The Hispanic OutlooK-12 Magazine

FEBRUARY 08, 2016 VOL.1 NUMBER 11

from the publisher of The Hispanic

Outlook in Higher Education Magazine

WWW.K12HISPANICOUTLOOK.COM

GLORIA AND EMILIO ESTEFAN'S LIFE STORY

Becomes Broadway Smash Hit

PUBLISHER

PRESIDENT AND CEO

VICE PRESIDENT

EDITOR IN CHIEF

MANAGING EDITOR

ART & PRODUCTION DIRECTOR

ACCOUNTING & FINANCE DIRECTOR

MEDIA RELATIONS DIRECTOR

CONTRIBUTING WRITER

JOSÉ LÓPEZ ISA

TOMÁS CASTELLANOS NUÑEZ

NICOLE LÓPEZ ISA

MEREDITH COOPER

MARY ANN COOPER

RICARDO CASTILLO

JAVIER SALAZAR CARRIÓN

MARILYN ROCA ENRÍQUEZ

GARY COOPER

K www.k12hispanicoutlook.com

Editorial PolicyThe Hispanic OutlooK-12 Magazine Inc.® is a national magazine. Dedicated to exploring issues related to Hispanics in K-12,

The Hispanic OutlooK-12 Magazine Inc.® is published for the members of the K-12 education community. Editorialdecisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of

The Hispanic OutlooK-12 Magazine Inc.®. From time to time, The Hispanic OutlooK-12 Magazine Inc® will publish articles dealing withcontroversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the

magazine. The Hispanic OutlooK-12 Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement ofthose views should be inferred unless specifically identified as officially endorsed by The Hispanic OutlooK-12 Magazine®.

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Photo Credit ABC Ida Mae Astute

GLORIA AND EMILIO ESTEFAN CELEBRATE IMMIGRANTS IN MUSICALEstefans Receive the Presidential Medal of Freedom

MAKING THE GRADEVeteran Educator Offers Advice To Teachers And Parents

READ ANY GOOD BOOKS LATELY?Love Is in the Air as OutlooK-12 Features Children’s Books about Valentine’s Day

PROVIDENCE HIGH SCHOOL RECEIVES “FIGHT LIKE DYLAN AWARD”Football Team and Community Epitomize Persevering During Adversity

EVERY STUDENT SUCCEEDS ACT VERSUS NO CHILD LEFT BEHINDFormer U.S. Secretary of Education’s Statements on the Every Student Succeeds Act

NEWS AND TRENDSThe Latest Education-related Sto-ries from Across America

CONTENTVOLUME 01, ISSUE 11

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NEW YORK (AP) — With some U.S. presi-dential candidates on the campaign trail demon-

izing immigrants, a powerhouse husband-and-wife team who both happen to be immigrants them-selves hope they can offer some bal-ance — and some pop songs.

Gloria Estefan and her hus-band, Emilio, shepherded their musical biography "On Your Feet!" to Broadway 2015. It's a show that celebrates two Cuban-Amer-icans who embraced the Ameri-can Dream and now own enough Grammy Awards to fill a swim-ming pool.

"We've been around long enough already to have gone through several election cycles. Ev-ery single time, fear gets brought into the equation," Gloria Estefan said. "This is a great balance be-cause we need to remind people, 'Hey, we're just people.'"

The musical uses the Este-fan hits "1-2-3," ''Turn the Beat Around" and "Conga" to tell the story of how the budding singer and producer met, battled for crossover success, handled interfamily squab-bles and overcame a bus crash that nearly claimed Gloria's life.

It's the specific story of two people who fled the country of

GLORIA AND EMILIO ESTEFAN CELEBRATE IMMIGRANTS IN MUSICAL

Story by Mark Kennedy Courtesy of AP

their birth, made a new life in Mi-ami and rose to the top of the mu-sic world. But the Estefans say it's a celebration of immigration for a nation of immigrants.

"It doesn't matter where you come from. Unless you're a Native American, you're not from here. Somewhere down the road, you came from somewhere else," said Gloria Estefan, who has sold more than 100 million albums. "It's al-ways the last person in that gets bashed."

"On Your Feet!" comes as some candidates for the White House have slammed Mexican and Mus-lim immigrants. "One thing those

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Josh Segarra, Ana Villafane who play Emilio Estefan and Gloria Estefan

respectively in the Broadway musical “On Your Feet!” perform on “Good

Morning America.”

people don't realize is that we don't take this country for granted. We want to make a contribution," said Emilio Estefan who has guided the careers of such luminaries as Sha-kira, Ricky Martin and Jennifer Lopez.

While they acknowledge their life story hasn't included typical dramatic fodder for a musical – a descent into drugs, say, or infidelity or murder – the Estefans think it connects with audiences.

"We haven't led controversial lives, but it's human. Everybody's going to identify with somebody on that stage," Gloria Estefan said.

Emilio Estefan hopes some of it can be inspiring. In high school, he asked a teacher if he could learn music but was told he was too old. "I won 19 Grammys. So don't let anybody change your life. Do what you think is best for you," he said, laughing.

The team they've assembled is impressive, including "Kinky Boots" director Jerry Mitchell, "Memphis" choreographer Sergio Trujillo and book writer Alexan-der Dinelaris who wrote the "Bird-man" screenplay. ("I'm glad we got him before he won the Oscar or else we wouldn't have been able to afford him," Gloria Estefan joked.)

Finding the actor to play Emilio was easy. Josh Segarra, on Broadway in "Lysistrata Jones," won the role at the initial readings. ("He's so good-looking that Emilio didn't want to look anywhere else," Gloria Estefan said.)

Landing the right actress to play Gloria was harder, and it came down to the wire. The winner was Ana Villafane who appeared in the film "Magic City Memoirs" and who initially auditioned via video.

"Ultimately, what it came down to was not somebody who was go-

“It doesn't matter where

you come from. Unless you're a

Native American you're not from here.

Somewhere down the road, you came from

somewhere else.”

Gloria Estefan

Emilio Estefan and Gloria Estefan appear on “Good Morning America” to talk to Amy Robach about their autobiographical musical “On Your Feet!”

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ing to be my clone at all. I wanted somebody who could interpret my life," said Gloria Estefan who is a seven-time Grammy winner.

"It was one of those moments. She walked in and there was just something. Then she sang. She didn't particularly sound like me, but it didn't matter because we were drawn in."

It was only after Villafane got the job that Gloria learned the young woman was half-Cuban, raised in Miami and even attend-ed her high school, Our Lady of Lourdes Academy. "She knew cul-turally where I come from," Este-fan said.

The musical, which has seven members of Miami Sound Ma-chine in the orchestra, also features

an original song with lyrics by Glo-ria and music by their daughter, Emily.

Emily Estefan, who will be 21 in December, is a dead-ringer for her mom and attends the Berklee College of Music. She recently surprised her parents with news that she had quietly written and recorded an album in her Boston apartment. "I'm in awe of her," her proud mother said.

If she sings and looks like mom, why not ask Emily to play her mom in the show? Gloria asked her daughter exactly that and got this response: "Are you kidding me? I'd have to kiss my dad. It's too weird." That made sense to Glo-ria: "I thought about it and said, 'You're right.'" •

“We've been around long enough already to have gone through several election cycles. Every single time, fear gets brought into the equation.”Gloria Estefan

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Josh Segarra, Ana Villafane and the cast of “On Your Feet!” the Broadway musical that tells the story of Emilio

and Gloria Estefan, perform on “Good Morning America.”

GLORIA AND EMILIO ESTEFAN RECEIVE THE PRESIDENTIAL MEDAL OF FREEDOM

The success of “On Your Feet” is only one of Gloria and Emilio

Estefan’s latest achievements. The couple were both recently awarded the Presidential Medal of Freedom, the Nation’s highest civilian honor presented to individuals who have made especially meritorious contri-butions to the security or national interests of the United States, to world peace or to cultural or oth-er significant public or private en-deavors.

Emilio Estefan’s work as a mu-sic producer, entrepreneur, author and songwriter has won him 19 Grammy Awards and influenced a generation of artists. As the found-ing member of the Miami Sound Machine, and later through a de-cades-long career producing and shaping the work of countless stars, Emilio Estefan has helped popular-ize Latin music around the world. He has received a Lifetime Achieve-ment Award from the Songwriters Hall of Fame. Emilio Estefan is an inductee to the Latin Songwriters Hall of Fame and a recipient of the Ellis Island Medal of Honor.

Gloria Estefan introduced Latin music to a global audience through her work as a singer, song-writer, actor and entrepreneur. The Cuban-American lead singer of the Miami Sound Machine has had chart-topping hits such as “Con-ga,” “Rhythm is Gonna Get You” and “Anything for You.” Estefan has won seven Grammy Awards and is one of the best-selling music

artists of all time, having sold more than 100 million records world-wide. She is an inductee to the Lat-in Songwriters Hall of Fame and a recipient of the Ellis Island Medal of Honor. Estefan became one of the first mainstream Hispanic art-ists to crossover between English and Spanish-language music pav-ing the way for countless other Latin artists to follow.

During the medal ceremony President Barack Obama spoke about the Estefans’ lives and ac-complishments:

“On a Miami night in 1975, a young woman named Gloria walked into a wedding reception and saw a handsome young man named Emilio leading his band. He was playing ‘Do the Hustle’ -- on an accordion. (Laughter.) I’m quoting her now -- she said she found this ‘sexy and brave.’

(Laughter.) I mean, the brave part I understand. (Laughter.) But it turns out he had a few other things up his sleeve. He brought her up to sing a few songs that night, in-vited her to join his band. A few months later, Emilio asked Gloria for a birthday kiss. It was not her birthday -- it wasn’t his birthday. But he got the kiss anyway. And Emilio and Gloria Estefan have been partners -- on and off-stage -- ever since.

Some worried they were ‘too American for Latins and too Latin for Americans.’ Turns out every-body just wanted to dance and do the conga. And together, their fu-sion sound has sold more than 100 million records. And as proud Cu-ban-Americans, they’ve promoted their cultural heritage and inspired fans all over the world.” •

President Barack Obama presents Gloria and Emilio Estefan with the

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MAKING THE GRADE

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Q: I am a teacher in a self-contained sixth grade class. A female student in my class is openly defiant and of-ten highly disruptive. Although she is learning on grade level, she often under - achieves. Her parents have placed her in therapy. She sees our guidance counselor three times a week. The school has suspended her repeatedly. But nothing has altered her performance. Can you offer any assistance?

A: I often tell teachers to have a plan (that involves no one else) to address the needs of unruly students. However, this girl is apparently beyond even the regular concept of poor behavior. In my own experience, highly disruptive students have deep-seated resent-ment. I recommend that you private-ly converse with this child and ask if her behavior makes her happy. If she is not really happy, you can build on how the school and you as her teacher can improve her learning experience. Most students want to be successful in their schooling. Make the necessary adjustments to create an environment in which she can reasonably function. In some way reward her for improve-ment and let her be a main cog in her development. Please, write back to me about the development in this matter.

Q: One of the fifth-graders at my school (I’ll call him “John,” but that’s not his real name) suffers from slight ADHD. As his guidance counselor, I recommended that he be allowed to leave his classes on a daily basis for approximately 10-15 minutes to use the lavatory and wander the halls of the school as long as he is not problematic. The teachers were ecstatic with this idea, and even his classmates were happy that he would regularly leave during classes. Unfortunately, John’s grades, which were always poor, have gone down. I now wonder if we made the right decision about this student. What do you think?

A: Although it might have offered im-mediate relief to John’s circumstances, I strongly believe that you have set a dangerous precedent. Instead of per-mitting John to walk out of his learning environment frequently, your teachers should identify methods in which he can learn at his own rate. As he adjusts to his new situation, find ways to re-ward and praise him. Your school’s de-cision circumvents good teaching prac-tice. Practically speaking, John should not be permitted to simply exit his class more than once or twice in total.

Q: I’ve been a high school science teacher for 25 years. My methods of lecturing for the entire period; pro-viding assignments and assessing my student’s via quizzes, tests and ex-ams have been extremely successful with my advanced placement classes and my other honor roll students. Af-ter they graduate, 100 percent (and I mean that literally not as hyperbo-le) of my students go on to college. Many of my colleagues are trying your group learning methods, and while they are getting good results, I’ve told them that I am unwilling to alter my methods. Frankly, Mr. Coo-per, I’m too successful doing things my way. What do you have to say to that?

A: The quality of your students in most cases can function very nicely with your traditional style. I am one of those peo-ple who believe that if it isn’t broken, don’t fix it. However, may I suggest that for a given project, try placing your stu-dents in teams and permitting them to learn together. As you would with one of your classes, evaluate this experi-ence. If you find that my group learning method has value to your students, try it occasionally when you see fit. Either way, it is always a treat to hear from a happy teacher.

If you would like to write to Gary for advice, please email [email protected]

MAKING THE GRADE

IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND IS ALSO A GUIDANCE COUNSELOR.

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PROVIDENCE HIGH SCHOOL HONORED AS RECIPIENT OF "FIGHT LIKE DYLAN AWARD"

Russell Athletic has award-ed Central High School in Providence, Rhode Island the 2015 “Fight Like Dylan

Award.” The award, celebrating its fifth year, honors high school pro-grams around the nation that have demonstrated inspiring determi-nation and perseverance through sports. A distinguished panel of judges, led by former NFL coach Tony Dungy, selected Central High School after reviewing hundreds of submissions sent in by coaches, administrators, community mem-bers, parents and former athletes from across the country.

The “Fight Like Dylan” award is a tribute to Dylan Rebeor’s mem-ory as one who selflessly inspired

Story by Samm Quinn

his teammates while fighting his own personal battle to live. Dylan’s story of determination and tireless dedication to his teammates an-chors the “Fight Like Dylan” pro-gram. In 2010, he was diagnosed with cancer, but after becoming ill, his commitment to his team nev-er wavered. His final wish was for his team to receive new uniforms for the upcoming season through the “Make A Wish Foundation.” The “Fight Like Dylan Award” was established by Russell Athletic in conjunction with Dylan’s family and coaches to not only grant that wish but also to celebrate other teams facing adversity and turning it into a powerful story of success through teamwork.

“Dylan had an extraordinary life and always inspired others while dealing with difficult cir-cumstances,” said Heather Rebeor, Dylan’s mother. “We’re so proud that Dylan’s memory and spirit lives on through the Russell Athlet-ic ‘Fight Like Dylan Award.’”

Central High School follows in the footsteps of Dylan and the pre-vious four recipients of the award named for him, all of whom have exemplified a dedication to over-coming obstacles and rallying their communities around a common goal.

The Central football team and community epitomize what it means to persevere during adver-sity. In 2015, the Knights reached

Photo courtesy of Russell Athletic

10 · February 08, 2016

the state playoffs and recorded their first winning season since 2011 while dealing with the tragic loss of one of their key players, George Holland II, was fatally shot when attacked by local gang member made all that more tragic due to the fact that Holland was an inno-cent bystander and not a target of the gang. Stepping up to help the team navigate this tragedy as well as for overall funding and resource challenges, and a variety of person-al/family crises was head coach Pe-ter Rios and a core of team leaders. The team has acted as a family for its players both on and off the field, providing both hope and opportu-nity.

“I always go into a season

talking about character, and the character of becoming responsible young men,” Rios told USA TO-DAY High School Sports. “My charge is to teach that along the way, along with the X’s and O’s. I tell the kids all the time, wins and losses come and go. What you be-come will last forever. When we go through adversity, I tell the kids all the time that we must take the good with the bad and we have to cope with it. We seem to unite the most when adversity hits us. I think the team got the closest when George Holland II died. … It just made us stronger and re-dedicated to football.”

One of Central’s captains for the 2015 season, Tyrone Silva, is

“My charge is to teach that along the way, along with the X's and O's. I tell the kids all the time, wins and losses come and go. What you become will last forever.”Peter Rios, head football coach at Central High School

The 2015 Russell Athletic 'Fight Like Dylan Award' is presented to Central High School, Providence, R.I. during the 2015 Russell Athletic Bowl Press Conference; L-R, Baylor University head coach Art Briles; Central High School football coach Peter Rios; Russell Athletic senior vice president, general manager Robby Davis; University of North Carolina head coach Larry Fedora.


no stranger to gun violence. His father was shot to death when Ty-rone was 2. He told USA TODAY High School Sports’ Cam Smith that he has attended 10 funerals for family and friends – all by the time he was 18. “Our loss made us really reunite closer to each other,” Silva told USA Today High School Sports. “It was a really tough time the few months after he died. It af-fected us in a good and bad way; it made us realize how close we should be with each other. Every day in practice, we would count off to George’s name. Everything we did we dedicated to George. It made us closer as brothers.”

“It’s tough to put into words how much this will mean to our players and overall communi-ty,” said Peter Rios, Central High School head football coach, ath-

letic director and teacher. “We are so grateful to Russell Athletic and everyone involved with the ‘Fight Like Dylan Award’ to recognize us with this prestigious accolade.”

The team effort was so inspir-ing that it stood out among the other award applications – even to a tough NFL coach like Tony Dungy. “Stories like Central High School are the reason I got involved with this tremendous program and am proud to partner with Russell Athletic to recognize the Knights this year,” Coach Dungy said. “Among the hundreds of entries were numerous worthy candi-dates all honoring Dylan’s life and the meaning of this award. The way that Central rallied the entire school and surrounding communi-ty was truly inspiring.”

“Each year there are numerous deserving high schools that make this decision difficult. We received hundreds of entries from across the country, and the fifth year of the program proved to be just as tough selecting a winner,” said Robby Da-vis, Senior Vice President and Gen-eral Manager, Russell Athletic. “We are inspired by this team and all of the students, faculty and support-ing community at Central High School. It is an honor to present this award to them.”

“Our family’s hearts were im-mediately touched when we read Central’s story,” Heather Rebeor said . “These young men show the same team spirit that Dylan did, and I’m so glad they are getting the support through the ‘Fight Like Dylan Award.’ This year has been another tremendous one for this very special program, and I know Dylan is proud.”

Last year’s “Fight Like Dylan Award” recipient was Shore-ham-Wading River High School in Shoreham, NYC (Long Island), which honored fallen teammate Tom Cutinella who embodied the spirit of teamwork and sportsman-ship. Tom rallied the team around the idea of being the Long Island Champions. Through his inspira-tion, the Wildcats finished 10-0 and won the Long Island title.

The winner of the “Fight Like Dylan Award” receives a $50,000 grant in athletic apparel and sports equipment for their school. To submit an entry, head to Fight-LikeDylan.org to share how your team utilized teamwork to ac-complish team goals or overcame challenging obstacles to achieve success in the community through sports. •

“It's tough to put into words how

much this will mean to our players and

overall community. We are so grateful to Russell Athletic and

everyone involved with the 'Fight Like

Dylan Award' to recognize us with this prestigious accolade.”

Peter Rios, head football coach at Central High School

“Each year there are numerous deserving high schools that make this decision difficult. We received hundreds of entries from across the country, and the fifth year of the program proved to be just as tough selecting a winner.”

Robby Davis, Senior Vice President and General Manager, Russell Athletic

12 · February 08, 2016

ALTHOUGH VALENTINE’S DAY IS OFTEN ASSOCIATED WITH TEENAGERS AND ADULTS BECAUSE OF ITS ROMANTIC THEMES, IT IS JUST AS IMPORTANT A HOLIDAY TO CHILDREN. GRADE SCHOOLS AND JUNIOR HIGHS WILL OFTEN HAVE LITTLE PARTIES TO CELEBRATE FEBRUARY 14 AND ENCOURAGE THEIR STUDENTS TO MAKE CARDS FOR FAMILY, FRIENDS, CLASSMATES AND EVEN FIRST CRUSHES. WITH THIS IN MIND, WE HERE AT OUTLOOK-12 ARE DEDICATING THIS MONTH’S SCHOOL LIBRARY TO VALENTINE-THEMED BOOKS FOR CHILDREN FROM SCHOLASTIC.

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“GERONIMO’S VALENTINE” by Geronimo Stilton ISBN-13: 978-0545021364

Geronimo Stilton thought he was go-ing to share Valentine’s Day with the beautiful and charming TV reporter Petunia Pretty Paws. He’s rented a tux and a posh new cheese-colored con-vertible, hoping to impress his crush and ask her to be his Valentine. Things don’t go as planned, however, when his private investigator friend, Hercule Poirat, tells him that the most beloved, romantic and famous painting in New Mouse City has been stolen. Now, Geronimo must use all of his wits to help solve the mystery and recover the stolen art treasure (and maybe win over Petunia at the same time).

“JULIET THE VALENTINE FAIRY” by Daisy Meadows ISBN-13: 9780545148863

This Valentine’s Day the love seems to be missing, and if Jack Frost has his way, it may never come back! With the help of his goblins, Jack has stolen the magical objects that make Valentine’s Day so special. Now, sweethearts are sad, and friends and families are fight-ing instead of showing how much they care for one another! Even Rachel and Kirsty aren’t getting along. When Ju-liet the Valentine Fairy asks the girls for help, however, they can’t say no. Now, Rachel and Kirsty must find a way to put aside their differences and bring the sparkle back to Valentine’s Day.

“TOTALLY CRUSHED” by Eliza Willard ISBN-13: 978-0545052672

Annabel is thrilled when she finds a red carnation at her locker on Valen-tine’s Day. After all, the rules at her school are you give pink carnations to your friends and a red carnation to your crush. What could be simpler, right? Yes, there was no doubt about it — somebody wanted her to be his Val-entine. But when it turns out that her lovely red flower is from her best guy friend, Sam, things get really messy — and fast! Soon Annabel’s perfect Val-entine’s Day is turning into a perfect disaster, and her and Sam’s friendship could be in serious jeopardy. Who knew a little red carnation could make life so complicated?

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“ROSES ARE PINK, YOUR FEET REALLY STINK” by Diane deGroat ISBN-13: 978-0688152208

Gilbert has 15 blank Valentine cards just waiting for him to fill with nice Valentine poems for his classmates. Now, it’s no problem for him to write something nice to Patty whose silly laugh makes him feel silly or to Frank who lent him his baseball mitt. But how can he write a nice poem for Lew-is who tweaked his nose until it turned red or for Margaret who made fun of his glasses? Simple, he writes a mean poem to both and signs Margaret’s name to Lewis’ and Lewis’ name to Margaret’s, so they won’t know that he wrote the poems and get mad at him. Gilbert, however, is about to learn an important lesson about forgiveness and second chances.

“THE CASE OF THE SECRET VALENTINE” by James Preller ISBN-13: 978-0590691277

Everyone in Detective Theodore “Jig-saw” Jones’ second grade class enjoys Valentine’s Day. Why they enjoy it as much as they enjoy Halloween! But just before the big day arrives, some-one sends Jigsaw a surprise — a secret valentine. Was it sent by someone in his class? Was it sent by someone who loves him? Was it sent by someone he knows or someone completely new? Jigsaw isn’t sure, but Valentine’s Day is just around the corner, so he needs to find out fast. More determined than ever to solve a mystery, Jigsaw and his detective partner, Mila, piece clues to-gether to figure out the identity of his secret admirer.

“WRECKING VALENTINE’S DAY! (LEGO CITY: 8X8)” by Trey KingISBN-13: 978-0545859844

It’s Valentine’s Day in Lego® City, and love is in their air — well, more like a pink mist that makes people fall in love. A local scientist was mixing chemicals in her lab when her pet cat knocked a beaker filled with purple liquid into the concoction, creating a cloud of pink vapors that starts to escape out the window. It isn’t long before the workers at a nearby con-struction site are affected by the “love potion” and begin falling in love with each other and even their construc-tion equipment. Fortunately, the site’s foreman was away at the time getting donuts, and soon he and the scientist must team up to save the day.


“CUPID DOESN’T FLIP HAMBURGERS” by Debbie Dadey and Mar-cia Thonton JonesISBN-13: 978-0590481144

Eddie knows there are some pretty weird grown-ups living in Bailey City. Most kids, for example, believe his teach-er, Mrs. Jeepers, is really a vampire because of her Tran-sylvania accent and flashing green eyes. Yes, strangeness is nothing new for Eddie, but still could the new cook in the school cafeteria really be Cu-pid? Not only does she make heart shaped burgers, but also the third graders from Bailey School go wild with lovesick-ness shortly after she distrib-utes a special batch of Valen-tine cookies. It all looks pretty suspicious, and so Eddie vows to find out if the school’s new cook has been secretly cook-ing up love potions for lunch.

“HOW TO DRIVE YOUR FAMILY CRAZY ON VALENTINE’S DAY”by Dean MarneyISBN-13: 978-0439158497

Valentine’s Day is only a cou-ple of days away, and Lizzie isn’t looking forward to it. Her mother told her to make her brother Booker (although she calls him Booger) a card last year. She “creatively” made it from black paper and wrote “Happy Valentine’s Day you stupid nose-pick-ing idiot.” Even though she doesn’t have to make her cards this year, she still hates what she feels is a fake holiday in-volving “mean” and “really stupid” boys. But this year, Lizzie’s in for a surprise when she, two of her classmates and a substitute teacher are sucked into the class valentine box and swept into another world.

“JUNIE B. JONES AND THE MUSHY GUSHY VALENTIME” by Barbara Park ISBN-13: 978-0439198998

It’s a mushy gushy mystery! February 14 — “Valentime’s Day,” as Junie B. calls it — is just around the corner. Her teacher told her kindergarten class that they are going to have a party at school with cupcakes, punch and candy hearts. Sure, Junie B. would have wanted more goodies like gummi bears and cheese popcorn, but still a party is always fun. And, of course, everyone will be getting “val-entimes.” Junie B. can’t wait to see all the cards that she’s going to get (even if they ar-en’t the kind that have money in them). But she never ex-pected a big, mushy card from a admirer! Who is this secret mystery guy, anyway? Junie B. is determined to find out!

“VALENTINE’S DAY DOGNAPPING (SCOOBY-DOO READERS, BOOK #10)”by Gail HermanISBN-13: 978-0439341134

Scooby Doo is back for an-other adventure. A new piz-za place just opened in town, but when Mystery Inc. or-ders some pies, they come out heart shaped instead of round. They soon realize the restaurant is making special pizzas for Valentine’s Day, but Scooby doesn’t like “Rov-ey-dovey” mushy stuff. All of that changes, however, when he sees a dainty little dog named Prissy and falls head over heels (or paws) in love. Unfortunately, as soon as they meet, Prissy is dognapped by a mysterious figure. Who was that person? Why would they dognap Prissy? It’s up to Scooby and his friends to solve the mystery and rescue his canine crush.

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THE HISPANIC OUTLOOK-12 MAGAZINEwww.k12h ispan icou t look .com/spa in -p rogram

summer inmadr id@hispan icou t look .com(201) 587-8800

Summer Program for Jr. & Sr. High School StudentsSpanish Conversation and more in Madrid, Spain

STUDY OVERSEAS IN MADRID

Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it

provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and

its easy access to the rest of the country.

The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the

morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural

activities and evening “tertulias.”

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Official White House Comparison

The Every Student Succeeds Act (ESSA) was signed by President Barack Obama on December 10, 2015. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), which was signed into law in 1965 by President Lyndon Johnson and offered new education grants, funding and

scholarships in particular to low-income students. The previous version of this law, the No Child Left Behind (NCLB) Act, was enacted in 2002 and put in place

measures that exposed achievement gaps among traditionally underserved students and their peers and spurred national dialogues on education improvement.

The following chart is based on information available on whitehouse.gov. To read the ESSA bill visit http://tinyurl.com/s1177essa.

EVERY STUDENT SUCCEEDS ACT VERSUS

NO CHILD LEFT BEHIND

President Barack Obama signs S. 1177, Every Student Succeeds Act (ESSA), during a bill a signing ceremony in the Eisenhower Executive Office Building South Court Auditorium, Dec. 10, 2015.

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18 · February 08, 2016

Set by federal government based on tests alone.

One-size-fits-all federal identi-fication and interventions.

State driven and based on multi-ple measures.

State developed identification and intervention with support for bottom 5 percent of schools, schools where subgroups are falling behind and high schools with high dropout rates. Ded-icated funding for lowest-per-forming schools.

NO CHILD LEFT BEHIND EVERY STUDENT SUCCEEDS ACT

✓

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College- and Career-Ready Standards

Annual Statewide Assessments of All Students’ Learning

Innovative Local Assessment Pilot

Student Performance Targets and School Ratings

Accountability, Interventions and Supports for Struggling Schools

Competitive Program to Evaluate and Reward Effective Educators (Based on Student Learning) in High-need Schools

Includes Pre-K

Competitive Program for Innovation and Evidence-building

Competitive Program to Replicate High-quality Charter Schools

Competitive Program to Encourage Wrap-around Support Systems for Vulnerable Communities


THE CREATION OF ANY LAW INVOLVES DEBATE, CONSENSUS AND LONG-TERM SUPPORT, AND NO SINGULAR VICTORY GUARANTEES A BILL WILL BECOME A LAW. WITH THIS IN MIND, THIS SPECIAL BILINGUAL SIDEBAR OFFERS A GLIMPSE INTO THE LEGISLATIVE PROCESS. FORMER U.S. SECRETARY OF EDUCATION ARNE DUNCAN ISSUED AN OFFICIAL STATEMENT ON DECEMBER 3, 2015 WHEN THE HOUSE PASSED THE BIPARTISAN BILL THAT WOULD BECOME THE EVERY STUDENT SUCCEEDS ACT (ESSA) BUT THE SENATE’S VOTE WAS STILL PENDING.

Statement by the Former U.S. Secretary of Education Arne Duncan on House Passage of the Every Student Succeeds Act

“It is good news for our na-tion’s schools that the House has passed a serious bipartisan plan to fix the No Child Left Behind law. No Child Left Behind is the latest, now outmoded version of the Ele-mentary and Secondary Education Act, which is, at its core, a civil rights law. Educators and leaders throughout this country have been clear in the need for an updated law, and we have joined them in that call for half a decade.

“We are encouraged that the bill passed by the House today would codify the vision that we have long advocated for giving a fair shot at a great education to ev-ery child in America – regardless of zip code. Nearly a year ago, I gave a speech setting the frame for what I believe is essential in the nation’s preeminent education law. The bill that the House passed today reflects more of that vision than nearly any observer expected. It requires – for the first time in law – that every student in America be taught to high learning standards that will prepare them for college and a ca-reer. And it requires that schools – on a statewide basis – annually assess students’ progress toward

those standards, providing vital information to educators, families and communities. In a crucial step to protect civil rights, it enshrines in law the expectation that where schools serve students poorly or have low graduation rates over ex-tended periods of time, and where groups of students aren’t making progress, there will be account-ability and action for change. It re-moves a harmful proposal from an earlier House bill that would have taken funds from the neediest stu-dents and schools. It doubles down on our investments to expand quality preschool. That’s one of the most powerful steps we can take as a country to ensure opportunity for all students and a centerpiece of the Administration’s education agenda. And it helps to support and grow local innovations, in-cluding for evidence-based and place-based innovations developed by local educators and leaders, consistent with our i3 and Prom-ise Neighborhoods programs; and for the expansion of high-quality charter schools, serving high-need students.

“Our nation deserves a law that prioritizes both excellence and eq-

uity for our students and supports great educators. We are pleased the House has voted in strong bipar-tisan fashion in favor of a bill that does that, and we look forward to the Senate moving quickly to do the same.”

“It doubles down on our investments to expand quality preschool. That’s one of the most powerful steps we can take as a country to ensure opportunity for all students and a centerpiece of the Administration’s education agenda.”Former U.S. Secretary of Education Arne Duncan

20 · February 08, 2016

Declaración de Arne Duncan, exsecretario de Educación, sobre la aprobación en la Cámara de Representantes de la ley Cada Niño Triunfa

“Es una gran noticia para las escuelas de nuestro país que la Cámara de Representantes ha aprobado un importante plan bi-partidista para reformar la Ley Que Ningún Niño Se Quede Atrás (NCLB). Que Ningún Niño Se Quede Atrás es la última versión, ya anticuada, de la Ley de Edu-cación Primaria y Secundaria, que es en esencia una ley de derechos civiles. Los educadores y líderes por todo el país han pedido que la ley sea reformada, y por más de media década hemos estado de ac-uerdo con ellos.

“Con alegría recibimos la no-ticia de que el proyecto de ley ha sido aprobado por la Cámara para codificar nuestra propuesta de que cada niño en nuestro país ten-

ga una educación de calidad sin importar donde vive. Hace casi un año, di un discurso donde de-claré lo que creo es esencial para la principal ley de educación de la nación. El proyecto de ley que la Cámara aprobó hoy refleja esa visión más de lo cualquier obser-vador pensó fuese posible. La ley requiere por primera vez que to-dos los estudiantes de nuestro país sean educados al mismo alto niv-el y que sean preparados para los estudios superiores y una carrera. Esto significa que todas las es-cuelas estatales deben evaluar an-ualmente el progreso de los estudi-antes según las normas y deben proporcionar información vital a maestros, familias y comunidades. Para proteger los derechos civiles, la ley consagra la expectativa de que cuando las escuelas no sirvan bien a los estudiantes o estos ten-gan bajas tasas de graduación du-rante largos períodos de tiempo, y cuando grupos de estudiantes no hagan progreso adecuado, tendrán que rendir cuentas y tomar medi-das para remediar la situación. La nueva ley elimina una propues-ta perjudicial que habría quitado fondos a las escuelas y los estudi-antes más necesitados, y duplica nuestra inversión para expandir la educación preescolar de calidad. Es uno de los pasos más impor-tantes que podemos tomar como país para garantizar la oportuni-

La nueva ley elimina una

propuesta perjudicial que habría quitado

fondos a las escuelas y los

estudiantes más necesitados.

Nuestra nación merece una ley que priorice la excelencia y la equidad para nuestros estudiantes y apoye a los buenos maestros. dad para todos los estudiantes y es una pieza central de la agenda educativa de la Administración. También apoya y crece las inno-vaciones locales, incluido las inno-vaciones comprobadas y las desar-rolladas en sitio por los educadores y líderes locales, consistentes con los programas i3 y Promise Neigh-borhoods (Vecindarios promesa); y para la expansión de escuelas chárter de alta calidad que sirven a los estudiantes de alta necesidad.

“Nuestra nación merece una ley que priorice la excelencia y la equidad para nuestros estudiantes y apoye a los buenos maestros. Nos alegramos de que la Cámara de Representantes haya votado de manera bipartidista a favor de un proyecto de ley que logra todo eso, y esperamos que el Senado haga rápidamente lo mismo”. •

News and Trends in K-12 Education from Across America

Michael Jordan Supports Children’s Literacy Initiative’s Work in Chicago Public Schools to Improve Student Reading Achievement

Philadelphia, PA -- Basketball legend Michael Jordan has se-

lected national nonprofit Children’s Literacy Initiative (CLI) for a one-time gift to support CLI’s work in Chicago Public Schools to get more city children reading proficiently by third grade.

Jordan picked CLI as one of 23 Chicago-area, children-related char-

ities to which he is making a one-time gift from his net proceeds from a settlement concerning the use of his identity. CLI provides teachers and principals with training and coaching in effective practices for early literacy instruction for prekin-dergarten through third grade.

“I care deeply about the city of Chicago and have such incredible

AP Photo/Tim Boyle. Photo is from back cover of the Associated Press book “Michael Jordan: Beyond the Court.”

memories from my years there,” Jor-dan said in a statement. “Chicago has given me so much and I want to give back to its kids — the city’s future.”

He added, “I hope the dona-tions can help these organizations continue to make positive chang-es within their neighborhoods and throughout the city.” •

Michael Jordan greets reporters and fans as he walks on court to the

cheers of team mascot, Benny the Bull, in Chicago, September 9, 1994.

22 · February 08, 2016

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Students Challenged to Use Science to Solve the “Honey Bee Challenge” in 2016 4-H Ag Innovators Experience

CHEVY CHASE, Md. -- Ten thousand young people

throughout the Midwest will par-ticipate in the “Honey Bee Chal-lenge,” this year’s 2016 4-H Ag In-novators Experience activity, which teaches youth, ages nine through 15, about the critical role that hon-ey bees play in growing food and feeding the world. The 4-H Ag In-novators Experience (4-H AIE) is a

collaboration between the National 4-H Council and Monsanto Com-pany.

Based on the USDA MyPlate model, youth will begin with a “Farm-to-Plate” Honey Bee activ-ity to connect the work of honey-bees to the MyPlate food groups. Working in groups, youth will ex-plore honeybee habitats in various ecosystems; the important role of

honeybees in agriculture and food production; the threats to honey bee habitats and how threats are being addressed; and the best prac-tices for preserving and maintain-ing honey bee habitats.

The “Honey Bee Challenge” will take place from March – July 2016. To learn more, visit http://www.4-h.org/about/partners/mon-santo/ •


News and Trends

2016 National PTA Legislative Conference

The 2016 National PTA Legisla-tive Conference (LegCon) will

feature new content and trainings to provide PTA advocates with the latest skills to shape public policy.

Attendees at LegCon will get the opportunity to network with fellow advocates, share best practic-es, honor grassroots champions and policy leaders and learn how to:

• Advocate for children and families at all levels of government

• Build lasting relationships with policy makers

• Conduct effective meetings with legislators

This year’s LegCon will feature award-winning NBC education correspondent Rehema Ellis who has been part of NBC’s coverage of major breaking stories, including 9/11 and Hurricane Katrina. She was named NBC News’ Chief Ed-ucation Correspondent in 2010.

She plays an integral part of NBC News’ “Education Nation” ini-tiative and her reports appear on “NBC Nightly News,” “TODAY,” MSNBC and NBCNews.com.

LegCon will take place March 8-10 at the Crystal Gateway Mar-riott in Arlington, Virginia. For more information, visit http://www.pta.org/ •

24 · February 08, 2016

Girl Scouts’ Digital Cookie 2.0—The Largest Multichannel Busi-ness Run by Girls

N EW YORK -- With the Girl Scouts’ first-ever national dig-

ital platform, Digital Cookie 1.0, nearly 160,000 scouts sold cookies via website or mobile app in 2014. Now, the new Digital Cookie 2.0 provides scouts this cookie season with a more robust, hands-on and entertaining learning experience, in-cluding an enhanced cookie website

with fun quizzes, games, videos and other activities that offer girls op-portunities to learn budgeting and resource allocation using a “spend, save and give” model.

Girls will also be able to earn all age-appropriate Cookie Business badges through the platform while exploring ways to help others by in-vesting their earnings back into their

communities and practicing Inter-net safety. Digital Cookie 2.0 is the leading “multichannel” entrepre-neurial program for girls in grades K–12, and each girl’s experience is customized to her age level.

The Digital Cookie 2.0 platform is made possible by Dell and Visa.

For more information, visit www.girlscouts.org/digitalcookie. •

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News and Trends

Cheerleading Safety Making Great Strides

MEMPHIS, Tenn. -- A report from a publication by The

American Academy of Pediatrics shows cheerleading has the fifth best safety record of 22 high school sports studied.

The most recent data from the Department of Epidemiology at the Colorado School of Pub-lic Health studied 22 high school sports using data from the Na-

tional High School Sports-Relat-ed Injury Surveillance Study from 2009/2010 to 2013/2014. It’s the first study to include cheerleading injuries in a side-by-side compari-son to high school sports.

The findings ranked cheerlead-ing eighteenth out of 22 sports in terms of overall injury rates. While concussions were the most com-mon cheerleading injury found,

cheerleading’s concussion rates were lower than all other sports combined.

“We are encouraged that the work we’ve done to date has helped keep cheerleading safe, but we must remain ever vigilant in this effort,” said Bill Seely, president of USA Cheer, the governing body for cheerleading in the U.S. •

Photo Source: morguefile.com

26 · February 08, 2016

National Report: North Dakota Ranks First in Protecting Kids from Tobacco

WASHINGTON -- North Dakota ranks first in the

country for the third year in a row in funding programs that prevent kids from smoking and help smokers quit, according to a national report released by a coa-lition of public health organiza-tions. North Dakota is the only state that currently funds tobacco prevention programs at the level

recommended by the Centers for Disease Control and Prevention (CDC).

In addition to its top ranking, North Dakota has funded its to-bacco prevention program at or near the CDC-recommended lev-el since fiscal year 2010 as a result of a voter-approved ballot mea-sure requiring such funding. From 2009 to 2015, smoking among

North Dakota’s high school stu-dents fell by nearly half, from 22.4 percent to 11.7 percent.

Tobacco use kills more than 480,000 Americans and costs the nation about $170 billion in health care expenses each year.

The full report and state-spe-cific information can be found at www.tobaccofreekids.org/reports/settlements. •

Image Courtesy of The Campaign for Tobacco-Free Kids


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