Entrants were required to submit a written review of a film they had recently seen. The review was to be no longer then one page in length. Winners were selected based on their ability to strongly and articulately convey their opinions about the film which they reviewed.  The SFFS was interested in seeing examples of the students’ ability to clearly express their opinions about film as this is a key skill necessary in being a good panelist/juror.

Bradley was one of two winners and was the only student attending a distance learning school who was selected for the panel. The panel on which Bradley participated viewed approximately 40 film entries in the festival’s Youth (18 and under) category. The thinking behind this was that winning selections would be judged by their peers. Bradley served on the panel with Keith Zwolfer, Youth Education Manager for the SFFS, Joanne Parsont, Director of Education for the SFFS, and a student from a public high school in Berkeley, CA. They viewed short films from 2 minutes to 25 minutes in length, nominating five films for the Youth category’s $1,500 award and selecting which films will be shown during the category’s program at this year’s San Francisco International Film Festival. They judged films on a number of factors including: use of the medium, storytelling ability, unique vision, and other elements.

After a recommendation from the Director of Education for the SFFS, Bradley hopes to work with the Bay Area Video Coalition producing short films about Bay Area non-profit organizations. He was also been invited to attend the San Francisco International Film Festival as a guest of the San Francisco Film Society. The festival takes place April 25 – May 10, 2013.

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Sophomore Julia Razook is excited to “learn about the different stances and opinions of the nations in the UN regarding generic drugs.” Julia and her partner, Giovanna Caria, will represent Latvia in the World Health Organization committee meetings on generic drugs. Students participate in UN-style debates in committees and then come together as a General Assembly to make final resolutions regarding a number of issues.

Julia said, “I am passionate about Model United Nations because I love being involved in proposing, debating, and ultimately passing theoretical resolutions to global issues that either directly or indirectly affect countries.” She is fascinated by the “interconnection between societies” and finds “MUN satisfies my love of learning about the world and different cultures, political structures, and beliefs.”  By attending this event, Julia hopes to gauge her interest in a career in international relations.

The Laurel Springs Model United Nations team is unique, in that our student delegates represent many geographic regions and cultures. Our students attending the New York City conference not only hail from across the United States, but also from Indonesia, the Bahamas, Brazil, and Kenya. This international representation informs our team’s perspective on a variety of global topics.

Our student delegate from Brazil, senior Hana Salsabila, said, “I want to be a policymaker; therefore, the experience of analyzing, speaking, and solving problems with a country’s point of view will help me so much in the future. Model United Nations not only teaches me to speak better [formal debate], but it also teaches me to listen and think with an insightful perspective.”

Faculty sponsor Joy Nehr said that our team has been working hard to have their position papers ready. “We even have two students who are going to be part of the Model United Nations Press Corps instead of serving as delegates. They’ll be helping to write and put together the Conference Chronicle, which is the newsletter focusing on the conference and the delegates. They’ll get to interview lots of other groups while we’re there.”

In addition to participating in the official conference, our team will meet with Mary-Frances Wain, the Deputy Executive Director of the UN Association of the United States of America United Nations Foundation. Ms. Wain will meet with our students in the UN Foundation offices on May 16th to discuss topics of interest to them, and provide them with an up-close look at how the United Nations works. The Laurel Springs team of students is the only team attending the conference that will have this amazing opportunity.

We are proud of the hard work our Model UN team has done in their virtual meetings, and know that they will bring their global perspective to the milestone event in New York this month.

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Because teenagers might need to put in more effort to find a job in the current economy, parents can help their kids with some job search pointers.

• Ace the basics. What might seem like obvious job-hunting behavior for us as adults could be surprising to our children, so take some time to review the basic etiquette of the process. Some topics to cover would be: learning about the job position in advance, being on-time and professionally-dressed for an interview, and following up with a phone call or email after the interview.
• Be aware of digital appearances. Use a professional email address when sending job inquiries. While “lovestoshop123@xyz.com” might be a fun email address for your child to use when communicating with friends, it can set an unprofessional tone during the job search process. Instead, choose an email address with the child’s name, such as “jamesgreen@xyz.com.” Similarly, teen job seekers should avoid the distraction of a mobile phone during a job interview. Nothing tells a potential employer that you’re not serious about a job like texting during the interview.
• Prepare for the interview. Parents can help their kids to prepare for a job interview by role-playing a mock interview experience, complete with typical questions like, “tell me about yourself?” and “why do you think you can be successful at this job?” Employers want to see that teenagers are both interested and responsible, so kids should be prepared to convey these qualities in their answers.
• Own the process. School counselor Sharon John says that while parents can help guide their children through the job hunt with advice, “teenagers should be in control of the process themselves.” This means, for example, that parents should not be sending or replying to emails about job applications; teenagers should be handling this themselves.

And if your teenager is nervous about a first interview, that is perfectly normal. But Ms. John says, “that nervousness goes away in time–they will never have to have a first interview again!”

For additional advice to help teenagers navigate the summer job search process, check out more resources on the web:

Best-Paying Summer Jobs for Teenagers
10 Tips for Teens Looking for a Job
Help Your Teen Get a Summer Job

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To help counteract summer slide, most experts recommend that students take part in some kind of academic activity during the summer. These students can have an easier transition back to school in September, and even earn better grades during the school year. But with many families scheduling vacation, sports clinics, and other activities during the summer, it can be challenging to fit learning time into the plan.

For families looking for a flexible summer academic option, consider a Laurel Springs summer course. Our entire catalog of courses is available during the summer in a condensed-schedule format. Our semester-length courses take six weeks, and our year-long courses take twelve weeks. Because these courses follow an accelerated schedule, it is important for students to apply time management skills and stay in frequent contact with their teachers.  Our six-week and twelve-week courses begin on Mondays and end on Sundays, but students can complete their coursework at any time of day or any day of the week. Check out our website to find a schedule that would work for you.

Does your child have an interest in digital photography, anthropology, or forensic science? One of our elective courses can be a great choice for summer. Some students take a World Language or core course to get ahead before the fall semester begins. And all nineteen of our Advanced Placement (AP) titles are available as summer courses, with April 2014 exam prep sessions included as part of the course.

If you want to learn more about our summer course programs and how to prevent summer slide, please register to join us for a virtual open house on Wednesday, May 15th at 1PM Eastern (10AM Pacific).

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Our pizza party is a great chance to meet and chat with your Laurel Springs classmates and their families, as well as our school’s founder, Marilyn Mosley Gordanier. Pizza, dessert, and drinks will be provided.

Everyone must RSVP by Thursday, May 16th to Laura Leonard: LLeonard@LaurelSprings.com, (800) 377-5890 x2011.

Date: Friday, May 24, 2013
Time: 6:00 – 8:00 PM
Place: Gaylord Palms Resort – Room: St. George #114
6000 W. Osceola Parkway
Kissimmee, FL, CA 34746

We hope to see you there!

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• Check out a live poetry reading in your area. The Academy of American Poets website has a list of readings happening this month around the country.
• Participate in the Dear Poet Project, which encourages students to connect with a poet by writing a letter with questions or thoughts they have after reading a particular poem.
• Listen to recordings of Americans (everyone from students to a former President) reading their favorite poems.
• Check out the Poetry Idea Engine, a fun online activity for elementary and middle school students.
• Celebrate Poem In Your Pocket Day on April 18th by carrying your favorite poem in your pocket to share with people you meet throughout the day.

As we welcome spring in many parts of the country, it’s the perfect time to honor the ways that poetry can help us to see things in new and different ways. As Robert Penn Warren wrote, “How do poems grow? They grow out of your life.”

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At this time of year, many families are evaluating their current school choices and exploring other options. Parents of gifted and talented children can find it especially challenging to select a school that is a good fit. Gifted and talented children have educational needs that diverge from traditional curriculum and teacher services. Laurel Springs School is proud of its Gifted and Talented Academy, which provides completely customized online learning for students learning a grade levels 6-12. One of our differentiators is that younger students may apply to the Academy, as our students are placed by grade level, not by chronological age. Students can progress through courses at their own pace, and have many opportunities for enrichment. Our Gifted and Talented Academy teachers have specialized gifted education training, which makes them uniquely qualified to personalize the academic experience for Laurel Springs students.

Please register to join us on Tuesday, April 30th at 1PM Eastern Time (10AM Pacific Time) for our virtual open house. We look forward to your participation.

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Andrew grew up in a musical family. His mother teaches voice and piano, and his father was trained as a classical saxophonist. “I grew up immersed in music, and really enjoying it. My parents are very supportive and encouraging.” When Andrew was in third grade, he wanted to play saxophone like his father, but the school band did not offer saxophone, so he took up the clarinet instead. By the time he was in fifth grade, Andrew asked for a dedicated clarinet teacher, and found himself wanting to practice four hours a day. However, his traditional brick-and-mortar school environment didn’t support this level of dedication. “I couldn’t practice as much as I needed to when I was in public school. My teacher would catch me composing in class.” Andrew started at Laurel Springs School in sixth grade and appreciates the flexibility that our student-centered schedule provides.

During the past several years, Andrew has taken his interest in music to the next level. He was recognized at several major classical music auditions, despite being far younger than their minimum age of 16. “I asked if I could try out, and they let me.” These auditions opened doors for Andrew, offering him opportunities to perform and compete in his native Southern California and around the country. “I love traveling – anywhere I can play music and share it.”

Now in his third year at Laurel Springs, Andrew has developed skills for time management that help him fit academics, music, and other activities into his schedule. On a typical day, he’ll practice Tae Kwon Do in the morning (he is a black belt currently testing for his second degree), and then work on some school lessons. The afternoons are usually dedicated to working with his music accompanist and his clarinet teacher. In the evening, he’ll hang out with family and friends, or work on a conducting lesson. “I do as much school as I want each day as long as I finish the week’s lessons by Friday at 5PM.” He enjoys that his teachers can personalize lessons for him. For example, he cross-pollinated pumpkins in his garden as part of his biology work, and composed music pieces in the style of a historic composer for a history lesson.

2013 is a big year for Andrew. He was recently notified that he won the Jack Kent Cooke Young Artist Award, which includes a $10,000 prize and a performance on the national classical music radio program, From the Top. Megan Lantz, Director of the Scholarship Program, said that when they received Andrew’s application, they “knew he would be the perfect fit for our program. His application was really impressive.” When Andrew got the phone call that he had won, “it was so amazing. My family was all around me, almost crying – we were so thankful.” Because classical music training can be prohibitively expensive, with families paying for instruments, lessons, sheet music, travel, and summer training camps, the scholarship program is designed to assist students who can benefit from having these financial barriers removed. Only twenty students are chosen each year, further confirming Andrew’s talent. He will accept the award in June, and perform for the From the Top radio program at the Plaza Theatre in El Paso, Texas. Please check your local listings to see when Andrew’s performance will air in your region.

What’s next? Andrew plans to expand his repertoire so that he can play more pieces at various concerts. He also would like to extend his work in the areas of composing and conducting. If you’d like to see Andrew playing in person, check out his website, which has a calendar of concert events.

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Laurel Springs School senior Maria Pia Apestegui

Laurel Springs School President Darby Carr and Accreditation Coordinator Fiona Spring will lead a group of LSS students to Costa Rica April 14-22. During this trip, students will take part in the Global Student Leaders Summit, an environmental education program that includes an Earth Day conference with leading environmentalists. Maria Pia Apestegui, a senior, shared her expectations and hopes for the experience.

As the world becomes more and more disrupted by humankind’s unsustainable use of resources, Environmental Sustainability has become a pressing issue for the global community. The Global Student Leaders Summit was created to encourage young people to address global issues. This year, the event will gather student leaders in Costa Rica, an advocate country for sustainable living, in order to discuss environmental sustainability.

Together with fellow classmates, I will be participating in the Global Student Leaders Summit in Costa Rica on behalf of Laurel Springs School. I am a native of Argentina, but have been living as an expatriate for most of my life and have had the pleasure of living in Argentina, the United States, Brazil, and now Mexico. Most of the places where I have lived were rich in vegetation and wildlife, so I am very attached to nature and wish to preserve it as much as possible. Hopefully, my experiences in different countries will allow me to offer a different viewpoint and give me the ability to contribute positively.

The trip to Costa Rica begins on April 14, and we will spend the first part of the journey exploring the country’s environment, through both ecotourism and visits to natural reserves. This will give us  an appreciation of nature and its beauty, as well as  ideas about  the importance of conserving the environment. We will then spend the second half of the trip in a conference, where everyone will discuss environmental issues and possible solutions.

However, our learning is not limited to what will take place during the trip. Before even going on the trip, we will complete a Global Challenge. In this assignment, we will identify an environmental problem in the area, isolate it, research how other countries around the world have solved the problem, and offer a possible solution.

In the coming weeks, I will contribute more posts to this blog about my experience in Costa Rica. I hope that through these articles I am able to transmit the beauty of the environment as well as how important it is to preserve it. Everything that I learn during my trip, either from Costa Rica’s sustainability programs or the conference, I will be sharing here in hopes that we can all work together to create an environmentally sustainable lifestyle.

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Some students who take our online summer courses are enrolled in a traditional brick-and-mortar school, while others are interested in trying an online course to see if they work well in a digital learning environment. Our entire course catalog is available for online summer courses, including:

• Elective options, including digital photography and forensic science
• World Language courses, including French, Spanish, German, and Mandarin
• 19 Advanced Placement (AP) titles

Students who take online summer courses in Advanced Placement (AP) titles return to Laurel Springs School in April 2014 for exam prep sessions to prepare them for the AP tests in May 2014.

To learn more about our online summer courses, please register for our virtual open house on Tuesday, April 23rd, or review enrollment dates for semester-length and year-long courses.

The post Learn more about online summer courses at Laurel Springs School appeared first on Laurel Springs.

As a special opportunity this year, parents can schedule a personal consultation with a Laurel Springs school counselor, Ashley Squires. The 30-minute consultation will include an NCAA review. Please bring your student’s transcript for a review of previous courses and credits, and Ashley will provide a plan of action to help the student get caught up, or to stay on track. She will review general NCAA guidelines as well as discuss your student’s specific situation.

Appointments are available between 9:00AM and 6:00PM, April 6th-9th.  To schedule an appointment, call 267-405-2129, email asquires@laurelsprings.com, or visit our Easter Bowl booth.

Laurel Springs School offers many NCAA-approved courses as part of a rigorous college prep experience that is flexible enough to accommodate busy student athletes.

Please stop by our table located near the registration desk to see our school’s founder, Marilyn Mosley Gordanier, academic department chair Rachelle Wafer, and school counselor Ashley Squires. They would love to connect with you in person.

Pictured in the photo is 2011 Laurel Springs School alumna Skylar Morton, who currently plays tennis for UCLA. 

The post Laurel Springs School Sponsors the Easter Bowl Junior Tennis Championships appeared first on Laurel Springs.

Laurel Springs students who are interested in learning more about the requirements for NCAA eligibility should join us for a live webinar on Thursday, March 21st.  Our School Counseling Department will lead this live presentation, NCAA and the Student Athlete. Laurel Springs students who plan to compete at the college level at a Division I or Division II member school should attend. Topics will include:

• Registering with the NCAA Eligibility Center
• Initial eligibility requirements
• Academic certification
• Amateurism
• Recruiting
   

We look forward to your participation on Thursday, March 21st at 1:00PM Eastern Time/10:00AM Pacific Time. Please check the LMS for login information.

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After attending brick-and-mortar schools until 9th grade, Keenan switched to Laurel Springs in 10th grade. “I wanted to be able to have more freedom to pursue acting. I can do my schoolwork on my own time, even if that is while I’m traveling to an audition.” The flexibility of Laurel Springs helps Keenan to work in the way that suits him the best. “I have ADD, so I work best when I can focus on one topic. It helps not to have to go from subject to subject in short periods of time. I set a goal of where I want to be with my lessons by a certain date, and then work to get there.”

One of Keenan’s teachers, Paul Human, said that he and Keenan work together via phone and iClass (virtual classroom), where Mr. Human finds that Keenan is “a gifted thinker” who is able to apply what he learns in school to his own life through “rewarding and memorable collaboration.”

Keenan started acting in 4th grade, when a casting agent invited him to audition for a commercial. After several years of acting in corporate videos, he landed a job in a commercial that ran during Super Bowl 2011. “That job gave me more confidence and helped people to take me more seriously.” In September, Keenan broke into the world of television by landing a role in the ABC show Zero Hour. “It was amazing to do three scenes with Anthony Edwards on a massive set for a primetime TV show.” (The episode featuring Keenan airs on March 7, 2013.) “I have always loved visiting sets, so to be on the other side, working, was very cool.” Keenan continues to audition for television shows as well as feature films, and hopes to land new roles soon.

His parents have been a huge source of support for Keenan, both academically and professionally. Both his mother and father have worked as actors, and helped Keenan learn to navigate the entertainment industry. “They helped a lot at first, but now I deal directly with auditions, get myself there on time, and know how to handle myself in an interview.” Keenan appreciates his parents’ support so much that he used some of the money earned from his commercial work to treat the family to a cruise. “I felt so fortunate to be able to do that.”

And Keenan’s parents have supported his educational aspirations by encouraging him with his college search.  “Even though I work as an actor, I definitely want to have the college experience so that I can study my craft. I helped to create my own high school experience, and it has made me a better person.” Keenan has been accepted to several schools already, and is waiting to hear from the rest of the colleges on his list. We wish him the best of luck in both college and career.

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To help us spread the word about Laurel Springs, you’re welcome to invite friends who are interested in learning more about our school. Students who bring friends will have a chance to win a $25 iTunes gift card!

Everyone must RSVP by Wednesday, March 20th to Laura Leonard: LLeonard@LaurelSprings.com, (800) 377-5890 x2011.

Date: Saturday, March 23, 2013
Time: 12:00 – 2:00 PM
Place: Oakwood North Clubhouse
3700 Barham Blvd
Los Angeles, CA 90068
(323) 878-2420

Directions to Oakwood North Clubhouse:
Please enter the property at the signal light at the top of Barham at South Coyote. The guard at the main gate will give you a map to the north clubhouse next to J building.

We hope to see you there!

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Cloak yourself in mystery. Experience an evening like no other at prom – a masquerade! Bring a mask or pick one up at the dance. The highlight of the evening will be when prom-goers set aside their masks, revealing their identities.

All Laurel Springs students in grades 9-12 are invited to attend our prom in June in Southern California. Please check your email for a message containing all the details. Our annual prom is a fun way to celebrate with both old and new friends.

The post Laurel Springs Students Pick Prom Theme appeared first on Laurel Springs.

Recently, Chimp Haven has received an additional 110 chimps, including eight babies. This has dramatically changed the chimp community as they cope with the largest influx of lab animals ever, and work to understand the needs of over 100 animals that have lived in cages for their entire lives. This is also the largest influx of chimp babies into the sanctuary. Students who remember last year’s Chimp Haven symposium will be pleased to learn from this new presentation, which will describe the changes and challenges that take place when a caged animal is provided with freedom.

Please join us on March 19th at 9AM Pacific Time (check the LMS for the login link). We look forward to your participation!

About our guest:

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.

The post Laurel Springs School Welcomes Guest Speaker from Chimpanzee Sanctuary appeared first on Laurel Springs.

• 1:1 teacher relationships
• Wide range of courses, including honors, world language, Advanced Placement, and elective titles
• Full accreditation
• Virtual clubs, student council, and honor societies
• Combination of live classes and self-paced study
• Global community of students and teachers

Because our school’s founder, Marilyn Mosley Gordanier, homeschooled her own three children, she understands families who choose nontraditional education paths for their kids. At the Southeast Homeschool Expo, she will lead a workshop that can transform a family’s homeschool experience: “Discovering My Child’s Learning Style: Unlocking His or Her Potential.” You have two chances to attend this inspiring workshop:
 
Friday, March 15th                  
8:30 AM                              
Room 201                              

or

Saturday, March 16th
1:00PM
Room 201

We would enjoy meeting with you to discuss how our online homeschool programs can be a wonderful part of your family’s educational journey. Please visit us March 14-16 in booth 204 to learn more about how flexible, accredited online learning works.

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Candy Heart Reactions: The little candy hearts with printed sayings have been around for about a century. Why not put a science spin on this Valentine’s treat? If you have baking soda, vinegar, and candy hearts, you can have fun with this science experiment.

Valentine Nature Crafts for Kids: Are you tired of traditional valentines? Whether you have three feet of snow outside, or can pick tropical flowers outside your back door, this site has nine ideas for nature-themed valentine crafts for kids for people in every climate.

Symmetry Art Hearts: Explore the concept of symmetry with this art project involving paint and construction paper.

Borax Crystal Hearts: If your kids would rather make a gift than buy it, this project is for them! The finished product is a crystallineheart-shaped ornament, which can be hung in a winow to catch the light. What a fun present for relatives and friends!

Heart-Shaped Pizza: Not going out for a fancy restaurant meal? You can still make Valentine’s Day dinner at home a special occasion! Get your kids involved in making heart-shaped pizzas with messages of love.

Chocolate Playdough: You probably have all the ingredients in your pantry for this homemade modeling clay–and you’ll love its delicious smell!

Heart Hunt: If your kids love running around, set up a scavenger hunt for them with this “heart hunt.” Older siblings can help hide the hearts for younger ones.

Active Valentine’s Day Activities: Relay races, jump rope games, and lots of other ideas will keep your kids moving.

The post 8 Great Valentine’s Day Activities appeared first on Laurel Springs.

Laurel Springs School is proud of its gifted program, which offers many benefits, including:

• Live webinars for students and parents (featuring speakers from MENSA and Hoagies’ Gifted Education)
• Interactive symposia with fascinating guests
• Access to courses with Advanced Placement, NCAA, and University of California approval
• Live virtual clubs
• Faculty with specializing training in gifted education
• Opportunities for students to explore areas of passion through an elective course or a personal project portfolio

As part of its committment to gifted education, Laurel Springs School supports gifted education advocacy organizations, such as the National Association for Gifted Children (NAGC), Supporting the Emotional Needsof the Gifted (SENG), and the California Association for the Gifted. This year’s CAG conference theme is “Magic of the Mind,” which highlights the variety of exhibits and conference sessions.  Please stop by booth 511 to visit Dr. Morabito and Mr. Mundy, who look forward to meeting with you and discussing how our program can be an excellent match for your gifted student.

To learn more about our gifted program, please call admissions coordinator Beth Probert (877-925-1451) or contact her via email.

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As you think about your dreams and passions, can you identify concrete goals for yourself? A big long-term goal, such as being accepted at MIT, can feel overwhelming. In this example, it can feel more manageable to create a set of shorter-term goals, such as taking challenging math classes, or working on a science fair project.

Our school counselors advise that you choose goals that fit the “SMART” rule. 

• Specific: what do you hope to achieve?
• Measurable: how will you know when you are successful?
• Achievable: is this goal realistic given your effort and perseverance?
• Relevant: why is this goal important to you?
• Timely: when do you hope to achieve this goal?

Asking yourself these questions can help as you formulate plans to achieve your goal.

Even the most careful plans can be derailed by unexpected events, so it’s important to think about how you will overcome obstacles as you work toward your goals. Project management experts recommend indentifying possible risks and their solutions before you begin a project. While you can’t anticipate every possible turn of events, having a plan to deal with problems before they arise can save you much time and frustration.

Our school counselors are here to help you with your goals. Please feel free to contact them to discuss the best approach, explore helpful resources, and work out a plan.

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Club sponsor Jamie Volpe became involved in local sports as a child, and continued her passion throughout her life. For the past four years, she coached a high school swim team, and has also participated in soccer, softball, and CrossFit. She brings her love of sports to the club by helping students learn new things about sports.

The club is fun and interactive, using videos and discussion to explore the world of sports. For example, the next club meeting (on February 21st) will focus on ice hockey. Club members will learn about the history of hockey, and touch on specific gear and equipment, including the puck and the zamboni. The club will also discuss teams, famous players, and the Olympics.

“I love kids and teaching, and I love the interaction of how sports teams bond. And for students who might not be interested in a team sport, I can help guide them to individual sports they might enjoy, like archery. Playing a sport can help kids gain self-confidence as individuals that continues throughout their lives.”

If you’re interested in joining the Sports Club, contact Joy Nehr for more information. We look forward to your participation in this fun virtual club!

(To read about our high school virtual club offerings, click here.)

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Now in 10th grade as an online high school student, Alysa spent much of her freshman year researching poverty-related issues, as well as wildlife conservation challenges. She decided to pursue her passions by creating two nonprofit organizations.  Redeem International has been designed to address concerns such as education, literacy, and nutrition. In addition, Alysa has plans for a nonprofit organization dedicated to protecting endangered species and working with reforestation efforts.  While Alysa currently resides in the United States, she plans to center both charities in Cambodia, with a goal of helping to improve the lives of Cambodian people, and to protect the country’s wildlife. Her Honors History class this year helped to hone her geographic focus, as the course sparked her interest in the impact of Cambodia’s transition to an agricultural economy.

Creating a new charity is not a simple process. Alysa poured hours into researching regulations, tax codes, and other rules that govern nonprofit organizations. She learned that in her home state of Virginia, she first must incorporate the organization with the state, and then file with the IRS for nonprofit status, before applying for permission from Cambodia for the nonprofit to operate in their country. At the time of this writing, Alysa has incorporated Redeem International, and is focused on finishing the paperwork for her non-profit dedicated to conservation. “I have asked my mom for help once or twice, but otherwise, I have been doing this on my own, with money that I saved myself.”

Alysa reads blogs about other people who have started nonprofit organizations, which provides her with inspiration and information as she continues her quest to run her own charitable organizations. She hopes to travel to Cambodia this year, where she can learn from a practical perspective what it would be like to live and work in that country.

Attending online school at Laurel Springs has contributed to Alysa’s mission. “This type of school helps me make a schedule, and I have to be on top of my schoolwork for myself. While my teachers hold me accountable, I’m learning to be accountable to myself, and to manage my own time.” Compared with her earlier experiences in public middle school, “I went from having people tell me what to do, to doing it myself.” Laurel Springs also allows Alysa the flexibility to arrange her schedule so that she can complete her schoolwork and still have time to develop her charitable organizations.

Alysa’s goals for 2013 include: “earning high As in school, getting my schoolwork done early in the day, incorporating my conservation nonprofit, saving $1,000 for each of the two nonprofit organizations, and beginning to learn the Cambodian language.” We applaud Alysa’s efforts to tackle demanding high school courses that will build the foundation of knowledge she needs to continue her altruistic work.

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“I read an article that talked about a teenager who committed suicide because they were bullied. They left a note that said something to the effect of, “Why didn’t just one person even try to stand up for me?” It left a strong impression on me.

When you hear someone being verbally bullied, stand beside the victim and look the bully in the eye. Tell the name caller,  “Take a moment, stop hurling your vile, ignorant, and disgusting insults at a wonderful person who deserves your respect.” Then make sure the victim of the verbal assault knows that you are on their side. I also think that you should privately let an adult who knows the victim (their parent or teacher) know about the name calling. Sometimes people are too embarrassed to let anyone know that something painful happened to them. They will need support from an adult who cares about them.”

Congratulations to Lance, and to everyone who participated in our variety of bullying awareness activities last week. As a school community, we are dedicated to preventing and stopping bullying.

The post Online high school student wins bullying awareness contest appeared first on Laurel Springs.

Our team of experienced school counselors will discuss:

• how to best organize their courses based on their individual learning style
• what block scheduling is
• main points of contact for support at LSS

Laurel Springs students in grades 6-12 and their families are encouraged to join us on Thursday, Feburary 21st at 1PM Eastern/10AM Pacific. Please check the LMS on 2/21 for the link to participate.

The post Can we help your child with time management skills? appeared first on Laurel Springs.

The parent satisfaction survey is open until noon Eastern Time on February 8, 2013. Please check the LMS for the link to take the survey, which takes about 15 minutes to complete. We greatly appreciate you sharing your feedback.

The post Would you share your Laurel Springs experience with us? appeared first on Laurel Springs.

Parents can spend some time brainstorming with their child about different kinds of goals. Examples of academic goals could include, “raise my math grade to an A” or “complete all lessons prior to their recommended due date in the LMS.” Children can also set personal goals, such as learning a new piano song, or running a 5K race. Parents can discuss examples of long-term and short-term goals. Young people who identify a goal and then successfully achieve it feel a sense of personal pride that motivates them to move on to their next set of goals.

The classic attributes of a “SMART” goal are:

• Specific: What would your child like to accomplish?
• Measureable: How will your child know when the goal has been achieved?
• Achievable: Has your child considered whether the goal is realistic?
• Relevant: Why is the goal significant to your child?
• Timely: When will your child achieve this goal?

Each of these five characteristics can help parents navigate the goal-setting process with their children.

High school counselor Alyssa Polakowski suggests that when parents talk about goal-setting with their children, there are some that can help guide the conversation:

• Be a good listener: your child will be more willing to include you in the goal-setting process if you show that you are actively listening to them talk about their dreams.
• Help your child clearly define the goal, and what successful achievement would look like.
• Work with your child to outline the steps to take in order to reach the goal.
• Ask your child questions to help them determine what type of support or resources might be needed along the way.
• Find out if your child has anticipated any potential obstacles, and how they can be addressed.
• Discuss making a schedule or timeline to go along with the plan to achieve the goal.

While achieving a goal can be its own reward, parents can consider ways to celebrate their child’s success after a specific goal is met, such as a special meal. A fun part of achieving a goal is celebrating how your child’s life is different and better because of their hard work.

Whether your child would like to gain admission to a top-tier college, earn an A on their mid-term, set a new personal record in their sport, or write a short story, we encourage our students to challenge themselves academically and personally. Our school counselors are available for parents who would like additional advice about how to work with their children about goal-setting. Also, point your kids toward our blog post about goal setting, written especially for them.

More resources on the web:
KidsGoals.com
Goal Setting for Kids
Tips for Goal Setting

The post Helping Kids with Goal Setting appeared first on Laurel Springs.

Limoneira was founded in 1893 by pioneers of spirit and vision that helped lay the foundations of a thriving CA citrus industry. Today, with rich agricultural lands and operations throughout California, Limoneira has nearly 8,000 acres in agricultural production of lemons, avocados, oranges, specialty citrus, pistachios, pluots, and cherries. The foresight and innovation of Limoneira’s founders remains strong today with Limoneira’s continuous commitment to new technology and state of the art sustainable farming practices. Limoneira continues to lead the industry, by setting farming standards and providing solid leadership grounded in years of experience.  Limoneira is a global agribusiness that ships to over 20 countries around the world.   Japan and Asia are Limoneira’s largest consumers of lemons.  

The symposium will help students understand the origins of their food. It will cover Limoneira’s history, what it takes to manage 8,000 acres of citrus orchards, and 21st century sustainable farming practices. Mary Maranville (founder of Students for Eco Education and Agriculture) and Andy Coker (farmer at Limoneira) are our symposium presenters.

Mary Maranville founded Students for Eco Education and Agriculture [SEE AG] in 2008.  The program focuses on food production from field to fork and sustainable agricultural practices. Mary grew up on an active dairy farm in the Adirondack Mountains of upstate New York. It is there she gained a true appreciation for the outdoors, agriculture, gardening and the natural world. From 2007 to 2011 she worked as the Environmental Education and Outreach Coordinator for a local Natural Resources Conservation non-profit in Ventura County, where she taught the next generation the importance of being future agricultural managers and stewards of the land. Additionally, she is Region 8 Co-Coordinator of CREEC (CA Regional Environmental Education Community Network) where her main focus is educating school administrators and teachers about the state-mandated Environmental Education Initiative Curriculum Units. In 2010 she graduated from the 2041 Leadership on the Edge Program and Expedition to Antarctica, the last pristine wilderness on earth. 

Photo credit: Amanda Driver (driverphoto.net)

The post Online Students Learn about Sustainable Agriculture in “Field to Fork” Symposium appeared first on Laurel Springs.

Learning about Martin Luther King, Jr.:

• The Official Web Site of the Nobel Prize
• Martin Luther King, Jr. Center for Nonviolent Social Change
•  National Park Service: Martin LutherKing, Jr. National Historic Site
• “I Have a Dream” Speech (audio recording) August 28, 1963

  Want to volunteer? Here are some resources for national and local activities:

• Martin Luther King, Jr. Day of Service 
• Volunteer Match
• Martin Luther King Day of Service (Philadelphia)
• Martin Luther King Day of Service (Washington, DC)
• Martin Luther King Community March (Austin, TX)
• MLK Day of Service (Los Angeles)
• MLK Day of Service (Losa Angeles – Audubon)
• MLK Day of Service – Golden Gate National Parks Conservancy (San Francisco)
• MLK Day of Service events (New York City)
• All For Good – MLK Day service opportunities (Atlanta)
• Chicago Parent – MLK Day activities (Chicago)
• MLK Day activities (Houston)
• MLK Day of Service (Miami)
• MLK Calendar of Events (Orlando)
• MLK Day of Service (Minneapolis)
• MLK Day of Service (Seattle)
• Martin Luther King, Jr. Day of Events (Portland, Oregon)
• MLK Day of Service – Hawai’i Volcanoes National Park

The post Laurel Springs School Celebrates Martin Luther King Day appeared first on Laurel Springs.

The goals of NNCW are to raise awareness about verbal bullying (including cyberbullying) and encourage students to examine their own feelings about name-calling, and discuss ways that they can help prevent and stop it from happening. No Name Calling Week was inspired by a young adult novel entitled The Misfits by author James Howe. The book tells the story of four best friends trying to survive the seventh grade in the face of all too frequent name calling and bullying. They form a coalition to help put an end to name calling in their school.  NNCW seeks to focus attention on the problem of name calling in schools, and to provide students and educators with the tools and inspiration to launch an on-going dialogue about ways to eliminate name calling in their communities.

Throughout the week at Laurel Springs, students can choose to take part in a number of activities, including a contest, book discussion, webinar, and photo submissions. We encourage all students and their families to dedicate time to the important topic of bullying, and form ideas for how they can be part of the solution.  Here is the schedule of events for NNCW at Laurel Springs:

January 21: Beginning of NNCW Contest – in one or two sentences, describe what you should do when you see someone calling someone else a hurtful name. Submit your entry to counseling@laurelsprings.com with the subject line “NNCW Contest.” Submissions due 1/25/13.
January 22: Laurel Springs hosts a special book club discussion for students in grades 6-12 at 11:30AM Eastern/8:30AM Pacific. The book is The Misfits by James Howe; students should have read the book prior to this discussion. Please contact Sharon John to RSVP and for more details.
January 23: Sticks and Stones Day – This is a day when we recognize that harmful words can cause pain just like sticks and stones can. Show your support for No Name Calling Week by emailing a photo of sticks and stones to testimonials@laurelsprings.com. We will post these photos on our Facebook Wall!
January 24: Laurel Springs hosts a live, interactive webinar for students in grades 6-12 about bullying awareness and prevention. Please contact Sharon John to RSVP and for more details.
January 25: “Put a cap on it!” day: wear your favorite (or craziest) hat to show your support for NNCW.
NNCW Contest ends; winner announced on Monday, January 28th.

The post Laurel Springs School Fights Bullying with No Name Calling Week appeared first on Laurel Springs.

On Friday, February 1st, Darby Carr will speak about ”Practical Application of Learning Profiles: A Personalized Approach to Big Data.” Our school’s focus on the individual student takes into account a child’s interests, strengths, and challenges so that teachers can adapt curriculum and instruction to closely match a specific learning style. Ms. Carr will address how schools can develop practical applications for the information they collect about how their students learn best, in order to improve learning experiences and academic outcomes. She will discuss how a blended learning approach can provide additional options for high-quality, personalized coursework, especially for middle school and high school students. Laurel Springs has an excellent track record of partnering with schools and other organizations who wish to expand their course offerings by offering online classes for students who appreciate the flexibility and self-paced aspects of our personalized courses.

Our school is proud to sponsor the OESIS conference, and looks forward to sharing the best practices of online education with others in the field.

The post Laurel Springs Head of School to Speak at Online Education Symposium appeared first on Laurel Springs.

In order to build relationships with students that she may never meet in person, Joyce shares her own interests and background, and encourages her students to tell her what activities and interests they enjoy. “I really try to take an individualized approach by reading what their interests are and then connecting with them about those topics.” Once she has built rapport with a student, Joyce continues to develop the relationship by responding to student questions in a personalized way. For example, when a student has trouble understanding a difficult math concept, Joyce will record a video lesson that addresses that child’s request. Then she will send it to the student and check in to ensure that the explanation answered the student’s question. “My students feel that my responses are customized specifically for them—and they are right.”

Laurel Springs senior Jared Cummings said, “Mrs. Estes was my best teacher last year. Whenever I had a question about a test correction or a homework assignment I could send her an email and expect a near-immediate response. She is great at explaining the concepts and was always encouraging. Additionally, she was very flexible with submissions during the busy times of year in my schedule, and was very understanding and supportive of my extracurricular activities.” Laurel Springs junior Kaylee Nathan, and her younger sister, 8th grader Kaytlyn, are both Mrs. Estes’ students this year. “We feel Mrs. Estes has helped us so much in our math, and we also feel like she makes learning math fun.”

Joyce brings a deep understanding of real-world, applied math to her teaching work. Although she earned a Bachelor’s degree in Math Education, she did not begin working as a teacher immediately after college. Instead, she worked as a system planning engineer for a large power company, helping with projects related to expanded and new electric grids to meet the changing needs of the population.

After five years in the energy industry, Joyce said that “it felt right” to shift gears and begin working as a teacher. She earned her Master’s Degree in Instructional Technology with an Online Teaching Endorsement while she worked as a math tutor for an online tutoring service. She also taught math in public and private schools, helping a local private school to establish its first online class (Algebra) for its students, before joining the Laurel Springs faculty in August of 2011.The differences between a brick-and-mortar classroom and online learning were important. “I can easily communicate on a one-to-one basis with students, whereas to reach all 30 students in a classroom is more difficult. And I find that students are more willing to ask for help in an online class, because there is no stigma or peer pressure associated with needing additional explanation.”

Joyce Estes says that, “being a teacher at Laurel Springs is the best job I’ve ever had. The students and families are great, and I feel very supported by the Head of Teacher Services.” She is also the faculty sponsor for the Equestrian Club, which allows her to connect with students in a non-academic context. When she is not busy with her Laurel Springs duties, Joyce loves spending time with her husband and her two children (aged 6 and 3). They live in the foothills of the Appalachian mountains in northern Georgia, where they love to go trail riding on their horses and take day hikes as a family.

The post “Online education is a method of instruction delivery, not a computer teaching a child.” appeared first on Laurel Springs.

Whether you are a full-time high school student taking online courses with Laurel Springs, or you attend a brick-and-mortar high school, it’s easy to start a single-semester AP course with Laurel Springs at this time of year. Our full accreditation means that our courses have reciprocity of credits with other schools and colleges. As you consider our single-semester AP courses, you may want to consult with your school counselor to determine which class would best enrich your high school transcript. Coursework can be completed when it is most convenient, which allows for complete student-centered flexibility.

Explore our options for online, single-semester AP courses. All four of these courses carry NCAA and University of California a-g approval. Because these are AP courses, the level of rigor is equivalent to that required of students in a college freshman or sophomore course in each specific area of study. These course has been audited and approved by the College Board, the governing body for AP Courses and prepares students for the College Board examinations in each topic area listed.

AP U.S. Government & Politics: This course focuses on the strengths and weaknesses of the U.S. system of government. The course examines ideals, institutions, and processes that direct the daily operations of our government and shape our public policies. Building on basics, students will explore a variety of theoretical perspectives and explanations to interpret and analyze the political landscape to develop a better understanding of the strengths and weaknesses of our system of government.

AP Microeconomics: Students taking this course will examine concepts such as supply and demand, factors of production, roles of labor and management, the relationship between the environment and the economy, and the impact of the government on individual decision making processes. The primary course objective is the study of the behavior of individual components of the economy, such as firms, households or consumers, and the economic relationships among them. For example, a typical problem in microeconomics would be to determine the optimum price which a company should charge for a new product. In determining the solution to this problem using critical thinking skills, it would be necessary to consider such microeconomic data as the company’s own production costs, the degree to which the price changes affect the quantity demanded of the new product, and the prices which competing firms charge for similar products.

AP Macroeconomics: Living in a global community in the 21st Century, the AP Macroeconomics course at Laurel Springs School is an emphasis on how the economic system works as a whole. Students will examine the determinants of the aggregate level of economic activity in a global economy, and study how the economy is measured by using concepts such as gross domestic product (GDP) and other indicators. Concepts such as inflation, unemployment, world trade patterns, and the role of the Federal Reserve Bank are key components of this course.

AP Psychology: The complex nature of human beings in explored in-depth in Laurel Springs School’s AP Psychology course. This course is a survey of psychology that introduces students to the major topics of the field, the terminology and methodology of psychology, and the historical and current understanding of human behavior and thought-processes. Beginning with the concept of thinking like a psychologist, students learn to analyze human experiences and to apply what they have learned to the world around them.

Students who are interested in taking an online AP course during second semester are encouraged to call our Admissions Office at 800-377-5890.

The post Enrich Your Transcript with Single-Semester AP Courses appeared first on Laurel Springs.

The National Mental Health Association has a number of suggestions for how to talk to children about something so devastating. It is important to reassure children that the adults in their lives are doing all they can to make their environment safe for them.

Here are some suggestions for how to help your children cope with tragedy:

Prepare yourself. With the rise of online news outlets and social media, it is important to separate fact from rumor so that you can speak accurately to your children about this tragedy. Also, prepare yourself to share your own feelings and opinions with your children.

What do your children know? If your children are shielded from TV news and the Internet, they may not know very much about the horrific events in Connecticut. Older kids may have an understanding of the tragedy based on a mixture of news sources varying in reliability. Once you understand what your children know, you can help guide the conversation, and explain things in an age-appropriate way based on your child’s understanding of the events.

Support them. When you have a conversation with your children about the tragedy, make sure they feel safe and supported. Your child may want to express fear, anger, or confusion. You can make your child feel safe and supported by listening carefully and validating their feelings with responses like, “I understand how you feel” and “It is perfectly normal for you to feel that way.”

Suggest activities for healing. You know your children best. What helps them process and heal from hearing about traumatic news? Some ideas to consider are: 

• Express their feelings: While some children feel better after talking about a difficult subject, others prefer to write or draw about their feelings. 
• Spend time with family: Watch a family-friendly movie while snuggling on the couch, or bake cookies together.
• Get a change of scenery: Take a walk around your neighborhood or go for a hike in a local park.

Our hearts go out to the families in Connecticut, and also to each of you as you help your children cope with such tragic events.

For additional reading about helping children through difficult situations like these, please visit these websites:

American Psychological Association: Helping your children manage distress in the aftermath of a shooting

New York Times Health: Tips for Talking to Children About the Shooting

Common Sense Media: Explaining the News to Our Kids

NYU Child Study Center: School Shootings: Helping Teens Cope, a Guide for Parents

The post Helping Children Cope with Tragedy appeared first on Laurel Springs.

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Ian traveled to Nepal to help create a documentary about a non-profit organization that rescues young women from involuntary servitude. When the girls are rescued, they are first taken to a safe house where they learn skills that empower them to support themselves. Once they have learned a trade, such as sewing, the girls return to their villages to build new lives for themselves. Ian said, “I was so moved by the work this organization does, but struggled to find a way I could help.” Ian recognized that many people want to help the causes that they believe in, but sometimes feel that the only way to help is by donating money. He said, “We all have innate talents and skills that can impact an organization.” This concept is the basis of loveistheanswer (LITA), the organization Ian founded with two other young people. His vision for the organization is to connect people to causes, and coordinate how people can use their individual talents to benefit a cause that is meaningful to them. Ian hopes that LITA will serve to inspire people to make a difference locally and globally.

LITA has already experienced meaningful success. Ian used his video production skills to create a documentary about the young women in Nepal who are rescued from challenging situations. A fashion designer in New York saw his film, and was so moved by the cause, that she hires the young women in Nepal to sew her pieces. Two artists (who happen to be brothers) hosted a Thanksgiving party during which they sold their artwork and donated the proceeds to Guatemalan orphans.

Ian has help running LITA. His cousin, Bethany, is passionate about using her photography skills to make a difference, and Ian says, “It’s an honor to see how much time she donates.” A friend, Anina, has valuable skills in management and finance that she contributes to the organization.  As a team, Ian, Bethany, and Anina collaborate to build LITA. While they will continue to spotlight individuals (such as the New York fashion designer) on their website, they are also encouraging young people to form “street teams.” Working together, street teams can organize around a specific cause, and pool their skills and talents to effect change. “Street teams have a huge opportunity to make a substantial positive impact.” For example, students who want to fight hunger in their local community can get together and decide how each person can contribute. Some students may have great graphics skills, and can make signs promoting volunteer work at a food bank. Students who are talented social networkers can recruit other volunteers and ask for donations. Other students who are especially organized can coordinate volunteer days and arrange carpools. Street teams can contact LITA to be featured on their website.

Ian is so deeply involved in the work he does, that he transferred from a traditional brick-and-mortar school to Laurel Springs in order to have more time to work on LITA. “It’s an incredible opportunity to do more of what I want to do with filmmaking and LITA. Laurel Springs takes more self-discipline, but I love the chance to work at my own pace.” Ian has already been accepted into the college of his choice, Biola University, where he will begin studies next year focusing on filmmaking.

As LITA picks up steam, the press has taken notice. In a recent interview, Ian summed up his vision: “Is this life about me or is it about us? As a global community, we are responsible for each other.” And he offers encouragement for other students who want to make a difference: “Don’t be scared to take the first step. Anyone can make a difference if you put your mind to it and are passionate about it.”

The post “As a global community, we are responsible for each other.” appeared first on Laurel Springs.

Our January symposium topic will explore issues of community-based natural resource management in Namibia, with a focus on strengthening communities and their environment.  Namibia was unjustly governed by the apartheid government in South Africa for decades until its independence in 1990.  After independence, the new government decided to provide local black communities with a right that white farmers had enjoyed for years:  the legal right to manage and benefit from the use of the country’s impressive wildlife, which includes elephant, zebra, wildebeest, leopard and warthogs.   Since 1996, when this program began, local people (with support from Namibian government, NGOs, and the international donor community) have created more than 60 community conservancies.  Because they now hold very strong rights to manage and benefit from the wildlife, local people protect rather than poach animals.  They also protect the areas where wildlife live and graze, including water sources.  Local people work with private sector investors to build tourist lodges so that visitors can enjoy the wildlife.  They are trained to operate and manage these lodges and they earn income from the tourism.  The income they earn helps communities improve schools, buy ambulances, and take care of their elders.  After more than 15 years, the Namibia program is generating millions of dollars for local communities and at the same time is helping animal populations thrive.  It is widely considered to be the world’s leading model of effective community management of valuable natural resources.

Before joining USAID, Ms. Boudreaux taught at the George Mason University School of Law (previously Assistant Dean of the School) and was a Senior Research Fellow at the Mercatus Center at GMU. Karol also served as a member of the Working Group on Property Rights of the Commission on Legal Empowerment of the Poor.  Her JD is from the University of Virginia, where she concentrated on international law.

The post Laurel Springs Welcomes Expert in Natural Resource Management appeared first on Laurel Springs.

The Captain Planet Foundation was established in 1991 in connection with the award-winning Captain Planet cartoon series (conceptualized by Ted Turner). The Foundation’s activities have involved almost one million children through a variety of sponsored activities and projects in all 50 states and in more than 20 countries.

Part of the founding mission of Laurel Springs School is a focus on environmental stewardship. Our students contribute to numerous activities that promote awareness of global environmental issues, including the Earth Day Conference,  the Clinton Global Initiative, and our series of virtual symposia, “Meetings with Remarkable Men & Women.” We are proud to be aligned with the Captain Planet Foundation’s vision of educating a new generation of children about how to care for our world.

The post Laurel Springs Sponsors Environmental Education at Captain Planet Benefit appeared first on Laurel Springs.

Please join Director of Education Dr. Paige Morabito on December 5th.  She will lead a live, virtual 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 supporting gifted students through acceleration in a traditional classroom setting. Dr. Morabito will expand the understanding of how online learning can complement a traditional setting, and suggest a solution for gifted learning who need varying degrees of acceleration.

Dr. Morabito’s doctoral research on students’ motivation to attend an online school, and their subsequent perceptions of success, illuminated an additional benefit for acceleration using online classes for gifted learners: the reduction of social barriers.  This presentation is intended to help those who support gifted students: parents, teachers, administrators, and even students themselves. Participants will learn more about how the reduction of social barriers can empower gifted learners to excel in the online classroom.  Please share this invitation with others who would benefit from the information and collaboration. 

Please register to attend this free webinar, “Online Courses and the Reduction of Social Barriers” on Wednesday, December 5th at 3PM Eastern Time/12PM Pacific Time. We look forward to your participation!

The post Online Courses Help Reduce Social Barriers for Gifted Students appeared first on Laurel Springs.

Whether you are a tennis-playing family, or will be in the local area in December, we would love to visit with you at the Orange Bowl. It will be a wonderful opportunity for our students and their families to catch up with each other and with members of our staff.

Please stop by our table located near the registration desk to see our school president, Darby Carr, our founder, Marilyn Mosley Gordanier, and high school counselor, Jennifer Varnell. They would enjoy connecting with you in person.

Also, you are invited to attend our pizza party on Monday, December 17th from 4:30-7:30PM. The pizza, pasta, salad, and drinks are our treat, so bring a friend!  We look forward to seeing our tennis players and local families at this fun event.

The post Laurel Springs Supports Student Athletes at Orange Bowl Tennis Championship appeared first on Laurel Springs.

In December, Laurel Springs will host a pizza party for current and prospective students and their families. This event is being held in conjunction with the Orange Bowl tennis tournament, where we will be on hand to support our student athletes. We invite both Orange Bowl attendees, as well as local Florida families, to attend our pizza party. Current Laurel Springs families are encouraged to bring friends who want to learn more about online school. A private room has been reserved where students and parents can relax, chat, and catch up with each other.

It’s our treat, so please enjoy the delicious pizza, pasta, salad, and drinks. On hand will be school president Darby Carr, founder and executive director Marilyn Mosley Gordanier, and high school counselor Jennifer Varnell. We look forward to seeing you there!

Date: Monday, December 17, 2012

Time: 4:30-7:30PM

Place: The Ballroom, Hoilday Inn Coral Gables, 1350 South Dixie Highway, Coral Gables, FL 33146

RSVP: rsvp@laurelsprings.com

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December’s guest speaker is Jennifer Arnold.  Ms. Arnold is a New York Times bestselling author, and the founder of Canine Assistants, a non-profit organization that teaches service dogs to assist children and adults who have physical disabilities, seizure conditions, or other special needs.  

This work is very close to Jennifer’s heart, as she lives with multiple sclerosis, and believes that service dogs can prevent feelings of isolation and helplessness in people with disabling conditions. Her life and work experiences inspired her to write two books: In a Dog’s Heart, and the New York Times bestseller, Through a Dog’s Eyes; she is also the subject of a PBS documentary movie.

All Laurel Springs students are invited to join us to hear about Ms. Arnold’s amazing experiences. Please mark your calendars for Tuesday, December 4th, at 9AM Pacific/12PM Eastern, and check the LMS for login information.

The post Laurel Springs Hosts Bestselling Author & Founder of Canine Assistants Program appeared first on Laurel Springs.

All Laurel Springs students in grades 8-12 and their parents are encouraged to attend. Join our amazing team of high school counselors for this informative webinar on Friday, November 16th at 1:00PM Eastern Time.  We look forward to your participation! Please check the LMS for login information.

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Turnitin is the most widely-used anti-plagiarism software in the world. When students submit their writing to Turnitin for review, they receive a report that scores their writing against an immense database of essays, papers, articles, and primary source material. Students are able to see how original their writing is, and learn how to properly cite the sources and quotations included in their essays. With the rise of online research, it is essential for students to learn how to appropriately integrate external source material into their writing.

Laurel Springs uses Turnitin for several reasons.  It is critical for our distance learning model of education to include safeguards to protect the academic integrity of student work. High school is a time when many students are developing their research and essay writing skills. Rebecca Chandler, Student Services Manager, says that the program “helps students understand where and how to use quotes as a base, and weave those quotes in with their own thoughts. Turnitin is a tool they can use to help them prepare for college.  Learning how to properly cite sources is a skill that we want our students to develop so that they can expand on source material in an individual way.”

According to a Financial Times article, the use of Turnitin is on the rise.  “More than 70% of universities in North America and 95% of those in the UK use Turnitin.” And Turnitin may be adopted in 2013 by the Common Application, which is used by more than 450 college admissions offices (source: LA Times).

Laurel Springs began using Turnitin as a pilot program during the 2010-2011 school year for some high school English classes.  Currently, it is used for high school classes in English, History, and Science.

Here are a few tips for Laurel Springs students as they begin using Turnitin:

• Every student enrolled in a course that requires Turnitin receives an email from Turnitin with instructions; students should check spam folders if they cannot find this email. 
• Turnitin instructions are also provided in the high school orientation course and all four of the College & Life Seminar courses, in addition to the email sent to students directly from Turnitin.
• Turnitin account passwords can be reset only through the Turnitin website. Laurel Springs does not have the ability to retrieve or reset student’s Turnitin passwords.

Laurel Springs students who use Turnitin during high school will be well-prepared for the writing that is required by the college admissions process and university level coursework.

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Ms. Guilbaud-Cox’s career in the field of communications and public information spans almost three decades. She has worked for the non-profit and private sectors, as well as for government and inter-governmental organizations.  She joined UNEP’s Regional Office for North America (UNEP RONA) with responsibility for enhancing the organization’s visibility in the region. In this role, she is promoting collaboration between UNEP and the Governments of Canada and the United States, and with the private sector and outstanding environmental, academic, and scientific institutions in the region. Before coming to Washington, she worked in the Division of Communications and Public Information at UNEP’s Headquarters in Nairobi where she showcased the organization’s work around the world through the coordination of global media events.  Prior to joining UNEP, she worked in communications and public relations for prominent government and private organizations.

We invite all Laurel Springs families to join us to hear about Ms. Guilbaud-Cox’s amazing experiences on Tuesday, November 13th.

The post Growing Up Global appeared first on Laurel Springs.

Statistical reports state that one out of four—or 9.7 million—12- to 20-year-olds use alcohol each month (according to www.stopalcoholabuse.gov). Parents may find themselves asking “What can we do?”  Here are some positive actions families can take to prevent drug and alcohol abuse in children:

• Be aware. Awareness is the first step. As a parent, arm yourself with knowledge about teen drug and alcohol abuse and preventative strategies.  
• Make a plan. Talk to your children about drug and alcohol abuse. “Children of parents who talk to their teens regularly about drugs are 42% less likely to use drugs than those who don’t, yet only a quarter of teens report having these conversations”. (From the National Family Partnership web site, www.redribbon.org) Together, come up with a plan and/or a safe person they can call if they are away from home and faced with a risky situation.
• Make it real. Discuss how your children can handle a difficult choice, such as when their friends offer them alcohol or drugs.  Go to www.timetotalk.org for more information and to download an easy-to-use guide to help you have ongoing conversations with your children.
• Promote good choices. As a family, engage in finding alternative healthy choices, such as exercise, relaxation techniques, proper sleep and nutritional habits, and developing a support system of others who can lend emotional support when needed.
• Get involved. Participate in Red Ribbon Week events in your home and local community, and join Laurel Springs School in promoting healthy choices:  
  Monday 10/22:
  Review the Red Ribbon Week pledge with your children.
  Encourage your children in grades 6-12 to enter our essay contest: “Why the Best Me is Drug-Free.” Students should write a one-page essay with their response to this topic.
  Tuesday 10/23:
  Wear red to support Red Ribbon Week, and send a photo of yourself wearing red to us.
  Wednesday 10/24:
  Participate in our Facebook contest: “Name as many fun drug-free activities as you can!” Consider ideas like sports, art, concerts, hiking, etc.
  Thursday 10/25:
  “Sock it to Drugs & Alcohol” by wearing crazy socks, and send photos of your funniest socks to us.
  Friday 10/26:
  Deadline for essay contest; send entries to the school counseling department.

Encourage your children to participate in our school’s Red Ribbon Week initiatives to show your family’s support for healthy choices.

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How will they describe you?

The representatives you meet at a college fair often report their findings to the admissions team after the event. Think about how you want to be perceived by admissions officers from the colleges that interest you.  Research shows that during the first few seconds of meeting someone new, people form a lasting impression based largely on physical appearance.  Because of this, students should consider how they will be perceived by college representatives based on what they wear to a college fair. Dr. Paige Morabito, Director of Education at Laurel Springs School, said that students may want to think about “what type of lasting impression they want to leave, because there is so much more to an individual than what meets the eye.”  When students are thoughtful about their physical appearance, it can be easier for college representatives to focus more on what students say, instead of how they look.

For a lighter look at this topic, visit our Pinterest board, “What Not to Wear to College Fairs,” which features examples of ways that students can consider how they want to be perceived by college representatives.

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The Laurel Springs School Counseling department recommends these tactics to have a productive college fair experience:

1. Plan. Research the college fair in advance to find out which colleges will be represented at the event, noting the ones that interest you. Write down questions that you want to ask representatives from each college. (Check out this list to help you brainstorm.) Print out labels with your contact information on them to use at the fair; it will save you a lot of time to stick a pre-printed label on a mailing list, as opposed to handwriting your address multiple times. 
2. Map out your route. As soon as you arrive at the college fair, get a map of the event, and highlight the colleges that interest you most. Plan a route for yourself that targets these colleges first; you can choose to visit other tables later if you have time.
3. Make connections. When you visit each table, introduce yourself to the college’s representative and ask your questions. Request a business card from the college’s representative so that you can stay in touch.  
4. Take notes. After you leave each booth, jot down your impressions about the college, as well as the answers to your questions. Check to see if there are any workshops you would like to attend, such as seminars about financial aid, and take notes about points to remember. 
5. Follow up at home. In the days following the college fair, review your notes from the event. Review your findings with your family to determine if you should eliminate or add any colleges from your list. Send thank-you emails to college representatives, asking additional questions if necessary.  Decide if you would like to visit the campuses of a few of the colleges that interest you the most.

Meeting with college representatives in person can be a valuable addition to your college application process. Using this strategy, your college fair experience can enrich your understanding of colleges beyond what is printed in brochures or posted on university websites.

For a lighter take on the subject, read our blog post about appropriate attire for college fairs, and check out our Pinterest board: What Not To Wear to College Fairs.  Remember that while you want to leave a lasting impression with college representatives, you want it to be a positive impression.

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While Advanced Placement courses prepare students for the official AP exams administered through the College Board, these exams are not built into AP courses.  If you or your child is taking an AP course, it is important to understand the exam registration process and timeline.  Laurel Springs recommends the following steps for students taking AP courses:

• Call AP Services (609)-771-7300. Ask for the names and telephone numbers for AP  coordinators in your local area. 
• Contact your local AP coordinators, and tell them that you attend a distance learning school that does not administer AP exams. List all the AP exams you wish to take, and provide your school code (052256).
• Ask the AP coordinator for the location, date, and time to appear for the exams you wish to take, as well as the process for paying your exam fee (exam fees may vary by location).

Laurel Springs recommends that students complete this process by February 1, 2013 to be assured of exam arrangements prior to College Board deadlines. To read more about the benefits of AP courses, please visit our blog.

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On this spectacular tour, students will discover the Santa Elena Cloud Forest and also visit a local school. Students will be accompanied at all times by a highly-trained guide and Laurel Springs staff.

The Earth Day Conference offers presentations by leading environmentalists including former US Vice President Al Gore, former Costa Rican President Dr. Oscar Arias, and Canadian environmentalist Severn Cullis Suzuki. We invite you to join us for this leadership summit. This experience will provide invaluable leadership skills as well as first-hand environmental stewardship education.

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How much do you remember from school? Most of us would like to have retained more information from the books we studied, our teachers’ lectures, science labs, and other educational experiences. As we immerse ourselves in the busy back-to-school season, it’s the perfect time to think about ways to help our children “make it stick” so that more of what they learn is fully integrated and preserved.

A recent blog post about student engagement by Ben Johnson explored the idea of how the humble sticky note can be a powerful tool to enhance learning.  While Johnson focused on how teachers use sticky notes in their classrooms, parents can translate these best practices into organizational and motivational methods to use with their children.

Here are some ideas for how you and your children can use sticky notes to help enrich their learning experiences outside the classroom:

• Ask your children to write down on sticky notes three important ideas that they learned from each class.  At the end of the day, your children can share these ideas with you for increased retention. It could be a new tradition for dinnertime conversation!
• To help with transitions, your children can use sticky notes to mark where they are leaving off in a topic at the end of each day. Then, it will be easier the following day for your children to quickly jump in to learning again at the exact spot where they stopped. 
• Johnson’s article mentions that teachers use sticky notes to encourage students.  He wrote, “I find that the more specific I am with my praise, the more power it has to reinforce the behavior.” Parents can adapt this practice at home by providing “bravo!” type messages to their children as praise for meeting deadlines, achieving milestones, or conquering a challenging topic.

As an essential member of your child’s learning team, you can integrate these simple tactics into your family’s daily life so that your child has a more successful and pleasant academic experience. This type of sharing will also help to build connections between family members surrounding the topics that your child is learning, which can add a rich layer of mutual understanding to the parent-child relationship.  We encourage you to implement some of these ideas, and enjoy the positive results!

Please share this blog post with your friends on Twitter, Facebook, or Pinterest.

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In September, Laurel Springs is proud to welcome Carolyn Kottmeyer as the speaker for an Academy parent webinar, “Giftedness 101.” All parents of students enrolled in the Laurel Springs Gifted & Talented Academy are encouraged to attend this dynamic, interactive event.  This webinar features an overview of giftedness, with topics that include characteristics, testing, levels of giftedness, and social/emotional topics including sensitivities, underachievement, perfectionism, and personality types.

Ms. Kottmeyer is well-known throughout the gifted education community as an expert in and advocate for appropriate education for gifted children.  In addition to being known as the founder and director of Hoagies’ Gifted Education Page, she is a member of the Board of Directors for SENG (Supporting the Emotional Needs of the Gifted). She has written for gifted publications around the world, including The Gifted Communicator, Highly Gifted Children, and SENGVine. Ms. Kottmeyer has been a speaker at conferences that include National Association for Gifted Children (NAGC), National Association for Gifted Children Malaysia (NAGCM), Beyond IQ, Pennsylvania Association for Gifted Education (PAGE), Nebraska Association for the Gifted (NAG), New Jersey Association of Gifted Children (NJAGC), Washington Association for the Education of Talented and Gifted (WAETG), Kentucky Association for Gifted Education (KAGE), and Hollingworth Association for Highly Gifted Children. She can be found on Facebook, Twitter, and LinkedIn as HoagiesGifted.

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Today in 1793, George Washington laid the cornerstone of the United States Capitol building. According to the U.S. Senate history archives, “The stone was blessed with corn, wine, and oil. Artillery blasts marked the historic occasion. Later those in attendance enjoyed a fine meal of barbequed ox.”

Did you know that there was a contest to determine who would design the building, and that the winner (William Thornton) was an amateur architect? Check out these virtual learning resources to discover more about this important landmark in United States history.

Architect’s Virtual Capitol: This site provides a virtual tour of the Capitol, an interactive map, and a historical timeline to explore. 

U.S. Capitol Virtual Tour – A “Capitol” Experience: The U.S. Senate site offers this virtual tour of the Capitol, complete with panoramic photographs, an online map with “you are here” markers, and historical notes to accompany each photograph.

A Landmark Lesson – The United States Capitol Building: This EDSITEment lesson plan can be adapted for home use, and includes ideas for learning activities.

United States Capitol Historical Society: This comprehensive website is filled with historical information about the Capitol, including online exhibits, and a PDF of The Young Person’s Guide to the Capitol.

Kids in the House (House of Representatives): This site includes a virtual tour of the Capitol building for elementary-aged students.

Live Stream: Want to see what the Capitol building looks like right now? This is a live streaming image of the Capitol, 24 hours a day.

Capitol Scenes: This series of photographs, taken between 1900 and 1950, show one piece of the vibrant history of the U.S. Capitol.

The post Learning about the U.S. Capitol appeared first on Laurel Springs.

College visits can help inform both parents and prospective students, if they are well-planned. The Laurel Springs School Counseling team offers these tips for families of college-bound high school students:

• Plan. Sit down with your children and make a list of all the colleges that interest them. Then, collaborate on researching important information about each college, such as whether it offers your child’s major, if your child has a fair chance of being accepted, and if it is a good financial fit for your family.
• Select & schedule. Decide which colleges you will visit in person, and determine when will be the best time to make the trip. Schedule your campus visits on weekdays when classes are in session. Consult the college calendar to avoid exam week, Thanksgiving break, or other times when the campus atmosphere will not reflect a typical day at the college. Similarly, if you schedule your visit during a major event, such as homecoming, the college may be overcrowded, making your trip difficult to enjoy.
• Be purposeful. Call the admissions office to find out when walking tours are held, and work with your child to create a list of questions to ask the admissions representative. During the tour, take notes about your observations as well as topics to discuss later with your family. During your campus trip, make time to explore the popular student gathering areas without a tour guide, such as the student union, the quad, the local shopping district, or any other areas that would be important parts of everyday student life. Take a few photos so that you will remember differences between colleges.
• Follow up at home. With your child, compare your observations about each college that you visited together. Most families are able to eliminate some colleges from their list after campus visits, and prioritize which colleges are most desirable. If you visited a college that is a top pick, your child can email the admissions representative personally to thank them for the tour. Communications like this can help create a positive profile for your child which could help boost their chances of admission. 

The most productive college visits provide valuable information for students and their parents that cannot be gained by exploring the university website or flipping through a catalog. Make the most of your child’s college visits by planning carefully, taking advantage of the best times to visit, maximizing your tour experience, and regrouping at home to streamline your child’s application process.

For additional reading about college visits, please visit these helpful sites:

Campus Visits, College Research, and Your College List
How to Make the Most of a College Visit
Get a Head Start on College Visits
Questions to Ask During a College Visit

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Here are the contest details:

• Entrants must be current active students at Laurel Springs in grades K -12.
• To enter the contest, email your high-resolution JPG photo of your learning space to testimonials@laurelsprings.com with the words “Show Your Space, Share Your Style” in the subject line, and the student’s full name in the body of the email. 
• Student or parent must include a brief explanation in the email about why this learning space works for them (aligns with student needs, preferences, learning style, etc.).
• Entrants must have a completed release form on file with Laurel Springs; can be faxed (805-646-0186, Attn Records) or emailed (testimonials@laurelsprings.com).
• The deadline for photo submissions is 9/14/12.
• The top three submissions will be selected, with $25 iTunes gift cards mailed to the winners on 9/17/12.
• Entrants’ photos may be posted by Laurel Springs School on Facebook, Twitter, and Pinterest (with student’s first name only).

We can’t wait to see your ideal learning spaces!

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Laurel Springs School provides advice for its students to improve academic outcomes.  

Do you need a completely quiet place to study for an exam, or do you concentrate better while listening to music? Are your best papers written at a desk completely clear of clutter, or while you’re lying on your bed surrounded by pillows, books, papers, and your family pet? 
 
Dr. Patricia Tanner Nelson from the University of Delaware said, “Make your home a place where it is easy to learn.”  When students take the time to create their learning space with consideration for personal preferences and learning style, academic outcomes improve. Most of our students have taken the Learning Styles Profile assessment, and understand the potential positive impact that their learning style has on educational success.  Make the most of your school year by setting up your ideal workspace.

Consider the following ideas:

• If your learning style is relating/inspiring, you probably enjoy cooperative learning and group discussions. Think about how to include video conferencing tools (such as Skype), phone, email, and LMS message boards into your learning space so that it is easy for you to connect with your teachers and fellow Laurel Springs students.
• If your learning style is thinking/creating, you are probably a creative person who likes time to dream, think, and wonder. Consider making a quiet, comfortable retreat for yourself, where you can imagine the possibilities related to what you are learning in school.
• If your learning style is inventing, you probably like projects, design, and research. Your ideal learning space might include lots of supplies for making prototypes, access to reference materials for research, and space to spread out while you are working to bring new ideas to life.
• If your learning style is performing, you probably like to entertain people, participate in a variety of shorter activities, and have the chance to experiment with many kinds of quick learning exercises. You might learn best in an environment that gives you the opportunity to showcase your talents (perhaps with a still or video camera), take breaks for physical exercise, play games, and enhance your learning with posters, maps, and audio books.
• If your learning style is producing, you probably enjoy a sense of order, and think in a logical, sequential manner. You would enjoy a learning space that is carefully organized, with shelves, bins, and folders for all of your books, papers, and other school supplies. Consider a wall calendar or planner to keep track of due dates, and think about using a daily “to do” list that can keep you on target as you check off each task.

Need some inspiration? Get motivated by following our “Set Up Your Learning Space” Pinterest pinboard! It’s filled with more than one hundred snapshots to give you ideas for how to organize your desk; use shelves, drawers, and bins to their best advantage; and create a learning space for yourself that best matches your learning style.
 
Do you have a learning environmnent that is perfectly-suited to your needs? We’d love to see it! Laurel Springs students are encouraged to enter our “Show Your Space, Share Your Style” contest for a chance to win an iTunes gift card!

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The 21st Century Tools blog provides resources for online learning from Laurel Springs School.

Books like Ray Bradbury’s The Martian Chronicles and H.G. Wells’ The War of the Worlds stoked fears about what life forms could exist on the neighboring planet of Mars. Comic books and movies continued the theme of questioning whether Martians (if they existed) would be friends or foes. Generations of children grew up wondering about the red planet, and in the coming weeks and months, their questions will be answered by Curiosity, the NASA rover and mobile science laboratory.

We’re curated these online learning resources for you and your children to continue your own journey of exploration into space. Check out these links for videos, activities, games, and other opportunities to expand your knowledge of Mars. 

Discovering Mars: From 1960 to the present day, this interactive timeline shows the progression of space exploration to learn more about Mars. 

Exploring Mars: This two-minute video includes photographs of Mars, with a narrated summary of our understanding of the red planet.

Mars Science Laboratory: From NASA’s Jet Propulsion Laboratory, this site is filled with different ways to learn about Mars, Curiosity, and Mission Control. Explore robot technology in the “Learn About Me” feature, read diaries from Mission Control staff, watch an animation of Curiosity’s landing on the surface of Mars, and see frequent news updates from NASA.

Be a Martian: This fun, interactive game explores the “human-robotic partnership” in a virtual environment.

Build Your Own Space Mission: Another interactive game from NASA, this activity lets kids create their own scientist or engineer, outfit a work area, and select a spacecraft to build.

ROVER: This game shows kids how the Mars Rover responds to specific commands, and puts them in control of piloting the robot!

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Laurel Springs student Steele Johnson and his diving partner competing at the 2012 Olympic Trials

Laurel Springs student Steele Johnson exudes energy. He has an incredible level of personal motivation, and it’s no wonder that in his sixteen years, he’s been able to accomplish more than many adults. With a supportive family and network of friends rooting for him, Steele has made a name for himself in the international diving scene. His most recent feat was to capture the Olympic alternate spot for the men’s 10-meter synchronized diving event at the 2012 London Olympic Games.

Platform diving is not for the faint of heart. Leaping from a 10-meter diving platform is the equivalent of jumping off the roof of a three-story building, and divers can reach speeds of thirty miles per hour—while negotiating the complex twists, somersaults, and tucks that earn them the most points. The synchronized 10-meter event adds the challenge of mirroring a diving partner, which requires a laser focus on split-second timing for each portion of the dive.  Steele says that during such a dive, “it feels like you are on an amazing roller coaster, but you’re not strapped in.” 

The first time Steele braved the 10-meter platform was when he was only eight years old.  During a dive camp, coach Ron O’Brien (who previously coached Greg Louganis) asked the group of young divers if any of them wanted to try a platform dive. Steele was the only child to volunteer. Since then, he has been hooked. “Diving is an extreme amount of fun.”  Since 2007, Steele has won medals in national and international diving competitions, including the Junior National Championships and Junior Pan Am Championships. 

A typical day for Steele involves eight hours of training, and additional time for academic assignments, but Steele still makes time to hang out with his parents, his older brother and younger sister, and his friends. After spending time in private and public school, as well as homeschooling with his mother, Steele made the switch to Laurel Springs in eighth grade. Now in eleventh grade, he said that the transition to Laurel Springs was easy. “A lot of people think that your social life will drop out if you go to an online school. That isn’t true. I kept my friends from church, school, diving, and the neighborhood.”  He stays in touch with his teachers via email. “I communicate with them a lot.”  One of his teachers, Joy Diskin, said, “Steele is not only a wonderful student and a terrific person, but he is also one of the most punctual people of any age that I’ve encountered.  His work is consistently on time and thoughtfully produced, which is quite an accomplishment for someone as busy as he is!”

When he thinks about his future, Steele envisions competing at the 2016 Olympics in Rio de Janeiro, attending college, and continuing his daily vlog (video blog) which gives viewers a peek into his everyday life.  “I’m really interested in film and video editing.  In college, I’ll probably major in film or computer engineering.”  In addition to role models from the diving world (David Boudia, Nick McCrory, and Thomas Finchum—all stars of the 10-meter platform), Steele gives his parents a substantial amount of credit for his success. “When I have kids of my own, I hope to be as good a parent as each of them has been to me.”

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Why do we love the Olympics? Because they can unite people from every country and culture. Families and friends get together to watch in awe as the best athletes in the world compete in the spirit of good sport. Olympic athletes embody what we aspire to: determination, teamwork, and the passionate pursuit of a dream.  Many Olympians become living heroes for both adults and children because their personal stories and achievements are so inspiring.

To extend Olympic fever beyond television, share these links with your children, who can explore the history and culture of the Olympics through interactive websites, games, and other online resources.

Ancient Greeks: Olympic Games  This website includes a brief overview of the ancient Olympics, an interactive tour of the Greek games, a quiz, and activity ideas.

Science of the Summer Olympics  This website provides many video resources to learn about the science behind Olympic events.

Olympic Games for Kids  Why not host your own Olympics, with your kids as the competitors? This site offers ideas for events, such as obstacle courses, floor exercises, races, and more. There are more ideas for “backyard Olympics” here and here.)

Make Your Own Olympics  For kids who love to learn through crafting, this site has ideas for how to make Olympic-themed items, including a torch, medals, and rings.

CyberOlympics  The PBS series Cyberchase features interactive games that relate math to the Olympics.

Olympics Through Time  This site allows kids to tour ancient Olympia and learn how the Olympics have evolved from their origins to modern times.

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Mark your calendars, and please RSVP!

Date: Wednesday, August 22, 2012
Time: 12:00 – 3:00PM
Place: Oakwood Apartments (3600 Barham Boulevard, Los Angeles, CA 90068)

We can’t wait to see you there!

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The Southeast Homeschool Expo, which takes place Friday, July 27th and Saturday, July 28th, is an incredible destination for any homeschool family. The event offers workshops and keynote speeches for parents, and provides special age-appropriate programs for children aged 4-18. 

Laurel Springs invites both current and prospective families to attend Ms. Mosley Gordanier’s workshop on either Friday (3:00PM) or Saturday (1:15PM) in Room 117.  Or visit us at booth 4 to learn more about how Laurel Springs can be a wonderful fit for your children.

With more than twenty years of distance learning experience; online, textbook, and project-based curriculum, and full accreditation, Laurel Springs is uniquely positioned to partner with your family to create a successful, enjoyable learning experience for your children.

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How Fireworks Work: For many kids, fireworks are the highlight of the Fourth of July.  Causing “oohs” and “ahhs,” they light up the night sky and remind us of historic battles. But what is the science behind fireworks? This Popular Mechanics resource includes cross-section diagrams of fireworks to help children understand what creates the bright colors and loud booms.  Please be sure to review these safety tips with your family so that your fireworks experience is worry-free.

July 4th History: The expansive section of the History Channel’s website provides a variety of learning resources for kids to understand the history behind the holiday.

Declaration of Independence: This site is the authority on the famous document that was signed on July 4, 1776.

Patriotic Songs: Would you like to add some authentic music to your celebration? The Library of Congress has organized these patriotic songs into an easily-accessible collection.

Party Time: Here are some fun ideas to make your Independence Day party a smash hit!

• Flour Stars: Using a stencil and flour, kids can create stars on the sidewalk and lawn to help decorate for the party.
• Tin Can Windsocks: These patriotic tin can windsocks would look festive hanging from a front porch for the Fourth of July.
• Table Setting: Kids will love helping to set the table if you let them weave blue and red crepe paper over a white tablecloth, creating this festive party look.
• Fruit Flag: These fruit kebabs create a flag of healthy food that kids will love to make and eat.
• Safe Sparklers: For younger kids, these sparklers are not only safe, but last much longer than the traditional type.

We hope you enjoy exploring these web resources to make your holiday even more fun. Laurel Springs wishes you and your family a happy Independence Day!

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As part of the Laurel Springs mission to support each individual student, our Gifted & Talented Academy is a wonderful option for children who are high-ability learners. The Laurel Springs Academy Program Coordinator, Chris Mundy, along with the Academy Admissions Coordinator, Katja Bruinink, are excited to attend this year’s SENG Conference and meet with families and educational consultants to share information about how the Academy can be an excellent match for gifted and talented children. 

For those who are not able to attend the SENG Conference, but are interested in learning more about the Laurel Springs Gifted & Talented Academy, please mark your calendars for our Virtual Open House on Wednesday, August 22nd, 1PM Eastern Time/10AM Pacific Time. This live, interactive webinar is a dynamic way to meet our Academy faculty, counselors and staff, regardless of your location.

If you plan to attend this year’s SENG Conference, please visit the Laurel Springs table to meet with Chris and Katja, who can answer all your questions about our specialized academic programs for gifted children.

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Come hang out and get to know other Laurel Springs students and their families. We have reserved a private room at the skating rink where your friends and families can relax, chat, and catch up on what’s new with each other. It’s our treat, so enjoy the fresh fruit and veggies, healthy wraps, delicious pizza, and drinks. (And Laurel Springs students who bring a friend who is interested in enrolling in our school are eligible for iTunes gift cards!)

Date: Thursday, July 19th, 2012

Time: 6:00-8:30PM

Location: Ice Works Skating Complex (banquet room behind rinks 3 & 4), 3100 Dutton Mill Rd., Aston, PA 19014

Our school’s founder, Marilyn Mosley Gordanier, will be on hand to connect with you, so please RSVP if you plan to attend.  We look forward to seeing you there!

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This year’s conference, held in Minneapolis with the “Be Brilliant” theme, drew counselors and educators from around the nation and even the globe! Laurel Springs school counselor Sarah Morissette made lots of great connections, and visited with vendors in the exhibit hall. “Everyone was so excited and friendly, that it was one of the best conferences I have ever attended,” Sarah said.  As part of our commitment to honor the development of 21st Century Skills, Laurel Springs gave away a free Kindle Fire® to one lucky ASCA Conference attendee from Portland, Oregon (pictured here with Sarah on the right). Laurel Springs was eager to connect with other school counseling professionals and share how our school can help expand course offerings for their students. 

Among the sessions that Sarah attended were: Organizing and Motivating Today’s Unorganized and Unmotivated Students, The Ethics of Social Media Use, and Girls, Boys, College and Careers.   The social media workshop was a great reminder to begin educating students early that nothing is private, and that often schools, colleges and possible employers can find your digital footprint on the web. (More advice about students and social media can be found here.) The “Girls, Boys, College and Careers” workshop highlighted the differences between young girls and boys and their perceptions of what jobs are open to them; certain jobs can be viewed as gender-specific, which may hinder students later in life from pursuing their dreams. The advice was to give students a wide variety of professional mentors – all shapes and sizes!

In addition to its annual conference, ASCA produces an informative and timely magazine, webinars and professional development opportunities, and members-only areas of their website for additional resources.  The July/August 2012 issue of School Counselor magazine features Laurel Springs School’s anti-cyberbullying webinar, which was jointly sponsored by our school counseling department and the National Honor Society.  The article, on page 37, said, “Each person who spoke had a unique story to share, which showed the many different forms and impacts of cyberbullying.” Laurel Springs is proud of how its counseling staff collaborates with students to inform and better the school community.

Laurel Springs School values ASCA as a resource for professional development, and is proud of its team of school counselors, who are all members in good standing.

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I was honored to attend the second annual meeting of Clinton Global Initiative (CGI) America conference held in Chicago on June 7-8. Over 900 renowned individuals, including governors, mayors, government officials, business leaders, educators, and non- profit leaders participated in this important event. For the second year, I was invited to participate in the STEM Education (Science, Technology, Engineering, Math) Working Group. During a two-day period, I attended five inspiring plenary sessions (many moderated by President Clinton) and three meetings with STEM colleagues where we developed action plans that would improve student accessibility to math and science opportunities. As the representative for the only online school for students in kindergarten through high school that participated in the STEM Working Group, I had the opportunity to contribute valuable insights regarding online education and its application to personalized learning options.

Purpose of the Conference
The cornerstone of the conference is to create a concrete commitment to address a significant challenge. The commitment can be large or small, global or local. Participants are invited to make a commitment in their area of expertise and/or interest. Since 2011, CGI America participants have developed over 100 commitments valued at $11.8 billion.  These commitments will improve the lives of over 3 million people, and translate practical goals into meaningful and measurable results.

CGI America is an example of how government, business, and civil society can come together to generate and implement commitments to enhance America’s future. Unlike other conferences, individuals attend because they perceive a need, and they come prepared to make a commitment to solve a challenge.

Focus of CGI America 2012
A primary focus of this year’s conference was job creation and training through STEM-related middle school, high school and college-level programs. While 600,000 jobs in the U.S. go unfilled, many are in the area of science, technology, math and engineering. The jobs are available, but applicants who have the appropriate education and training are needed.

Participants
I met amazing individuals at CGI 2012. Speakers included: President William J. Clinton; Bill Haslam, Governor, State of Tennessee; the Mayors of Chicago, San Diego, Atlanta and New Orleans; Stanley S. Litow, President, IBM International Foundation; Donna Gambrell, Department of the Treasury; Laura D’Andrea Tyson, SK and Angela Chan Professor of Global Management, University of California, Berkley; John Hope Bryant, Founder, Chairman, and CEO, Operation Hope, Inc.; Chelsea Clinton, Board Member, Clinton Global Initiative and William J Clinton Foundation; Ai-Jen Poo, Director, National Domestic Workers Alliance; Dr. Jerry Sue Thornton, President, Cuyahoga Community College; Kyle McCollom, Founder, Triple Thread Apparel; Shaun Donovan, Secretary, U.S. Department of Housing and Urban Development; Regina E. Dugan, Former Director, DARPA, U.S. Department of Defense; and Neil deGrasse Tyson, Astrophysicist and Director, Hayden Planetarium. The 900 attendees mingled easily, and I found the speakers mentioned above to be very approachable.

I was particularly inspired to serve on the same Working Group as Regina E. Dugan, Senior Vice President of Motorola Mobility Inc. and the 19th Director of DARPA (Defense Advanced Research Project Agency). Regina spoke about the importance of empowering students to participate in the development of relevant STEM related activities. Her description of “Fold It,” an online game about protein folding, was a perfect of example of the importance of student participation. The objective of the game is to fold the structure of selected protein to the best of the player’s ability, using various tools provided within the game. Scientists use such solutions to target and eradicate diseases. Scientists had studied one specific folding protein for 15 years. Once “Fold-It” was posted on the web, citizen scientists, some of them students, solved this complex problem in 15 days! This gripping example demonstrates that students can be part of the solution.

A highlight of the evening reception was speaking with Dr. Roosevelt Johnson, Deputy Associate Administrator of NASA Education.  During our discussion about Laurel Springs School, we compared our school’s customized approach to online education and NASA’s commitment to “thinking outside the box.” I look forward to working with the NASA team, to participate in their unique educational options, and encourage our students’ love of science.

STEM Education
Some of the 110 individuals in the STEM Working Group were not familiar with online learning, and I had the opportunity to introduce them to Laurel Springs School. Our use of learning styles as a way to personalize learning was very well received by the group and of particular interest to the Education Technologies focus group.

Commitment to Action
In 2011, Laurel Springs made a commitment to provide students with the opportunity to attend virtual symposia where they met remarkable people who are helping our world: Dorin Prunariu, the first Roman Astronaut; the directors of Chimp Haven, the national chimpanzee sanctuary; Ted Turner; renowned entrepreneur with a passion to protect the earth; and director Christina Stevens, whose new film highlights Bhutan’s unique program of Gross Nation Happiness. This year, we look forward to sharing our program with more students, and inspiring them to become the next generation of leaders.

Conclusion
I left this conference feeling empowered and excited about how aligned Laurel Springs School is with the CGI approach to innovation. There are so many things we are doing right: our focus on competency based education, the importance of introducing students to true heroes, involvement of the community in the educational process, translating curriculum to real life, teaching children that giving back is part of the process, and ensuring our students have access to latest technology, math and science teaching tools.

It was my honor to represent Laurel Springs School at this world-class event. I believe that this organization empowers each participant, redefines the “new normal,” and can have an enormous positive impact.

This quote by President Clinton embodies the spirit of the conference:
“America is a place of dreams and possibilities, and your dedicated efforts are bringing Americans closer to realizing their potential once again. Together we can harness the innovative thinking that defines our nation, and turn this economic challenge into an opportunity to create jobs and put America back to work.”

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Our founder, Marilyn Mosley Gordanier, will lead a workshop about how to unlock your child’s potential through the understanding and application of learning styles. This presentation and discussion will center on the tools parents need to identify their child’s learning style, and subsequently, how they can use this information to help their children have the best possible learning experiences.  With over 35 years of education experience, Ms. Gordanier understands that because each child is unique, families benefit from having the ability to personalize their child’s education.  Ms. Gordanier founded Laurel Springs School with a vision of meeting each child’s abilities and needs, while honoring their individual learning preferences. As a veteran homeschooling herself, Ms. Gordanier looks forward to connecting with homeschool families at the WHO Convention.

As you plan your schedule for the convention, make time to visit the Laurel Springs School booth (#2006), and attend Ms. Gordanier’s workshop, which takes place on Friday, June 15th at 2PM in Room 1.  Please join us! 

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Take a Nature Sound Walk: This blog post, written by a musician, draws children’s attention to their sense of hearing. There are suggestions for how kids can build listening skills while finding news ways to experience a walk or hike.  What sounds do you think your children could identify during a hike in the woods or some quiet time in the backyard?

What’s That Sound? Nature Walk: Take the concept of a nature sound walk one step further by having your children record and draw what they heard.

Nature Sorting: While the activity in this blog post was created for a long car trip, it can easily be adapted to a nature walk. Give each child an empty egg carton to use as a container, and encourage them to collect items during a hike.  After the hike, look through the egg carton, and think of different ways to separate and categorize their finds.  Some examples could be sorting by color, texture, or shape.  Older children can use field guides or a micrscope to help them identify the contents of their egg cartons.

Nature Walk Bracelet: This almost effortless addition to a nature walk will keep kids attuned to their surroundings, and result in a keepsake to remind them of what they saw that day.

Nature Walk Art: Whether your child collects items from the backyard, or from a hike in the woods, this activity helps to extend the experience. Children can create mobiles to show off samples of leaves, acorns, rocks, or other things that caught their eyes during a nature walk.

Nature Walk Craft Ideas: With twelve different project ideas for kids, your family can create many crafts made from natural materials.

Nature Bingo: Young kids will enjoy this game, which helps them focus on the variety of sights, textures, and sounds that are found in nature.

We hope that these links help inspire you to expand the experience of being outside with your children. Informal learning in nature can be a great way for kids to make connections with knowledge gained from traditional academic courses, which helps enrich their understanding of the natural world.  Do you take nature walks with your children? How do you help them extend their ourdoor experiences?

The post Learning from Nature appeared first on Laurel Springs.

Laurel Springs understands the lives of busy middle and high school students, and our summer school program meets the needs of students who wish to fill transcript gaps or accelerate in a subject prior to the 2012-2013 school year.  Laurel Springs summer courses are a terrific fit for students who wish to augment their studies with an elective course, gifted students who would like to complete a course during the summer months, students who are interested in online school, homeschool students who would like to expand their learning experiences, and international or travelling students who do not wish to their location to limit their academic options.

Benefits of Laurel Springs online summer courses include:

• Rolling admissions mean that students can plan their enrollment to match the date by which courses must be completed.
• Student-centered schedule gives students the flexibility to complete assignments when it is most convenient for them.
• Online learning management system equals total on-demand access to coursework.
• WASC accreditation allows for the smooth transfer of credits.

Laurel Springs will host a live, interactive virtual open house about its online summer school courses on Wednesday, May 30th. Families, school counselors, and educational consultants are encouraged to register for this event in order to learn more about these valuable academic offerings.

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During her powerful presentation, she will guide you through her journey as a Laurel Springs student to her current position as a top female commercial artist. Come meet one of our own alumnae, hear her success story, and learn how you can pursue your love of film.

About Ramaa Mosley:

At age sixteen, Ramaa Mosley made her first film, the Laurel Springs environmental documentary, We Can Make a Difference.  The film, which focused on the impact of global pollution on children, was screened around the world, and won a United Nations’ Global 500 Award in Geneva, Switzerland.  That same year, Ramaa enrolled at Bennington College, where she studied theater, literature and photography.  After college, Ramaa was hired by the Dutch government to direct a documentary on the Aymara Indians of Bolivia.  Within months, Ramaa had seven offers to sign as a director with the top commercial companies, and soon was directing music videos for bands such as the B-52s, Brendan Benson, Creed, and Five for Fighting. Ramaa directs award-winning national and international commercials for clients such as Adidas, Powerade, PGA, Pedigree, Walmart, and ESPN.

Ramaa won the Best Director award at the First Glance Film Festival for her short film Grace.  In 2011, she won the Audience Choice Award at Dance Camera West for her film In Dreams I Run Wild.  Currently, Ramaa is in post-production for her feature film directing debut, The Brass Teapot, starring Juno Temple, Alexis Bledel, and Michael Angarano (based on the comic book of the same title).

The post Ramaa Mosley: “How I Became a Director” appeared first on Laurel Springs.

Free Rice: This website offers simple multiple-choice quizzes in many subjects, including Spanish vocabulary. As you work through the quizzes, Free Rice donates to world hunger organizations.

BBC Spanish: For children learning Spanish, BBC offers vocabulary resources, photos, games, songs, and activities to help enhance language learning.

Mi Vida Loca: For older students, Mi Vida Loca (My Crazy Life) is an interactive online drama video series in which students use their knowledge of Spanish to solve a mystery.  Also included are a set of transcripts, grammar notes, and vocabulary lists to accompany the storyline.

Make a Spanish Counting Book: This activity can easily be expanded to include more than just numbers; try making books with the Spanish words for animals, household objects, articles of clothings, and other categories of items.

Photo Vocab: This site posts an amazing photograph each day, along with a “Spanish Word of the Day.” The word is also given in the context of a short paragraph written entirely in Spanish for more advanced learners.

Mi Pequeno Dia: This free online Spanish magazine for kids includes activities, articles, and games.

The post Spanish Learning Resources appeared first on Laurel Springs.

Contributor: Sarah Morissette
Laurel Springs School Counselor

High school students are on their way to becoming independent, self-sufficient young adults.  When considering how to make summer plans, high school students and their families should consider what is necessary (such as a summer job or family plans), and what the student enjoys doing. This list can serve as a great starting point for a family conversation about summer plans:

• Consider a summer job. High school students who work during the summer report an increase in their understanding of personal responsibility, independence, and accountability. 
• Identify volunteer or internship opportunities.  Students who engage in volunteer activities or an internship in an area of interest have a “chance to dip a foot in the pool” according to Morissette. “Knowing what you don’t want to do can be just as important as knowing what you do what to do.” Volunteer and internship positions are risk-free ways for students to learn what potential careers would (or would not) interest them.
• Get ahead academically. Summer courses are a smart way for students to make their 2012/2013 school year more manageable. When considering a summer course, be purposeful in choosing which course would be the best option. Laurel Springs summer courses are student-centric, so assignments can be completed regardless of travel, work, or other summer activities.
• Visit colleges. High school students can begin by visiting the campuses of colleges that are local to them.  These casual, unofficial visits can consist of walking through campus and observing student life. For rising juniors or seniors, plan official college visits based on a list of colleges where the student plans to apply. Call ahead to find out about campus tours, and make an appointment to visit with an admissions counselor. “College visits allow students to get a feel for the type of school environment that is a good fit,” said Morissette.

Because high school students may have a very busy schedule during the traditional academic school year, it is important to incorporate time with friends and family when planning what to do during the summer.  As students become experts at balancing coursework, social activities, work responsibilities, and college plans, summer can be the ideal time to strengthen those skills in a more relaxed setting.

If you have younger children, please learn more about our recommended summer activities for middle school and elementary school children.

The post Make Summer Count: High School appeared first on Laurel Springs.

Contributor: Sharon John, Laurel Springs School Counselor

The middle school years are a time for children to balance increased independence with family structure.  Tweens and teens are in a developmental stage where they are finding their way, but still need the support of rules and guidance from older family members. Children in this age group can feel empowered by making more of their own choices, especially when those choices build skills or help others. Parents can help by providing a framework that has the desired amount of structure, but still allows kids to develop independence incrementally. Ideally, summer can be a mix of family time and activities with peers.  Here are some suggestions to explore with your middle school child: 

• Incorporate friends into summer activities. If your family takes a summer vacation, consider allowing your child to invite a close friend to come along for company. Or coordinate with the families of your child’s friends to select summer camps where your child will have friends to share the experience.
• Explore hobbies and interests.  Summer is a fantastic time for students to delve deeper into activities such as sports, hobbies, or other passions. 
• Give back. Children who volunteer in an area of interest learn responsibility and independence while developing an increased awareness of the needs of others.  Research options for community service with local libraries, religious institutions, and other nonprofit organizations. 
• Maintain academic focus. Taking a summer course can help children stay focused on academics during the summer months.  Consider a Laurel Springs elective or World Language summer course, which can be completed according to the student’s schedule, even accommodating travel and vacation plans. 

As children progress through the middle school years, the summer months are a time for families to plan a varied schedule of relaxation, family time, activities with peers, and some coursework to maintain intellectual involvement. The key is to find a balance that allows children to have time with friends as well as memorable family experiences.

If you have older or younger children, learn more about our recommended summer activities for elementary or high school aged children.

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Contributor: Jennifer Ruddick, Laurel Springs Teacher

Planning your summer with young children can include a wide variety of activities.  During the elementary school years, children are eager to explore and soak up new experiences and information.  Summer can be a time to take advantage of more free time, warmer weather, and family time.  Here are some ideas to help you brainstorm for fun summer plans:

• Help your children experience new things. It may be an ideal time to schedule lessons or camps during the summer for music, sports, art, theatre, and other passions.
• Don’t stop reading. Make regular visits to the library to find fun books to borrow for relaxed summer reading.  Most libraries have summer reading programs that help make reading feel like fun. Read more here about how to create a summer reading list with your child.
• Create your own holiday.  Let your children plan the decorations and festivities.  Some fun ideas could include a birthday party for your pet, or a day with a special theme that your kids choose themselves.
• Use your outside space in unexpected ways.  Your backyard could become the setting for a kid’s version of the summer Olympic Games, a scavenger hunt, an obstacle course, or a nighttime neighborhood movie party.
• Embrace your local community.  Rainy days are ideal for visiting local museums and historic societies, and sunny days are perfect for picking your own produce at local farms.  Many towns begin the summer with bicycle safety clinics, which can help your kids feel more comfortable exploring their immediate neighborhood on wheels.
• Enrich family trips.  Whether you are traveling near or far, family vacations can be a time to research personal genealogy, “interview” older relatives about their childhood years, 
• Keep a record. Start with a blank scrapbook or notebook at the beginning of the summer, and enlist the entire family to tape or paste in tickets, photographs, and other mementos of their summer experiences, along with quick reflections about their favorite parts of each experience.  At the end of the summer, your family will have a wonderful record of summer adventures.

Once summer draws to a close, encourage your young children to carry over their summer experiences into the school year. Whether they become involved in the Pen Pal Program or other clubs, Laurel Springs provides many ways for elementary-aged children to connect their personal interests to enhanced learning opportunities.

If you have older children, please learn more about our recommended summer activities for middle school and high school aged children.

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In the first segment of our four-part series about criteria for effective online learning, we explored the impact of meaningful relationships among students, teachers, school counselors, and academic peers.  This segment focuses on how opportunities for socialization are essential for effective online learning.

It’s a question that most parents ask when they consider online learning for children: what about socialization? Some families may be concerned about how their children will create and maintain relationships with friends, academic peers, and teachers within the framework of an online school. However, if an online school is thoughtfully designed, students will enjoy a variety of socialization opportunities to enhance their academics.  Our students benefit from the following activities, which, when woven together, form an active and authentic social experience.

• Social media outlets: As digital natives, the current generation of children grow up with technology as a primary element in the creation and expansion of their relationships with other people. Online schools can embrace this growing trend by maintaining an active presence on widely-accepted social media outlets such as Facebook and Twitter, where students can participate as part of the school community.  Additionally, Laurel Springs provides a private social network for the exclusive use of their students and teachers. This site allows students to become comfortable with communicating in the environment of a social network that is monitored by caring teachers.  Laurel Springs parents often select this option for their children before allowing them to become active on public sites, such as Facebook.  Teacher Lisa Turner says, “Because our private social network is so well-moderated, it is a safe place for students to express themselves. They learn appropriate ways to interact online. Students develop a sensitivity about responsible online communication because they are all part of the same school, and the interaction is guided by people who care about them.” The combination of a private social network and an active school presence on public sites means that students have a variety of venues in which to connect with their online school community via social media.
• Academic social venues: Online schools can be creative about how to marry academics and socialization.  As an online school that recently celebrated its twentieth anniversary, Laurel Springs School provides a myriad of options for students who seek ways to connect with their classmates.  Our exclusive series of symposia, “Meetings with Remarkable Men & Women,” are live, interactive seminars in which students discuss issues with adult leaders in their fields. Our chapter of the National Honor Society meets regularly to plan initiatives (including a recent anti-cyberbullying webinar).  Our private social network includes curricular discussion boards and blogs that actively encourage virtual conversation among academic peers. Also, students can connect through virtual interest-based clubs and service organizations.  Our younger students often participate in activities such as our Pen Pal Program, which connects them with students across the globe as they hone their reading and writing skills.
• Face-to-face socialization opportunities: While many online schools focus solely on web-based methods of interaction, students may crave face-to-face activities to connect in person with their classmates.  Laurel Springs makes this a priority by incorporating many opportunities for students to meet up with their peers. As the first online high school to be granted an approved chapter of the National Honor Society, Laurel Springs hosts a formal induction ceremony each year in June.  This event kicks off a weekend of iconic high school activities, including our graduation ceremony and the high school prom.  One student recently said, “It was amazing to be at the prom.  I was welcomed into the gruop and felt like I truly belonged.”  In addition to these special annual celebrations, our students meet up at regional socials, such as pizza parties, as well as at homeschool conferences, education-related conventions, and specialty athletic and performance events.

The concept of socialization is changing as technology becomes an increasingly active presence in the lives of young people. Online schools can best support the extension of academics through a varied mix of social opportunities, so that students can select the options that have the most appeal to them. At Laurel Springs School, students are able to build meaningful relationships with their peers through many different activities.

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However, Shai was also interested in art and architecture, and earned her Bachelor’s degree in Studio Art. She used this degree to work in the Baltimore City schools, as a second grade teacher, while pursuing her Master’s degree in Education. Shai found that she loved teaching, and especially loved teaching younger students. “When I find an area in which I flourish, I want to go full throttle.” Shai earned her Master’s degree, and after moving to Texas, began working for Laurel Springs.

“Distance learning is the most insightful experience I have ever come across in the education system. It allows parents and students to have more control over the way in which they learn, and is student-centered. I am the subject matter expert when families need support, and children help guide their own educational experiences.”

Shai believes that it is essential to have a strong relationship with her students and their families. When a new student is assigned to her, she introduces herself to the family and also sends the student a questionnaire. “I can definitely see personality in language arts, history, and science assignments, but I want to know my students before we work together academically.” Shai interacts with her families via phone and email, and also enjoys hosting virtual classes “which are multisensory presentations that many kids enjoy.” She feels that as the home mentors, parents are her partners in K-8 education. One parent said, “Anytime I need her help, she is quick to give me an explanation.”

When students send assignments to Shai, she feels that her feedback is “affirmation of progress and identification of what can be done better next week.” Another parent whose children take classes with Shai said, “She really is the most positive, encouraging teacher that any of my kids have had. I see them beaming as they read me the comments that she writes to them after she evaluates their work. They often submit assignments with extra thought put into them, just to see if she picks up on the extra effort–and she always does. It’s so rewarding for them. She also asks them to give a little more when they don’t submit lessons with as much effort as they are capable of, which I appreciate. I see a legitimate positive attitude about schoolwork in my kids because of what she has done for them this year.”

Shai, whose roster includes Academy students, feels that age should not limit a child’s potential; she strives to quickly identify a child’s gaps, and then help them to learn the skills that they need. For example, a parent said, “For the first time, a teacher actually called me to see if the kids were challenged enough by their schoolwork. In the past, I have always had to beg teachers to teach to their level rather than their grade or age, and my requests have been ignored. Ms. Gaines recognized right away that the kids might need some customization, took the initiative to call me, and has been working with them to implement a revised Language Arts curriculum. She is incredibly professional, and her virtual classes are always entertaining and interesting. She is also very prompt in giving the children feedback on their assignments.”

In her free time, Shai loves to swim, travel, and curl up on a couch with a good book. She lives in Texas with her husband and two young children.

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• Mixed Reception is an interactive game that asks high school students to solve a mysterious death by using their knowledge of Chemistry concepts.
• This page offers printable PDF files with different versions of the periodic table of the elements, and is a great resource for middle and high school students.
• The Molecular Workbench is a site that contains “interactive, visual simulations and activities” about science.  Type in the keyword “chemistry” to for a list of specific resources.
• The Chemistry of Health website provides an array of resources about how Chemistry helps us have a better understanding of what it means to be healthy.
• The Accidental Scientist site includes lots of “kitchen chemistry” learning activities.
• Chemistry at Science360 provides over 60 videos about many different Chemistry concepts.
• The American Chemical Society offers many educational games for elementary school students.

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Sarah, an ASCA member who holds a Master’s degree in Counseling Psychology and a School Counseling certification for grades K-12, is passionate about helping students who are transitioning to a new phase in their academic careers.  Most frequently, this can mean students who are starting high school, and juniors and seniors who are preparing for life after high school.  “I want to help them bridge the gap.” Sarah particularly enjoys providing support for these students so that they can enjoy the best possible outcomes.

One of Sarah’s more valuable assets is her professional experience in college admissions.  Because she understands the college application process from the perspective of a college admissions officer, she is in the unique position of offering meaningful, practical advice for Laurel Springs students and families when they have questions about college.  Sarah emphasizes the need for college-related issues to be the topics of family conversations.  “Both parents and students have valuable input about the choice of which colleges are worthy of an application.”  Campus visits, applications, and financial aid are all subjects that parents and their children can discuss collaboratively to achieve the best results for each individual student.

When Sarah counsels students who are creating a college admissions strategy, she advises them to carefully consider factors such as size, setting, majors, and location.  “Just because a student is accepted at ten schools does not mean that that student will be happy at all ten schools.” Conversations with college admissions officers, trips to college fairs, and networking with alumni can all help narrow down a student’s selection to make the decision easier.

When Sarah is not working with her Laurel Springs families, she enjoys travel (especially to the Jersey shore), listening to music, and spending time with her husband and two cats.  Sarah is based in the West Chester, PA office of Laurel Springs.

The post Sarah Morissette: An Expert in Preparing our Students for College appeared first on Laurel Springs.

Release of a Red-Tailed Hawk

Laurel Springs School welcomes the director of the Ojai Raptor Center to our series of virtual symposia, “Meetings with Remarkable Men & Women.”  Kimberly Stroud has twenty years of experience working with raptors in rehabilitation and educational settings.

The Ojai Raptor Center is dedicated to the rehabilitation and release of injured, displaced, and orphaned birds of prey, including eagles, hawks, falcons, owls, and vultures. Ms. Stroud will introduce Laurel Springs students to a peregrine falcon, a red-tailed hawk, a bald eagle, a great horned owl, and a vulture. She will discuss the care and survival of these unique birds, including what actions students can take to protect raptors. Laurel Springs is proud to host Ms. Stroud, and provide our students with an opportunity to learn about these amazing animals from an expert as part of our commitment to environmental education.
 
Ms. Stroud is an active member of the National Audubon Society, the Cornell Lab of Ornithology, and the National Wildlife Federation.

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As a licensed clinical social worker (with a Master’s degree in Social Work), Sharon has worked as a counselor for disadvantaged families and children, families dealing with issues related to adoption and foster care, and adolescents recovering from traumatic experiences.  Frequently, she served as a consultant for schools to help improve the situations of students who required special services and personalized attention.  Sharon also holds a certification in school counseling for kindergarten through twelfth grades.

As the mother of three children ranging from nine to fifteen years old, Sharon understands many of the issues that parents face when their children are in middle school, from both a personal and a professional perspective.  “I think that middle school is a time when kids are trying to find their identity in the world.”  One of her goals for working with Laurel Springs students is to help them feel more connected with other students. “For middle school kids, peers are a huge part of their lives.”  Sharon hopes to encourage an increased sense of community by helping our students find ways to create connections with others based on shared interests, which could be clubs, MyLaurelSprings.com, or discussion forums.

“I feel that middle school students are resilient, strong, and adaptable young people. At Laurel Springs, they benefit from being part of a community that provides incredible diversity of interests and cultures.” Sharon is the sponsor of the Link Crew mentoring program, which connects eighth graders with high school students.  Also, she serves as the sponsor of the Laurel Springs chapter of the National Junior Honor Society, which encourages students to excel in academics, personal character, and community service.  Sharon sees many opportunities for middle school students to improve their time management skills as they participate in these organizations.

In her free time, she enjoys spending time with her family, and she also facilitates a group for middle and high school girls who learn skills to manage their journey through adolescence.  Based in our school’s West Chester, PA office, Sharon is eager to use her wealth of experience in providing support to young people as she builds relationships with Laurel Springs middle school students and their families.

The post Sharon John: “Middle school students are resilient, strong, and adaptable.” appeared first on Laurel Springs.

Currently, Flynn is criss-crossing the country, serving as a guest chef or apprentice at some of the most exciting and prestigious restaurants in the country, including Playa (with Esquire magazine’s 2011 Chef of the Year, John Rivera Sedlar), Next, and Alinea, which has been rated as one of the top ten best restaurants in the world.

Laurel Springs is proud to provide Flynn with an accredited college prep education that is flexible enough for him to achieve his dreams.

The post Laurel Springs Middle School Student Featured in New Yorker Magazine appeared first on Laurel Springs.

Both Turner and Laurel Springs are active with the Clinton Global Initiative, an organization that works to inspire, connect and empower a community of global leaders to forge solutions to the world’s most pressing challenges. As a United Nations Global 500 Roll of Honour recipient, Laurel Springs is committed to protecting and preserving our environment and instilling a sense of global citizenship in its students. Laurel Springs’ families enjoyed the opportunity to discuss Turner’s work to protect more than 50 endangered species, his role as chairman of the United Nations Foundation, and his creation of Captain Planet, the first environmental cartoon for children. Executive Director and Laurel Springs Founder Marilyn Mosley Gordanier serves on the Captain Planet Foundation board chaired by Turner’s daughter Laura Turner Seydel.

“We were thrilled to host Mr. Turner and highlight his entrepreneurial vision and philanthropic endeavors,” said Gordanier. “The opportunity for our students to interact one-on-one with such a well-respected and accomplished individual was the highlight of a lifetime. Laurel Springs is proud that our school is able to bring these unique opportunities to our students, and we look forward continuing this kind of programming.”

Laurel Springs School students were enthusiastic about being able to learn from and interact with Mr. Turner:

“The symposium was excellent! Mr. Turner is such a fascinating man; it was an excellent opportunity to hear about his life first-hand.”

“I was honored to meet such an important person and hear his amazing story.”

“The symposium was truly a unique opportunity for us.  I enjoyed hearing him answer our questions.”

The “Meetings with Remarkable Men & Women” series provides an interactive venue for Laurel Springs’ students to celebrate and engage with unique individuals who followed their dreams. Other speakers in the series include Dr. Dumitru-Dorin Prunariu, the first Romanian astronaut; Marion Stoddart, a community leader committed to positive social and environmental change; Christina Stevens, an award winning film maker and interim Executive Director of the Captain Planet Foundation, who also moderated the Turner symposium; Lily Venizelos, vanguard of the wildlife conservation movement; Mary Maranville and Laurel Springs alumna Madison Stevens, who led a joint symposium about their Antarctic expeditions, and Dr. Linda Brent, Ph.D., founder of Chimp Haven, The National Chimpanzee Sanctuary.

The post Laurel Springs School Hosts Online Symposium with Ted Turner appeared first on Laurel Springs.

Students can extend their curricular learning in Social Studies or History by exploring educational sites that focus on the mythology of different cultures.

Some options to top your list could include:

• Winged Sandals: This interactive site includes both online and printable activities that help kids learn about Greek mythology.
• Odyssey Online: Kids can explore this site to learn more about the mythology (and more) of Egypt, Greece, Rome, and other ancient cultures.  Features items are virtual museum objects, with detailed information about each item that help kids assemble a holistic picture of each culture.
• Encyclopedia Mythica: This reference site provides extensive information about mythology from cultures around the world, including an image gallery.
• Mythweb: Kids who are interested in Greek mythology can explore this site to learn about gods, goddesses, and heroes.
• Theoi Greek Mythology: This site provides an extensive array of examples of Greek mythology in classical art and literature.
• Living Myths: Celtic, Greek, Native American, and Chinese myths are the focus of this storytelling site.
• Myth Man: This site features a Greek “myth of the month.”

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This four-part series explores four essential components to online learning; the first is the importance of meaningful relationships.

One common criticism of distance learning programs is that students and teachers do not have the opportunity to form quality relationships as they do in a traditional bricks and mortar school.  However, this myth can be debunked by an effective online learning program, which actively seeks to create opportunities for meaningful relationships between students and teachers, as well as collaboration among peers.

When Laurel Springs School was founded in 1991, individualized education was at the heart of its mission.  More than twenty years later, our school’s faculty and staff cultivate personal relationships with each student.

Laurel Springs students have one-to-one interactions with their teachers. While there are opportunities to collaborate with their academic peers in a virtual environment, each student is partnered with a teacher who is a subject matter expert.  For example, if a student faces challenges understanding a science topic, the student may conference with the teacher through phone, email, video chat (such as Skype), or a virtual classroom so that the student has multiple opportunities to gain mastery of the concept. Laurel Springs teachers are carefully selected, not only for their advanced subject matter degrees and credentials, but also for their skills and experience in online instruction.

Unlike many distance learning programs, which rely on autograding, Laurel Springs teachers provide their students with personalized authentic feedback, which allows students to identify their strengths and areas of challenge in order to improve the quality of future assignments.

Laurel Springs families enjoy a high-touch, relationship-based school experience.  From their first contact with our Admissions Office, our families understand that Laurel Springs wants to create an academic experience that is a match for their children’s unique learning style, interests, and abilities. Our School Counseling and Student Services departments provide assistance to students that ensures the best possible academic experience–all from a student-centered perspective.  At Laurel Springs, students are unique individuals that feel connected to teachers, admissions coordinators, school counselors, and student services staff.

Selecting an online school deserves careful thought and consideration, and Laurel Springs is proud of its personalized approach to student-centered learning through meaningful relationships.

Next in this series:

Effective Online Learning Critera, Part II: Socialization Opportunities

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Laurel Springs School is a longtime sponsor of the Easter Bowl, in part because so many of our student athletes compete in this prestigious tournament.  Our school consistently supports its students as they work hard to achieve their academic and extracurricular goals. 

Marilyn Mosley Gordanier, the founder of Laurel Springs, enjoyed speaking with more than 70 of our students and parents.  Ms. Mosley Gordanier kept up with the matches in which students of all ages competed.  Some players won, and moved on to the quarter- and semi-finals.  Some players lost their matches, but often stayed on to watch and support their friends.  Ms. Mosley Gordanier was inspired by their focus, determination, and sportsmanship.

During the week-long Easter Bowl tournament, Ms. Mosley Gordanier spent time with our young athletes discussing the elements of what makes a great tennis player.  She asked questions such as:

• Why do you play tennis?
• Why do you compete? 
• Why do you participate in meets that can last up to four hours in 100-degree weather, often playing double and single matches in the same day? 
• What motivates student athletes to study academic topics for six hours per day, and then focus on tennis training for additional five or six hours per day, often traveling long distances to practice?

Here are some of their answers:

• Playing tennis makes me feel special. 
• Tennis feels like something that is all mine.
• I like to win.
• Playing tennis makes me feel great.
• Playing tennis is a way that I can spend time with my friends.
• Tennis makes me feel strong.
• I am good at it, and I like that feeling.
• I don’t think about losing, because when I win it is all worth it.

Ms. Mosley Gordanier said, “I love that we have created a school that allows students to explore their dreams. I love that parents thank us for providing an opportunity for students to play tennis, get a great education, and attend the college of their choice. There was a time that children had to choose between tennis and a good education.  I love that our students can have it all!” 

For more than twenty years, Laurel Springs has been the school of choice for students whose goals include competitive athletics.  Unlike many distance learning programs, Laurel Springs has a long-standing and consistently strong relationship with the NCAA, who approves many of our high school courses.  Our school counselors help create academic plans for student athletes so that they can achieve both their educational and athletic goals.

Congratulations to each of our student athletes who competed at this year’s Easter Bowl.  We are proud of your hard work and determination, and are honored to support your academic and athletic achievements.

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This student-led presentation will cover statistics, terminology, warning signs, prevention and reporting. Students in grades 6-12 and their parents are invited to attend this live session on 4/11/12, and learn firsthand what exactly cyberbullying is, what it does, and how to help those who are affected. Please register to attend, and read our blog post about the impact of cyberbullying.

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• Be aware. Parents can educate themselves about the various technologies and formats that children and adolescents use, so that if your child mentions that a blog is being used to harass another child, you will already be familiar with blogs.
• Be proactive. The best way to prevent cyberbullying is to encourage open communication with your children, and to establish clear rules and expectations about virtual interactions.  Be attentive to any signs your children may show about secrecy with technology; for example, children who hide smartphones or close a laptop when their parents enter the room may be hiding something.  This behavior can be an impetus for a conversation about ethical online behavior.
• Understand that words DO hurt. Adolescence is a developmental stage in your child’s life when peer pressure and peer influence is at its highest. The rumors, gossip, maltreatment, and isolation that can result from the words of cyberbullying can have serious impact on your child’s social and psychological well-being. 
• Support bullied children. If you find that your child is being bullied, listen to your child to find out the details of their experience, and help them to develop the tools to deal with the situation.  Take steps to block all content from the bully to prevent further negative interactions. In some cases, it is appropriate to request a mediated meeting with the bully to ensure that the bullying stops, and if the bullying is severe, you may need to consult with mental health professionals.
• Teach bullies to empathize.  If you discover that your child is the bully, it is important to understand the reasons behind your child’s behavior, and help them empathize with how their actions impacted the bullied child. Then, implement the consequences that match your family’s rules, and remind your child of the importance of these rules.  Collaborate with your child to find a way resolve the situation with the bullied child, perhaps with the assistance of a school counselor or administrator, or other third party mediator. Ensure that your child is accountable for his or her behavior, and that everyone is satisfied with the resolution in order to prevent a recurrence of bullying.
• Emphasize the role of bystanders. Your children should understand that those who observe bullying have a responsibility to take an active approach, rather than remaining a passive bystander. Children have many options to respond positively to cyberbullying that they observe, including standing up for the victim and knowing when to reach out to an adult for help and support.  If the bullying persists despite requests for the behavior to stop, or if there is perceived danger to the well-being of the victim, then it is appropriate for a child who observes the behavior to ask a parent, teacher, or school counselor to intervene.  Parents should emphasize that it is not acceptable to be a bystander in bullying situations.

Experts say that one of the simplest ways to prevent cyberbullying is to instill the “golden rule” in your children: If you would not say something in a face-to-face environment, then do not use technology to write it. This outlook helps combat the feeling of detachment and anonymity that some children feel when communicating through a screen, and encourages them to remember that their words can have a positive or negative impact.

Cyberbullying Resources:
Parents can gain practical advice about cyberbullying from these websites:

• Stop Cyberbullying contains information about cyberbullying for specific groups of people: children in various age ranges, parents, teachers, and law enforcement. 
• Cyberbullying is an interactive website where site visitors can explore a variety of helpful resources.
• Kids Health: Cyberbullying is designed for parents to educate themselves about the many aspects of cyberbullying.
• Common Sense Media provides an enormous variety of resources about cyberbullying; simply enter “cyberbullying” in the site’s search box to see a listing of resources that are designed to educate parents and kids about how to prevent and deal with cyberbullying.

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You Versus The Clock: This page discusses how kids can learn to organize their activities, chores, and academic work.

Choose Priorities: One of the hardest time management skills to learn is prioritization.  This page has kids consider questions that help them to determine the relative importance of each activity on their schedule.

Make a Daily Schedule: If time management seems overwhelming, it might be easier to consider a daily schedule.  This page breaks down the task into nine steps that children can follow to create a daily plan for themselves.

Time Management Tips: This quick top-ten list has advice for every student.

Take Control of Your Time: The College Board offers a series of eight tips to get students thinking about ways to more effectively structure their schedule.

Getting Things Done for Students: Ideas for how to be make each day more productive using the book Getting Things Done‘s concept of “workflow for life.”

Time Management Helps Teens Athletes Make the Grade: This article has specific advice about how high school student athletes can manage both sports and academics.

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Have you considered donating your time and talents as a volunteer?  Here are some tips to getting started from student volunteer expert Russell Lyons:

• Pick your passion.  Make a list of things that are important to you (animals, music, sports, reading, etc.).
• Find an organization that matches your passion! There are more than 1.5 million nonprofit organizations in the United States.  You can ask friends and family to help you find some options, or use web-based resources, such as Volunteer Match, Charity Navigator, or GuideStar to narrow down your choices.
• Research your choice. Before you become involved with a volunteer group, it is important to do due diligence, and discuss your plans with your family and friends.   Perhaps attend an orientation session before making the commitment to become a volunteer.   Sixth grade student Evi, who volunteers at nursing homes with her dog, said, “Volunteer for something that you are good at and that you enjoy.  This way, you will do your best and show up consistently.”
• Spread the word.  If you love the volunteer work you do, tell your friends about your experiences. 

We hope that students are inspired to explore their passions by helping others. Anne Frank wrote, “How wonderful it is that nobody need wait a single moment before starting to improve the world.”

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At the beginning of each club meeting, the members meet to talk about tournaments in which they have competed, and share new moves and special techniques.  Then, the group breaks up into pairs to play chess.  The faculty sponsor said, “There is a feeling of non-competitive camaraderie. I like how the more experienced players mentor the newer players.  The club supports each student’s individual progress.”

Another club member said, “Some people believe that the best way to learn is through experience. Well, that is largely what the chess club practices. We also are happy to teach people who are new to the game everything that they need to know to get off on the right foot.” The chess club welcomes novice players, and Praetorius said that, “we are happy to teach them the rules of the game and how the pieces move.”

Studies have shown that students who participate in regular chess classes can improve their academic test scores by more than 17%, and that regular chess players have increased mental clarity.

Recently, chess club members had the chance to learn from an expert: International Chess Grandmaster Maurice Ashley, who was the featured guest for February’s “Meetings with Remarkable Men & Women” symposium. One club member said, “I so glad I was able to attend the symposium. It was inspiring!  He taught us some pretty interesting ways of looking at chess–things I’m sure will help me in my game, and beyond.”

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A visionary is someone who sees the future, and ignites their talent to bring that future to life. Ted Turner’s talents have catapulted him into the international spotlight for many accomplishments: his businesses in advertising, cable television, and professional sports, as well as personal passions such as sailing, environmental initiatives, and philanthropy.  While he is best known as founder of CNN, the first 24-hour cable news channel, and for winning the famed America’s Cup yacht race, Mr. Turner is dedicated to making the world a safer place to live.

This symposium will begin with a comprehensive documentary about Mr. Turner’s life, entrepreneurial vision and philanthropic endeavors. Attendees will learn about his creation of Captain Planet, the first environmental cartoon for children, the hundreds of grassroots foundations he funds, and his hard work to protect over 50 endangered species. Mr. Turner will discuss his life and his commitment to the planet during a question and answer session.

Throughout his career, Ted Turner has received recognition for his entrepreneurial acumen, sharp business skills, leadership qualities, and his unprecedented philanthropy.  He is chairman of the United Nations Foundation, co-chairman of the Nuclear Threat Initiative, chairman of the Turner Foundation, and co-founder of Ted’s Montana Grill. Turner is also chairman of Turner Enterprises, which manages his business interests, land holdings and investments, including the oversight of two million acres and 55,000 bison head.

We encourage Laurel Springs families to register for this event.

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The symposium presentation, “A World of Solutions,” will feature a cinematic slide show that combines Jeff’s photographs with music and narration about his experiences. Jeff will discuss the topics of personal empowerment and the interconnectedness of humanitarian and global ecological challenges.  He will share his inspirational stories about working with young people, indigenous people and community organizations to protect the planet.

Jeff, whose career began when he was a teenager, has been active in human rights and environmental projects around the world, especially in Madagascar, the Amazon River area, and Canada.  He has worked for the World Wildlife Fund, the world’s largest environmental organization. Jeff has received widespread recognition for his work including the United Nations Global 500 Award for Environmental Achievement.

Our students and their families are excited to attend this event and learn from Jeff’s stories and photographs.

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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.

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Jennifer Varnell, M.S.

 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.

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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!”

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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.

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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.

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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.

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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.

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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.

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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!

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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.

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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.

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Student Carson Caccamise said that his electives courses, “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.

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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.

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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.

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Learning about the Tests

The 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. 

The 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.

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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.

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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.”

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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.

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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.

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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.

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Social media and internet use is integrated in the lives of most children and young adults. Services such as Facebook and Google+ 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.

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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.

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

Some people do not find their true calling 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.”

Update: Flynn has been profiled in The New Yorker magazine and featured in the Los Angeles Times for his talent.

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Paul and his son

“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.”

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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.

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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.

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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.

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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.

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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!

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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.

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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

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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.”

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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.

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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.

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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.”

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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.

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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!

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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.

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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.

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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.

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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.

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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!

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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

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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.

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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.”

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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

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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.

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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.

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 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.

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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.”

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• 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

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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.

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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

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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.

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.

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.

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.

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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.”

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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.

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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.”

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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.

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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.

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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.

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