School News From Reaching Heights

"Know Knothings" upset defending champions in Reaching Heights 23rd annual adult community spelling bee

The “Know Knothings” team, representing Heights High PTA, upset the defending champions, the Barratrous Orthographers, to win the 23rd Annual Reaching Heights Adult Community Spelling Bee at Wiley Middle School on April 2.

The winning team comprised eight-time participant Anne Kugler and seven-time participants Fran Lissemore and Jim Wright. The “Know Knothings” are two-time champions, last winning the Bee in 2009.

The champions seized victory in the seventh round, correctly spelling the word “dieffenbachia,” a genus of poisonous tropical American plants named after Ernst Dieffenbach, a 19th-century German horticulturist.

The “Know Knothings” narrowly defeated three teams that shared second place: “Barratrous Orthographers,” a team of lawyers representing Squire, Sanders & Dempsey—Bonnie Bealer, Becky Bynum and John Lazzaretti; the “Ms. Spellers,” a team of parents representing Roxboro Elementary and Middle Schools—Malia Lewis, Andrea Lynn and Brenna Lisowski; and the Coventry Word Outlaws, bedecked in cowboy hats, boots and bandannas—Cynthia Larsen, Peggy Latkovitch and Joe Mendes.

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Volume 7, Issue 5, Posted 1:01 PM, 04.08.2014

Thank-A-Teacher program enables community to recognize outstanding educators

As the school year winds down, Reaching Heights, a nonprofit that supports the CH-UH public schools, is holding its annual Thank-A-Teacher drive to recognize teachers and foster an atmosphere of appreciation in our schools.

Parents and community members can pay tribute to a Heights teacher by making a contribution to Reaching Heights in honor of that teacher. The teacher receives a note of thanks, the teacher’s principal is notified about the honor, and Reaching Heights uses the donated money to fund its small grants program to enable school-based projects at CH-UH schools.

“Teachers are vital to the success of all students,” said Patrick Mullen, director of Reaching Heights. “Reaching Heights invites the community to thank the people involved in creating safe and productive school days for our children for the work they do.”

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Volume 6, Issue 6, Posted 2:24 PM, 05.10.2013

First graders at Fairfax manage themselves and their learning

Life is packed if you are a first grader learning English Language Arts (ELA) in Debbie Van Nostran's class at Fairfax Elementary School. During a recent, action-filled 90-minute period, students managed themselves and their work as they participated in reading, writing and word play.

The morning began with the students seated on the floor in front of the classroom Smartboard, an interactive white board. They sang a song about nouns and watched a quick music video about the vowel of the week, “O.” Students enjoyed the playful repetitions and writing the letter shape in the air with their hands.

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Volume 6, Issue 3, Posted 4:37 PM, 02.11.2013

Reaching Heights reaches fifth graders as it rolls out role models program

In keeping with its tradition of enhancing the experiences of students in the Cleveland Heights-University Heights schools, Reaching Heights has introduced "Reaching Heights Role Models." The new program is inspired by Ron Ferguson, director of the Achievement Gap Initiative at Harvard University, and a talk he gave at Cleveland's City Club in the fall of 2011.

Ferguson suggested that schools could  bridge the achievement gap by bringing adults who are satisfied with their lives into the classroom. Fifth grade is a particularly effective time. Different speakers could visit monthly or bi-monthly to talk about their personal and professional journeys, and expose students to "a whole menu of possible selves."

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Volume 6, Issue 2, Posted 1:48 PM, 01.31.2013

Spotlight on Heights High Graduates: Wael ElHalaby

Wael ElHalaby
Oxford ’01
Monticello ’04
Heights High ’08
Junior at Kent State University

What’s your major?
I am majoring in nursing with a minor in music.

What do you hope to do in the future?
I see myself running a business, working a steady job, being a personal trainer, maintaining a great family and making time to play my violin for gigs here and there.

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Volume 4, Issue 3, Posted 9:37 AM, 03.01.2011

Spotlight on Heights High Graduates: Susan Wherley

Susan Wherley
Coventry ’99
Heights High ‘06
Graduate of Harvard University.

What’s your degree?
I graduated with a degree in African Studies and Health Policy.

What would be your dream job after graduation?
I interned with the World Health Organization in Geneva, Switzerland, It would be a dream to work there with the Biorisk Reduction for Dangerous Pathogens team on diseases like hemorrhagic fevers and poxes.

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Volume 4, Issue 3, Posted 9:38 AM, 03.01.2011

Spotlight on Heights High Graduates: Ashley Guy

Ashley Guy
Noble ’01
Monticello ’04
Heights High ’08
Junior at The Ohio State University

What’s your major or degree?
Double major in International Relations & Diplomacy and African Studies, minors in Spanish and Arabic.

What would be your dream job after graduation?
I’d like be to be a diplomat or ambassador to the United Nations. I would love a job that allowed me to see the world and experience foreign cultures.

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Volume 4, Issue 3, Posted 9:45 AM, 03.01.2011

Spotlight on Heights High Graduates: Miles Walker

Miles Walker
Boulevard ’02
Heights High ’09
Miles is a sophomore at The Ohio State University. 

What’s your major or degree?
My major is electrical engineering.

What would be your dream job after graduation?
My dream job would be working for Google or Nintendo.

 

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Volume 4, Issue 3, Posted 9:47 AM, 03.01.2011

Spotlight on Heights High Graduates: Amirah Saafir

Amirah Saafir
Canterbury ’01
Heights High ’08
Amirah is a junior at Howard University

What’s your major?
Psychology.

What are your plans for the future?
After graduating from Howard University, I plan to go on to graduate school to get my doctorate degree in developmental psychology and then become a school psychologist.

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Volume 4, Issue 3, Posted 9:53 AM, 03.01.2011

From the Reaching Heights Assistant Executive Director

Reaching Heights connects the community to our schools. It’s fun to attend sold-out performances like “Beauty and the Beast” at Cleveland Heights High School or other award-winning sporting or music events. This newsletter highlights work going on in our classrooms that’s just as engaging.

There’s much to share. Major changes are transforming how teachers collaborate and use data to drive instruction and meet students where they are. We share articles that focus on the work of five elementary teachers who have become Science Specialists to help elementary teachers augment the depth and scope of science education. Five recent Heights High graduates, now collegians, share memories and advice. You can read more about each school in our neighborhood newsletters and at reachingheights.org.

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Volume 4, Issue 3, Posted 9:36 AM, 03.01.2011

AVID Helps Clear Path to College

“AVID is a college prep class,” explains Heights High freshman Shailynn Strowder. “It helps me stay on track.” Advancement Via Individual Determination (AVID), an elective class for credit, gives support to students with mid-range GPAs (2.0 – 3.5) to improve their academic record and prepare for college. Students sign a contract accepting responsibility for their learning by taking rigorous college prep courses, using a daily planner and maintaining a well-organized AVID binder.

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Volume 4, Issue 3, Posted 9:32 AM, 03.01.2011

Engineering Students Visit Lab

Three Heights High seniors in the Engineering Technology course visited MAGNET, a business incubator and consulting firm. Alex Fiala, Morgan Clement and David Schellenberg were paired with engineering groups that work in their specific interest area.

Alex and David were in the software and mechanical engineering group writing software and experimenting with a computer program. This computer program generated a model which was then used to make a prototype plastic tool. “The engineers designed the piece and I inputted the data and the 3D printer made the tool,” said Alex.

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Volume 4, Issue 3, Posted 9:34 AM, 03.01.2011

Division (Into Groups) Multiplies Learning

Understanding fractions is useful in keeping track of Malik Daniel’s first grade math class at Roxboro Elementary School, with students divided into many small groups and lessons divided into many activities.

The district’s elementary math framework devotes 90 minutes to math each day, divided into segments, including whole-class and small group instruction, plus time for partner and individual activities. Thoughtful lesson planning allows teachers to differentiate activities to meet a range of student proficiency levels.

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Volume 4, Issue 3, Posted 9:40 AM, 03.01.2011

5th Graders Make Sense of the Solar System

Making sense of the world around them can be tough for kids, but a recent exercise in science class helped fifth graders at Canterbury understand the scale of the universe.

Using an inquiry-based approach, fifth-grade science teacher Janice Kurtz elicited information that the students had learned in an introductory lesson. Students eagerly offered facts: The planets orbit the sun. The inner planets are closer to the sun. The asteroid belt is located between the inner and outer planets. The outer planets are much farther from the sun.

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Volume 4, Issue 3, Posted 9:41 AM, 03.01.2011

Celebrating History Through Drama at Noble

As fifth graders head for the cafeteria at Noble Elementary, several girls take a different route. They eat lunch at large tables in Nancy Eisenberg’s Art Room. The girls, members of the Young Ladies of Noble, have given up their lunch hour to rehearse a play that they will perform at the school’s celebration of Black History Month. After cleaning away crumbs and pushing tables aside, they retrieve scripts in brightly colored folders and get their pencils ready to make notations.

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Volume 4, Issue 3, Posted 9:42 AM, 03.01.2011

Want to Know How Engaged Students Are? Ask Them!

As the morning lesson ended, Oxford first graders anonymously placed pieces of laminated colored paper in a box. Students were rating their level of engagement in the morning’s learning activity.

Many chose green chips representing “Authentic Engagement,” indicating genuine enthusiasm for their work. Others chose “Ritual Engagement,” which meant that while the work did not excite them, they understood the value of doing it well. Of the five choices, no one chose Rebellion — refusing to work because the task was too hard, too easy or of no interest.

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Volume 4, Issue 3, Posted 9:48 AM, 03.01.2011

Volunteer Enriches Learning at Fairfax

The gym at Fairfax Elementary School buzzed with excitement on picture day. Mrs. Schmidt’s third graders lined up and took their places on the risers. Last to step into the picture was octogenarian Sam Wolfe, the oldest member of the class, a volunteer for six years.

After retiring from 30 years of teaching science at West Technical High School in Cleveland, he had time to use his ham radio, manage an electronics stockroom at Case Western Reserve University, and complete an eight-month walk across the United States to promote global disarmament.

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Volume 4, Issue 3, Posted 9:49 AM, 03.01.2011

Literacy Framework Engages Learning at All Levels

Our teachers work with children who struggle to become proficient readers and children who excel years beyond grade level. The district’s new literacy framework creates a structure to meet those varied needs.

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Volume 4, Issue 3, Posted 9:51 AM, 03.01.2011

Community member connects as reading tutor

Sitting at a small round table, Marian Morton uses flashcards to drill a kindergarten student on vowel sounds. Trained in the letter sound recognition protocol, she says a-a-a for the “a” sound as she mimes eating an apple and uh-uh-uh for the “u” sound while she gestures opening an umbrella.

Helping a five-year-old with pre-reading skills is a radical change for the retired John Carroll University history professor, and a valuable one.

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Volume 4, Issue 3, Posted 9:52 AM, 03.01.2011

Outdoor Learning Thrives at Gearity

Thanks to collaboration among parents, teachers, college students and neighbors, pre-schoolers through fifth graders at Gearity Professional Development School are learning about the environment in tangible and exciting ways. When environmental educator and parent Josh Hunter brought his first child to Gearity, he recognized that the extensive grounds offered the potential for many outdoor learning experiences. Two years ago he helped to organize parents and neighborhood volunteers in creating several raised learning gardens where students sow, care for and harvest vegetables.

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Volume 4, Issue 3, Posted 9:54 AM, 03.01.2011

More Time Means More Learning

“Last year I was teaching a 60-minute curriculum in 42 minutes,” says John Powaski, seventh grade math teacher at Roxboro Middle School. “There was no time for review or practice.” Not any more. Every middle school student in our district now receives 84-minute blocks of language arts and math each day. “More time together means more learning,” Mr. Powaski says.

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Volume 4, Issue 3, Posted 9:55 AM, 03.01.2011

Service Learning is Part of Life at Wiley

Wiley Middle School was recognized earlier this year by the Ohio Middle Level Association for its extensive service learning program. Service learning builds self-esteem and teaches the concept of good citizenship with active learning. “Students benefit tremendously from helping others,” explained Karen DiLillo, Health Teacher and Student Council Advisor.

The annual Leaf Raking, Thanksgiving Food Drive, and the Angel Tree Project were highlighted in the award application. Each project takes detailed planning, publicity, fundraising, and completion of the service by a dedicated group of students and staff.

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Volume 4, Issue 3, Posted 9:56 AM, 03.01.2011

Mighty Males Pursue Excellence

Teens seldom treasure neckties, but the Mighty Males of Monticello are an exception. Each new member receives a simple black tie with the golden M3 at an induction pinning ceremony. This year, one third of the male students at Monticello Middle School are proud members of this organization, started in 2003, to encourage excellence in academics, civility, and service.

“We want all of our male students to apply and participate,” said Brian Williams, Assistant Principal and one of the Mighty Males’ advisors. Strong academics are an essential prerequisite to attending events.  New members are eligible to apply each quarter if they are earning A’s and B’s in all classes. 

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Volume 4, Issue 3, Posted 9:57 AM, 03.01.2011

School News from Reaching Heights in this issue of Heights Observer

Citizen engagement is at the heart of what we do at Reaching Heights, so it’s right that we should work with The Heights Observer, home of citizen journalism in our community, to provide this four-page snapshot of teaching and learning in the Cleveland Heights-University Heights public schools. We’re an independent citizen organization that has worked for two decades to mobilize our community in support of excellence in public education in Cleveland Heights, University Heights, and a slice of South Euclid. It’s not work that lends itself to a “Mission Accomplished” moment, but it is important, and, for the most part, fun.
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Volume 3, Issue 5, Posted 11:59 AM, 04.16.2010

Six Senior Scholars Recognized

Congratulations to six Cleveland Heights High School seniors (Lewis Pollis, Alexandria Miller, Nataja Roberts, Jaiye Sampson, Erin Morris and Matt Zucker, L-R) recognized for their academic excellence by the National Merit and National Achievement Scholarship programs. Zucker is a National Merit semifinalist, while Miller and Pollis are National Merit commended students. Roberts is a National Achievement Scholarship semifinalist, and Morris and Sampson are the National Achievement Outstanding Participants. These awards, based on students’ PSAT scores, make them eligible for significant college scholarships. The National Merit Scholarship Corporation (NMSC) is a privately funded not-for-profit organization that conducts the National Merit and National Achievement Scholarship programs–annual competitions that recognize and provide college scholarships to academically talented U.S. high school students. Since its founding in 1955, NMSC has recognized 3 million students and provided over 335,000 scholarships worth more than $1.3 billion.
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Volume 3, Issue 5, Posted 10:32 AM, 04.16.2010

It's a Tie! Attorneys, Musicians Share Top Bee Honors

Reaching Heights has supported teachers by funding innovation, collaboration, and student achievement through the School Team Grant program since 1992. The 19th edition of the Reaching Heights Adult Community Spelling Bee, the main fund-raising event for the program, took place April 21 at Cleveland Heights High School. Executive director Patrick Mullen, center, holds the Coveted Plastic Bee Trophy, flanked by this year's co-champions. Barratarous Orthographers, made up of Squire, Sanders, & Dempsey attorneys Bonnie Bealer, John Lazzaretti, and Becky Bynum (L to R, left side of photo), tied with Cleveland Orchestra musicians Beth Woodside, Carolyn Warner, and Lisa Boyko (L to R, right side of photo), of O.O.P.S.A.L.A. (Orchestral Orthographers Publicly Support Annoyingly Lengthy Acronyms).
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Volume 3, Issue 5, Posted 3:01 PM, 04.16.2010

College Tour Piques Interest

With Spring in the air, thoughts turned to future Falls for 79 Height High sophomores and juniors as they toured four Ohio homes of higher learning: The University of Toledo, Bowling Green State University, The Ohio State University, and the College of Wooster.Students from all five Small Schools (Legacy, Mosaic, PRIDE, REAL, and Renaissance) participated in the trip in early March, with four major goals in mind.
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Volume 3, Issue 5, Posted 10:42 AM, 04.16.2010

Bringing What Works to Scale

When Boulevard Elementary principal Lawrence Swoope talks about teaching, he cites best practices inside and outside Boulevard and says, “We are working on taking proven methodologies and moving them to scale.”

One success at Boulevard is seen in the results of the third grade team’s math strategy. Last year the team piloted a system of assessing students and using the information to address students needs the same day.
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Volume 3, Issue 5, Posted 12:12 PM, 04.16.2010

A Strategy For Success

How do teachers ensure that at least 75% of third grade students pass the Ohio Achievement Test in the spring?

Roxboro Elementary School Principal Tara Grove and third grade teachers answer that question by focusing on teaching, learning and extras. Their strategy includes collecting data during the teaching and learning cycle, careful planning of instruction, and an emphasis on richness that ensures every child experiences significant growth — even those who can pass the exam when they enter third grade. Their strategy worked last year and is being used again this year.

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Volume 3, Issue 5, Posted 1:35 PM, 04.16.2010

Paving a Path to Literacy

Children enter school at different points on the pathway to literacy. The challenge for teachers is to help students crack the reading code and become competent readers.

Noble teachers have been successful - last year all third grade students passed the reading portion of the Ohio Achievement Test. That success is partly due to woek done last summer, when Noble teachers reviewed each incoming student’s reading assessments and set specific grade level goals. The first grade goal: 83% of all students would read at or above grade level by the end of this school year.

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Volume 3, Issue 5, Posted 1:24 PM, 04.16.2010

Learning by Moving and Manipulating

“Different children learn differently,” explains Stacy Kroger, Canterbury Elementary third grade teacher. In her classroom, students work in small groups, in pairs, or independently at specially prepared stations. “I know that hands-on activities and movement demonstrations allow some students to grasp concepts faster, so I incorporate them into lessons whenever possible.”


She begins a math lesson by asking students what they remember from previous lessons about lines, line segments, and rays. Kroger introduces the concept of angles and moves her body to show the class how angles change: a quarter turn, a half turn, and a full clockwise turn. The students stand and follow her prompts to make various angles. The movements require control and concentration.

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Volume 3, Issue 5, Posted 1:47 PM, 04.16.2010

Teachers Who Share The Value of Learning

Because teachers like Joe Mendes and Natalie Wester value what a child is thinking, they help their students value the process of learning itself. Mendes and Wester masterfully create a structured learning environment that encourages deep thinking, participation, and mutual respect.

One morning in Mendes’ fourth grade class, students prepare for a quiet period writing personal essays, and listen as he gives a concise overview of the task at hand: “We are going to watch a video of a speed skater competing, we’ll talk about it, you’ll read an article about Olympic sports and then you will write about a sport that you would like to compete in.” When the video ends, everyone is reminded of the ground rules for discussions—SLANT: Sit still, Look at the speaker, Activate your brain, Nod, Track the talker. During the lively discussion, Mendes keeps them on-topic, includes almost everyone in the room, and ensures students responded respectfully to the opinions of others.

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Volume 3, Issue 5, Posted 2:22 PM, 04.16.2010

The Problem-Solving Process

To help her fourth graders solve challenging math story problems, Fairfax teacher Kelly Borally uses a staff-designed Problem Solving Journal to break problems into manageable parts.

 “To solve a complex problem, kids need to analyze the problem and devise an appropriate strategy,” said Borally. “Once kids see the parts of a bigger problem, it seems manageable.” 

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Volume 3, Issue 5, Posted 1:49 PM, 04.16.2010

Math Carnival a Rich Learning Experience

At Oxford’s Fifth Grade Math Carnival, students had fun while carefully recording data and solving problems with a refreshing and inspiring enthusiasm. The Carnival, an annual event in Sean Sullivan’s classroom, culminated a unit on mean, median, mode and range. 

 “Kids devised their own games, came up with ideas, worked on them at home and occasionally talked to me to make sure they were going in the right direction,” explained Sullivan.  “By the time they’ve created the game, taught it to their classmates, and figured out averages four different ways for each game player, the math really sticks with them.”

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Volume 3, Issue 5, Posted 2:06 PM, 04.16.2010

Math Lessons With a Side of Fun

Seventh graders in Damion Creel’s math class at Wiley Middle School get plenty of math conversation, solid life coaching and just a little silliness in each 90-minute class.  

“One of my goals is to help kids get over their fear of having the wrong answer,” said Creel. “I try to create an environment where they feel safe to talk about the problem-solving process.” He may also ask a student who describes an equation clearly to stand on a chair and repeat it.

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Volume 3, Issue 5, Posted 2:32 PM, 04.16.2010

Future Poets Find and Project Their Voices

Anna Gregory’s sixth grade English Language Arts students are developing into poets, readers, writers and critical thinkers.The classroom reflects a richness of teaching and learning. Posters feature the work of literary greats while others clearly and concisely train a student in stylistic techniques.
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Volume 3, Issue 5, Posted 2:35 PM, 04.16.2010

Grading That Measures Learning

The Homework Opportunity Club at Roxboro Middle School reflects a fundamental rethinking of what grades mean. Grades historically have reflected the completion of activities, but across our district and beyond, educators are working to have grades reflect learning. In the past, when a student did not complete an assignment, they received a zero.
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Volume 3, Issue 5, Posted 2:43 PM, 04.16.2010

Q&A with Heights Grad Jimmie Hicks III

What’s your major?
Public relations. 

How about your dream job after graduation?
To represent the Walt Disney Company, doing media and community relations.

Do you have a favorite memory or two from Boulevard Elementary?
My third grade teacher, Mrs. Axner, reminded me of Mrs. Frizzle from the Magic School Bus books. She turned science and history into adventures. In fifth grade, I went to France for two weeks in Boulevard’s exchange program. That was amazing.

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Volume 3, Issue 5, Posted 10:59 AM, 04.16.2010

Q&A with Heights Grad Kim Hackman

What’s your major?
Photo journalism with a minor in French.

How about your dream job after graduation?
It feels like a dream, since journalism is undergoing such transition, but ideally I’ll make documentary photographs. I’d enjoy teaching French or translating. I want to travel! In fact, when this is published, I'll be studying in Avignon, France.

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Volume 3, Issue 5, Posted 11:04 AM, 04.16.2010

Q&A With Heights Grad Jordan Zirm

What’s your major?

Journalism.

How about your dream job after graduation?

I’d love to write for a music publication. I’m especially interested in hip hop music and culture, and I’d like to review releases and write artist profiles. It’d be great to discover and introduce new music to a wide audience.

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Volume 3, Issue 5, Posted 11:18 AM, 04.16.2010

Q&A With Heights Grad Deidre Walker

What’s your major?

Early childhood education.

How about your dream job after graduation?

I’d love to be a kindergarten teacher. It’s important for kids to have positive influences as early as possible, while they’re still young and impressionable.

Do you have a favorite memory or two from Gearity Elementary? Making friends. I went to Heights schools all the way from kindergarten through twelfth grade. Many of the kids I met at Gearity stayed my friends all those years. 
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Volume 3, Issue 5, Posted 11:33 AM, 04.16.2010

Q&A With Heights Grade Damara Davis

What’s your major?

Psychology.

How about your dream job after graduation?

I want to be a therapist or counselor, or work with a non-profit on behalf of animal welfare.

Do you have a favorite memory from Noble Elementary?

I loved my kindergarten and second grade teachers. I enjoyed show ‘n’ tell, because we could bring in pets, and art and music.

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Volume 3, Issue 5, Posted 11:23 AM, 04.16.2010

Q&A With Heights Grad Bryan Lorenz

What’s your major? Business management, with minors in political science and economics.

What’s your dream job after graduation? I want to go to law school and start a private practice. I’d also enjoy working in international marketing.

Do you have a favorite memory from Oxford Elementary? Many teachers really helped me. Playing soccer with Mr. Sullivan, my third grade teacher, got me interested in sports. My fourth and fifth grade teachers helped get me ready for middle school. Mr. Wells showed us many cool ways of approaching math.

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Volume 3, Issue 5, Posted 1:11 PM, 04.16.2010

Q&A With Heights Grad Victoria Williams

What’s your major?

I have a double major in urban studies and economics, with a minor in Spanish.

What’s your dream job after graduation?

I’d like to help run a non-profit, maybe a food bank or shelter for battered women, and consult with large corporations on community outreach. I’m thinking about law school or a degree in public administration.

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Volume 3, Issue 5, Posted 1:20 PM, 04.16.2010

A Classroom Hums With Active Learning

One size does not fit all in Angela Hoang’s first grade class at Gearity Professional Development School. She frequently assesses students’ knowledge and differentiates the lessons they receive. Hers is a classroom full of active learners, experiencing many targeted levels of instruction, each with its own richness and rigor.


At the beginning of a recent double block period, students find their names on a chart directing them to one of six work centers containing a range of math, reading and writing assignments. Some students work at the computer, others read independently or help a classmate.
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Volume 3, Issue 5, Posted 1:16 PM, 04.19.2010

Data-Driven Differentiation (AKA Targeted Teaching)

Teresa Taylor-Ware, a second grade teacher at Canterbury, tells her students, “I’m going to give you a ‘tiny test’ of four to ten questions that will take five minutes and will tell me how to teach you better.”


Students know that the “tiny tests” don’t count for a grade, so they aren’t nervous about the outcome. Unlike a test that comes after completing a unit, these assessments are timed to help Taylor-Ware see more clearly how much of the material each student has mastered. The information allows her to target lessons to specific groups, either re-teaching or introducing new material where appropriate.

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Volume 3, Issue 5, Posted 1:39 PM, 04.16.2010