Planning for the future - K12

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Summer 2009L E A R N I N G W I T H O U T B A R R I E R SXPotential

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SpringSummerSummerSummerInto

Setting milestones for success

Planning for the future

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From the Mind of Bror

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A COLLECTION OF GRADUATION SPEECH excerpts recently appeared in � e New York Times. A few of these quotes made some intriguing points about the power of eff ort inspired by challenges, even failures. � is is what we’re all trying to do—prepare our kids to face challenges and gain from them.

From Gavin Newsom, mayor of San Francisco, speaking at a San Francisco State University graduation: “What is the secret of all success? Churchill said it was moving from failure to failure with enthusiasm. …Michael Jordan was rejected from his high school basketball team. Jordan wasn’t good enough. …Churchill fi nished last in his class. …Henry Ford went bank-rupt not once—but fi ve times. Dr. Seuss tried to publish Green Eggs and Ham, and 23 times he was rejected—until a publisher

fi nally said, ‘All right, what do I have to lose?’ …Elvis Presley got an F in music.”

� ink how diff erent this is from conven-

tional views of being “tal-ented” or “gifted.” Surely

the most successful people experience an unbroken

stream of easy success from the earliest years? Not so.

Former U.S. Supreme Court Justice Sandra Day O’Connor

addressed graduates at Gettysburg College, saying, “� e only job off er

I received in the private sector on my graduation from Stanford Law

School was as a legal secretary. So I started my own practice, sharing a

small offi ce with another lawyer and a shopping center in a suburb of Phoenix.

…People who had offi ces in the shopping mall repaired TVs, cleaned clothes, or sold

groceries. It was not a high-rent district. I got walk-in business. People came in about gro-

cery bills, landlord-tenant problems, and every-day matters not usually considered by the U.S.

Supreme Court. …But I always did the very best

I could with what I had. I learned how law aff ects the average citizen and how a lawyer can help solve day-to-day problems.”

A future Supreme Court justice could not get a job as a law-yer after Stanford Law School! Imagine the depressing sense of failure she must have felt—and look what she did instead: She made her own law practice, served families well, case by case, and gained common sense and common ground to apply in cases that aff ected citizens throughout this nation. Because “[she] always did the very best with what [she] had.”

� at’s what makes experts, and success: a willingness to apply deliberate eff ort to where you are, no matter how humble.

Here’s another one, from Christopher Gardner, CEO of Gardner Rich & Co., speaking at Hampton University. Will Smith played Gardner in the fi lm � e Pursuit of Happyness—a real guy determined to succeed, who discovered a new career and did everything he could to be a good man and father.

“I remember the fi lming of � e Pursuit of Happyness,” said Gardner. “One of the most important scenes was shot on the basketball court. � e screenwriter had a very dark view of the world. …the boy throws up the basketball and says, ‘I am going pro!’ � e father responds, ‘Don’t ever think that. I was never any good at it, which means if I can’t do it, you probably can’t do it.’ � ose words bothered me, because that is not how I was raised. � e day we were shooting that scene, I went to Will Smith and said, ‘You can’t tell that little boy what he can’t do, because that’s not what my mother told me. I was told I could do or be anything I wanted to do or be.’ Our discussion was joined by a producer who wanted the scene fi lmed as written because the ‘father should keep it real with the son.’ I had an overwhelming urge to just smack the guy, but I was cool. As the discussion became more intense, Will said, ‘Chris is right…my momma told me the same thing.’ ”

Indeed. All of you are trying to do the same things for your kids—to show them what it means to work hard by working hard with them. Refuse to accept educational choices for your children that are not helping them “do or be anything they want to do or be.” Show them that success is not about clock-ing in or waiting for bells to ring, but doing work on things that matter, even if it takes time to get there.

Failure is not an option—failure is a given. Growth from failure is a person’s option. Give your kids the tools to exercise that option!

E� ort Powered by FailureBy Bror Saxberg, K12’s Chief Learning O� cer

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2300 Corporate Park DriveHerndon, Virginia 20171www.K12.com

Copyright © 2009. All rights reserved. K12®, as registered in the U.S. Patent and Trademark Offi ce, and the K12 logo and design are trademarks and service marks of Web Names, Inc., and are used by K12 Inc., pursuant to a license. Unleash � e xPotential is a trademark and service mark of K12 Inc.

Table of Contents

Editorial and Design Management

xPotential

\ ek-spә-’ten(t)-shә-l \ n (2007)

1: the innate “possibility factor”

unique to every child < hard

work and the right education

can unlock and completely

develop a child’s ~ >

2: LIFE PROMISE; LIFE

POSSIBILITY 3: the personal,

visceral and intellectual

zenith that a child can reach

by immersing herself in the

passionate combination

of cognitive science,

individualized learning

approaches, and rich,

engaging content found in

the K12 curriculum.

We want to hear from you!

E-mail feedback and article ideas to

[email protected]

Summer 2009

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the innate “possibility factor”

COVER: COMSTOCK IMAGES/JUPITER IMAGES; PHOTODISC/VEER; DYNAMIC GRAPHICS/PHOTOLIBRARY; MICHAEL A. KELLER/JUPITER IMAGESTHIS PAGE: RUBBERBALL/JUPITER IMAGES; JOHN LUND/SAM DIEPHUIS/PHOTOLIBRARY

From the Mind of Bror | p 2E� ort powered by failure

Thoughts on Learning | p 4Summer reading: Memories are made of this

K12 Closeups | p 6Johnathon’s travels…

Class Acts | p 7K12 educator Eric Bu� ngton gives algebra lessons a visual boost

Spring Into Summer | p 8Setting milestones for success

Forward Thinking | p 10Time to explore colleges, interests, and careers

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Thoughts on Learning

Memories are made of thisSummer Reading:

Did You Know?The word infrasonic de� nes sounds too

low for human hearing.

Hey

By John Holdren,K12’s senior vice president for content and curriculum

Did You Know?HeyHey

Oh, those lazy, hazy, crazy days of summer reading, when you can fl op backwards on the couch, slump against a tree trunk, or sprawl on the sand and just take in the pages for pure pleasure. Yes, it’s good for you, but let’s just ignore the undeniable educational benefi ts and concentrate on the joy of reading whatever you like, with no follow-up questions, no unit assessment, no analytical essays.

So much to read and so little time—where do you begin? You might already have a list of titles, but if not, consider these favorites from a few folks who work at K12, who have taken time to recall some of their favorite books from their youthful days.

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You must read From the Mixed-Up Files of Mrs. Basil E. Frankweilerby E.L. Konigsburg. Two children escape to a museum where they camp out in exhibits, gather coins from fountains, and solve a fabulously guarded mystery. Every time I went into a museum after reading this book, I would think about hiding out until closing, when I could have free rein to see and touch all of the exhibits from which I’d been cordoned off earlier in the day. —Sasha Wall, Manager, Learning Environment K–5

When I was a boy, National Velvet by Enid Bagnold captivated me; I remember being completely engrossed in it. Also, � e Wind in the Willows by Kenneth Grahame. � ere is an ethereal quality about this book that is nearly hypnotic. And the Hardy Boys series—although these books might seem dated to the modern reader, the adventure, mystery, and intrigue are still alive for boys today. —Dan Franck, Senior Content Specialist, Science

In the third grade at my public elementary school, I somehow latched onto versions of Homer’s Iliad and Odyssey retold for

kids by Aubrey de Sélincourt. � e mate-rial was totally foreign to my family

experience on a Michigan farm, so it seemed exotic and awe-

inspiring. I kept reborrowing the books and would reread them straight through, over and over. (� e same obsessive rereading over-took me with Jules Verne’s 20,000 Leagues Under the Sea.) Turning back to

Homer so often, I started to half-believe in the gods and goddesses of Greece, the tragedy of Troy, and the wanderings of Odysseus. —David Pelizzari, Senior Direc-tor, Content and Curriculum

One of my favorite novels from child-hood is Harriet the Spy by Louise Fitzhugh. Harriet keeps a notebook with her at all times and is always furiously scribbling her observations about people, places, and behaviors. Although Harriet intends for her notes to be private, her classmates read them, and Harriet learns an important lesson about being true to oneself while managing to navigate the complexities of adolescent life. I think there’s a little Harriet in all of us. —Beth Zemble, Director, English Language Arts/Alternative Learning Strategies

When I was younger (probably 4 or 5), I loved the Little Critter series by Mercer Mayer. � e books touched on life lessons and typical child mischief. Later, I also loved the Goosebumps books by R.L. Stine—full of adventure, and so many to choose from. In middle school, I read Night by Elie Wiesel for the fi rst time, and again in high school. It really touched my heart and made me feel for the tragic victims of the Holocaust. —Kelly Rice, Project Coordinator, High School Product Development

My most vivid reading memory from school days is � e Lord of the Rings trilogy by J.R.R. Tolkien. I stayed up until the wee hours of the morning reading the fi rst book, then read each of the other books in a single day as well. � e stories pulled me in like nothing I had read before. —Paul � omas, Senior Content Specialist, Mathematics

I was in fi fth grade, and we had just moved to the United States from Zambia. I was a long-haired, barefoot wild child with a love for reading, and so tragically uncool. Imag-ine moving to the States at 9 and having no background in music, movies, televi-sion, fashion. Who is John Lennon? Who is Elvis? � e Bee Gees are not cool? Let’s just say that fi tting in was not happening. It was tough to make friends those fi rst

years. In sixth grade I was hanging out in the library, looking alone and out of place, and the librarian came up to me to help me fi nd something to read. She picked out � e Hobbit. I had never read a fantasy novel before, and I spent several late nights under the covers with the fl ashlight reading about the brave band of travelers and their adventures. It opened my eyes to a whole new world of books and adventures that truly took me away from the awkwardness of growing up, an escape where everything and everyone was diff erent. � e book also introduced me to other people who love fantasy fi ction. One of those people (a million years later) is my husband. He and I have now read � e Hobbit and the Lord of the Rings series out loud to each other (he does a wicked imitation of Gimli), and we can’t wait to read them together with our daughter—or maybe we’ll just leave a fl ashlight by her bed. —Kim Barcas, Senior Creative Designer

� e books I could not put down were the Little House books by Laura Ingalls Wilder. My second-grade teacher read Little House in the Big Woods aloud to our class, and I was hooked. I felt like I was there with Laura and Mary and Pa and Ma. I liked, too, how the stories emphasized the gentle but strong, loving family bond. � at is why I am a reader. � rough a good story, I can understand and relate to the experiences of the char-acters and go places I could never go in reality. —Suzanne Montazer, Art Director, Product Development

It was tough to make friends those fi rst

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Johnathon’s Travels…

K12 Closeups

When K12 started developing curriculum for the primary grades in 2000, we knew it would be several years before we would see graduates move on to the next step in their educational journey. Now, with our largest graduating class to date, we are realizing that vision and begin-ning to hear the stories of students who have found their path through virtual education. We share Johnathon Purcell’s story here and invite all our families to share their stories at [email protected].

In his own words, Johnathon notes that he didn’t view himself as anything “special.” But in the eyes of the UC Berkeley admissions staff , he was, because of his own personal attributes, his drive, and the well-rounded academic foundation he received at CAVA.

“I approached my admission letter and wanted to paint a picture of who I was, and who I am now, and how CAVA has been an integral part of my growth—and also that education has allowed me to do things that I hold near and dear to my heart,” says Johnathon.

Like travel!One reason the Purcells chose K12 was their love of travel. � e family

often goes on four-week trips to experience new places and cultures.Says Johnathon’s mother, Wendy: “Flexibility was important to us for

our children’s education—another daughter is in seventh grade—because of our love for travel. But, really, we chose CAVA because of its curricu-lum and systematic approach to a body of knowledge that is unmatched.”

Johnathon laughs at the notion that he led a sheltered life because he attended virtual school. “But then I would say, ‘So, how many coun-tries have you visited lately?’ ”

“One of the important things about K12 that we have noticed is that they do a great job balancing the needs of the families without com-promising their educational objectives,” says Wendy. “� ey are respon-

sive to individual needs. � ey also have to adhere to state requirements. And they are willing to work hard

to reevaluate some of their decisions or approaches and try new things—and that is remarkable.”

As he looks forward to attending Berkeley in the fall, Johnathon plans to apply his love of travel and openness to new adventures to his college studies. “I’m going to explore what the university has to off er the fi rst two years and dis-cover what I am passionate about. I don’t want to limit myself, and I just want to be open to the possibilities,” he says.

DEAR K12,

So, last night, when my family and I were reflecting on the day, I had this insight that I want to share with you. The insight is this: If I had gone through any educational program other than CAVA, I would not have been accepted into the University of California, Berkeley. I am smart and get good grades, but I am no genius. My SAT scores were strong, but they weren’t amazing. Those things were important, of course, but just having good grades and strong SAT scores doesn’t make me any different from the other smart students who applied to Berkeley.

When I look at what made me stand out from the crowd, it was CAVA and the opportunities it provided me. I know I have said this before, especially in our meetings with the UC administrators, but I don’t think I have said it quite like this: We all know that CAVA provides tremendous opportunities, but now I know that NOT going to CAVA takes away tremendous opportunities.

Your school, your program, your personal attention to my needs has given me something that no other school could have. How can I thank you for that? You asked me to do a write-up to dispel the rumors that CAVA students can’t get into UC schools. I would be HONORED and MORE than happy to do this and more. It is time for me to give back to the school that has given so much to me. I want to help in any way I can and in any capacity, whether it is simply writing something, or more. Tell me the best way I can help. Thank you again for making this student’s dream a reality. CAVA has an incredibly bright future!

No matter where I go, always your student,

Johnathon

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Favorite Books: The Inheritance Cycle

series by Christopher Paolini

Favorite City: Paris

Favorite’s Dinner: Mom’s homemade

spaghetti and meatballs

777

Class Acts

Did You Know?The average length of a full-grown elephant’s trunk is 8 feet.

Hey7

Adding OnEric Bu� ngton is a fi rm believer in the art of visual learning.

When the second-year math instructor at Agora Cyber Charter School in Pennsylvania noticed some of his students struggling with alge-bra, he devised a solution to get them on track.

Rather than send students back to their textbooks, Buffi ngton developed a series of video demonstrations designed to walk learners step by step through vexing problem types, especially those likely to pop up on daily quizzes and tests.

� rough Elluminate, the online classroom tool, Buffi ngton created several video tutorials featuring instructors working through problem sets. In each segment, an instructor draws upon knowledge from previous lessons to further explain the logic underpinning the equation. � e idea: Students can watch the demonstrations, or “mini-recordings,” and apply the same logic to problems on their own.

“A lot of students experience what we refer to as test anxiety,” he says. � ese demonstrations let students see how a problem is done, watch it as many times as they want, and correct any mental hiccups before the answers really count—on tests.

“You actually have a system, so if you do something the same way—say, fi nding the area of a circle—you know there is a pattern,” says Buffi ngton. “No matter in what context students see a problem, if they have a formula and know how to apply it, they can bridge that gap.”

Buffi ngton says the goal is not to change the curriculum—he thinks K12’s combination of research-based instruction and interactive learn-ing is among the best there is—but to buttress existing resources with another layer of support to help students achieve content mastery.

“� is is just a way to add on to what we already have,” he explains. “We’re not re-creating

everything. We’re just adding on to try and give students another way of seeing things, because not all kids learn the same way.”

Already his idea is taking off . Buffi ngton works with more than a dozen algebra and math teachers in K12 schools across the country to create video demonstrations for students. � e communal nature of the K12 platform lets teachers from schools in several states share resources in the best interests of their students.

� ough his video demonstra-tions are intended to help students perform better on daily quizzes, Buffi ngton applies a similar practice-makes-perfect mentality to other important academic milestones, such as test prep and unit review.

All of his students have access to live test review sessions, where they practice and ask questions about problems they’re likely to encounter on future tests. Students also take a practice test, where they can wrestle with tough concepts and check their answers against a key in an eff ort to isolate potential mistakes.

“I try to provide students with the opportunity either to do well or to make all the mistakes they want on these practice tests and then to go back with an answer key and see step-by-step what it is they missed,” says Buffi ngton. “If they can get to a point where they can see an example and apply it to diff erent problems, that’s the ultimate goal.”

TEACHER GIVES ALGEBRA LESSONS A VISUAL BOOST

Eric Bu� ngton uses demos to drive home tough math concepts.

from schools in several states share

seeing things, because not all

Already his idea is taking off . Buffi ngton works with more than a dozen algebra and math teachers

schools across the country to create video demonstrations for students. � e communal nature

platform lets teachers


Already his idea is taking off . Buffi ngton works with more than a dozen algebra and math teachers

schools across the country to create video demonstrations for students. � e communal nature

platform lets teachers


Setting milestones for success

SpringSummerIntoSummerSummerSummerSummerSummer

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As summer approaches, your family no doubt is looking forward to some well-deserved R&R—a trip to the

beach or to see relatives, maybe? Wherever you go, take time to recharge and refl ect on the strides your students have made.

By now you know there is no such thing as a single leap into the academic stratosphere.

Learning is a gradual process defi ned by practice and incremental

progress. � at’s why we create mile-stones and work toward individual goals,

as you and your child have done all year. “Each year is going to defi ne its successes dif-

ferently for each student,” explains Lita Bledsoe. A former K12 teacher who now trains her fellow K12

educators, Bledsoe has spent the past seven years getting to know every facet of the K12 approach.

Rather than dwell on how much information was covered throughout the school year, Bledsoe encourages families and teachers to refl ect on the progress of individual students.

No two learners are alike. While one student might breeze through his multiplication tables, another might show a fl air for writing and com-position, but scuffl e with numbers. Take note of these diff erences. Progress is best gauged individu-ally, not against the strides of other students. Just because your child might have taken longer to reach a certain milestone does not mean he or she is not making progress.

� ere are dozens of milestones to consider—whether you’re evaluating grade level progress,

The Learning Yardstick

academic achievements, personal growth, or your development as a learning coach and parent. It all culminates with the ultimate goal of helping your student become a more independent learner.

“� e milestones are always there, but you have to look at each child and what they need,” suggests Bledsoe.

Don’t Go It AloneYour K12 teacher is instrumental in this process.

“Evaluating milestones must not be done in isolation,” says Bledsoe. “You really need to be hav-ing intelligent conversations” with people who can help, she adds.

As you no doubt learned during the school year, your student’s teacher keeps in-depth records of your child’s progress and learning style. Talk to your student’s teacher. Find out what is realistic and where you might need more focus. What are your student’s passions and interests? Is your child an art or history buff ? Does she enjoy science, math? How are his verbal and written communication skills? Are there certain intangibles that will help her become a more productive member of society? Your teacher can work with you to devise a plan that helps your student get the most out of his or her education. Continue building on the progress you’ve made—“like a ladder that keeps going up and up,” says Bledsoe.

As you consider your child, also consider yourself as a learning coach. Are you doing everything you can to help your student succeed? Some years are tougher for families than others. Parents change jobs. Families move. Unforeseen circumstances can impact how your student learns from one year to the next. Consider these issues when measuring progress.

Use the fl exibility of the K12 program to help meet your goals. Ask yourself, “What big idea are we going to begin building toward next?”

Tips for measuring and celebrating progress• Do not evaluate your student in isolation. We’ve said it before, but it bears repeating: All parents have lofty

expectations for their children. That’s a good thing. But expectations, when set too high, can also create undue pressure. Talk with your child’s teacher. Evaluate your student’s strengths and weaknesses and set reasonable, unbiased markers for success.

• Don’t obsess. It’s easy to get hung up on a child’s academic sticking points—say, reading or math. Parents sometimes become so concerned with areas in which their student struggles that they lose sight of where she is making gains. Don’t get bogged down by one trouble spot. Look at your child’s progress as a whole.

• Outside infl uences. Progress is di� erent for every child. And gains change from year to year. A host of outside factors—family decisions, illness, changes in social circles and relationships—can impact a student’s progress in school. Take these factors into consideration. Gauge your student in the context of individual experiences.

• Refl ect with your student. Find out what their proudest accomplishments are, or where they think they could have worked harder.

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beach or to see relatives, maybe? Wherever you go, take time to recharge and refl ect on the strides your students have made.

By now you know there is no such thing as a single leap into the academic stratosphere.

Learning is a gradual process defi ned by practice and incremental

progress. � at’s why we create mile-stones and work toward individual goals,

as you and your child have done all year. “Each year is going to defi ne its successes dif-

ferently for each student,” explains Lita Bledsoe. A former K12 teacher who now trains her fellow K


beach or to see relatives, maybe? Wherever you go, take time to

defi ned by practice and incremental progress. � at’s why we create mile-

stones and work toward individual goals, as you and your child have done all year.

“Each year is going to defi ne its successes dif-ferently for each student,” explains Lita Bledsoe. A

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Time to explore colleges, interests, and careers

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It’s never too early to help your children gain insight into what they aspire to do with the rest of their lives. Summer is ideal for thinking about next steps—to begin exploring potential postsec-ondary choices and eventual career paths, both of which will help your family when it comes time to apply to college.

“Summer is a great time to expose young students to a college or university, the working world, and potential careers,” says Laurel Maestas, K12’s director of school counseling programs. “And the best part is that there are so many inexpensive ways to get started.”

An easy way to jump-start the vetting process is to visit campuses in your community that off er concerts, plays, sport-ing activities, lectures, or other events, many of which are free to the public. Some institutions might even have a bowling alley or movie theater; many off er summer enrichment programs or camps for kids.

� e University of Washington, for example, off ers computer camps for students age 7 to 17. “I know students who have participated and had a positive and rewarding experience,” says WAVA High School Academic Advisor Tracy Kramer.

Volunteering is another way for students to get a feel for potential careers or professions. If your child is interested in animals, for instance, volunteering at an animal shelter or a veterinary clinic might be a good match. Or, if science lights a mental spark, a student might consider a post at a local museum.

“Don’t overlook areas where you can enrich yourself,” says Maestas. Just because a student displays little interest in con-

struction doesn’t mean he or she should pass up an opportunity to volunteer for Habitat for Humanity. Such experiences

off er exposure to important skill sets necessary to succeed in life, from teamwork to leadership.

Look for opportunities your student is passionate about. � ese are projects they’re likely to sustain over the long haul.

“College admission offi cers aren’t impressed with a student who has multiple volunteer credits,” says Maestas. “� ey want to see a student engaged in activities they are truly passionate about.”

Internships are another way to test potential careers

Roadmap to Success

“� ey want to see a student engaged in activities they are truly passionate about.”truly passionate about.”truly passionate about.”

Internships are another way to test potential careers Internships are another way to test potential careers Internships are another way to test potential careers

Roadmap Roadmap Roadmap Roadmap Roadmap Roadmap to Successto Successto Success Roadmap to Success Roadmap Roadmap to Success Roadmap Roadmap to Success Roadmap Roadmap to Success Roadmap

potential careers or professions. If your child is interested in animals, for instance, volunteering at an animal shelter or a animals, for instance, volunteering at an animal shelter or a veterinary clinic might be a good match. Or, if science lights a veterinary clinic might be a good match. Or, if science lights a mental spark, a student might consider a post at a local museum.

“Don’t overlook areas where you can enrich yourself,” says Maestas. Just because a student displays little interest in con-Maestas. Just because a student displays little interest in con-

struction doesn’t mean he or she should pass up an opportunity struction doesn’t mean he or she should pass up an opportunity

As you begin looking for opportunities that pique students’ interests, consider these ways of gaining experience. Job shadowing—Follow a professional around to see what a day in the life is like.

Volunteering—An alternative to a paid work experience, volunteering is a personally ful� lling means of developing new skills. Hospitals are often a good place for this type of work.

Internship/apprenticeship—Paid or unpaid, these experiences provide on-the-job experiences and sometimes even o� er pathways to professional certi� cation. The U.S. Departments of Labor and Education have a Web site that students can use for additional exploration, including apprenticeship listings. See www.careervoyages.gov.

Be aware of federal and state labor laws that protect your student and de� ne when and where he or she can work. Check out Youth Rules at youthrules.dol.gov/index.htm.

Search your local help-wanted ads, the contacts you’ve made, or Web sites such as CareerBuilder (www.careerbuilder.com) or Monster (www.monster.com).

Prepare a resume and application. For a resource on Teen Resume Writing, try www.quintcareers.com/teen_resume-writing_worksheet.html.

Find Your PassionResources for job and volunteer workStudent Jobs: www.studentjobs.gov

College.gov: www.college.gov/wps/portal

Career One Stop: www.careeronestop.org

O*Net: www.onetcenter.org

America’s Career Resource Network:www.acrnetwork.org/Default.aspx

Occupational Outlook Quarterly: www.bls.gov/opub/ooq/ooqhome.htm

Debunk Career Myths:www.bls.gov/opub/ooq/2005/fall/art01.pdf

KidsHealth article, “Life Beyond High School”:kidshealth.org/teen/school_jobs/school/after_hs.html

College Navigator:nces.ed.gov/collegenavigator

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or professions. Few methods are more telling than learning on the job from the people who do the work day in and day out. Paid or unpaid, these oppor-tunities often provide an intimate look at life in the “real world.”

Part-time paid work is another educational—and poten-tially profi table—option for students. Some part-time jobs might appear menial, but provide plenty of opportunity for enrichment.

Maestas explains: “A student working at a restaurant might have an interest in culinary arts. Asking the owner for an oppor-tunity to learn other skills is a great way to gain insight into the food and restaurant business.”

Job shadowing is another means of learning about potential careers—and it’s free, too. Students and parents can seek out a friend or relative, someone in the community who agrees to let the student tag along for the day to learn about his or her profession.

“Students should think of this as an inquiry process, an inves-tigation,” says Maestas. After each step, Maestas suggests that students stop and refl ect on their experiences. Students then can decide either to further explore a particular career or to change course and explore something diff erent.

“Students should keep an open mind and fully examine each career that interests them so that they can make the most informed decision possible as they plan for their future,” says Maestas.

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Alvernia UniversityThe American Musical and Dramatic AcademyAntelope Valley CollegeApollo College—BoiseArizona Culinary InstituteThe Art Institute of ColoradoThe Art Institute of PhiladelphiaAsbury CollegeBakers� eld CollegeBay Path CollegeBaylor UniversityBellarmine UniversityBerea CollegeBiola UniversityBloomsburg University of PennsylvaniaBoise State UniversityBowling Green State UniversityBrigham Young UniversityBrigham Young University, IdahoCalifornia State University, FullertonCalifornia State University, Long BeachCalifornia State University, Los AngelesCalifornia State University, NorthridgeCampbellsville UniversityCarnegie Mellon UniversityCase Western Reserve UniversityCedarville UniversityCentral Pennsylvania CollegeChapman UniversityCochise CollegeConcordia UniversityCollege of Southern IdahoThe College of WoosterColorado State UniversityColumbus State Community CollegeCornell UniversityDelaware County Community CollegeEast Stroudsburg University of PennsylvaniaEastern Michigan UniversityEdinboro University of PennsylvaniaEmpire Beauty SchoolFort Lewis CollegeFranciscan University of SteubenvilleFrederick Community CollegeGlendale Community CollegeGrand Canyon UniversityHampshire CollegeHanover CollegeHarrisburg Area Community CollegeHumboldt State UniversityIdaho State UniversityIndiana University of PennsylvaniaIndiana Wesleyan UniversityITT Technical InstituteKent State UniversityKent State University, Stark

La Sierra UniversityLackawanna CollegeLehigh Carbon Community CollegeLewis-Clark State CollegeLiberty UniversityLincoln Memorial UniversityLock Haven University of PennsylvaniaLorain County Community CollegeLycoming CollegeMarywood UniversityMeredith CollegeMesa State CollegeMiami University, HamiltonMiami University, MiddletownMiami University, OxfordMichigan State UniversityMiddlebury CollegeMillersville University of PennsylvaniaMills CollegeMisericordia UniversityMontgomery County Community CollegeMoravian CollegeMorgan State UniversityMount Aloysius CollegeThe New York Conservatory for Dramatic Arts —School of Film & TelevisionNorth Idaho CollegeNorthampton Community CollegeNorthern Arizona UniversityNorthern Kentucky UniversityNorthwest Lineman CollegeOglethorpe UniversityOhio Christian UniversityOhio Northern UniversityThe Ohio State UniversityThe Ohio State University, Agricultural Technical InstituteThe Ohio State University, LimaThe Ohio State University, Mans� eldOwens Community College, ToledoPasadena City CollegePenn Foster CollegePennsylvania State University, University ParkPoint Park UniversityPurdue UniversityRensselaer Polytechnic InstituteRio Hondo CollegeSaint Vincent CollegeSan Francisco State UniversitySanta Barbara City CollegeSanta Monica CollegeSanta Rosa Junior CollegeScottsdale Culinary InstituteShippensburg University of PennsylvaniaSouthwestern Adventist UniversitySt. John’s University, Queens Campus

Temple UniversityTerra State Community CollegeTexas Southern UniversityThomas More CollegeTreasure Valley Community CollegeTrinity CollegeTulane UniversityUnion CollegeUnited States Air Force AcademyUniversal Technical Institute/Motorcycle Mechanics Institute CampusThe University of AkronThe University of ArizonaUniversity of California at BerkeleyUniversity of California at DavisUniversity of California at MercedUniversity of California at RiversideUniversity of California at San DiegoUniversity of California at Santa BarbaraUniversity of California at Santa CruzUniversity of CincinnatiUniversity of Cincinnati Clermont CollegeUniversity of Colorado at BoulderUniversity of Colorado at Colorado SpringsUniversity of Colorado at DenverUniversity of DallasUniversity of DaytonUniversity of IdahoUniversity of MichiganUniversity of Northern ColoradoUniversity of North Carolina at CharlotteUniversity of North Carolina at GreensboroUniversity of North Carolina School of the ArtsUniversity of PittsburghThe University of Texas, AustinUniversity of TorontoUniversity of WashingtonUniversity of WyomingUtah State UniversityUtah Valley UniversityVentura College Walsh UniversityWashington State UniversityWest Texas A&M UniversityWestmoreland County Community CollegeWheaton CollegeWilkes UniversityWilmington CollegeWittenberg UniversityWright State UniversityWorcester Polytechnic InstituteXavier UniversityYork College of PennsylvaniaYoungstown State University

to our graduating class of 2009! We wish you the best of luck at your colleges next fall.*

*based on student reported acceptances

Planning for the future - K12

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