequent harassment have demonstrably lower grade point averages—almost a full letter grade. We also know that they are much more likely to skip school. Over 31 percent of LGBT students have skipped at least one day of school in the past month because they are simply too afraid to go. 

What can educators do to create safer learning environments for their LGBT students?

JENNINGS: Supportive teachers make a big difference. When LGBT students know there's a teacher on their side, their grade point averages are a full letter grade higher. Meanwhile, those who do not have supportive teachers are two-and-a-half times more likely to say they don't plan to go to college.

Numbers Speak as Loudly as Words

More than 91 percent of LGBT students say they hear homophobic slurs or expressions frequently or often. Nearly 58 percent of LGBT students have had property stolen or deliberately damaged at school. More than 64 percent of LGBT students say they feel unsafe at school because of their sexual orientation. Roughly 37 percent of LGBT students do not feel comfortable discussing LGBT issues with their teachers. Source: GLSEN 2003 National School Climate Survey

When we polled teenagers to understand why they use homophobic language and what could get them to stop, 80 percent of girls and 68 percent of boys said that if a teacher they respected told them to stop using the language that would have a major impact on them. Teachers can make a huge difference. So, if you see something happening, do something. The worst thing to do is to say nothing because what you're doing is giving tacit permission for that behavior to continue. 

On the proactive side, think about how you can work this into your classroom in age-appropriate and educationally appropriate ways. If you're teaching younger ages and putting together a unit on families, for example, acknowledge that some families have two moms or two dads.

It's not a question of teaching kids to approve of homosexuality. It's about teaching young people to respect people who are not like them, to teach students of different backgrounds and different value systems how to coexist in a respectful and peaceful way. That to me is just as essential as reading, writing, and arithmetic.  

Heres more on GLSEN's work, as well as curriculum and educator resources for addressing LGBT issues.

Visit the NEA Gay, Lesbian, Bisexual, and Transgender Caucus site for more on sexual orientation issues and their impact on students and school employees.

State Report

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Bidding Aloha to Hawaii 

Hawaii During this year's legislative session, the Hawaii State Teachers Association (HSTA) aired media spots highlighting an alarming crisis: More than 1,600 public school teachers will quit this year for other, higher paying professions or for employment on the mainland. A new HSTA survey finds that the state could lose up to 50 percent of its teachers within five years.

The troubles in paradise: the scope of teaching duties, crushing expectations, and—above all—low pay. Among other things, HSTA is proposing a "45-60-100" plan with a $45,000 salary for entry level teachers, a $60,000 average, and a $100,000 salary for the longest-serving and highest-qualified educators.

Hoosiers at Fiscal Crossroads

Indiana The Hoosier State's fiscal situation is at a "crisis level," reports the Indiana State Teachers Association (ISTA). Economic shocks, ranging from the 2001 recession to a slowdown of the state's large manufacturing sector, have left Indiana with a structural deficit of some $800 million. After a series of short-term fixes—state funding cuts, delays, and "redirections"—Indiana stands at a "fiscal crossroads," says ISTA.

Newly elected Governor Mitch Daniels is taking his best shot, proposing, among other things, a temporary income tax surcharge on the top 1 percent of earners and a two-year budget freeze for K–12 education.

ISTA applauds Daniels for initiating public discussion on a progressive tax increase, but urges him to implement the idea on a broader scale and fund public education through a "permanent and progressive" general tax increase. This will require a hard look at the corporate tax structure, both in terms of rates and accountability for tax incentives handed to companies.

The Con of the Con Con

New Jersey The state's sky-high property taxes, which help fund public education, need "meaningful reform" now, New Jersey Education Association (NJEA) leaders recently told a legislative committee. But that's the job of the elected legislature, not a proposed Constitutional Convention. This so-called "Con Con," NJEA warned, would cost $4 million to run, "take two years to accomplish something," and be likely to "blindly cut property taxes without a plan for maintaining services."

NJEA is proposing its own tax  reform legislation in partnership with other organizations opposed to the con of the Con Con—including the NAACP.

Flexibility to Weaken Rights

Department of Defense In a grab for "management flexibility," the Pentagon has released its proposal for a new National Security Personnel System (NSPS), which it aims to implement by July. For Federal Education Association (FEA) members in Defense Department schools, NSPS could mean weakened bargaining and due process rights.

FEA and other federal unions are pursuing strategies to make NSPS fairer for workers. "The scope of issues we will bargain may be changed and we may be required to pursue litigation in different forms," says FEA President Sheridan Pearce, "but at the end of the process FEA will still be there for its members." For updates, go to www.feaonline.org.

Broken Promises: Exhibit A

Minnesota A judge has ordered the West St. Paul-Mendota Heights-Eagan school district to pay damages to the West St. Paul Federation of Teachers that may exceed $300,000—what the district saved by suddenly and (illegally) increasing teacher out-of-pocket costs in one of its two negotiated health insurance plans. The judge also ordered the district to reinstate the old plan.

Broken Promises: Exhibit B

Delaware The Delaware Supreme Court has spoken: Retired school nurse Karen Wood, who lives with multiple sclerosis (MS), is entitled to lifetime disability benefits from the Appoquinimink school district. Back in 1998 the district stopped disability payments to Wood and another disabled employee, even though it had bargained this life-saving insurance benefit in its contract with the Appoquinimink Education Association.

Wood, who kept detailed records throughout her battle—which began when she was diagnosed with MS in 1994—was assisted by the Delaware State Education Association. Wood's advice to all educators: Join the Association, know your contract, and use it.

Everyday Low Pay—Always

Washington First the good news: The Washington Education Association (WEA) is marking the 10th anniversary of the WEA Children's Fund, which provides $50,000 a year to pay for the needs of hard-pressed students, everything from warm coats to basic school supplies. The not-so-good news: Many of the receipts members submit to the fund for reimbursement are from—sigh—Wal-Mart.

In a gentle reminder to these generous souls, WEA President Charles Hasse notes that Wal-Mart's "exploitative labor practices have added to public assistance burdens in our state and across the nation." Warm 'n fuzzy commercials aside, Hasse says, "The fact remains that a great many of our students and their families suffer as a result of Wal-Mart's poverty-level wages and benefits."

Spotlight

Teaching 9/11

Award-winning curricula go beyond the terror to explore America's place in the world.

Photos by Peter Zuzga

How do you teach about September 11? It's a difficult subject, and it comes early in the school year, leaving teachers little time to prepare when they come back in the fall. But some educators have found creative ways to handle the anniversary.

For Milwaukee fifth-grade teacher Robert Peterson, and for University of Massachusetts Professor David Mednicoff, the anniversary of the terrorist attacks is a good time to teach about the role of America in the world. Both received awards last year from the Smithsonian's National Museum of American History for the 9/11 curricula they developed.

Peterson recalls that after the 2001 terrorist attacks and the dramatic scenes that played repeatedly on television, his students had so many questions that it became clear to him that education after September 11 demanded a new approach. 

"One or a series of lessons would not be sufficient," says Peterson. He does not dwell on the events of that day, but instead uses the attacks "to help students understand that they live in a global village."

Peterson is an editor at Rethinking Schools, a teacher-run journal on social issues in the classroom. He also teaches at a two-way bilingual school, La Escuela Fratney.

Peterson's 9/11 curriculum is intended to help children express emotions, ask "why?" and develop empathy for other people in the world. In one lesson, he leads the children in a study of world population and distribution of income, and then takes them outdoors to illustrate their research on a large world map drawn on the playground blacktop. With each child representing 240 million people, the kids spread out—15 students in Asia, three in Europe, three in Africa, one in North America, two in South America, none in Australia.

Chocolate cookies are then distributed according to each continent's gross domestic product.

Six cookies are shared by the 15 people in Asia. Nine are shared by three Europeans, one cookie for South America, just half a cookie for Africa, eight for the lone North American. 

Most students have strong reactions and many questions. Why are there so many people in Asia? Why are the Europeans and Americans so rich?

Some try negotiating with other "nations," while others even suggest war to even the odds. Peterson says his students begin to glimpse how the world's enormous inequalities could lead to animosity.

Social awareness is familiar ground for Peterson, who teaches such topics as "Sweat Shop Math" to illustrate child labor in the third world while strengthening his students' math skills. "When kids get engaged in social justice issues, it enlivens the classroom," he says.

Like Peterson's students in Wisconsin, Mednicoff's college students were not just alarmed by the terrorist actions, but deeply puzzled about why some people hate America. Students in his "Explaining Terror" course for juniors and seniors were surprised by what they learned about the pattern of Western involvement in the Middle East and by the range of opinions held by others around the world about the events of September 11. Mednicoff encouraged his students to keep journals about their reactions to post-9/11 world events and invited them to suggest new American policies toward the Middle East.

Are these classroom experiences unusual? Or have recent  world events encouraged other social studies teachers to take a closer look at America's place in the world in their classes?

Mednicoff thinks the latter is happening. "September 11 was very much a wake-up call," he says. Students are much more interested in world events than they were a decade ago, and the demand for courses about the Middle East has increased. At the same time, public institutions are struggling for funds to expand international studies.

But Peterson is less optimistic about changes in social studies teaching, noting that social studies is very textbook driven and that teachers must go out of their way to find more relevant teaching resources.

He adds that "with the increasing pressures of No Child Left Behind, there's less emphasis on social studies. It's all but eliminated. The focus is on math and reading to prepare for testing."

—Sandra Gregg

For more on how Peterson and Mednicoff teach 9/11 and related topics, visit: www.rethinkingschools.org/special_reports/sept11/ and www.courses.umass.edu/mes491n/index.html.

Resources

The NEA Foundation June Grant Review

Do you have a BIG idea for an innovative classroom project or professional development experience that will improve student achievement and help you and your colleagues grow and learn? Could you use a grant of $2,000 or 5,000 to bring your idea to life? The NEA Foundation's Innovation Grants and Learning & Leadership Grants can help. 

Apply by June 1 for Innovation Grants and Learning & Leadership Grants and you will be notified by November 15. Applications are accepted on an ongoing, year-round basis, so proposals received after June 1 will automatically be included in the next review cycle. Grants fund activities for 12 months from the award date. 

NEA members just like you have applied for and received over 1,500 grants throughout the years in all subjects, including the arts, literacy, science, and technology. Read about recently funded projects at www.neafoundation.org, and then submit your own idea. 

All members who are practicing U.S. public K–12 school teachers, education support professionals, or higher education faculty and staff at public colleges and universities are encouraged to apply. 

Applying for a grant is easy, so why wait? Visit www.neafoundation.org today for more information on The NEA Foundation's grant programs, including guidelines and an application, or call 202-822-7840.

Arts Education Grants

Illustrations & Photo: Getty Images

Learning in the Arts for Children and Youth grants from the National Endowment for the Arts offers funding for projects that support in-depth, curriculum-based arts education experiences that occur over an extended period and that help K–12 students acquire appreciation, knowledge, and understanding of, as well as skills in, the arts.

Projects must provide participatory learning and engagement of students with skilled artists, teachers, and excellent art. Projects also must ensure the application of national, state, or local arts education standards. Only school districts and state and regional education agencies are eligible; no money is awarded directly to individual elementary or secondary schools. Schools may participate as partners in projects for which another eligible organization applies. For more information, go to www.arts.gov/grants/apply/Artsed.html. The grant application deadline is June 13, 2005.

Schools as Centers of Community

Each year KnowledgeWorks Foundation searches across the country for excellent schools that successfully model the growing trend to build schools as centers of community. The top selected school, chosen by a panel of national experts receives the Richard W. Riley Award for Excellence and a $5,000 grant. The panel also selects several schools with innovative design elements and initiatives to be members of the Schools as Centers of Community Honor Society and be part of the National Search Web site.

For more information, see the National Search Web site. Submissions will be accepted until June 24, 2005.

Honoring Young Heroes

The Gloria Barron Prize for Young Heroes seeks nominations for its 2005 Awards. The Barron Prize honors young people ages 8–18 who have made a significant positive difference to people and our planet. Each year, 10 national winners each receive $2,000 to support their service work or higher education. This year's nomination deadline is April 30. For more information and to nominate, visit www.barronprize.org/.

Grants for Graphic Arts

The Graphic Arts Education and Research Foundation (GAERF) offers full grants and mini-grants for education projects that promote careers in graphics arts and communications. Graphic arts educators, institutions, and students may apply. Full grants may include standard grants that fund one-year projects; teacher conferences, which are funded for specific one to two-week periods and are normally held in the summer months; and continuing grants for a specific time period and level of support with a statement of intent to provide additional support of the project.

The deadline for submitting applications for full grants is May 30 of each year for funding beginning on January 1 of the following year. Mini-grants may be submitted at any time during the year. GAERF awards up to four $2,500 mini-grants per year. For more information, including detailed grant guidelines, go to www.gaerf.org/grants/grant.html.

Physics Poster Contest

To mark Einstein Year and the World Year of Physics, Science Across the World encourages students ages 10–16 years to create their own colorful posters to show how physics  and physics applications have a positive impact on their everyday life. Posters should be self-explanatory, in A3 format (42 x 29.7 cm), and can be submitted on paper or electronically in .doc, .pdf, .gif, .jpg, .ppt, or .htm formats.

All posters must be submitted by May 31, 2005. Send paper copies to Science Across the World, The Association for Science Education, College Lane, Hatfield, Herts. AL10 9AA, United Kingdom and electronic copies to saw@ase.org.uk. Short-listed entries will be displayed at "Beyond Einstein: Physics for the 21st Century" in Bern, Switzerland July 11–15, 2005, where an international panel of judges will select a winner and runners-up. Prizes include digital cameras for students and digital cameras and a year's membership in the Institute of Physics for teachers.

For more, go to www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=374.

Schoolyard Habitat Grants The National Wildlife Federation administers a grant program for teachers interested in developing a schoolyard habitat. The $250 grants may be used to establish a new schoolyard habitat or to add components to established habitats. Applications are accepted (year-round) by the first of the month and money is awarded by the third week of the month. For more information, visit www.nwf.org/schoolyardhabitats/pdfs/wsfapplication2005v2.pdf.

Read Across America is

'Where It's Hat!'

Read Across America Day may be over but the mission of NEA's Read Across America continues. With April comes Major League Soccer's 10th season and a new season for Get a Kick Out of Reading/Leer y Marco Un Golazo, the bilingual reading partnership between NEA and Major League Soccer. See the brand new site and meet the new Read Team Leaders. And don't forget to take part in Youth Service Day, April 17. The Youth Leaders for Literacy Grant Winners will also be celebrating.

Check out the winners.

In Print

	Overcoming the Darkness Give your heart and soul a lift by reading Paul Rogat Loeb's The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear, a collection of beautifully written essays and stories chosen to inspire. Writings from activists and leaders such as Nelson Mandela, Arundhati Roy, Marian Wright Edelman, and Vaclav Havel give concrete examples of people overcoming despair—political, spiritual, social, and ecological—through community involvement, compassion, and hope. 422 pp.
	Assistive Technology Guide Computer Resources for People with Disabilities, from the Alliance for Technology Access, serves as a guide to what technology and resources are available for people with disabilities. The latest edition includes real-life examples, updates on technologies, contact information for support organizations and vendors, worksheets to help users develop an assistive technology plan, and a "technology toolbox" to help people match technologies to their abilities and goals. Though not specifically geared toward education, this highly readable guide would be a good resource for schools, parents, and anyone in need of assistive technology. 396 pp.
	Looking Good Pinduli's mother tells her she is a beautiful hyena, but the other animals just make fun of her, saying that she has funny ears, a scraggly mane, and the wrong stripes. Little Pinduli just wants to disappear. But in an effort to fit in, she triggers a surprising chain of events. From Janell Cannon (author of Stellaluna) comes Pinduli, an entertaining story about accepting who you are set in the east African savanna. 48 pp.
	Man's Best Friend In Dog Show, a droll story for young readers by Elizabeth Winthrop, Harvey sets his hopes high, sure that his dog Fred will win an award. By the show's end, however, Fred hasn't won anything. Fred doesn't care, but to make Harvey happy, this inventive and loyal dog comes up with a plan to win both he and Harvey a prize. 24 pp.
	Reaching Hard-to-Reach Students Developed by veteran educator Kathleen Gould Lundy, What Do I Do about the Kid Who…? 50 Ways to Turn Teaching into Learning helps educators create communities of learning in which the needs of all students are identified and dealt with in an encouraging manner. The book provides helpful hints and effective activities to turn the classroom into a positive and participatory environment. While applicable for grades 4–12, the activities are designed for those hard-to-reach students who require a little extra care. 112 pp.
	When Dating Turns Violent Young-adult librarian Patrick Jones pens Things Change, a novel that addresses the often hushed subject of dating violence. Written for teenagers as a gripping, cautionary tale, the story follows perfectionist Johanna's relationship with life of the party Paul. The high school students' romance takes a turn for the worse as Paul begins to take out his frustrations on Johanna through physical violence. Yet Johanna risks her own safety by staying with him. To get out of the destructive relationship, she must learn to put her own happiness first. 224 pp.
	More than One Way to Fly Since Tomasito's spinal cord never fully formed, he must use a wheelchair to get around. After his family moves, he has to explain this over and over again to the other kids. His father gives him a bird as a present, but the bird can't fly. But when Tomasito is given a chance on a soccer team, he learns that despite their challenges, he and his bird can find other ways to fly. Author Juan Felipe Herrera writes the heartwarming Featherless/Desplumado in Spanish and English for elementary school readers. 32 pp.

Books by NEA Members

	Diverse Divorce By Lisa Lawmaster Hess Children with divorced or separated parents need to realize they are not alone. This book assumes the voices of 18 kids of different cultures as they experience the changes and chagrin brought by divorce. These situation stories address hefty issues (adjusting to stepparents, financial difficulties) that children of divorce might encounter, and each story includes follow-up discussion questions and activities. The author, a school counselor, gears sections toward both young and older children, keeping stories simple without sugar-coating divorce's downside. For grades 1–8. 128 pp. To order, call 800-448-2197 or visit www.marcoproducts.com.
	A Tale of Two Tails/El Perro con Dos Colas By Mariana Donahoe Written by a second-grade teacher, this book depicts the adventures of a young girl and her unique dog Sidney. Although initially dismayed about being different, Sidney learns that having two tails makes her twice as special. Written in both English and Spanish, this tale will bring smiles in either language. The book also features a bilingual glossary and discussion questions. Jeff Byrd's lively illustrations help bring the author's memorable characters to life. One Arm Publishing.
	Capturing Readers with Children's Choice Book Awards By Beverly J. Obert and Patty Barr Written for librarians by a school librarian and a library system consultant, this guide provides a state-by-state list of the must-have children's books. This collection is the end product of the annual Children's Choice Book Awards, a program designed to let children nominate and choose those special stories that have classrooms abuzz across the country. Information on implementing awards programs in schools is also included. 182 pp.
	Byte Me By Ron S. Tuitt The Internet's role in the classroom seems to be growing by leaps and bounds every day. To better navigate cyberspace and use it as the ultimate teaching aid, former journalist and current elementary educator Tuitt developed this helpful guide to the World Wide Web. Sorted by subject, this comprehensive handbook provides brief blurbs on 2,000 different sites suitable for preK–8 classrooms. Because the Internet is always changing, free updates will be provided to purchasers of the book on a quarterly basis. 210 pp.

Heads Up from NEA Member Benefits

Why home equity loans are so popular

The vast majority of homeowners use home equity loans (or lines of credit) to pay for home improvement projects or to consolidate bills. Some use them to buy new cars or to pay tuition. Regardless of how the money is used, the interest is usually tax-deductible (check with your tax advisor), which makes them a smart choice for a lot of people. And the interest rates are generally lower than most other kinds of consumer credit.

If you're interested in finding out how a home equity loan or line of credit can work for you, call the NEA Home Financing Program at 1-800-NEA-4-YOU (1-800-632-4968). Learn more about home equity loans.

Car Rental Tips to Ensure a Smooth Ride

Driving an unfamiliar vehicle can bring its own set of challenges, so if your travel plans include renting a car, review these vehicle safety tips from the National Safety Council:

• Examine your auto policy and credit card provisions to see if they provide supplemental car rental insurance coverage.
• Familiarize yourself with all the knobs, levers, and buttons on the car's dashboard, including the turn signals and horn, so you will know their locations and if they work.
• Check the trunk to make sure you have a viable spare tire and jack.
• Bring along your infant or toddler car seat if you need one, or check ahead of time to see if the car rental company can provide it for you.
• Find out about the car rental agency's emergency road service provisions.
• Do a "once over" of the car's interior and exterior, and report any dents, scratches, or other damage found before you leave the lot.

Check out the discounts and exclusive privileges offered to NEA members through the NEA Car Rental Program®. Call 1-800-637-4636. Have a great trip!

Last year, NEA members drove nearly 8 million miles with the NEA Car Rental Program.

On TV

Photo: MTV News	MTV News Presents—After the Tsunami MTV, April 4 and 18 (Part 1) and April 11 and 25 (Part 2), 4 a.m., ET. Check local listings. This two-part program explores the impact and aftermath of the 2004 Indian Ocean tsunami, including aid missions, the scope of the damage, visits with survivors, and more. The 30-minute shows can be taped and used in the classroom for one year
	The Brooke Ellison Story A&E, April 5 and 6, 7 a.m., ET, check local listings. On her first day of middle school, Brooke Ellison was hit by a car, became permanently paralyzed from her neck down, and was forced to breathe with the help of a ventilator. Brooke's local school, however, does not want her back, in part because she needs a full-time nursing aide, necessitated by her immobility, her tracheotomy, and her cumbersome wheelchair with its portable ventilator. Brooke's mother steps in, becoming Brooke's nurse and helper during Brooke's school years. Brooke's hard work in high school earns her a spot at Harvard University, and Harvard in turn accepts the challenge of housing Brooke and her mother and providing the scholarship support she needs to study there. While her college years are full of ups and downs, Brooke manages to graduate summa cum laude.  Directed by Christopher Reeve, this story is not upbeat or sanitized; the parents are shown as tired, the siblings in shock, and the family's finances are nearly in ruins. And while her mind is sharp and her spirit strong, Brooke's body is barely functional, indeed, she must be turned every two hours to avoid the kind of pressure sores that caused Christopher Reeve's death. For more information, go to www.brookeellison.com
Photo Rick Friedman/Blackstar	TLC Elementary School The Learning Channel, April 8, 6 a.m., ET, check local listings. "Liftoff Into Space" examines the history of rockets, weightlessness, what makes the Sun rise and set, and humankind's fascination with Mars as part of a series designed for grades K–6 that consists of segments edited from original documentaries. The episode can be taped and used in the classroom for two years with teaching materials at www.discoveryschool.com.
	Biography—Dow and Jones: Wizards of Wall Street A&E, April 11, 7 a.m., ET. This documentary profiles the two men behind the stock index and explains how the Dow Jones works. Teaching materials can be found at www.aetv.com/class.
	In the Mix—Sex: Everyone's Doing it, Not! PBS, April 16–23, check local listings for times.         This special is aimed at raising awareness among teens that not "everyone" is having sex and that you don't have to be sexually active to be popular or in a loving relationship. Teens discuss the pressure from their peers and partners to have sex before they are ready, and the effect of the media that too often glamorizes sex as "cool" and consequence-free. Using humor and real experiences, the program shows the emotional and physical consequences of being sexually active and empowers viewers to stick by their decision to wait, providing the practical skills to resist pressures.
Photo Brett Von Buddenbrock/Grandad Media Group	Nature—Deep Jungle PBS, April 17 and 24 and May 1, 8 p.m., ET, check local listings. This three-part series examines how sophisticated technology is transforming our understanding of the world's jungles, from Borneo to Brazil. It also profiles the new breed of explorers who risk their lives to study these wild regions. These men and women use every new tool available, from lasers to GPS and digital cameras, to track animals and their habitats. Some are amateur sleuths, such as Martin Nicholas, who spends his free time searching for a mysterious "chicken-eating" spider (and finds one). Others are professionals, like Roman Dial, a biologist by training who also resembles a gymnast. Dial crawls among the forest canopy in Borneo, using long lines of rope to hang between trees. Dial has translated his findings into the first-ever 3-D graphic map of a jungle, making a remarkable grid of images worthy of any computer game. More information on the series can be found at www.thirteen.org or www.pbs.org.
Photo Gary L. Foreman	Time Machine—Boone and Crockett: The Hunter Heroes History Channel, April 18–19, 6 a.m., ET. Pioneers Daniel Boone and Davey Crockett, who blazed early paths to the American West, are profiled in this two-part program. It can be taped and used in the classroom for two years with teaching materials available at www.historychannel.com/classroom.
Photo Chester Higgins JNR	Inside the Pyramids Discovery Channel, April 21, 5 a.m., ET. This hourlong program explores how and why pyramids were built around the world and examines the life of Sneferu, the first pyramid builder in Egypt. Can be taped and used in the classroom for one year. Teaching materials are available at www.discoveryschool.com.
	National Geographic's Strange Days on Planet Earth PBS, April 20 and 27, check local listings for times. This four-part series is constructed as a high-tech detective story, with the fate of the planet at stake. The program follows scientists as they try to solve ecological mysteries. Segments include "Invaders," which looks at alien species of plants and animals that have invaded every continent; "The One Degree Factor," which explores the connection between energy use and the planet-wide transformation of climate that is occurring; "Predators," which looks at the links between deforestation and the depletion of natural predators in the functioning of ecosystems; and "Troubled Waters," which focuses on cutting-edge research to solve the worldwide problem of toxins in the water.
	In the Mix—Ethics: Cheating and Plagiarism PBS, April 23–30, check local listings for times. Is copying homework from a friend considered cheating? What about the Internet? Polls show that 80 percent of high school students admit to having cheated. In this episode of In the Mix, teens speak out frankly about the reasons they feel the need to cheat. They also raise questions about the definition of cheating and when it can be considered acceptable, if ever. Viewers then meet ninth-graders from a New Jersey high school who are required to participate in a series of courses on a variety of ethics topics. In a cheating and plagiarism workshop, the students wrestle with typical situations and come up with solutions. This program is designed to open classroom discussion and critical thinking about ethical behavior among students in grades 5–12.
	Launching Young Readers—Becoming Bilingual PBS in April, check local listings for dates and times. For an educator who speaks only English, teaching students who speak another language can be a daunting prospect.  Yet each year, teachers face larger numbers of students who don't speak English at home. Part of the Reading Rockets' Launching Young Readers series, "Becoming Bilingual" highlights successful strategies in teaching English-language learners to read by visiting schools in Texas, Virginia, California, Illinois, Washington, D.C., and Oregon.
On TV listings are provided by Kidsnet, a national resource for children's media in Washington, D.C., and by Cable in the Classroom's Access Learning magazine.

Diversity Calendar

April

April 10–16—National Library Week

The American Library Association sponsors this week to encourage the use and support of all types of libraries. For more, see www.ala.org/pio/nlw.

April 22—Earth Day

A day to remember our responsibility toward the environment and to commit to better stewardship of the Earth's resources in the upcoming year. For more, see www.earthday.net.

April 23—Birthday of William Shakespeare

The renowned English poet and playwright was born on this day 1564 and died on the same day in 1616.

April 29—National Arbor Day

The National Arbor Foundation sponsors this day to encourage people to plant and care for trees. For more, see www.arborday.org.

May

May 1–31—National Sight-Saving Month

Sponsored by Prevent Blindness America, this day promotes awareness of the importance of eye care, safety, and early detection of eye problems.

May 4—Birthday of Horace Mann

Born in 1796, Mann is considered the father of the American free public school system. He died in 1859.

May 5—Cinco de Mayo

The anniversary of the 1862 Battle of Puebla, in which Mexico defeated the French army.

May 16—Celebration of Buddha's Birthday

This founder of Buddhism lived from 563 to 480 B.C.

Take Note

Fighting for Health Care Coverage

There are 45 million Americans without health coverage, including 8.5 million children. And the problem won't get better soon. Rising health care costs keep individuals, businesses, and state governments from purchasing health care coverage. We need to act now to reverse this trend. Cover The Uninsured Week, May 1–8, will feature kick-off events, health and enrollment fairs, seminars for small businesses, campus events, and interfaith activities across the country. Town hall meetings will also be held nationwide to discuss proposals for achieving affordable and stable health care coverage for all Americans. These efforts seek to inform our nation's leaders about policy proposals to expand health care coverage to the uninsured and make coverage more affordable. For updates on events in your area, and materials to plan events in your community, go to www.covertheuninsuredweek.org. The site also features resources on how to find, afford, and improve health care coverage; state guides to finding health care coverage; and  suggestions for how individuals can help the uninsured.

Student Journalism Online

TEENSPEAK Today for the Leaders of Tomorrow, is a quarterly publication, written by teens for teens, intended to inspire young people to take an interest in the issues that confront our country and our world. TeenSpeak was established to help eradicate the apathy and complacency many youth feel about what happens in their communities, their country, and their world. TeenSpeak reporters learn fundamental skills in journalism. They interview prominent people in our world who lead by example. Through their articles, they inspire their peers to take an interest in topics that they might not otherwise be interested in learning about. TeenSpeak is growing an international forum with reporters as far away as Pakistan, India, Israel, China, and France. Students ages 16–23 can submit editorials on any issue for consideration for publication. For more information,  you can e-mail teenspk@optonline.net. No downloads or attached files are accepted. For a free subscription, sign up at www.teenspeaknews.com.

Lesson Plans from the U.S. Mint Photos & Illustrations: Getty Images The U.S. Mint offers the newest 50 State Quarters Program lesson plans. The plans, which can be downloaded for free, feature the California, Minnesota, Kansas, Oregon, and West Virginia commemorative quarter-dollar coins to be released this year. The lesson plans were created and reviewed by teachers to meet national curricular standards and are appropriate for grades K–12.

Exploring Africa and Its Cultures This summer a two-person team will embark on a two-year-long, overland African expedition through 35 countries as part of the Tire Tracks Project—and they're inviting students around the world to virtually join them. At Tire Tracks, students and teachers will be able to access interactive, multi-media content about Africa and its people sent from the explorers that reinforces concepts taught in social studies, science, technology, and reflective writing courses. The team hopes to offer a fresh and balanced view of Africa, providing students with a new perspective on the continent. Students will also be able to participate in monthly and semester-end projects with other classes and interact frequently with the Tire Tracks Explorers, in addition to exchanging questions and ideas with the estimated 1,000+ participating classrooms. Sign up or for more information.

Immigrants in America

Mi Querida America, an online video documentary that follows a group of immigrant teens through their first year of high school in New York City, can be used to facilitate an inclusive discussion of immigration. Each of the short video segments on different topics can be viewed via the Internet and include suggested classroom activities including role-playing exercises and discussion questions. The program aims to use the subject of immigration as a vehicle to develop students' written and verbal communication skills as they respond to questions ranging from "Who was the first person in your family to come to the United States?" to "What does it take to be an American?" Check out Mi Querida America.

Arizona Mathematical Software

The University of Arizona has a wide variety of free, commercial, quality math software that can be used with students studying algebra, calculus, and differential equations.

Encouraging Service Learning

As part of the 17th Annual National Youth Service Day (NYSD), April 15–17, young people across America, with the help of millions of volunteers, will address important, unmet community needs through service-learning projects addressing literacy, hunger, public safety, and the environment. For more than 15 years, National Youth Service Day has brought together 28 million people in thousands of communities nationwide, mobilizing millions of America's youth to identify and address the needs of their communities through community service. Here's more information about National and Global Youth Service Day, including free planning materials and a curriculum guide.

Resources from the National Gallery of Art

Even if you missed National Gallery of Art's (NGA) special collection of Islamic masterpieces, it's not too late to learn more about it on the Web. NGA's site boasts several selections from the exhibit complete with detailed explanations. Discover how religion, politics, and world events affected art both ancient and modern. NGA also offers an instructional packet for teaching about Islamic art and culture including prints, slides, and a CD-ROM. It focuses on 20 examples of calligraphy, manuscript illumination, the decorative arts (textiles, metalwork, glass, ceramics), and architecture to address four general areas: arts for the mosque, Islamic science and learning, arts for the court, and exchange between East and West. Educators may request the packet for a nine-month loan period. For more on the exhibit, go to www.nga.gov/exhibitions/2004/islamic/index.htm. For more on the NGA loan program, go to www.nga.gov/education/classroom/loanfinder/.

On The Web

	Laugh It Up Prove to students that laughter and learning can coexist with the Museum of Humor's special site just for educators. Combining puppets with politics and satire with science, the site is home to hundreds of free lesson plans designed to get students motivated. More memorable suggestions include a "Family Feud" review class with the Montagues and Capulets and the detailed dissection of a dill pickle.
	Ability Hub This site boasts assistive technology FAQs and links for people with a disability who find operating a computer difficult. Links direct visitors to adaptive equipment and alternative methods available for accessing computers.
	Travels with Lewis & Clark The Missouri Historical Society's "Lewis & Clark The National Bicentennial Exhibition" is available online along with an accompanying, multi-disciplinary curriculum. The exhibition takes a long look at the cultural landscape encountered by Lewis and Clark, examining not only their experiences, but also asking "What did the expedition look like to American Indian eyes?" Designed for grades 4–12, the curriculum is divided into units that  follow the major thematic sections of the exhibition. These themes tell the story of the expedition through an approach that encourages students to examine multiple perspectives and use a variety of historical sources.
	Giving Back to the Community A Web site dedicated to teaching the importance of voluntary action for the common good in a democratic society, "Learning to Give" offers lesson plans, activities, and resources to educate youth about the power of philanthropy (sharing time, talent and treasure). Educators can also volunteer to test new curricula in their classrooms.
	Dealing with Bullies Bullies, peer pressure, and arguments with friends can be devastating to kids, so the Centers for Disease Control and Prevention launched a site, BAM! Body and Mind, to help them cope with these sticky situations. Using an interactive approach, such as a bully roundup game and an animated quiz, kids can learn social survival skills.
	Funding Help If you're new at writing grant proposals, "Show Me the Money: Tips & Resources for Successful Grant Writing" might help. The site offers practical tips on finding and getting grants, as well as a link to a grant match rubric to help you determine which grants are good for you.
	One from Many You've probably heard the phrase "E Pluribus Unum," but do you know its translation? The Latin term, meaning "one from many," lies at the core of American democracy. This site examines three decades of American history—1770s, 1850s, and 1920s—that tested the nation's ability to remain united despite dividing forces. Primary documents such as speech transcripts, diaries, and trial testimonies offer access to some tumultuous times in our past. Designed with teachers in mind, the site provides lesson plans for each era.
	Voice from the Past Step into the life and times of early American Elizabeth Murray with an online collection of her personal belongings. Complete with maps, portraits, and letters, Murray's possessions provide a firsthand account of the American Revolution. Catering to educators of all levels, the site supplies grade-specific materials, assignments, and interactive exercises regarding this fascinating, but largely forgotten, figure.
	Quick Facts on Countries Information on more than 200 countries and territories can be found at this site. National geography, economic data, demographic statistics, country