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Volume  3,   Issue 7          June 2017
Newsletter Editor:  Dr. John E. Holmes
State and Regional Announcements
Upcoming Conferences:
July 9-11, 2017
Arkansas Association of Alternative Educators 18th Annual Conference
July 10-12, 2017
TAEA 2017 Annual Conference
July 16-18, 2017
Missouri Alternative Education Association
2017 10th Annual Conference

Arkansas Association of Alternative Educators 18th Annual Conference
July 9-11, 2017
Little Rock Marriott
Little Rock, Arkansas
Visit for information and registration

TAEA 2017 Annual Conference
The Tennessee Alternative Education Association is proud to announce our 2017 Annual Conference on Alternative and Nontraditional Education

July 10-12, 2017
Embassy Suites Hotel, Murfreesboro, Tennessee 
The Tennessee Alternative Education Association is proud to announce our 2017 Annual Conference on Alternative and Nontraditional Education, as well as Annual Meeting of the Membership. 
Visit our website to download the registration form at
Registration Fee: $150
Presenter Registration: FREE
Learn more about this event >>>
Missouri Alternative Education Association
2017 10th Annual Conference
Visit to register
July 16-18
Lake of the Ozarks, Missouri

NAEA Board
Dr. Pam Bruening, President 
Kathleen Chronister, Vice President
Pat Conner, Treasurer
Dr. Ja'net Bishop, Secretary
Kay Davenport, Past President
Jacqueline  Whitt, Dr. John E. Holmes, Dr. Ed Lowther, Denise Riley, Richard Thompson, and Dr. Amy Schlessman, Board Members
Connect with NAEA!
Connect with your regional director today 

Every Student Succeeds ACT 
Read the NAEA statement and recommendations about the Every Student Succeeds ACT

NAEA Twitter Chat

#NAEACHAT Monthly Twitter Chats - (30 Minute) 

WHO : All Stakeholders in the field of Alternative / Non-Traditional Education
WHAT : A monthly Twitter Chat focused on NAEA's Exemplary Practices
WHERE : On Social Media - Twitter
WHEN : The last Tuesday of each month / 9:00 PM EST / 30 Minute Chat
WHY : To build capacity and awareness
HOW : Twitter
Follow @NAEA_Hope on Twitter and join in using #NAEACHAT
Next Chat: 
White Students Get Experienced Teachers, While Black Students Get Police In School
Huffington Post | June 2016 | Rebecca Klein
Millions Of Students Are Chronically Absent From School
Thirteen percent of all U.S. public school students miss 15 or more days of school, the survey found. This adds up to more than 6.5 million students. 
“Even the best teacher can’t be successful if students aren’t in class,” said King about the numbers.
Chronic absenteeism also disproportionately affects students of color, students with disabilities and English-language learners. In 2015, the Department of Education launched an initiative — Every Student, Every Day: A National Initiative to Address and Eliminate Chronic Absenteeism — to address some of these issues. 
I don’t think there’s any way you could look at this data and not come away with a tremendous sense of urgency. John King, U.S. Secretary of Education
Only Some Students Get Experienced Teachers
Not only are students of color more likely to face disproportionately harsh discipline practices and high rates of police in schools, they also get less access to experienced teachers and rigorous courses. 
Eleven percent of black students and 9 percent of Latino students attend schools where more than a fifth of educators are in their first year of teaching. Only 5 percent of white students face the same situation.
On top of that, black and Latino students are less likely to attend schools where high-level math and science courses are offered, the survey found. 
“Our systemic failure to educate some groups of children as well as others tears at the moral fabric of the nation,” said King. 
Read article in full >>>
Quick Online Survey That Helps You and Your Students Learn About Each Other
Take the survey 

The NAEA would like to wish all a Happy Father's Day 
Have an article you'd like us to include in the NAEA newsletter? Submit an article to Dr. John E. Holmes, Editor at
using “NAEA News” in the subject line. 
24th Annual Conference on Alternative Education

March 5, 2018–March 7, 2018

Dallas/Addison Marriott Quorum by the Galleria   

Conference Registration cost $350.00

Congratulations 2017 Graduates

2017 Rose Academy Graduates Awarded Scholarships
(Tucson, AZ – June 2, 2017) – The Rose Academies honor 2017 graduates with scholarships to continue their post-secondary education and career goals. 
Everardo Ortiz Pesquiera (Desert Rose Academy) is recipient of the Antoinette and Michael J. Starace Scholarship for pursuing a military career after graduation.  Despite being behind on credits, Everardo diligently worked through coursework to graduate and plans service to his country as a Marine.
Aaron Blackwell (Canyon Rose Academy) receives the Leona and Mark Kinghorn Scholarship for overcoming great hardship to graduate high school.  Aaron persisted in overcoming severe life challenges including disruption, instability, uncertainty, and loss to earn his high school degree as a smart, articulate young man with a smile.  He is very motivated to attend Tulsa Community College in Oklahoma and study political science.
Arely Moreno Garcia (Pima Rose Academy) earns the Doris Weaver Schlessman Scholarship for a graduate who plans a career in teaching or service to others. Arely displays a love of learning, positive attitude, strong work ethic, and high quality work.  She generously took time to explain difficult math concepts to her peers.  She plans to attend the University of Arizona and become an elementary school teacher.
Kadin Elias (Canyon Rose Academy); Michael Chaira (Desert Rose Academy); Atalanta Tivnan, Elliott Groce, Dianna Edwards (Mountain Rose Academy) and Jasmine Castillo, Tori Francois, Merissa Garcia, Sierra Hernandez, Brittany Murphy, Kaleb Walker (Pima Rose Academy) receive the Pima Merit Scholarships.  Pima Community College grants these scholarships to well-rounded students who have graduated in the top five percent of their class.  The Pima Merit Scholarship provides qualifying high school graduates four consecutive semesters of full time tuition.  While this scholarship would be a great benefit to any student, for students who have endured financial hardships that would otherwise prevent them from attending college, it delivers the opportunity of a lifetime.  The two full years of tuition offered by this scholarship provides them with the foundation to a successful future.
JSU helps JPS students communicate with art, celebrate communities, readjust behavior
Jackson State University | June 2017 | L.A. Warren
(Photo from article as it originally appears by Charles A. Smith/JSU.)

Art projects that center on building community pride have helped reduce tension among elementary and middle school students, and now their works are on display at Jackson State University through June 30 thanks to a partnership between JSU and Jackson Public Schools.
The students’ artwork inside JSU’s Johnson Hall art gallery is also a collaborative effort between Parents for Public Schools and “Ask For More Arts” (AFMA), which is a grant-funded program by the Ford Foundation to help facilitate learning.
JSU has been involved with integrating art into JPS classrooms before, but in past years Parents for Public Schools and AFMA relied on local artists from the community to manage the project with elementary and middle school students.
Jimmy Mumford, interim chair of the Department of Arts in the College of Liberal Arts, said this year the groups decided to work exclusively with individuals studying art at JSU.
Mumford said the projects and relationships with the partnering groups are extremely important to preserving art because “most times when budgets are cut art programs are generally one of the first to be eliminated. Decision-makers must be aware that sometimes students may be unable to express themselves in written form and may need to rely on artistic communication.”
Continue Reading >>>
Districts respond to teacher shortages with housing, classroom shakeups
The Clarion Ledger | Bracey Harris | June 2017
Pomp and circumstance. Field day. And, yes, standardized tests.
Analogous to new expectations and the smell of fresh crayons, the spring semester carries classroom rites of its own.
But here’s one ritual you might not hear about as much — school districts’ year-end hiring shuffle.
Much of the process goes on behind the scenes: think college campus visits and job fairs held on early Saturday mornings.
It’s a routine that seems straightforward.
But school chiefs in sparsely populated areas with little economic development will tell you that wooing qualified applicants can’t stop with a meet and greet.
“The teaching profession is in very poor health, and we’re having a hard time attracting talented students into the profession," said Kate Walsh, president of the National Council on Teacher Quality.  "We need to be a lot more creative about solutions."
Enter the small town of Marks.
The county seat of Quitman County has a population of roughly 1,500. In 1968, the city was the first stop on the Poor People's Campaign organized by Martin Luther King Jr., and the Southern Christian Leadership Conference to bring visibility to the nation's economic disparities.
In some ways, it was a dream unrealized.
Forty-six percent of residents still live below the poverty line. The number is higher for school-aged children.
But the Delta town has once again felt the brush of hope.
"It's a leap of faith. You have to have a vision of where you can take it," says Quitman County schools Superintendent Evelyn Jossell as she navigates the district's van toward Main Street.
Jossell is speaking on what she tells teacher applicants.
She's honest about the struggles — an F rating and low property tax base, which limits how much the district can offer salary-wise — but they're not the focal point of her interactions with candidates. You come here, she explains if you want to be a part of an educational movement.
Young educators called to teach, inspire next generation.
She's hopeful the two-story brick window front that she pulls up to will be an epicenter for it. The goal is for the former freemason gathering place to serve as apartments for up to six educators next year— all certified.
Continue to article >>>
#COSEBOC11 Left Its Mark On Austin: Onward and Upward!
11th Annual Gathering of Leaders
Boys and Young Men of Color: Innovators, Creators & Game Changers
Austin, Texas | April 26-28, 2017
COSEBOC Lifts Up the Country's Boys and Young Men of Color...Texas Style!
The bar was set high after last year's 10th anniversary celebration in NYC, but our gracious hosts in Austin, Texas were well prepared to show us a memorable time in 2017! #COSEBOC11,hosted by the Austin Independent School District, the City of Austin, Texas, University of Texas at Austin (UT), Austin Chamber of Commerce, and Huston Tillotson University (HT), aimed to showcase the innovators, creators, and game changers that defy the odds year-round in their schools and communities.
Read more about this event here >>>

We Need to Help Our Children Succeed
Brian L. Pauling | 100 Black Men of America | April 2017

Students across the nation have returned to school and are fully engaged in their classes. Soon their parents can expect to receive a progress report of their child’s academic performance.
Some will be fine, meeting or exceeding expectations for their grade level. Unfortunately, a significant number will already have fallen behind. Their academic success will be in jeopardy unless someone intervenes. To parents, teachers, administrators and community members, I say that someone is us!
It’s up to us to work as a cohesive and collaborative support system for our children. That will mean holding ourselves and each other accountable to ensure that each student has been taught and has learned the required coursework for their grade level and is ready to advance to the next grade, without remediation, by the end of the school year.
We are expecting a lot from our children, but what, in turn, should our children expect from us?
As parents, students should expect us to be actively involved in their education. We must ensure the learning-readiness basics are mastered at home: sufficient sleep, on-time school arrival, safe after-school care and quality homework assistance, provided either by us or someone we find to help, such as a student in a higher grade, a college student, or a nonprofit organization, like 100 Black Men of America Inc., whose local chapters offer mentoring and tutorial programs. 
Continue reading >>>
Network for Public Education Declares Charters Are Not Public Schools, Calling for Moratorium and Legislative Accountability
The organization co-founded by Diane Ravitch and Anthony Cody says stop calling them public schools.
Carol Burris | June 2017 | Network for Public Education 
Network for Public EducationPresident, Diane Ravitch, did far more than criticize the Democrats in her recently published article entitled, Don’t Like Betsy DeVos? Blame the Democrats. She reminded us that privatization did not begin with vouchers and Betsy DeVos. Charter schools, supported by both parties, have played a central role in the process of school privatization
The bottom line is the rhetoric that charter schools are public schools just does not hold up. Either you believe that taxpayer-funded schools should be nested in democracy, or you believe that private boards should run schools pretty much the way the want with taxpayers footing the bill. In her piece, Diane points out the scandals and the lackluster scores associated with charters. She says it is time for Democrats to defend public schools and demand that charters reform. She concludes by giving some examples of Governors who are keeping charters in line despite the pressure to cave to the powerful money interests that has pushed charters for two decades and a half.
Diane, of course, is correct. Charter are a big part of the privatization portfolio. Betsy DeVos does not oppose charters; she embraces them. In fact, her husband started one of his own.
And so it seemed important that NPE, the organization started by Diane Ravitch and Anthony Cody in 2013, issue a strong statement that draws a bright line between what is truly a public school and what is not. It is time to not only explain the problems created by charters, but also propose a course forward for their reform.
The NPE Position Statement on Charter Schools can be found in its entirety here. It begins with a description of what a public school is based on our American tradition: "A common school is a public institution, which nurtures and teaches all who live within its boundaries, regardless of race, ethnicity, creed, sexual preference or learning ability. All may enroll–regardless of when they seek to enter the school or where they were educated before." 
For Ravitch, a key feature of public schools in addition to the above, is their democratic governance, which must be transparent and responsive to the community served. “Public schools, under democratic control, are a basic democratic institution. They are a civic responsibility. We must not outsource them to corporate chains, entrepreneurs, or amateurs,” she said. The NPE statement also identifies the importance of community voice in public schooling, emphasizing the importance of parent and taxpayer ability to elect those who govern their schools.
Read article >>>
Student-Led Conferences: Resources for Educators
Edutopia | June 2016 | Ashley Cronin, Student Voice
In many schools, educators are transforming teacher-led parent-teacher conferences in favor of student-led meeting formats that engage students in the process. These conferences can provide powerful opportunities for students to advocate for their own learning.
How Do Student-Led Conferences (SLCs) Work?
Though the format may vary, these conferences differ from traditional conferences in that they place students at the helm of teacher-supported discussions with parents about student progress and learning. SLCs also often present opportunities for students to prepare, reflect on, and discuss evidence of their learning and growth by way of student portfolios.
Schools that implement student-led conferences report that they:
  • Encourage students to take responsibility and ownership for their learning by involving them in the goal-setting and assessment process.
  • Engage families in richer, more transparent conversations about student progress.
To better visualize what these meetings might look like in various grade levels, watch these video highlights from Expeditionary Learning featuring a student-led kindergarten meeting at Delaware Ridge Elementary School in Kansas City, Kansas, and a student-led middle school meeting and student-led high school meeting at Washington Heights Expeditionary Learning School (WHEELS) in New York City.
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National Alternative Education Association  •  4930 Tallowood Way  •  Naples, FL 34116

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