In the educational community, proctored exams are a best practice. When a student takes an exam under the observation of a proctor, the experience has many benefits.

Proctored exams validate the integrity of a student’s entire transcript. When a final exam is administered by an objective proctor, it lends meaningful authenticity to a student’s demonstrated mastery and competence of the subject.

If the student’s transcript is evaluated by people who are not familiar with distance learning, evidence of proctored exams can help remove any questions about the legitimacy of a student’s work.

Accreditation organizations, such as WASC, as well as NCAA and universities, expect that as an online school, Laurel Springs promotes the policy of proctored exams.

When a student takes proctored exams, the experience demonstrates that the student can perform in this setting equally as well as their traditionally-schooled peers. Faculty and staff at other educational institutions (such as universities) view a history of proctored exams as proof that a student attending an online school is familiar with this standard practice of test administration.

At Laurel Springs, students have the option of retaining a paid proctor for their exams, or finding a proctor who does not charge for the service. Some approaches for free proctoring can include requesting the service from your local librarian, or asking a local church or temple if a leader in the organization will act as a proctor. {Families can direct their proctors to this form, which must be completed after the student has taken the exam.]

 If your child is in the process of applying to colleges, the financial aspect of higher education can feel confusing. There are many types of financial assistance for college, including need-based aid, merit scholarships, and grants. The school counseling department at Laurel Springs is dedicated to helping families navigate the process of applying for financial aid.

The first step many families take is to complete the FAFSA (Free Application for Federal Student Aid) worksheet, which can be submitted online. This worksheet is an excellent starting point for parents and students to better understand the information required by federal and state governments who determine financial aid. Because students may not have received all of their responses from colleges to which they have applied, families should include the codes for all of their child’s selected colleges on the worksheet. Also, families who have not yet filed their tax forms for 2011 should use the term “will file” in the form; this can be revised once a family has filed its taxes and can include the necessary information.

While January 1st was the earliest that the FAFSA worksheet could be submitted, it is important to be aware of state application deadlines. The worksheet also includes this critical information, which can be found on the right side of the first page. Many states have specific deadlines, and other states offer aid on a first-come, first-served basis, which means that applying early gives your child a better chance of receiving state financial aid. Students typically receive responses (award letters) about 1-2 months after they have applied and decisions have been made, but the process can take longer in some cases. 

Students and their families can also investigate what financial aid programs specific colleges offer. Private and state institutions have a variety of scholarship options, so it is important to understand what financial aid plans may be available. One key component of many programs is the Estimated Family Contribution (EFC) which is what a university determines that an individual family should contribute toward the cost of college, based on their particular financial circumstances. 

Our school counseling team is here to help Laurel Springs parents and their children understand the many details involved in applying for financial aid. Laurel Springs families are encouraged to contact their school counselors directly with questions they work through the application process. While the applications can feel complicated, our school’s expert counselors are ready to answer individual questions and guide our families through each step of the process.

With a 94% college acceptance rate, our school is proud of its commitment to helping students reach their academic goals.

President Laura Clark said that the main goals of this year’s Student Council are to “improve student unity and school spirit through various projects, while learning about democracy and leadership.”

The group is focused on several agendas: developing a welcome package for new students, creating the yearbook, fundraising, and helping to plan the events for prom and graduation weekend. Faculty sponsor Mary Jane Gilbertson said, “The students are well organized, intelligent and respectful of each others’ ideas and opinions.”

Vice President Graham Bentz said, “The Welcoming Committee will make new LSS students feel like a part of our school community.” Ms. Gilbertson said that new students will learn about clubs and other activities, with the intent that they “feel a sense of belonging and know they have classmates and friends.”

As Parliamentarian, Stephanie Maher ensures that all the proper bylaws and procedures are followed during meetings.  She is excited to “encourage students to interact with each other in a variety of ways.”  Student Council projects “will help Laurel Springs students get a wonderful education, and also the wonderful experience of meeting their fellow classmates while making the world a better place.

Prom and graduation weekend, which takes place in Southern California in June, is one focus for our members.  Graham Bentz said, “We have lots of interest in this, and it’s a great way for our students to be involved and get to know each other.”

In addition to giving back to the Laurel Springs School community, our members gain invaluable experience by participating in this dynamic governing body.  Stephanie Maher said, “Being part of Student Council has taught me so much about leadership, and also given me more self-confidence. Every minute I spend with this team has helped me become a better person, because I’ve learned more about myself, as well as my fellow classmates, and the world around me.” Graham Bentz said, “I’m excited about the year ahead and all the things that Student Council hopes to accomplish. We have a great group of leaders and students that want to make a difference.” And their leader, President Laura Clark said, “I really enjoy participating, and am very excited to achieve our goals this year!”

At Laurel Springs, Megan’s teachers have nothing but rave reviews for her work as a student. Her Chemistry teacher, Jayne Selwa, said that “Megan has been a delight to work with. She displays great enthusiasm for learning, and life in general. And Karen Lewers, Megan’s Math teacher, said that “Megan is very determined and focused. She takes the time to fully understand each topic.” 

Megan appreciates both creative writing and the types of writing she does in her courses. “I love being able to analyze a concept, and really enjoy the structured, logical progression of academic writing. Being able to break things down and then synthesize ideas is something I enjoy about the writing I do for school. Creative writing is more fragmented and raw. I love the mysterious aspect of creative writing, when I have to present a concept that is otherwise difficult to express.”

In her free time, Megan enjoys theatre, and attends a Shakespeare camp in the summer. In fact, these experiences are part of what inspired her published poem. “During the camp, we focus on learning how to use our bodies to convey emotion. I thought about how hands have the ability to tell a stronger story than words and facial expressions. The poem came from my thoughts about how such a small body part can tell such a meaningful story.” 

Megan’s talents are not limited to writing and acting. In fact, she thinks she may want to major in economics and policy analysis when she attends college. Her history teacher, Mary Jane Gilbertson, said, “Frankly, she is teaching me so much about debate. Her history assignments could be used for textbooks. She loves politics, history and debate.”

Congratulations to Megan on her first national publication. We know that she will continue to bring her focus, creativity and intelligence to her academic and extra-curricular passions.

David Brown, Executive Director of WASC, and Marilyn Mosley Gordanier, founder and Executive Director of Laurel Springs School

Our school marked its 20th anniversary with a celebration in Ojai, California on Wednesday, January 11. Founded in 1991 to offer personalized distance learning programs, Laurel Springs was one of the very first schools to harness the power of the internet for interactive education when it began offering web-based programs in 1994.  Laurel Springs has now grown to include students from throughout the U.S. and more than 70 countries.

Laurel Springs has been a pioneer in developing quality distance learning options for students seeking alternatives to the traditional classroom setting. Today, our school is one of the most respected providers of online education for students in grades K-12, with outstanding  academics.

“I founded Laurel Springs with the intent of providing a challenging, respected and nurturing online community where students can grow academically while becoming responsible global citizens,” said Marilyn Mosely Gordanier, Founder and Executive Director. “We’ve come a long way since the early days of the internet, and while advances in technology have supported our journey, it’s truly the teachers, students and members of the Laurel Springs family that make this an outstanding institution. We thank them for their support and look forward to the future.”

The school’s focus on academic excellence has resulted in major milestones. In 1998, Laurel Springs courses earned a-g approval from the University of California governing body and in 2000, the school became the first distance learning institution to receive accreditation from the Western Association of Schools and Colleges (WASC). That same year, many Laurel Springs high school courses received Division I and II approval from the National Collegiate Athletic Association (NCAA). In 2005, our school gained membership in the prestigious National Honor Society.

“Laurel Springs is to be congratulated for staying the course for what has now become not only an acceptable alternative to traditional education, but has grown in terms of acceptance and results as a more effective way to learn,” said David E. Brown, Executive Director of WASC. “The personalized approach developed by the school successfully serves and supports each student individually and clearly enhances opportunities for students to achieve and to ultimately meet expectations for learning.”

One of our school’s major strengths is its ability to deliver a challenging college preparatory education that is tailored to the learning styles and needs of individual students. Many students benefit from having flexible schedules and a broad array of course options, including athletes and those in the performing arts. Laurel Springs has an excellent track record of helping graduates to enter the college of their choice, including the most selective institutions. Notable Laurel Springs alumni include actresses Kristen Stewart and Miranda Cosgrove, and Olympic ice dancer Tanith Belbin.

“We congratulate Laurel Springs on providing 20 years of world-class, innovative and personalized online instruction, said Susan Patrick, President and CEO of the International Association for K-12 Online Learning (iNACOL). “As the first K-12 online learning program in the United States, Laurel Springs is a true pioneer in a field that is growing faster than any other innovation in K-12 education, with more than 2 million K-12 enrollments currently in online education programs across the nation.”

The school has earned numerous awards, including the United States Distance Learning Association Leadership Award, and the United Nations Global 500 Award. Gordanier serves on the Education Committee for the Board of Directors for the Captain Planet Foundation, as well as the STEM (science, technology, engineering and math) Working Group for the Clinton Global Initiative.

Maurice Ashley lives his passion. Through his love for chess, he not only made history as the first African-American International Grandmaster in the annals of the game, but he has translated his love of chess to others as a three-time national championship coach, two-time author, ESPN commentator, iPhone app designer, puzzle inventor, and motivational speaker.

Maurice has traveled the world as an ardent spokesperson of the character-building effects of chess. Coming from the rough and tough streets of Kingston, Jamaica and Brooklyn, New York, Maurice has tirelessly shared his compelling story with young people in places such as Detroit, Cape Town, South Africa and Belize.

His book, Chess for Success, crystallizes his vision of the many benefits of chess, particularly for at-risk youth, and he continuously spreads his message of living one’s dream to universities, businesses, chess clubs and non-profit organizations around the globe. His app, Learn Chess! with Maurice Ashley, has been sold in over 26 countries, and he has received multiple community service awards from city governments, universities, and community groups for his work.

Maurice’s symposium topic is “The Illusions of Chess.” Most people watching chess would say that it is a game played on a board consisting of 64 light and dark squares and 32 black and white pieces. This simple statement is based on several fallacies, which are hard to see at first blush. Our symposia will explore some of the deeper truths of the game, and demonstrate how chess truths can be used to inspect and challenge our most basic assumptions about ourselves and the world around us.

We encourage all Laurel Springs students and their families to register for this inspiring event.

Mary Jane majored in history during college, earned her teaching certificate, and completed her student teaching requirement. However, teaching jobs were hard to find at the time, so Mary Jane spent years working in the telecommunications and finance industries. During this time, Mary Jane earned her Masters of Business Administration degree to further her skills, but knew that “I never wanted to be anything but a teacher.” While she was working in business during the day, Mary Jane was teaching high school for adults at night.  “One of my most memorable students was an eighty-year-old woman who was determined to get her high school diploma.” Mary Jane also began teaching online courses in her free time.

After many years of working in corporate business environments, Mary Jane decided to pursue her true love, and began teaching full-time for Laurel Springs. One of her students said that, “Mary Jane Gilbertson is brilliant. She definitely cares about her students and their work. She makes the time to carefully read everything everyone submits. She greets each student individually when they come to her online classes, and takes time to listen to what everyone says.” 

For her online classes, Mary Jane said, “we focus almost exclusively on current events.  We use a map with a list of countries in turmoil, discuss news items and revolutions, and review political speeches.” Her students are especially interested in how politics and economics intersect. “I pull all that in so that they know it’s all related. I love to open their eyes to connections between human economics and what is happening in the world.”

Mary Jane seeks ways to create meaningful student-teacher relationships and integrate student interests with the subject matter. She gave the example of a student who was extremely interested in photography. Mary Jane suggested that the student think about history during photography excursions, and ask questions such as, “what would ancient man think of this landscape, or in the case of fashion photography, how does history impact fashion?” Mary Jane said that she was able to “take what the student loved, and apply it to history. Everything is affected by history. My students can explore their interests, and at the same time, we make sure that the necessary academic content is covered.”

Mary Jane feels that students are most successful when parents are involved and interested in what their children are doing in class.  She encourages regular communication with both students and parents.

When she is not teaching, Mary Jane enjoys gardening, and she also loves to experiment with new recipes in the kitchen. She also likes to read, especially historical fiction, and enjoys learning about the interactions between history and economics. She is the advisor for the Laurel Springs Student Council, and anticipates a very active year for student government.

Ms. Hailes will discuss what sparked her interest in green issues, and what made her book, The Green Consumer Guide, such a success. She will also speak about how her efforts to create positive environmental change within large corporations and the tourism industry, as well as strategies for addressing the problem of electrical and electronic waste.

Ms. Hailes is a campaigning consultant, a writer, a speaker, a green entrepreneur and an opinion former. She is author or co-author of nine books, including The Green Consumer Guide, which has more than a million copies worldwide. In 1987 she co-founded SustainAbility Ltd, a leading edge consultancy and think-tank, but since 1995 has been working independently from her home in the UK. Ms. Hailes advises Procter & Gamble on baby care and cleaning products, and is a member of the expert advisory panel on packaging for British retailer Marks & Spencer. Ms. Hailes’ new company, E For Good, aims to clean up electrical and electronic waste – anything with a battery or a plug. In 1989, Julia was elected to the UN Global 500 Roll of Honor for her outstanding environmental achievements, and received the Order of the British Empire (MBE) in 1999.

Ms Haile’s efforts are aligned with our school’s mission of global and environmental awareness and education, and we are proud to welcome Ms. Hailes to our school community for the first symposium of 2012.

As a member of the Captain Planet Board of Directors, I was invited to attend the Foundation’s Gala, which was held in the breathtaking Georgia Aquarium. With the Foundation’s focus on environmental preservation and education, the aquarium was the perfect venue for the gala. Special musical guest, Alison Krauss, the 26-time Grammy award-winning singer and songwriter, entertained us with her amazing music.

The Gala’s guests were joined by Ted Turner, who later said of the event, “Thank you to everyone who came and gave to the cause of inspiring and empowering our children to take care of their home.”  The Captain Planet Foundation (CPF) was created in 1991 as an offshoot of the award-winning Captain Planet cartoon series, which was conceptualized by Ted Turner. Building on the inspiration garnered from the show, the Foundation became a means by which young viewers could become Planeteers and raise environmental awareness in their own schools and communities.  The inspiration behind the Foundation and this special evening is Laura Turner Seydel. Her dedication inspires the Captain Planet Foundation to fund school garden projects, beach cleanups, the cultivation of beehives and support of hands-on, environmental education projects for children.

Exemplar Award Winner Sylvia Earle and Marilyn Mosley Gordanier

The Georgia Aquarium was also the perfect place to announce the recipient of the Captain Planet Exemplar Award, Dr. Sylvia Earle, the world’s foremost oceanographer and Explorer-in Residence at National Geographic. I was privileged to talk with Dr. Earle about our precious oceans, and about her recent BBC interview.  I was intrigued by her statement that we have only explored five percent of the planet’s oceans, and that we know more about outer space than our own oceans. Her passion was contagious.  Our stirring conversation took place while viewing a breathtaking fish tank filled with more than six million tons of water!  While we spoke, a backdrop of sea life colored our conversation: sawfish, whale sharks, manta rays, beluga whales, sea lions, groupers and more.

Laurel Springs School alumna Rivkeh Sahlin and Marilyn Mosley Gordanier

Another highlight of the evening was reuniting with Rivkeh Sahlin, an alumna of Laurel Springs School.  She was one of our first students, and participated in the filming of our early environmental videos for which we were awarded the United Nations Global 500 award. Rivkeh attended Amherst College and graduated Magna Cum Laude. She is a beautiful, brilliant, kind and capable woman, mother and wife. I am proud to know that Laurel Springs played such an important part in her life.  

As the gala came to a close, I felt privileged to support the Captain Planet Foundation that has helped over 20,000 children realize their dreams of caring for our planet. All proceeds from this spectacular evening go directly toward fulfilling the mission of inspiring, creating and empowering young people around the world become eco-stewards. Just as we encourage our Laurel Springs students to give back to their community, it was my pleasure to give back to our global community!

Alek Talevich, Film Club Faculty Sponsor

The Film Club at Laurel Springs is a lively activity that attracts a mix of students from grades 7-12 who are interested in learning about the variety of aspects of film-making and appreciation. Rather than immediately jumping into watching and discussing movies, the faculty advisor, Alek Talevich (Academic Department Chair, Electives), helps club members to understand how to responsibly critique a film. “We start by picking a movie the kids dislike,” Talevich said. “The club members need to be able to articulate the reasons why they didn’t like the movie, which could be related to the script, acting, casting, directing, or any number of factors.” The club discusses how many different aspects can contribute to the critical success or failure of a movie.

With Talevich’s guidance, the club collaboratively creates a list of movies that they will watch and discuss throughout the year. Each year, the list is different, but contains a variety of films (with MPAA ratings that can range from G to PG-13) so that students can explore the vast differences in cinematic approaches. This year, some of the movies the club will review include: The Nightmare Before Christmas, Lars and the Real Girl, True Grit, Inception, and The Illusionist. Talevich reserves the right to sneak in a few surprise films to keep students on their toes.

Evi Smith, a 6th grade Laurel Springs student, is the youngest member of her local Delta Society chapter (in Albany, GA). She completed an eight-hour training course, passed a test, and also worked with her dog, Jamie, to pass an exam that certifed them as a Pet Partners Team. Evi and Jamie are registered as a team with the Delta Society, and they visit nursing homes and Alzheimer care centers. Evi talks with the patients and lets them pet Jamie. She says that she enjoys making the patients smile and being around the Delta Society dogs.

We are proud of our students’ motivation to volunteer in their local communities, and celebrate Evi’s work with the Delta Society.

Student Carson Caccamise said that his electives course, “under Mr. Talevich’s guidance,  have helped shape my learning experiences.  They help me focus on my specific talents and encourage me to pursue my personal dreams. These electives also allow me to meet and get involved with other students all over the world, which allows for a unique learning experience. I think Mr. Talevich is an incredible teacher who is always available to advise his students and to give them the support they need to do their best work.”

An 11th grade student said, “For my project portfolio, I write about traveling and art. Last year, I traveled to India, and wrote everyday about what I saw, including a week-long train ride through Rajasthan. In addition to traveling, I love art. Ever since I was little, I have always been around art.  My travel and art blog includes my trips as well as my art. Right now I’m working on a large mosaic table with an artist.  I am also meeting with photographer Gregory Colbert, who is editing his movie about exotic animals around the world.  I’m glad I have this elective, because I’m able to share the reason I began homeschooling.”
 
“The single most transformative aspect of independent study is that students rebuild their own learning and discover what is possible,” said Talevich. As a Laurel Springs alumnus himself, he is intimately familiar with the school’s mission and unique educational model, and is especially passionate about student-directed learning. “Electives are undiscovered territory in terms of their purpose; students find their interests and ways to expand them.”

Talevich, who lives with his wife in the Seattle area, earned a Bachelor’s degree in Creative Writing and a Master’s degree in English from Western Washington University. He also teaches courses at the university level.

This week, Ms. Mosley Gordanier will attend a meeting of the Board of Directors, and also attend the Captain Planet Foundation Gala.  The Gala honors leaders in environmental education and advocacy, and will award this year’s Exemplar award to legendary oceanographer Sylvia Earle.  We are proud of Mr. Mosley Gordanier’s continued commitment to encouraging young people to find innovative ways to care for our planet.

This year, the Laurel Springs Chapter of the National Honor Society is working on three service projects. 

• A school-wide “Anti-Cyber Bullying” campaign as a school-wide project: The goals of the project include educating the school community about cyber-bullying, teaching fellow students about ways to prevent and stop cyber-bullying, and encouraging students to make a commitment to be proactive about working against cyber-bullying.
• Letters of encouragement to children in hospitals: This project is being coordinated on a face-to-face basis with hospitals in students’ local communities, as well as via online groups that will collect letters for children in other hospitals. 
• Members are working to collect blankets, clothes, and other household items for donation to a charitable organization of their choice, such as Goodwill or the Salvation Army.

As the first online high school to be granted an approved charter for a National Honor Society chapter, Laurel Springs is proud of its students’ committment to devoting time to serve others in a variety of ways.

Learning about the Tests
SAT
The College Board provides a test-taking schedule to help determine the best time to take the SAT. This planner also includes suggestions for each year of high school with recommendations for course selection, participation in activities, and test preparation.

The College Board website offers many free test preparation resources for students, ranging from complete practice tests to tools that require less time. For students who are trying to determine the best test preparation approach for their individual situation, the SAT Study Plan provides a plan based on the answers to three simple questions. Students who register for the “Question of the Day” receive a daily email that contains a sample SAT question.  This service promotes daily test preparation in small, incremental doses, which has been shown to improve test outcomes. Sample SAT questions are available to help students familiarize themselves with test format, and for a more robust practice test experience, the College Board offers a full SAT practice test at no cost. Once students gain some experience with SAT testing, they can improve their scores by exploring strategies for handling the more challenging test questions, and using the Skills Insight tool to identify areas of potential improvement for individual students who may choose to retake the test. 

SAT Subject Test
Some students question whether to take an SAT Subject Test, and if so, when to take it. SAT Subject Tests are hour-long content tests that students can take in specific subject areas to showcase their academic strengths. The College Board recommends that students take an SAT Subject Test shortly after the completion of the related course; for example, a student who recently finished a Chemistry course with a strong grade would be in a good position to take the Chemistry SAT Subject Test.  Please take some time to learn more about SAT Subject Tests to determine which tests are right for your specific strengths. SAT Subject Tests are valuable for a variety of reasons:

• SAT Subject Tests are required by some colleges.
• College applications can be enhanced by including high scores on SAT Subject Tests.
• Some colleges use these tests to determine course placement for college freshmen.

Students with additional questions about SAT Subject Test can learn more by reading the FAQ page.

There are twenty SAT Subject Tests, and the College Board encourages students to learn more about test formats by taking a series of sample questions.  Each practice question is rated according to level of difficulty, and is accompanied by an explanation about the correct answer. Students may also learn about the best strategies to use when taking an SAT Subject Test.

Test Day Success
After students have registered for a test, and feel comfortable with their test preparation work, they can explore the College Board’s resources for how to have the best possible test day experience.  The Test Day Simulator is rich with video, and shows practical tips for how students can ensure that the time and energy they have devoted to test preparation is rewarded.  The Test Day Checklist serves as a good reminder of the things that students may and may not bring to testing sites. 

We encourage our students to use these tools in order to have the best possible outcomes from their SAT and SAT Subject Test experiences.

Susan’s presentation will be an informative and inspiring experience, providing helpful parenting strategies.  With a background that includes homeschooling, global travel, and public speaking, Susan maintains a private marriage and family therapy practice in Malibu, California.  Her book, Parenting without Power Struggles: Raising Joyful, Resilient Kids While Staying Cool, Calm and Connected, will be published in Spring 2012 by Atria Books (a division of Simon and Schuster). 

Please check the LMS for more details on how to register for this event.

Constance began acting in North Carolina community theater when she was a preschool-aged child. As her level of experience increased, Constance’s talent was recognized by a local agent, who helped to develop her career with some initial jobs.  Constance also began taking acting classes at The Company Acting Studio. Eventually, Constance’s professional career evolved to the point that she gained representation by a Los Angeles-based agency.  “Being Native American, I was able to be cast in a lot of ethnic categories.  However, now I am most interested in representing Native Americans, and prefer to pursue only those roles.  If I become a successful writer, it may be a way that I can help to create more of those roles.”     

“Writing makes me more appreciative of the creativity and thought behind some of the most amazing literature. I’m one of those people who actually enjoyed Beowulf and The Iliad.” Her English teacher, Melissa Hart, said, “Constance is joyfully engaged in all her literature lessons, turning even the smallest writing assignment into a literary work of art.  She’s compassionate, diligent, and a whole lot of fun to teach!” 

Recently, Constance and her older sister, Patience, wrote a play together called Cornbread and Cornbeads, which is “about growing up between two cultures, and having strong grandmothers on both sides.”  The play was selected for The Autry National Center’s Native Voices Short Play Festival.  Constance’s experience of seeing their play performed as part of the festival was inspiring:

“Watching our play performed was an unbelievable experience! We met the talented cast, and were given front row seats for the performance. We heard the people in the audience around us laugh during the funny parts, and then they cried at the end. We were crying as well. It really touched us to see it all come to life on stage right before our eyes. The characters we created were based on real people in our lives, and it was magical to see how the actors were able to capture them so perfectly. Many people came up to us and said how much they loved the story and the characters. We are now thinking we might expand the play into a full length piece. It was an experience we will never forget.”

Constance, a 10th grade student who began taking classes at Laurel Springs four years ago, said that “I started becoming more confident in my writing about halfway through eighth grade.  I love to write creative essays, short stories, poems, fables, and now plays!” She finds connections between her acting experience and academics: “My training as an actor makes me focus on the characters in my literature lessons. Actors pay attention to details and my mind has become conditioned to do that. It helps when I need to recall facts and themes, which also pays off with classes like science and math.   Her Math teacher, Joyce Estes, agrees; she said that Constance is “a sweet student who is a joy to teach.”

Because of Constance’s writing and acting pursuits, her family sought a school that would allow flexibility without sacrificing quality academics.  After examining many options, they felt that Laurel Springs was the “best of the best.”  Constance said that, “I can’t imagine not being a student here.  My teachers are unbelievable.  I look forward to their feedback, suggestions, and comments more than the grade on any given lesson.  I have more of a personal relationship with them through that direction communication than I do if I were in a traditional classroom with many other students.  I stay in touch with previous teachers, and look to them as mentors.”

When she looks to the future, Constance said that she is interested in attending Stanford University “if I can; my older brother is a junior there,” and may be interested in pursuing law as a career.  She also enjoys the opportunities that acting and writing offer her, and plans to attend Space Camp next summer.  Most of all, she said, “I really like where I am right now, enjoying my family, pets, school, and acting opportunities.  I am enjoying just being a kid.”

Members of the Creative Writing club embrace all forms of writing, including poetry, short stories, and novels. One student said, “It’s not uncommon for a new member to read a bit of their work or share an idea.  We can really trust each other to give constructive feedback that make a difference in our writing.” This 10th grade student prefers to write long-form fiction, because in his opinion, “there’s nothing more exciting than a story that stretches for several books, allowing you to watch the character mature and develop.  Harry Potter is a perfect example of such a story.”

One of the highlights of the club is National Novel Writing Month.  The event happens during the month of November, and encourages writers to produce an entire novel (about 50,000 words) between November 1st and 30th.  The emphasis of the activity is on “enthusiasm and perseverance,” motivating people to spend the month writing—and save the editing for later.  Student Gretchen Hohmeyer said that she began to participate in NaNoWriMo after joining the Creative Writing club several years ago.  “One of the members was doing it, and encouraging the other members to engage in the program as well.  We started a thread within the club to track our progress, and the competition between us all got pretty heated!  It was a blast.”  Hohmeyer said that last year, there was almost 100% participation within the club, and that her two self-published books (Mind Evolution and Breaking Barriers) were written during NaNoWriMo.  Another club member said, “I participated and successfully completed my NaNoWriMo story of 50,000 words last year. I look forward to accomplishing the same goal this year!”  Hohmeyer said that she plans to write a sequel novel during this year’s NaNoWriMo.  Club members can submit excerpts from their NaNoWriMo work for publication in the student magazine.

Club members engage in a flurry of activity during the month of November.  Also, they prepare for their long-term projects (the student newsletter and magazine) throughout the rest of the school year.  Students who enjoy writing are encouraged to join the Creative Writing club; email Rachelle Wafer for more details about club participation.

With a Master’s degree in Education, Lisa has a rich background in a variety of teaching environments, including low-income schools, private schools, study abroad programs, and tutoring centers.  What Lisa enjoyed most about each of these experiences was the “outside the box”, personalized approach that she could take with her students.  When she began teaching at Laurel Springs, Lisa found that she could continue teaching with a highly individualized approach.  “I can set aside time to work with specific students one-on-one.  At Laurel Springs, students are encouraged to consider how they are learning, and to think of alternative ways to understand the material.” 

Lisa enjoys seeing her students realize that “current events do not happen in a bubble, but that there is a context to why things happen.”  Her iClasses tend to focus on newsworthy items, such as recent events in the Middle East.  Because some of her students live outside the United States, the class benefits from a variety of perspectives.  “With students located in Russia, Turkey, China and Africa, the class hears different views of current events. My students can experience the world while meeting their academic goals in an accredited program.”

One of Lisa’s students, Carson Caccamise, said, “Ms. Biton is very supportive and gives me useful feedback that I can use to improve my knowledge of history. She is always right there and readily available to help me. Whenever I have a question, Ms. Biton gives answers that are on point; she loves to share her deep understanding of history with her students.” 

While Lisa is originally from California, she has lived in Israel for the past two years, and is able to relate to students who are expatriates themselves.  “There are lots of connections, and we share our impressions of cultural differences, and what it is like to live in a different country.”  In her free time, Lisa and her family often travel to ancient ruins, such as Herculaneum (pictured), which feeds her passion for history.

All Laurel Springs students in 7th – 9th grades and their parents are invited to participate in our webinar on November 16th at 3:00PM, “Planning for High School Success.”

Our school counselors will outline success strategies for students as they transition into high school. The topics covered will include: study skills, time management tips, course selection, attention to grade point average, and involvement in extra-curricular activities.

Please check the LMS for information about how to register for this informative and interactive event.

Social media and internet use is integrated in the lives of most children and young adults. Services such as Facebook, MySpace, Google+, and others allow students to connect with friends and family, and post status updates and photos. For many young people, social media is a major part of their lives, with a recent study showing that more than half of children aged 12-13 and 88% of children aged 14-17 use social media. Parents can help their children by initiating discussions about the impact of social media activity, and how it can influence college admissions.

According to a recent study, at least a quarter of college admissions officers are using social media to conduct background research on applicants. While the practice is not yet routine, 12% of study participants said that “what they found ‘negatively impacted’ the applicant’s chances of admission.” Some college admissions officers cited examples of inappropriate behavior and plagiarism when explaining how social media can reveal negative impressions of an applicant.

Parents can address this issue by making sure their children are aware that their social media activities may be examined by college admissions officers, and that many things that children post online can be accessed in the public domain. Students can employ the positive strategy of using social media to project a more holistic picture of their thoughts and activities. Here are some examples of how students can use social media to bolster their college admissions plan:

• If your children are involved in volunteer work, they can post photos of their activities at a soup kitchen or tutoring center.  
• If your children take AP or test prep courses, they can post updates that show how these classes are preparing them for college.
• Children can post updates related to their extra-curricular activities, such as sports, National Honor Society, student council, or clubs.
• If you children have jobs or internships, they can post about what they are learning from the experience.

As students become more active on social media sites, parents can review the principles of ethical online behavior with their children. Children can learn to delete posts, untag themselves from Facebook photos, and periodically check to ensure that their privacy settings are in line with family preferences. When children have a greater awareness of how their social media presence is viewed and used by others, they can be more thoughtful about how they choose to participate.

Sava is joined by Stephanie Maher, who was elected Vice President.  “It means so much to me that my fellow NHS members have the confidence in me to elect me into a position of leadership.  I am also happy with the results of the elections for the other officers; I know them well, and am confident that they are hardworking and dependable.” 

NHS membership is based on academic achievement, service within the community, personal character and leadership.  Our chapter of the NHS provides a unique forum in which our school’s student leaders participate in service learning projects; many of these projects address environmental concerns. This program gives our students the opportunity to explore and exemplify what it means to be responsible citizens and stewards of the planet through specific environmental activities.

With students in more than seventy countries, Maher said, “Our NHS chapter has the huge advantage of being global, because Laurel Springs is a distance learning school.  The students in NHS can help their communities, and as a group, help the world as a whole.” She is excited to “see what ideas we come up with to change the world.”  Sava said, “I have a lot of community service experience, and I am thrilled to be involved in NHS.  I cannot wait to get started on projects and work together as a group.”

Laurel Springs School joins faculty advisor Joy Nehr in congratulating the newly-elected officers, and shares their excitement in combining academic excellence with community service.

Flynn creates a pea puree. (Photos: Paris McGarry)

Some people do not find their true passion until late in life, but at age 13, Flynn McGarry knows that his passion is food.  He is already an accomplished chef who apprentices at two restaurants, caters parties, and hosts a pop-up restaurant (where his home is transformed into a temporary fine dining establishment) once a month.  From simpler prep work and plating salads to butchering fish and making bread, Flynn’s culinary skills are more commonly found in a serious cook twice his age.

Flynn said that as a child, “I was creative and did art.  With food, I can be creative with how I use ingredients.  A certain level of detail appeals to me; in cooking, I feel that the dish needs to be as close to perfection as possible.  If it’s not really good, I won’t serve it.”  

Eureka, Flynn’s monthly pop-up restaurant that is located in his family’s California home, features tasting dinners.  This means that each course is small (about one or two bites), and Flynn creates between ten and seventeen courses for the meal.  Flynn typically has two friends who help to serve the guests, and three helpers who act as sous chefs.  The food is characterized as “progressive American,” which is loosely based on the molecular gastronomy style of cooking.  Flynn uses culinary chemicals to enhance the presentation and taste of his dishes, and said, “food shouldn’t be one-dimensional – it should taste good and also be interesting and almost amusing, like dinner theatre.”  An example of a dish that his guests particularly love is a cod cake (cod, potatoes, olive oil, and garlic) which is deep-fried until it has a thin, crunchy crust; this is accompanied by a tomato-saffron sauce and arugula pudding.  Flynn favors tasting dinners because he thinks that, “the first bite is always the best.  At Eureka, you eat one dish and think, ‘wow, that was delicious!’ and then a few moments later, a different but equally delicious dish is served.”  The monthly dinner party style restaurant has been operating for about a year to rave reviews. A YouTube channel called “Dining with Flynn” features videos of his cooking events.

In addition to managing all the aspects of running Eureka, Flynn also spends about three days a week cooking at Ray’s & Stark Bar (adjacent to the LA County Museum of Art), and one day a week cooking at a local café called Sweet Butter.  The two restaurants offer completely different working environments; Ray’s is an upscale restaurant with a very formal kitchen, while Sweet Butter is more relaxed and homey.  Flynn has been working at Sweet Butter for about a year, and learned a lot there.  He began working at Ray’s about a month ago. Flynn met Ray’s Executive Chef, Kris Morningstar, at a Los Angeles food event, and Morningstar identified with Flynn because he remembered wanting to cook when he was Flynn’s age.  At Ray’s, Flynn said, “They want me to learn every aspect of the industry.  They have developed a trust in me as I’ve worked there, because they see what I know how to do, and are also teaching me a lot.”

Because Laurel Springs allows him to manage his own academic schedule, Flynn is able to spend more time doing what he loves most: cooking.  “I have had many more opportunities to do things that I want to do, like work on a Tuesday in a restaurant. At Laurel Springs, there is no time wasted.”  Flynn keeps a planner to manage his academic tasks and is able to manage his time very effectively.  He has frequent conversations with his teacher, Paul Human.  Flynn said, “He is also a creative person, so he understands me.”  When asked about his student, Mr. Human said, “Flynn is an Einstein in the kitchen, cares deeply about his family, and approaches and completes school requirements with an originality, accuracy and flair that reflects worthy elements of thoughtfulness, insight, confidence, sensitivity, flexibility in working with different media, candor, and a unique philosophical perspective.”  Their student-teacher relationship is “inspirational and endearing,” and Mr. Human said that he inevitably ends up feeling hungry after hearing about Flynn’s latest recipe ideas.

When Flynn thinks about his future, he says that he has identified a few Los Angeles restaurants in which he would like to work.  He would also like to start catering more often, and learn how to make different kinds of pasta so that he can create an Italian-themed dinner party for Eureka.  “I like to challenge myself and do different things.”

Paul and his son, Jaimin Kai

“What does it take for people to live and learn together?” This question fascinates Paul Human, who has been a Laurel Springs teacher for twelve years. He explores the concepts of community and collaboration each day as he finds innovative ways for his students to learn. This passion extends to his deep involvement with our private online social network, as well as his personal interests in music, curriculum development, homeschooling, and growing his own food.

Paul was born in South Africa, and his childhood career as a competitive swimmer meant continuous international travel. His constant immersion in a variety of different cultures taught him that mutual understanding and collaborative learning are essential components of a thriving community, which directly impacts his work with Laurel Springs. The parent of one of Paul’s students said, “The learning process has been engaging and inspiring! Our son feels like an active member of the learning team rather than a passive student in the classroom.” 

One of Paul’s greatest strengths as a teacher is to be able to understand the uniqueness of each of his students, and then tailor his instruction to their learning style, strengths, and needs. For example, when one of his students faced a temporary medical issue that made it difficult to read, Paul made adjustments to assignments so that his student would be able to absorb the concepts via other methods, such as audio books and video-rendered lessons.  The student now delights in reading for enjoyment and learning. As a homeschooling parent himself, Paul says, “I have developed a whole new understanding of what learning is all about. I can more easily relate to parents, and I better understand their perspective. I am able to empathize in invaluable ways.”

Paul is an especially passionate believer in the power of our private online social network, which is “a wonderful way to connect with students, and form lasting friendships based on mutual inspiration and respect. I’ve had students maintain their friendships for years, and stay in contact after leaving Laurel Springs, based on what we shared and cultivated together in our community. The interactive forums, blogs and subject responses are a wonderful reflection of the growing sense of community our school is developing. These interactions provide me with insight as to how our students think, feel, create, and communicate. This is a valuable tool that creates empathy, compassion and understanding.” 

Paul lives on two-and-a-half acres in California, where he and his son grow much of their own food. He plays six instruments, and enjoys composing, recording, and collaborating with others to create music. For about a year, he has been developing curriculum that focuses on the intersections of history, civilizations, cultures and community, with a goal to teach students a deeper meaning of the term “social studies.

With issues such as desertification and social unrest, many people are deprived of water, food or adequate shelter. Join Warren as he presents the ways in which he teaches permaculture design in the USA, Europe, and Africa – where people learn to create abundant and stable food and water resources, healthy homes, zero waste, non-toxic living, and a community that supports one another. Through storytelling and pictures, he will explain what it means to be truly sustainable so that the future generations may flourish.

About the presenter:
Warren Brush is a certified permaculture designer and teacher, as well as a mentor and storyteller. He has worked for over 25 years to inspire people of all ages to discover, nurture and express their inherent gifts while living in a sustainable manner. He is co-founder of Quail Springs Learning Oasis & Permaculture Farm, Sustainable Vocations, Wilderness Youth Project, Trees for Children and his permaculture design company, True Nature Design. He works extensively in permaculture education and sustainable systems design in North America and in Africa, as well as in other countries. He has mentored former child soldiers, orphans, youth from troubled families, as well as young people from privileged backgrounds. He teaches courses including: Permaculture Design Certification, Rainwater Harvesting Systems, Ferro-Cement Tank Building, Compost Toilet Systems, Greywater Solutions, Water for Every Farm, Drought Proofing, Cultural Mentoring, Introduction to Permaculture Systems, Corporation Sole Formation, Food Forestry, and origins skills.

Laurel Springs families are encouraged to register for this inspiring and informative event.

Jennifer Varnell
Assistant Director of Education, School Counseling Services

I was honored to attend this year’s 67th annual conference for the National Association for College Admission Counseling (NACAC) held in New Orleans, LA. The conference has been an influential part of educating school counseling professionals and institutions of higher learning on the ever-changing landscape of college admission counseling. It was an exciting experience that included many opportunities for networking, professional development, and support for student advancement in the area of college counseling. The Conference Committee provided an environment that included many options for targeted education and fostered camaraderie among attendees.

The educational sessions offered a variety of options which reflected the diverse population in attendance. I thoroughly enjoyed attending the Secondary Counseling sessions which focused on issues relating to college advising, college admission requirements, financial aid, NCAA eligibility and best practices in the field of school counseling. The presenters and workshops were impressive, providing new and innovative approaches to inform more students about available college options. It was inspiring to discover that the current processes we have in place to support our students at Laurel Springs were reinforced by the presenters. We will continue to implement new processes that allow us to stay up to date with new procedures in the college admissions process.

The exhibit hall was also full of enriching opportunities for participants. With over 350 exhibitors at the conference this year, attendees had many opportunities to network, share ideas, and learn more about the resources available to support students. I connected with numerous representatives from collegiate institutions as well as school counselors and college admissions consultants.

As a school counselor, this experience was motivating and rewarding for me. The conference contributed to my own professional development, and also gave me the unique opportunity to speak with many different stake-holders in the college community. I believe this increased knowledge regarding the college admission process will help us to support our students’ efforts to achieve their post-secondary goals.

A resident of Jacksonville, Florida, Emma says, “Laurel Springs is making it possible for me to excel in my sport and train at a higher level.  I love my teachers, and the curriculum is challenging.  It gives me the flexibility to travel all over the country and take my education on the road!  I have big goals for my sport and my education; Laurel Springs is helping me achieve them.”

We are proud of our student athletes, and enjoy providing the flexible academic schedule that makes it possible for them to pursue their goals.

Under the guidance of Laurel Springs teacher Lisa Turner, students gather once a month in a live online environment to share their thoughts about the book that was selected for that month.  During the first meeting of the year, the club welcomes new members and reviews the books slated for fall discussion that the club chose the previous spring.   Club members also propose books they would like to add to the discussion queue, and then vote to select titles for upcoming months. Deya says, “Each week, a discussion leader is chosen, and that person leads the group in a full analysis of the book that we were designated to read. The books are nominated by the members, so they’re always modern and compelling.” The first book that club members are reading this year is Arranged Marriage by Chitra Banerjee Divakaruni.  This award-winning, best-selling collection of short stories focuses on women from India seeking identity amidst cultural changes.

Additionally, members of the book club plan to conduct a read-a-thon to raise funds for charity.  Ms. Turner said that club members will choose the charity democratically, and that some of the proposed recipients are libraries that lost books to damage from Hurricane Irene.

As a distance learning school, Laurel Springs encourages its students to participate in clubs as a way to form relationships with their peers, and students enjoy these extracurricular interactions. “I think my favorite part about book club is when there is a massive connection among everyone through an opinion of the book,” says Deya. “Book club definitely helps me connect with others; I’ve met amazing people, and established friendships that lasted far beyond the club. It is a tight community, and I genuinely look forward to our meetings on my calendar.”

Laurel Springs students who are considering joining the club should contact Lisa Turner for more information.  Laurel Springs hosts a wide variety of other interest-based clubs, as well as student council, National Honor Society, and National Junior Honor Society.  We are proud of how our students form relationships locally and globally through our vibrant school community.

In order to explain the importance of Chimp Haven for our students, Dr. Brent and Ms. Allen detailed the history of research on chimpanzees.  Students also learned about the history of the capture and trade of wild chimpanzees, which has been illegal since 1973. Dr. Brent and Ms. Allen described the ways in which these animals have been used for medical research, space programs, and language and cognition studies.  In the 1990s and early 2000s, many of the research facilities housing chimpanzees were closed, and as a result, hundreds of chimpanzees needed new homes.  However, most of the existing ape sanctuaries were at full capacity. The CHIMP Act of 2000 (Chimpanzee Health Improvement, Maintenance and Protection) supports the welfare of chimpanzees that had been involved in discontinued government research.  Dr. Brent was one of the leaders who helped found Chimp Haven, and the first chimpanzees arrived at the sanctuary in 2005.

The chimpanzees who live at Chimp Haven have backgrounds in research, entertainment, and private pet collections.  174 chimps have lived at Chimp Haven since 2005, and 123 chimps live there now.  The average age of chimps at the sanctuary is 30 years old, which is considered elderly for these animals, whose life expectancy is about 40-60 years old.  (The oldest chimp currently living at Chimp Haven is 58.)  Chimpanzees are seven to ten times stronger than humans, and prefer to spend much of their time in trees.  The sanctuary includes many acres of natural forest in which the chimpanzees can forage for food and climb trees, as well as heated indoor “bedrooms” where some chimps sleep.

While many of the sanctuary’s chimpanzees were born in captivity, a number of them were born in the wild in Africa before living in captivity.  There are behavioral differences between these two categories of animals.  The wild-born chimpanzees who come to live at the sanctuary are quicker to resume the typical lifestyle of a wild chimpanzee, which includes using tools, making nests in the forest from gathered branches, and climbing trees.  The animals that were born in captivity resume many of these activities, but tend to be slower to do so.  Both groups of chimpanzees enjoy improved health after some time living at Chimp Haven. 

Students who attended the symposium took advantage of the question-and-answer portion of the event, and Dr. Brent and Ms. Allen were very thorough in their responses.  Many students expressed their appreciation for Chimp Haven’s work.  One student said, “It can be depressing to see how people disrespect animals and the environment.  But when I witness things like this, my faith in mankind is restored.”  The presentation ended with students thanking Dr. Brent and Ms. Allen for taking the time to share their organization’s work with them, and many students expressed a desire to do additional research on the topics of chimpanzee behavior and animal sanctuaries.

Our next “Meetings with Remarkable Men & Women” symposium takes place on November 3rd.  Stay tuned for more details!

Taylor switched to Laurel Springs from a traditional school at the beginning of sixth grade. “We chose Laurel Springs because of the challenging curriculum and college prep aspect of the school.  After high school, I plan on attending a university with a rodeo team, and hope to earn a scholarship through the California High School Rodeo Association.”  When asked about what it was like to adjust to our distance learning model, in which she takes a mix of online and text-based courses, she said, “I loved it. Laurel Springs allows me to accomplish everything I want to do.”

As an experienced rider, Taylor competes regularly in rodeos.  Her primary focus is barrel racing, which requires her to pilot her horse in a cloverleaf pattern around fifty-five gallon barrels as quickly as possible. In July, Taylor captured first prize in the youth category at the National Barrel Horse Association’s Las Vegas Supershow, racing faster than many fierce competitors.

While Taylor also competes in other rodeo events, such as roping, goat tying, and pole bending, her favorite event is barrel racing.  “It’s really technical, and a thousandth of a second means everything.  I like going fast.  It’s kind of a rush, and feels great when you have a good run.”  Taylor works with her horses for hours every day to understand their specific personalities, strengths and weaknesses while training for a rodeo.  “With barrel racing, it’s a seventeen-second run.  All the hours of training I do amounts to a fraction of a second.  It feels good to ride different horses and learn the differences between them.”

Living on a five-acre California horse ranch means that Taylor’s life is busy.  On a typical day, she wakes up to “feed the horses, goats, chickens, pigs and dogs,” and then settles down to work on math while eating her own breakfast.  After that, she will spend several hours riding horses before taking a break for lunch, when she will tackle lessons in a few more subjects.  Her afternoons include more riding and time with friends, and then dinner with family—sometimes followed by an evening horseback ride.  If Taylor is traveling to a rodeo competition, she completes coursework on the road.  She said that she enjoys being able to arrange her daily schedule so that school and outside interests can be accommodated.

One of Taylor’s teachers, Joy Nehr, said that, “Taylor is a very diligent student who manages to balance her academics with her rodeo career. She often works ahead prior to competitions and then will work to catch up afterwards. The quality of her work is always top-notch. Additionally, Taylor is an avid participant in the LSS Live sessions and will even request private meetings to work through anything she doesn’t understand.” Taylor said that Ms. Nehr is “awesome” and is also looking forward to building relationships with new teachers this year.

Laurel Springs is proud to be able to provide Taylor with the flexibility she needs in order to pursue a college prep education, as well as follow her passion with horses.

Captain Planet was the first eco-hero.  Many young adults remember the Captain Planet cartoons, in which the hero would exclaim, “The Power is Yours!”  This educational series, which was co-created by Ted Turner and Barbara Pyle, delivered the message that individuals can be vehicles for positive environmental change.  Since the series started, proceeds from the show and generous donations from the community have allowed the Captain Planet Foundation to fund grassroots school and community micro-grants. 

I was recently invited to join Captain Planet Foundation’s Board of Directors as a member of its education committee. One of the organization’s cornerstones is funding school and community environmental projects for grades K – 12. Grantees have recycled over 12 tons of waste, developed outdoor classrooms and gardens, organized cleanups, restored acres of polluted land, and turned gas cars into eco vehicles.  Since 1991, Laurel Springs has shared a similar commitment through our environmental videos, workshops, online courses, and virtual symposia series. Like the Captain Planet Foundation, our school’s focus has been to develop and support educational programs that enable youth to appreciate and improve the environment through learning experiences that engage them in active, hands-on projects.

On September 15, which was also the twenty-first anniversary of the cartoon series, I was honored to attend my first Captain Planet board meeting in Atlanta, Georgia.  Laura Turner Seydel has poured her heart and soul into the Foundation and has gathered together a dynamic and dedicated board.  As a way of connecting with the team, I read numerous comments on the Captain Planet Facebook site; these messages came from individuals and groups who support the environmental education mission of this organization. 

I hope that the legacy of this organization will continue.  The current generation of capable young adults has grown up with an awareness of the crucial need to safeguard our environment. With respect for the mission and a strong sense of empowerment, they are forming a new community of leaders. One comment on Facebook read, “We are the next teachers, the next doctors, the next senators, and have lived all our lives with the Captain Planet philosophy.” It is my hope that young adults will to mentor the next generation and encourage them to care for our shared environment.

During my trip home, I reflected upon how grateful I feel to be able to work with such wonderful, committed people who are focused on improving children’s lives.  When we teach our students that giving back is an important part of life, we create a new paradigm for a healthy environment.

To learn more, please visit these websites:
Captain Planet Foundation
Turner Foundation
The Captain Planet Facebook page

When Tourenne speaks about his approach to teaching, he immediately recalls his own experience in school.  A native of France, he earned his Bachelor’s, Master’s, and Doctorate degrees in Physical Chemistry from the University of Bordeaux.  As an undergraduate, he encountered a teacher who awakened his interest in how scientists think, research and develop theories.  “He triggered my interest in science.  All students should have a teacher who makes a great impression on them, which can lead them into a career.”  Tourenne applies this experience to his Laurel Springs classes, and says, “I try to stretch the minds of my students, and expand their way of thinking.” 

With more than 24 years of teaching experience at the high school and university level, Tourenne has a deep comfort level as an educator.  But he also spent many years working as a product manager for a software company that developed visualization programs with medical and geological applications.  This additional experience of applied math and science is a profound asset to Tourenne when he is working with our students.  “My first love is teaching.  If students say they are not interested in science or math, it may be because their interest has not yet been awakened.  I try to stimulate their interest in these fields, and help them find their talents and skills.”  As an example, Tourenne recently offered a class called “Theories of Everything,” which dealt with how modern physics led to the concept of unified field theories.  This class enjoyed incredible popularity among students, “because the ideas are so different, and challenge the way we perceive the world.” 

Tourenne’s students have been profoundly impacted by their experiences with him as a teacher.  2011 Laurel Springs alumna Anneli Jensen said, “I never really enjoyed science before, but he made it so interesting.  In fact, I was so fascinated by the last topic we discussed, that after the class was over, I looked for more information about it.  Because of Professor Tourenne, I now have a deep interest in physics.” 

In his free time, Tourenne enjoys researching medieval history, and has built a substantial personal library of resources on the topic, which help him write the occasional article for journals focused on the history of the middle ages.  He also offers local presentations about medieval topics.  While Tourenne has lived in Iowa since 1979, he usually travels to his native France once a year, where he has the opportunity to visit many of the historical sites that he studies, such as ancient monasteries and castles. 

Tourenne teaches classes in Math, Science and French, including AP Calculus, AP Physics, AP Statistics and AP Chemistry.  He enjoys regular communication with his students, and is excited about the new learning management system (LMS), because he feels “it will add to the quality of our online learning experience.”

In a remote corner of northwest Louisiana, 131 chimpanzees live in social groups on a 200-acre, forested campus called Chimp Haven. If you watched the recently-released feature film, “Rise of the Planet of the Apes,” then you have heard these particular chimpanzees, whose vocalizations were recorded at Chimp Haven for the movie.  Chimp Haven’s Founder, Dr. Linda Brent, and National Advancement Director, Karen Allen, will share stories with you about the residents of Chimp Haven, learn the plight of captive chimpanzees, and challenge you to think about what you can do to make a difference in their future. 

Laurel Springs students can register for this symposium by clicking here.

About the presenters:

Dr. Linda Brent, Ph.D., President and Director of Chimp Haven, is a behavioral primatologist with over 25 years working with chimpanzees. Earning her doctorate at the University of Texas, she conducted behavioral research at Gombe National Park in Tanzania on wild infant chimpanzee development.  As Director of Enrichment and Behavioral Management at the Southwest Foundation for Biomedical Research, she evaluated methods to improve the living conditions for chimpanzees, baboons and other primates.  During her time at the Southwest Foundation, she identified a need for a facility to care for chimpanzees no longer wanted as research subjects, entertainers, or pets.  She convened experts in the primatology field to help her establish Chimp Haven.  Dr. Brent is the editor of The Care and Management of Captive Chimpanzees.

As National Advancement Director, Karen Allen raises funds and awareness for Chimp Haven.  She began her career in the media with CBS Television Network.  After working as a journalist in the jungles in Central America, she shifted her focus to conservation and wildlife. She was Public Affairs Director for the Audubon Zoo in New Orleans; the American Zoo & Aquarium Association; and Conservation International.  In those roles, she lectured and published papers on animal ethics and cultural sensitivity in conservation.   Prior to coming to Chimp Haven, she consulted to a number of conservation and wildlife organizations, among them The African Wildlife Foundation, The National Zoo, and White Oak Conservation Center.  She is a member of the Advisory Board to Disney’s Animal Kingdom.

In 2009, Gretchen participated in National Novel Writing Month (NaNoWriMo) and completed her book, Mind Evolution, in an astonishing two weeks and self-published it in 2010.  In June of 2011, she self-published the sequel, Breaking Barriers. Her novels are also available for purchase on Amazon.

Gretchen’s personal writing projects are not limited to novels.  During an iClass, her teacher, Melissa Hart, suggested that Gretchen write an article about an experience she had “rappelling into a gorge in the pouring rain” in Switzerland.  Gretchen wrote the story, and in December 2010, submitted it for consideration at Cicada magazine, which is a nationally-respected literary magazine for young adults.  For months, Gretchen heard nothing from Cicada and assumed that her story had been rejected.  However, in March, she received notice that they had accepted her story for publication.  You can read Gretchen’s story, titled “If Only This Were a Rabbit Hole” in the current issue of Cicada.

This summer brought other writing-related milestones for Gretchen.  She was accepted into the prestigious Alpha Young Writers Workshop, where she worked with professional authors such as David Levine, Scott Johnson, and her idol, Tamora Pierce.  Gretchen’s passion for writing and determination to see her projects published has resulted in an amazing start to her writing career.

What is the most important part of education for Francine?  She sums it up in one word: “communication.”  She says, “My priority is to make sure that students and parents realize that I want to know them, and I want them to know me. We set up various methods of communication, and I tell my students that they can come to me at any time, for any reason, and I will be there for them.” When Francine works with parents of younger children, she makes time to meet the family in a relaxed setting (usually via Skype), and lets them know that she is available to give their children the one-on-one, live help that is often needed in order to reinforce new skills. She says, “I put myself in the parents’ shoes and understand their point of view.  I make sure that I understand their perspective, and build a relationship so parents feel comfortable with me.  They want their child to be successful, and I want to be a part of that.”

Francine teaches French and Spanish to students from kindergarten through high school, including students who are pursuing AP language classes.  She is fluent in French, Spanish and Italian, and has first-hand familiarity with their cultures.

Fluency in new technology is almost as important as fluency in the languages that Francine teaches.  “When it comes to technology, my children encouraged and taught me to embrace new tools.  Now, my students and I both use instant messaging, as well as the use of video and Skype technologies, and I feel that I have so many options to help them learn.”

A critical issue for Francine is the long-term application and enjoyment of what she teaches her students, and as a result, she strives to “help them experience more than just the language; I want them to know the culture, the foods, the literature, and the opportunities for travel.  I find out what their interests are, and then feed them by connecting their interests to what we are learning together.”  For example, one of her students is fascinated by French cuisine, so Francine (who also loves to cook) and her student traded recipes and discussed the results.  “We were able to connect on a personal level, which made our academic coursework more meaningful.”

While she currently lives in England, Francine has lived all over the world, and has teaching experience in both Europe and the United States.  She believes this is an asset, because she is able to integrate the best aspects of both systems of learning, and apply them to her work with students at Laurel Springs.  Our school’s Assistant Director of Education for Teacher Services, Diane Elliott, says that Francine is “a true linguist and an amazing teacher.” 

Francine’s wish is that what she teaches her students “will continue after I am no longer their teacher.  This is very exciting to me: I want to be the key that opens the door for them.”

Kristin, who was a National Honor Society member of this year’s graduating class, successfully combined the demands of training for this challenging sport with Laurel Springs’ college prep academics.  Her mother, Janie Shoppa, said that, “Laurel Springs was a big help in giving her the flexibility that she needed.”  Kristin will continue to excel as a student athlete as a member of her college’s rodeo team.

We are excited to reconnect with many of our gymnast students and their families at this major event. Our school has an excellent track record of adapting to the unique needs of student athletes, including flexible academic schedules and NCAA eligibility.  Please stop by Booth 625 to say hello, and tell your friends that we will be there!

Dr. Paige Morabito

August 10th is recognized as the International Day of the Gifted, and I am thrilled to celebrate in the company of international colleagues in the field of gifted education. Many renowned experts have gathered in Prague this week for the 19th Biennial World Conference to discuss how to best support gifted students. Laurel Springs prides itself on being a resource for students around the world, and this is also true for high achieving students.

During this inspiring week, researchers, parents, teachers, and students are sharing recent developments and growing trends in gifted education. Beyond the practical applications that teachers and parents can use to support the gifted children in their lives, key themes also focus on fostering the leadership capabilities of gifted children. Dr. Dorothy Sisk, former director of the US Office of Gifted and Talented, shared during her keynote speech that leadership is more than being the head of a group. Instead, leadership is “creating a vision, helping others to focus on right solutions, inspire and motivate others, and provide opportunities for growth and learning.” (Martin, 2007) At Laurel Springs, we encourage our students to develop this type of leadership skill set through active involvement in clubs, honor societies, and personal projects, as well as in their coursework and collaborative discussions with peers.

It is a great honor to have my presentation accepted by this esteemed group. On Thursday, August 11th, I will deliver a presentation about the benefits of acceleration through online learning for gifted and talented students, and how this type of acceleration can reduce social barriers. Much of the progress made in gifted education has focused on how to make acceleration work for gifted learners in a traditional setting. I hope to expand the understanding of how online learning can compliment a traditional setting, or provide a full-time solution for gifted learners who need varying degrees of acceleration. During my doctoral research, I discovered another benefit of acceleration using online classes for gifted learners: the reduction of social barriers. I look forward to the synergy being created with other presenters and conference participants during this inspiring conference.

The Laurel Springs Academy for the Gifted & Talented allows students to progress at their own pace, with teachers who are highly skilled in developing curriculum pathways that honor the unique abilities of gifted children.  Our Academy students frequently accelerate academically; we have a history of alumni who graduated a year or more ahead of schedule.  Within the online academic setting of Laurel Springs, gifted students who opt for accelerated coursework do not experience the accompanying social stigma that can occur in traditional school settings.  Instead, they are supported by caring teachers and school counselors who understand their academic goals.  Additionally, our Academy students benefit from their virtual and face-to-face interactions with intellectual peers, which are not burdened by typical social barriers.  I look forward to presenting the results of my doctoral research with an international community of colleagues who share a desire to make innovative improvements in the field of gifted education.

Caitlin’s challenging training and travel schedule demand a unique level of educational flexibility and teacher services, and Laurel Springs is proud to provide the necessary support for her to continue pursuing college prep academics as a student athlete.  We wish Caitlin all the best as she continues to compete at a world-class level in the equestrian world.

Skylar combines her strength on the tennis court with an incredible academic record. As a 2011 graduate of Laurel Springs, she pushed herself to surpass typical academic expectations, and graduated high school a year ahead of schedule with a stellar grade point average. Skylar said, “Laurel Springs gave me the opportunity to continue pursuing rigorous advanced academic classes at a pace that worked well for me. This opportunity enabled me to learn many things beyond the standard high school courses, while maintaining a 4.24 GPA. I scored so well on my 10th grade SATs that I did not have to retake them in 11th grade. All this allowed me to gain acceptance into one of the top 20 universities in the world–one year early.”

We are proud of Skylar’s record as a student athlete, and know that she will use her successful college prep experience at Laurel Springs for continued success at UCLA.

Our school’s founder and executive director, Marilyn Mosley Gordanier, will be leading a workshop titled, “Understand Your Child’s Learning Style: Unlocking Your Student’s Potential.”  This workshop offers powerful tools for parents who want to identify the learning style of each family member in order to apply it to their homeschooling experiences.  Parents who attend this workshop will benefit from increased parent/student collaboration, self-esteem, family harmony, and academic success.  This workshop will be held on Sunday, August 7, 10:45AM – 12:00PM, in Room 310.  Ms. Gordanier speaks from her own experience homeschooling her three children, as well as from her 35 years of work in nontraditional education.

If you are a current family, please stop by our table to say hello!  We would love to meet with you.   Please tell your friends that we will be there, and would love to speak with them about how Laurel Springs can be a wonderful match for homeschooling families.

Homeschooling is an incredible adventure, and this type of event allows families to find inspiration, connect with other homeschoolers, learn more about educational options, and gain practical advice from experts.  We are excited to meet with our current parents and students, and help other families understand the benefits of integrating our accredited programs into a homeschool environment. Please stop by our table to say hello, and tell your friends that we will be there!

Clinton Global Initiative
by Marilyn Mosley Gordanier

I was honored to be invited to the Clinton Global Initiative America conference held in Chicago on the weekend of June 29th.  Participants included 750 heads of state, governmental officials, business leaders, educators and non-profit leaders. The purpose of the event was to “inspire, connect and empower a community of global leaders to forge solutions to the world’s most pressing challenges.”  I was selected to join the working group focused on STEM Education (Science, Technology, Engineering, Math). During a two day period, I attended eight sessions focusing on   the development of action plans that would improve student accessibility to math and science opportunities.

Purpose of the Conference

One of the primary discussion topics was how enhanced education options could result in improvements in job development. I was particularly inspired when Laura Tyson (a former economic advisor to the Clinton Administration) commended our school’s commitment to a college-focused education.  Ms. Tyson’s focus during our discussions centered on the importance of a solid college preparatory education that contained rich innovation and entrepreneurial components.

Participants

This quote by President Clinton embodied the spirit of the conference:

“Amazing things happen when people from different backgrounds, regions, and sectors come together in the spirit of true collaboration. We challenge each other to do more, and to do it better.”

My participation in the Clinton Global Initiative allowed me to connect with a group of dynamic industry leaders  Other participants included: Steven Chu, United States Secretary of Energy; Haley Barbour, Governor of Mississippi; Stephanie Burn, Chairman of Dow Corning Corporation; Rahm Emanuel, Mayor of City of Chicago; Timothy Geithner, Secretary of the Treasury; Tony Hsieh, CEO of Zappos; Laura Tyson, former Advisor to the President on Economic Recovery; and Linda Rosen, former White House Advisor for Math and Science.  The event attendees mingled easily and the conference leaders were very approachable.

Commitment for Actions

The cornerstone of the conference was to create a concrete commitment to address a global challenge. The commitment could be large or small, global or local. Participants were invited to make a commitment in their area of expertise and/or interest. CGI members have developed nearly 2,000 commitments, which have improved the lives of 300 million people around the world. Goals must be new, specific, and measurable. Laurel Springs School is interested in making a commitment to enhance science education.

Stem Education in K-12

Some of the 76 individuals in the STEM working group were new to online learning. I introduced them to Laurel Springs School, and the team members were very interested in our use of learning styles as a way to personalize learning. The Governor of Maryland, Martin O’Malley, proudly stated, “Online Education is one of the keys to enhance student learning. Get online – get into the future.”

Conclusion

I left this conference feeling empowered and excited about what Laurel Springs School could contribute to the large global community.  There are so many things we are doing right:  our focus on inquiry-based education, the importance of introducing students to role models, the meaningful involvement of parents in the educational process, our emphasis on the application of  curriculum to real life, our focus on teaching children about the importance of using their education to  give back to their communities and the world,  and ensuring that our students have access to technology and the latest math and science teaching tools.

I felt honored to represent Laurel Springs School at this amazing event. In the coming weeks I look forward to sharing our CGI commitment with you.

To learn more, please visit:

Clinton Global Initiative - Stem Education in K-12 

Commitments to Action

The SENG conference features keynote speeches and dynamic workshop sessions that are geared toward parents, grandparents, educators, and mental health professionals.  In addition, the SENG conference offers programs that are developed especially for children aged 7-18, making this an event that benefits each member of the family.  If you plan to attend the SENG conference, please stop by the Laurel Springs booth to introduce yourself, and tell your friends that we will be there!  We look forward to seeing you there.

Maddi became interested in visiting Antarctica after a trip to South America last year, in which she helped small communities in Peru which were devastated by floods.  She learned more about climate change and the 2041 Project, eventually connecting with its founder, Robert Swan.  Maddi applied to participate in the Inspire Antarctic Expedition for March of 2011, and was accepted. “All my Laurel Springs teachers have been so encouraging and flexible through this process,” she said.

In order to make the journey to Antarctica, Maddi had to raise money to fund her excursion, which was no small feat to accomplish in less than five months.  She gave presentations and talks, and set up fundraisers.  Blackbird Kitchen, the local restaurant where she works as a cook, supported her initiatives, and was the site of one of her fundraisers.  Maddi gained corporate sponsors, such as a local car dealership, who provided significant donations.  She also connected with fellow Montanan and legendary mountaineer and explorer Conrad Anker, who helped Maddi acquire donated gear that was essential for her trip.

After careful preparation, fundraising, thirty-six hours of plane travel, and two days on a boat in the famously dangerous Drake Passage, Maddi finally caught a glimpse of Antarctica: enormous mountains, which are an extension of the Andes, visible through the clouds.  “The mountains were massive and beautiful.  The first sighting of Antarctica was so stunning and inspiring, that most people on the boat ran around screaming with excitement. My every nerve tingled.”  Maddi recalls that whales and birds followed their boat through the Drake Passage, seeming to welcome them to the continent.

For the duration of her time in Antarctica, Maddi lived on a boat and used smaller boats for various expeditions.  She was able to see first-hand one of the most amazing facts about Antarctica: that it is home to 70% of the world’s fresh water, in the form of ice.  “I felt, bone deep, the colossal power of a calving glacier,” Maddi said.  She also encountered an enormous predator on the last day in Antarctica: a leopard seal.  These fierce animals can weigh more than a thousand pounds and are potentially dangerous, but this particular leopard seal was very curious about Maddi’s small expedition boat.  “She followed the boat, swam under it, and was almost playing with it.  She looked us straight in the eyes.  It was an unbelievable experience to be so close to such a powerful animal and not be afraid.”  During her time in Antarctica, the IAE team learned about sustainability, energy consumption, personal and communal leadership, and “the importance of international collaboration and open communication.”  Maddi left Antarctica with “a passion to change things.”

After such amazing journeys, and successfully graduating from the Laurel Springs Academy for the Gifted & Talented, what’s next for Maddi?  She will embark on another expedition, this time to Switzerland, where she will attend Franklin College.  She is considering majoring in International Relations, and possibly earning a minor in Communications or Environmental Studies.  “My variety of experiences has prepared me for college.  I really connected with my teachers at Laurel Springs, and appreciated their flexibility; I could not have participated in the Antarctic trip without that.  Laurel Springs has encouraged me to take education into my own hands.”

To learn more about AP classes, please check out these websites:   
Choose AP  
Why enroll in an AP Class?  
College Admissions Directors Weigh in on AP

Our school counselors networked with their peers as well as experts in the field, and learned new skills that will provide enhanced guidance for Laurel Springs students.  Laurel Springs is dedicated to providing its staff with inspiring professional development opportunities like these, which in turn benefit our school and its families.

Please join our school’s Founder and Executive Director, Marilyn Mosley Gordanier, who will speak on the topic “Understanding Your Child’s Learning Style: Unlocking Your Student’s Potential”  on Friday, June 17 in Room 4 from 2:00-3:00PM.  Ms. Gordanier has more than twenty years of experience working with children’s learning styles, and utilized this approach when she homeschooled her own children.

We encourage our families to attend keynote addresses and choose from other breakout sessions on a variety of homeschool-related topics.  In addition to the information sessions, this convention also offers a wide variety of family-friendly activities, making it is an event that the entire homeschooling family can enjoy.  Please visit with us at our booth, and tell your friends that we will be there.

 Laurel Springs teacher Paul Human felt that the experience was profound:

 “Our gathering to celebrate our organization contributed to a deeper sense of community, learning and well being. We have strengthened our identity.

I enjoyed the increased sense of unity, fulfillment, and positivity about our role as educators and guides. Witnessing students’ stories and contributions reminded me how important it is to honor our roots and maintain clarity of focus at this point in our already impressive journey. I believe that we can successfully continue expanding our influence and impact on students, educators and learning.

Quite a few of my students contributed to the event, and their verbal feedback to me has been that they relished being together and contributing their inspiration, story and talent. Other students have elected to participate in some of the clubs next year and contribute their own wonder and beauty.” 

Another Laurel Springs teacher, Shep Broyles, felt that the event celebrated the “regular heroes” in the Laurel Springs student body.  And Patrick Praetorius, the Dean of K-8 Curriculum, thought that “our anniversary party really portrayed what Laurel Springs is all about: making connections, sharing ideas, and pursuing dreams!”

As we reflect on the twenty year history of our school, we appreciate the diversity of our students, the vision of our founder, and our incredible potential for the future.  Our school community celebrates as we recognize this exciting milestone.

In addition to her position as a Laurel Springs teacher, Joy also serves as the English Department chair and the Gifted Department chair.  Additionally, she spends time with her students as the faculty sponsor of extracurricular activities such as the National Honor Society and the Model United Nations club. Diane Elliott, Assistant Director of Education for Teacher Services, says, “Joy is filled with a love for her students.” Her responsibilities at Laurel Springs School keep her very busy, but Joy described her partnership with our school as “a conversation between friends, from the beginning.”

As part of a military family, Joy has lived all over the U.S. and the world. She has taught in North Carolina, Utah, Texas and Arizona, as well as in the United Kingdom, for the Department of Defense. She has teaching certifications from multiple states, and specialized degrees in gifted education and online education. Joy also holds a College Board certification to teach Advanced Placement (AP) English.

In addition to her extensive training and experience, Joy has a special ability to tailor classwork for each individual student. According to one Laurel Springs parent, Joy “has been both creative in her own right and receptive to suggestions from her students’ parents regarding a curriculum designed to foster love of reading, skill in analytical thinking and coherent writing.” Joy says that her secret is simply “to know the students, to talk with them, and to know where their interests lie. It’s also important to know the parents, and understand their goals for their child’s education.”

• Take stock: Children are naturally curious about all sorts of things, and parents can use knowledge about their child’s passions to build an “interest inventory” that translates into a relaxed summer reading list. For example, the interest inventory for a fourth-grade child might include dinosaurs, candy, and baseball. Based on this list, a parent could visit the library for age-appropriate books on these topics. Children can benefit from being exposed to various book genres, so this child’s reading list could include poetry books about dinosaurs, the fiction book Charlie and the Chocolate Factory, and biographies of famous baseball players. When children see their interests reflected in books, they deepen their passions and increase their reading confidence.
• Collaborate: Have a conversation with your children about what books they may not have had time to read during the traditional school year. Listen to what topics especially interested them in their classes, and make suggestions about how they could learn more about those concepts with related books. A summer reading list that is created with input from both parents and children results in collaborative communication that is a strong foundation for future academic experiences. Make time to explore local libraries this summer; bring a large canvas bag to haul home all the wonderful finds. Investigate used bookstores.  Ask friends for their favorite children’s book recommendations.
• Accept differences: All parents have childhood memories of books that hold treasured places in their hearts. While it can be tempting to assume that all children will enjoy Charlotte’s Web as much as their parents did, it is important to remember that individual children have specific reading preferences that may differ drastically from those of their parents. These differences can be an opportunity for parents to step outside their comfort zone to explore unfamiliar books and genres, and to learn more about their children’s likes and dislikes. Librarians are excellent resources for parents who are eager to support their children’s diverse reading interests.
• Create a critical thinker: Encourage your child to evaluate books with a careful eye, in order to determine what qualities he or she liked best or least about the book. Ask them to identify reasons why they liked (or didn’t like) the main characters. Have mealtime conversations about why some stories are better suited to first-person perspectives. Children who learn to analyze books from a young age are better able to apply their thoughts in writing assignments and articulate them during class discussions.

As you plan your summer, picture a child lazing in a comfortable hammock with a book, reading by flashlight in a backyard tent, or taking a break from swimming to relax by the pool. Remember: some of the best parts of summer involve books.

For more information about how to encourage summer reading, check out these websites:

Tips for Summer Reading
Scholastic Summer Challenge
Summer Reading Activities

In order for courses to be NCAA Division I and II approved and in alignment with the new criteria, they must meet certain requirements in rigor, content, and length. The NCAA expects that approved courses will adhere to college preparatory standards. There are high expectations for student/teacher interaction and evaluation (including phone conversations and email discussions) so that students and teachers are engaged on an individual level. Additionally, there must be a clearly-defined time period for each course to be completed, and the course length must be similar to that of courses in traditional school programs. 

Laurel Springs School’s NCAA-approved courses have been fully sanctioned by the newly-revised bylaws for Divisions I and II. Our school is proud of our commitment to academic excellence, as well as our dedication to providing full eligibility for our student athletes.

Parents can explore three key factors that have the greatest impact on online behavior.

• Lack of immediate feedback:
  When kids communicate in cyberspace, they do not receive immediate or strong feedback and therefore, they may assume that their words and actions have no real impact. During early adolescence, children interact more independently with technology at the same time that their moral framework develops. This is when parents are encouraged to reinforce behavioral expectations and ideas about respect and common courtesy. 
• Reduced fear of detection and punishment:
  Children often make the following statements about technology-related behavior: “Nobody ever gets caught” and “You can say anything you want on the Internet.” Children are inclined to believe these ideas, because negative consequences are not always immediate or known. When guidance or discipline focuses on how a child’s actions affect others, parents support the internalization of empathy-and help build a framework for ethical online behavior.
• New environment, new rules:
  Parents can support their children by reinforcing the basic principles of respect within the context of our new technological era.  When families have open, honest discussions about what behavior is and is not acceptable, they can create a family agreement about the use of technology. These discussions allow children to share their online experiences, and to feel comfortable approaching parents if they encounter a difficult situation. This also helps children to understand what the family expectations are for behavior on the Internet, as they may not readily see the examples their parents set in online communication as they do in other areas.

The best approach parents can take is to create an atmosphere of open family communication where everyone feels heard and understood. Parents who become aware of their child’s inappropriate behavior can positively support their child by not becoming emotionally reactive, but gather evidence and allow their child to explain their behavior. If parents keep dialogue open with their children, families can successfully navigate the information era with mutual respect.

For more information about online responsibility and children, check out these websites:

Digital Citizenship
Net Cetera
Advice for families in a 24/7 media world
Netsmartz Workshop
Cyberbullying Research Center

1. Take a course:
   When students enroll in a single course during the summer, they can devote more attention to an individual subject (and enjoy learning in the more relaxed atmosphere of summer) without balancing lessons from multiple courses as they may do during the traditional school year. Many students choose the summer months to focus their attention on a single subject which is especially challenging for them, while other students take electives during the summer. Students who remain intellectually engaged have an easier time adjusting to the return of a full course load in the fall. The open enrollment policy at Laurel Springs makes it easy to begin a course at any time, so encourage your child to browse our course catalog for summer learning options. 
            
2. Explore a passion:
   Children are naturally curious and enthusiastic, with many talents and areas of interest. Summertime is ideal for deep exploration of these passions, and students can develop their interests in a productive way through volunteer work, an internship, or a paid job. Particularly for middle school students, shadowing is an excellent step in preparing for future jobs.      
        
3. Learn for fun:
   Fun is what summer is all about, especially when it comes to learning something new. It’s the perfect time for your children to apply the skills that they learned during the school year with a relaxed approach. Encourage your child to read and write for pleasure, create some out-of-the-box science experiments, compose music and create art, and enjoy being able to use newly-acquired skills in creative ways. A fun approach to a content area might be the first step in reducing anxiety in a specific subject.      
         
4. Travel outside your comfort zone:
   Research resources in your local community for opportunities that your child may not have had time to explore during the school year.  Summer is a wonderful time to investigate new interests with activities such as community-based classes and sports leagues, day trips to nearby historic sites, or involvement in local theatre or music productions. If your child has friends in your neighborhood, summer may be the best time to rekindle friendships through community-based activities.      

For more information about how to support students during the summer months, check out these websites:

Volunteer Match
Summer Plans for Students: Making the Most of Summer Break
Help your Teen (or Tween) Get a Summer Job

We hope these suggestions help your child enjoy a rewarding and relaxing summer.

Last September, Clare began working with Stone’s Buddies at the Women & Children’s Hospital of Buffalo, New York. She quickly learned about the group’s mission to provide comfort for families who have children living with chronic illness. In her volunteer work, Clare helps with everything from day-to-day administrative tasks, such as office work, as well as helping to plan and run the many events that Stone’s Buddies hosts for its members.

Stone’s Buddies has a close partnership with Buffalo’s professional sports teams; athletes from the teams attend the group’s events and participate in activities such as making gingerbread houses, exchanging silly bands, and just hanging out with the children. Clare said that “The players are the kids’ idols, and to see these guys be so animated with the kids is wonderful.”

Clare’s work with Stone’s Buddies is important, and Laurel Springs plays a pivotal role. Stone’s Buddies Program Coordinator Theresa Kennedy said, “Clare’s flexibility is wonderful – her schedule can be changed to meet the demands of the program.”

Clare said, “The time I spend planning events doesn’t impede my schoolwork in any way and I couldn’t do this without the flexibility Laurel Springs gives me.”

Clare’s volunteer work has changed her as a person. “I always thought I knew what I would do with my life. Now, I think about healthcare administration as a possible career. I love what I’m doing. This experience has opened my eyes to other opportunities.”

From my first years as a classroom teacher and Gifted Resource Specialist, I worked to advance innovative practices such as team teaching and whole-classroom enrichment.  After almost a decade of teaching in a bricks and mortar school setting, I transitioned to teaching for an online charter school.  In the online setting, I knew my students better than I did in the traditional setting.  Online, I could understand each student’s individual pace, and I was able to work with them one-on-one in many cases.  I found the overall experience to be quality interaction, rather than group management.

At Laurel Springs School, I feel that I am continuing my mission to implement creative ways for teachers and students to interact in a way that supports the best practices available in education.  I especially enjoy finding real-world applications for cutting-edge research, and I look forward to incorporating exciting initiatives at our school.

I love to travel, and have visited over nineteen different countries!  My husband, who is a history teacher, and I love to travel with our two children.  My favorite part of travelling is learning about the culture.  When my family visits a foreign country, one of our first stops is the supermarket. We are huge foodies, and we can learn so much about a country’s people by seeing how they eat. I also love to read, especially the same books that my children are reading, so that we can talk about them together.

As Director of Education at Laurel Springs, I am thrilled to be able to use my passion for effective online learning to benefit students, parents, and teachers.

At Laurel Springs, Sarah teaches math classes, from pre-Algebra through pre-Calculus.  In addition to holding a teaching certificate and Bachelor’s degrees in Math, Spanish, and Economics, Sarah also earned a Master’s degree in Educational Policy.  When asked about her perspective on math education, she says that “there can be an overemphasis on textbook learning in math.  I enjoy going beyond the textbook to help students understand the real world importance of the topics they study.  It is important to show students all the places where they can observe math.”  Each month in her virtual classroom, Sarah leads her students in exploring an innovative way to examine math concepts.  For example, as part of a topic called “Math in the Movies,” students discussed how signals from space were arriving as prime numbers in the movie Contact, and how Tom Hanks’ character attempted to use geometry to figure out the potential rescue search area in the movie Castwaway.  Sarah has planned other topics in this series, including Math in Art, Math in Sports, and Math in Architecture.  She feels that “math is all around us, and students get excited when they find math in places where it’s not expected.”

Sarah is not originally from Iceland; she and her family moved there last year from Illinois when her husband (a video game programmer) was offered a job in Reykjavik.  Sarah (who is fluent in Spanish) is currently taking Icelandic language classes; it is the most difficult mainstream language to learn, because the grammar is extremely complicated.  However, she says, “I am relishing the challenge, because it reminds me of what it’s like to be a student: to be a little confused sometimes, and to have to struggle a bit.  I find that I can relate to my students.”  While she has encountered many unusual things since moving to Iceland (including volcanoes near the Arctic Circle), perhaps her strangest experience was of a culinary nature: the time she ordered—and ate—fermented shark meat in an Icelandic restaurant.  While fermented shark meat is said to be a delicacy, Sarah probably will not be ordering it again anytime soon.

Sarah loves being a Laurel Springs teacher because she has “a chance to work with students on an individual basis, which allows me to see how they are thinking, and then I can point them in the right direction when necessary.  And most importantly, I can help them deepen their understanding of math.”

This year, Laurel Springs School proudly celebrates its 20th anniversary as a distance learning school.  Our school continues to honor its mission of providing mastery-based, relationship-based, flexible educational programs for students.  In 1991, we were pioneers in developing quality educational home study options for students seeking alternatives to the traditional classroom setting.  Today, the online education model has grown exponentially. Our years of dedication and our track record speak to our expertise in this field.

At its roots, our school focuses on the unique talents of individual students, as well as the power of a student’s natural curiosity and enthusiasm for learning.  Laurel Springs School evolved from my vision of creating a collaborative educational program for homeschoolers.  I felt strongly about providing an academic experience that met the specific needs of each of our students, in harmony with their learning styles, interests, and talents. I am proud to see that goal realized over the past twenty years.

Laurel Springs School is a vanguard in the field of distance learning.  We started by offering text-based distance learning programs in 1991, and by 1994, Laurel Springs School had earned the distinction of becoming one of the first schools in the United States to successfully develop an online curriculum.  In those early days, the Internet was a lot like the Wild West. Web links were often unstable, and modem connection speeds slow and at times unreliable. As the Internet matured, we were able to reach more students in countries around the world.  We continued to enhance our courses, and  invest in the most advanced online education tools, including a state-of-the-art learning management system, exceptional curriculum choices, and one-on-one support services with expert, caring teachers. I delight in the advancements I have seen since our simple beginnings.

With determination, our school’s focus on academic excellence achieved major milestones.  In 1998, Laurel Springs courses were deemed by the University of California governing body as a-g approved.   Shortly afterwards, in 2000, our school became the first distance learning school to receive accreditation from the Western Association of Schools and Colleges (WASC).  That same year, Laurel Springs became an approved member of the National Collegiate Athletic Association (NCAA), and many of our high school courses received Division I and II approval.  In 2005, our school gained membership in the prestigious National Honor Society and in 2011 we were invited to join the National Junior Honor Society.  Our wonderful teachers and staff are proud of the numerous awards our school has received, including the United States Distance Learning Association Leadership Award and the United National Global 500 Award. 

Over the past twenty years, Laurel Springs has strongly encouraged students’ participation in leadership programs.  In 1991 our school initiated a student-led video production about environmental advocacy, which garnered international recognition and awards from the United Nations, as well as prime time press coverage from the national media. This was the beginning of a legacy that continues today; a 2011 alumna spent a portion of her senior year with a South Pole exploration team as part of the International Antarctic Expedition, and students have also volunteered in Zambia, Iceland, Japan, India, Haiti, Micronesia and local communities around the world. I am very inspired by the variety of ways that our students embody the essence of thoughtful leadership, including National Honor Society service projects and volunteer involvement in their local communities. We are helping to nurture a community of young leaders.

I believe that one of our school’s major strengths is its ability to deliver a challenging college preparatory education that is tailored to the learning styles and needs of individual students. Our focus on relationship-based education ensures that Laurel Springs School students benefit from personalized school-wide college counseling services which enable them to successfully navigate the college application process. Our students have an excellent track record of entering the colleges of their choice, including the most selective universities.  One recent graduate said that her experience at Laurel Springs, “gave me the best opportunity to develop as a student and as a person.  I received a letter from the University of Pennsylvania stating that I have been accepted to the Wharton Business School.  My whole family is thrilled.”  That type of testimonial affirms my belief that we are providing the highest level of academic preparation for our students.

We embrace our global community of learners, who live in 73 different countries outside the United States.  The staff and teachers share vision of a personalized education is inherent to our school’s distance learning model and attracts students whose schedules demand non-traditional school hours.  Our international students complete their coursework without concern for time zone issues.  Our school’s flexible school schedule also appeals to students who are pursuing their goals as actors, dancers, recording artists, and athletes.  All of our students benefit from a college-prep education, with a focus on pursuing their interests, goals, talents and drams. Students are part of a school with expertise at adapting to the needs of each student. 

In a 1996 Today Show feature, Bryant Gumbel called Laurel Springs School “the wave of the future.”  I am so proud of our illustrious history, and all we have achieved. Now, on our twentieth anniversary, I join our students, alumni, teachers and staff in celebrating our school’s amazing history and visionary approach to education.

My own homeschooling experiences were instrumental during my journey to establish our school in 1991.  When I spoke at the Chicago Homeschool Expo last year, it was so lovely to meet with many of the families in attendance. In talking with these dedicated parents, I couldn’t help but reflect back upon my very first experience of educating a child at home and the unexpected path it took.

On a warm October day in 1981, I embarked on one of the greatest journeys of my life; homeschooling my youngest child. This momentous occasion was not triggered by any specific problem at school. In fact, my son had a lovely teacher and the school was a small country schoolhouse, with one class per grade, set in the midst of orange orchards and palm trees. But it was very clear that my son was not happy at school, and this form of education was not the best possible learning environment for him. In fact, by the age of six, he had gone from being excited about school to waking each morning tired, cranky, and saying he wanted to stay home with me.

Our first year of homeschooling was blissful; just the two of us working on story books, math problems, saving baby birds, art projects, and taking trips to the Natural History Museum in Santa Barbara. This was the beginning of an epic journey that would change all our lives.

Soon, my two older children were eager to join us. At any given time over the next twelve years, one, two, or all three of my children were being educated at home. Each year, we made a new plan based upon each child’s needs, because I believed my decision should be appropriate to each child at that time in his or her life. So, in addition to homeschooling, we explored private school, a co-op, public school, and ultimately founded Laurel Springs School.

By the time they reached high school, my children had settled into the type of education that worked best for their learning styles.

My daughter (the oldest of the three) schooled at home throughout junior high and high school. From an early age, she knew she wanted to be a commercial and film director. She spent much of her time during her high school and college years interning with noted directors and established film companies. I had faith in her passion, and her unwavering focus paid off. Today, she is one of the top commercial women directors in the country.

My middle child decided that public school (with several breaks for home study) was more suited to his needs. He completed his Masters degree at Harvard and is highly ranked in the military.

My younger son explored many forms of primary and secondary education, ultimately graduating from Laurel Springs. He went on to college and is now a successful visual effects artist; his work is often seen in movies and music videos.

My passion for personalized education comes from being immersed in the educational experiences of each of my three children, and from creating a school that is dedicated to providing excellent academics matched to the learning style of each student.

Eliot, who has been a Laurel Springs student for about five years, travels the world with his family.  In addition to living on a boat for several years, his family has travelled in France, the United States, Senegal, Brazil, and Mexico.  Eliot speaks three languages fluently (English, Spanish, and French) and is learning Portuguese.   Eliot’s travels have informed his talents and skills in photography, and have given him unique opportunities to progress in the sport of surfing.

When Eliot was in Africa, he was struck by how kind, open, and happy the people were.  “They never treated me as a stranger, which is rare in a foreign country.”  He left Senegal with a dream to give back to this community that had treated him so well, and returned to open an informal surfing school.  Armed with donations of 17 surfboards and 23 wetsuits, Eliot quickly assembled about eighty children who wanted to learn how to surf.  On a tiny island off the coast of Dakar, their surfing lessons were free, with just one string attached: all the children helped keep the beach litter-free.  Since then, Eliot has also started a similar free surfing school in Brazil, while he was living in the favela of Rocinha in Rio de Janeiro.  The donated surfboards feature a heart-in-hand symbol, which signifies “Pacha Mama” (translated, it means Mother Earth). Eliot says that he not only teaches the students how to surf, “but also how to respect the beaches and oceans of the world, by changing small habits in their daily lives.”

It was in Senegal that Eliot began to discover his love of photography.  He shares his experiences through chronicles of his journeys, documenting his trips and the people he meets.  Photography is a passion for Eliot, and while his father (a professional photographer) is there to help and inspire him, Eliot says that “it’s an instinct” to pull out his camera when he sees “something pretty, or when the light is perfect.”   And he particularly loves taking portraits, because, “you can capture someone’s entire story just by taking a picture of their face.” 

Eliot’s next adventure includes spending time in Australia to focus on his goal of becoming a professional surfer.  He says, “Surfing allows me to know and respect the ocean.  It keeps me fit.  It inspires me.”  He also plans to take a photography course to further his skills behind the camera.

One of his favorite teachers at Laurel Springs, Dawn Belden, said that Eliot is “busy traveling, learning, taking great photos, inspiring, giving, creating, and doing great things to change the world.”   Ms. Belden went on to say that “he creates greatness from who he is.”  What a wonderful testimonial from a teacher for a student who is pursuing his passions in tandem with an excellent education.