In celebration of National Discover Languages Month, the board learned at its February meeting that the program aims to serve as a state model of promising practice and design that will function as an innovative guide to other districts seeking to develop and sustain an effective K-12 articulation model.  The WVDE will provide needed technical support while Monongalia County Schools agreed to designate a local feeder system consisting of Eastwood Elementary School and feeder middle and high school for a uninterrupted sequence of language learning. The project will be implemented over five years, beginning in the 2012-2013 schoolyear. 

“This project promises to help develop students who are proficient in another language at advanced levels,” said state Superintendent of Schools Jorea Marple. “As we prepare West Virginia students to meet the demands of a 21st century, global economy, it is imperative that they are ready to live in a diverse and tolerant society. Mastery of a world language gives children the opportunity to gain a better understanding of the world in which they live.”  

Monongalia County Schools has supported the study of foreign languages by younger students not only through the new project but also as participants in the West Virginia Department of Education Chinese and Japanese pilot language programs for kindergarten and first grade students called Language Leaper.

The space-themed, world language program includes interactive media episodes, student-centered learning activities and assessments.  Students in the program embark upon their journey to learn a second language with the help of alien characters: Nomi, Kaz and Beto.

“Research suggests that speaking a second language can increase and correlates with higher academic achievement on standardized tests,” Marple said. “Language learning is not only beneficial in the development of student reading abilities, it can foster creativity and divergent thinking, and help teachers better educate the whole child.

For more information, visit http://wvconnections.k12.wv.us/languageleaper.html, or contact Robert Crawford with the Office of Title II, Title III and System Support at 304-558-0200, or the Office of Communications at 304-558-2699.

Melissa Huff Salvatore of Paw Paw High School in Morgan County is one of 13 teachers from nine schools to be named recipients of grants totaling $20,000 in the West Virginia Department of Education’s Thinkfinity video contest showing how they’ve incorporated 21st century learning into their classrooms.

Each of the winning entries receives $2,000 grants. The winners are Kim Mutterback, Glenwood Middle School, Mercer County, “The Power to Change”; Melissa Huff Salvatore, Paw Paw High School, Morgan County, “Cask of Amontillado” and “Turning Flatulence into a Teachable Moment”; Rachelle Pallini, Williamstown High School, Wood County, “MarcoPolo Meets Ibn Battuta”; Mary Young, New Martinsville School, Wetzel County, “Money Matters to Me”; Robert Lyons, Westside High School, Wyoming County, “Sports Physics”;  Angel Cannon and Rhonda Dean, Fairview Middle School, Marion County, “News Broadcast of the Revolutionary War”; Lee Anne Burton, Monongah Elementary, Marion County, “Honey, Where are the Bees?”; Lisa Vaillancourt, Kim Smith and Sharon Minigh, Jane Lew Elementary, Lewis County, “Effective Arguments”; and Kristin DeVaul and April Gilpin, North Marion High, Marion County, “World Religions.”

“This contest illustrates the creativity that permeates many West Virginia classrooms,” said state Superintendent Jorea Marple. “These teachers have embraced technology tools to bring 21st century learning to their students. They make their classrooms fun places to learn and where children want to be.”

Funded by the Verizon Foundation, the contest challenges teachers to incorporate high quality online resources into their lessons, such as those available for free on Thinkfinity. The digital learning platform combines the Smithsonian National Museum of American History, National Geographic, the National Council of Teachers of Mathematics and others to provide nearly 40,000 online resources and lesson plans.

Mutterback of Glenwood Middle engaged her students by utilizing the "adopt a soldier" program.  The class was connected with Roby Potter, who was stationed in Afghanistan.  To everyone's horror, Potter was wounded by an explosive device.  Using the web, the class stayed in contact with Potter during his recovery and was able to send words of encouragement to his family. The students realized that by working together they could have a positive effect.  The students are working together to be a positive influence in their school, community and family.

Salvatore, a ninth grade English teacher with two winning entries, seized the moment when her students at Paw Paw High asked if they could make a movie.  They had recently studied the short story "A Cask of Amontillado" by Edgar Allan Poe when they wanted to do more.  Using the entire class and most of the building, the students made their own video version of this classic horror tale. They rewrote the story to turn it into a screen play. A trailer was created as well as the final movie.

In her second entry, she took a classroom disruption and turned it into a teachable moment.  Many of her male students were passing gas and laughing about it.  The girls in the class complained.  The more they complained, the more the boys disrupted. Seizing the moment, the teacher challenged both groups to a debate.  This debate would be held in the gym with a podium, microphone and large screen for presentations.  The debate would be judged by a panel of teachers as well as a popular vote by a huge number of students.  The once disruptive boys were so intent on winning their argument that they were diligently conducting research on the digestive system of the human body.  They even called gastroenterologists on the telephone to get advice. The boys won the teachers’ vote as the most effective debate.

Pallini, an AP World History teacher at Williamstown High, challenged her students to "prove you understand the material.” They were studying two famous explorers, Marco Polo and Ibn Battuta. The students learned that the two explorers paths crossed as they both had a common goal -- finding a cure for the black plague. Acting out the roles, the students showed how religion was spread during the travels of these two men.

Young, a second grade teacher at New Martinsville, taught her students about the importance of money. The students worked a standard lesson but then were joined by their parents as experts from businesses shared tips with adults and students alike.

Lyons, a physics teacher and second time contest winner, had his students at Westside research sports and the physics involved in the sports.  How does conservation of angular momentum keep a Frisbee in the air?  How can vector analysis describe the action on the front line of a football game?  Can mathematics describe the motion of a basketball foul shot?  Using slow motion video, the students recreated the scenes needed, described the physics involved and then reported their findings. Further, coaches were asked to review and comment on the findings and even NASA engineers were invited to view the videos.

Cannon and Dean integrated technology into their lesson on the Revolutionary War at Fairview Middle. Students were divided into teams and instructed to create a news broadcast.  These broadcasts had anchors, co-anchors and field reporters.  Using a "time machine," the students were able to go back in time and interview key historical figures.  Using video cameras, green screen technology and video editing skills, the students turned in a complete news report.

Burton, a second grade teacher at Monongah Elementary, worked on a real world problem with her students.  The students played the roles of consumer, scientist, farmer and grocer to discover why the bee population is declining and how it affects us all. Students used video cameras and costumes to recreate the roles, to explain what was happening, and how to address it.

Vaillancourt, Smith and Minigh teamed up to work on a civics project at Jane Lew Elementary.  Starting in small groups, students were asked to come up with a problem that could be solved. Ideas included speeding, littering and bullying. Using writing and debating techniques, the students laid out the problem and their solutions.  The principal was then invited into the classroom to provide an alternative view point. Using this additional information, the students fine-tuned their solutions and presented their arguments to the appropriate audience.

DeVaul and Gilpin at North Marion High took on the task of discussing world religions. A frank and open discussion was held about negative stereotypes that pervade the media. Comments such as "all Muslims are terrorists" were common.  Building on this point, guest speakers were invited into the classroom.  A young Muslim woman from Kuwait, wearing head scarves, was invited into to meet the students.  Following the Muslim woman was a Catholic priest in full robes.  Combining these guest speakers and technology, all of the world’s major religions were discussed.  Students were interviewed on camera after the lesson to see if they still believed in the same stereotypes. The lesson had changed their minds.

For more information, contact Mark Moore, technology coordinator, at 304-558-7880, or the Office of Communications at 304-558-2699.

One-time presidential candidate Paul Simon once called the United States a "linguistically malnourished" nation.

Sadly, in the nearly 30 years since he made that assertion, little has changed in our nation's appetite for learning a foreign language despite the large number of people from other cultural backgrounds who live in the United States. The reality is few Americans can boast proficiency in a language other than English.

In the 21st century, where our economy is truly global, that indifference can no longer be acceptable. The globalization phenomenon has changed how West Virginia and other states must think about educating their children. A thorough knowledge of foreign languages, a skill once thought optional by some, is now essential in today’s digital economy.

Our companies lose international contracts, our scientists miss important collaborations, international assistance organizations fail to understand local customs, and average Americans are deprived of cultural enrichment when we fail to embrace the study of other languages.

In addition, A 2002 review by the General Accounting Office on foreign language skills at the U.S. Army, the State Department, the Foreign Commercial Service of the Department of Commerce, and the FBI found troubling language shortfalls that are affecting our very safety.

In the report, agency officials said the significant shortfalls “hindered U.S. military, law enforcement, intelligence, counterterrorism and diplomatic efforts." The report also cited diplomatic and intelligence officials' specific comments about the shortages having "weakened the fight against international terrorism and drug trafficking."

While the economy and national defense are reason enough to encourage children and our public schools to increase the study of world languages, the reasons to support second language acquisition go further. Recent research at York University in Toronto, Canada, suggests that speaking a second language increases brain power and delays Alzheimer’s disease by about five years.

Other research suggests language learning correlates with higher academic achievement on standardized tests, is beneficial in the development of student reading abilities, fosters creativity and divergent thinking, and helps teachers to better educate the whole child.

February is a good time to explore languages as the American Council on the Teaching of Foreign Languages celebrates National Discover Languages Month. Part of a sustained effort, Discover Languages Month was developed to raise public awareness about the cognitive, academic, cultural and economic benefits language learning provides and to help all students.

Unfortunately, there is no short-cut to becoming fluent in another tongue. It is a long-term process that takes hard work, individual commitment and proper support. We must place a greater emphasis on foreign-language instruction in our schools, including the elementary level. Making foreign language as high a priority as reading, math and science will ensure that we increase the supply line of students who have strong language skills and the professional development for educators to teach them.

Despite the obvious advantages, many schools are slow to embrace change and expand foreign language offerings even though federal guidelines identify foreign languages as a core subject. Across the country, only about a fourth of U.S. public elementary schools report teaching foreign languages, and most of these schools provide only introductory courses. And fewer than half of all U.S. high school students are studying a foreign language.

This is something we want to change in West Virginia. We are working to develop model elementary school programs at targeted sites that include the incorporation of world languages. We also are working on a statewide Spanish immersion summer camp for high school students as well as supporting the development of an immersion model school.

Across the state, about 60,580 students are studying another language besides English this school year. Most of those, about 65 percent, are at the high school level. About 34 percent are in middle schools and less than one percent is in elementary schools. This is a good start but we can and must do better.

We know the earlier children start learning a second language, the easier it is for them to grasp. Researchers tell us that’s because the mechanism by which the brain learns a language peaks at age 7 when the ability to learn a second language begins to decline.

Learning a foreign language -- not just in snippets but as a sustained education -- allows students to take on an alternative identity and see the world in different ways. This is especially true for less privileged students like many here in West Virginia. We owe it to our children to help them learn another language and gain a better understanding of the world in which they live.

THURSDAY, FEBRUARY 9 AGENDA

1:00 P.M.

Call to Order

    Priscilla M. Haden, Chair

Delegation(s)

Approval of Agenda - (Action)

Communications Plan – (Information)

Civil Air Patrol Presentation – (Information)

Development of a Classroom Presentation Protocol/Presentation - (Information)

Future Meetings - (Information)

Adjournment - (Action)

Seniors Andrew Marchlenski, Ryan Gellner, Chase Cassis and Josh McKown were chosen to advance to the next round for their design of a business product that uses microgrid technologies and energy generation science. Their “GreenSwag” marketing product can be used by business, community and medical fitness and wellness centers where rewards systems are in place to reduce operating costs and make memberships reasonably priced.

Their proposed business also would add societal advances by encouraging community wellness through physical activity and reduction of chronic disease such as diabetes, obesity and related health issues. Their business proposal was accepted by a team of judges from the science and business communities as a viable product idea. 

“These students should be commended for their hard work and creativity,” said state Schools Superintendent Jorea Marple. “This achievement will open the door to numerous educational opportunities and I wish them future success.”  

The students, members of the school’s Entrepreneurship and Innovation Club, also are enrolled in Advanced Placement as well as career and technical courses, including drafting and business. All plan to study engineering at West Virginia University next fall.

“Regardless of what happens from here on, the team wants to pursue their idea even if it’s not a final winner,” said their adviser Mark Swiger.  “After all, the best way to measure college and career readiness is to have students in the design phase throughout their lives.”

The annual Spirit of Innovation competition, sponsored by The Conrad Foundation, challenges high school student teams to use science, technology, engineering and math (STEM) skills to develop the products of tomorrow. Along the way, coaches, world-renowned scientists, engineers and entrepreneurs mentor students and help them turn their idea into a reality.

Each student on a semi-finalist team receives an official certificate of recognition for achieving significant progress in developing a viable product. Teams that advance to the finals receive a certificate of recognition and an invitation to present at the Innovation Summit March 29- 31 in California as well as a $2,000 travel grant. Winners will receive a $5,000 Next Step Grant to continue product development and additional assistance.

Should the John Marshall students advance to the finals, members of the general public can help them capture the People’s Choice Award with their votes. From March 12 to March 23, the general public will be able to visit each team's profile, view their videos, leave comments and vote online. Each individual (marked by e-mail address) can vote only once per challenge category at http://conradawards.org/group/177.

For more information, contact the West Virginia Department of Education’s Office of Communications at (304) 558-2699.

Nationwide, some 14.4 million secondary and postsecondary students are enrolled in career and technical classes, including more than 160,000 high school students and more than 170,000 adults in West Virginia. Each year about 25 percent of all high school seniors in West Virginia graduate with four or more career technical courses.

“Today’s career and technical centers must prepare students for a global economy that is vastly different from the environment that ushered in public school vocational education nearly a century ago,” said state Superintendent of Schools Jorea Marple. “Career and technical education now is characterized by ever-changing market demands, increasingly sophisticated technology and a need for a more thorough knowledge of business rather than narrow job tasks.”

West Virginia schools will recognize the month with job shadowing and entrepreneurship week events Feb. 18-25 as well as participating in Social Media Advocacy Day activities on Feb. 23.  On this day, current and former CTE students, teachers, administrators, business owners and other stakeholders are asked to share their CTE experiences on the Internet.

Career and technical education has a long and rich history in American schools, dating back to the Smith-Hughes Act of 1917. This legislation was enacted largely to prepare for jobs created by the industrial revolution and offer an alternative to traditional schools.

Students enrolled in career and technical education gain foundational knowledge and skills for a wide range of careers, including entrepreneur; automotive technician; architect; carpenter; nursing; dental; medical technician; careers related to food and fiber production and agribusiness; culinary arts; management and life skills; marketing; technology; welder, electrician; and engineering.

The West Virginia Department of Education recognizes the important role career technical education plays. That’s one reason the WVDE is working with the West Virginia Manufacturers Association as well as the oil and gas and mining industries to create career pathways, credentials and skill training to prepare students for a future with these industries.  The programs of study provide a skill-based foundation needed for gainful employment or postsecondary education options.

For more information, contact Tracy Chenoweth in the Office of Career and Technical Accountability and Support at 304-558-2389, or the Office of Communications at 304-558-2699.

Children performed the popular hip-hop line dance at their respective schools as well as at the Capitol Rotunda, where “America’s Got Talent” winner Landau Eugene Murphy Jr. joined in on the fun. The dance performance was part of the West Virginia Department of Education’s Let’s Move! West Virginia Active Schools project and the national Let’s Move! campaign to raise a generation of healthier kids.

Delegate Meshea Poore, D-Kanawha, joins Mary Weikle with the Office of Healthy Schools and students from Horace Mann Middle School in Charleston to perform the Cupid Shuffle. Nearly 100,000 students across West Virginia simultaneously performed the line dance on Physical Activity Day.

“Any time we can encourage children to be active it is a good thing,” said state Superintendent Jorea Marple. “Schools and physical education are critical to addressing childhood obesity and other health issues. Much of the food students eat each day as well as their physical activity happens at school. If we can get kids more involved and interested in exercise, good nutrition and overall wellness, their quality of life will greatly improve.”

Let’s Move! WV supports the state Board of Education’s health and wellness efforts to make physical wellness a priority as the state strives to educate the whole child. Physical Activity Day activities also included the launch of the West Virginia Physical Activity Plan to support healthy living for all West Virginians.

The event garnered national accolades from the American Alliance for Health, Physical Education, Recreation and Dance for raising awareness among students and parents on the importance of physical activity.

“Currently, less than 20 percent of schools in the U.S. provide opportunities for students to be physically active throughout their day,” said Brad Strand of North Dakota State University and president of the American Alliance for Health, Physical Education, Recreation and Dance. “It is our hope that West Virginia Physical Activity Day will serve as a model for other states to emulate.”

Let’s Move! WV promotes West Virginia’s physical education and wellness curriculum by providing non-competitive physical activity aimed at engaging students in fun, recreational and lifelong learning opportunities. Let’s Move! WV Physical Activity Resource Guide is available online at http://wvde.state.wv.us/healthyschools.

Others participating in Physical Activity Day events included Gov. Earl Ray Tomblin, state legislators, the West Virginia University College of Physical Activity and Sport Sciences.

For more information, contact the Office of Communications at (304) 558-2699.

The School Innovation Zone Act, adopted in 2009, encourages pilot projects at schools and county districts around the state. The law allows for waivers to certain state laws, rules and policies to give teachers and principals greater local control over the curriculum, schedule and staffing in their schools. Schools designated as Innovation Zones essentially become learning laboratories with the flexibility to try innovative teaching strategies. Some of the schools plan to use their grants for dropout prevention efforts while others will implement mentoring projects and expand reading programs.

The board approved funding for 11 projects:

1.    Putnam County: Buffalo High School, $300,000

2.    Raleigh: Independence Middle School, $300,000

3.    Marion: North Marion High School, $299,910

4.    Barbour: Barbour County Schools, $300,000

5.    Mercer: Bluefield High School, $154,391

6.    Wood: Wood County Schools, $300,000

7.    Kanawha: Kanawha County Schools, $290,779

8.    Cabell: Cabell County Schools, $300,000

9.    Braxton: Braxton County High School, $282,000

10. Greenbrier: Smoot Elementary, $50,000

11. Upshur: Union Elementary, $48,854

“Providing our schools with greater flexibility that becoming an Innovation Zone allows frees them to adapt to changing times and embrace new ideas and teaching strategies,” said state Superintendent of Schools Jorea Marple. “Members of the state board and I look forward to the progress these new Innovation Zone schools promise to make.”

Applications for funding were evaluated by a committee, which looked at many factors including creativity and innovation; staff commitment; parental and community support; sustainability; and potential for success.

For more information, contact the Office of Communications at 304-558-2699.

Joshua Childs of Morgantown and Magdalen Karrs of Ronceverte were chosen from across the state to be part of the group of 104 student delegates who will attend the program’s 50th Anniversary Washington Week  to be held March 3-10. Both students also receive $5,000 scholarships.

“An in-depth knowledge of democracy and how our government works plays an increasingly important role in today’s global economy,” said state Superintendent of Schools Jorea Marple. “Both Joshua and Magdalen will be immersed in the workings of this country. They should be proud of their accomplishment.”

Childs attends Morgantown High School where he serves as senior class president. In addition, Childs is active as a volunteer, having completed more than 200 hours of community service. He is also a member of the school basketball team and volunteers at a youth basketball camp each summer. He plans to pursue a degree in political science upon graduation.

Magdalen Karrs attends Greenbrier East High School where she serves as a Student Council representative. In addition, Karrs is a member of chorus, varsity soccer, varsity tennis and cross country. She is a three-year member of the school newspaper, where she currently serves as co-editor-in-chief. She also is very active in her church and community. After high school, Karrs plans to study history in college and later attend law school.

Chosen as alternates to the 2012 merit-based program were Phillip Mickinac of New Manchester, a student at Oak Glen High School in Hancock County, and Scott Ashley of Clendenin, a student at Roane County High School.

The chief educational officer in each state selects the delegates after nomination by teachers and principals. West Virginia Superintendent of Schools Jorea Marple named the West Virginia delegates. The winners were announced by U.S. Sens. Jay Rockefeller and Joe Manchin, both D-W.Va. The two West Virginia students will join other delegates from every state, the District of Columbia and the Department of Defense education system for a week of intensive study of the federal government and the U.S. Senate in particular.

While in Washington the student delegates will attend meetings and briefings with senators and congressional staff, the president, a justice of the U.S. Supreme Court, leaders of cabinet agencies, an ambassador to the United States and top members of the national media. The students also will tour many of the national monuments and several museums and will stay at the historic Mayflower Hotel in downtown Washington, D.C.

The leadership program was established in 1962 by Senate Resolution 324. Since then, about 5,000 students have participated in the program.  Each student delegate also receives a $5,000 undergraduate college scholarship with encouragement to continue coursework in government, history and public affairs. The scholarships, transportation and all expenses for Washington Week are provided by The Hearst Foundations.

Contact Joey Wiseman, social studies coordinator for the West Virginia Department of Education, at (304) 558-7805, or the Office of Communications at (304) 558-2699 for more information.

Children enrolled at childcare centers or other facilities participating in the CACFP receive free meals. The reimbursement rate to providers varies, depending on the number of children eligible for free or reduced price school meals. Participants may be reimbursed for up to three meal types, including breakfast, lunch, morning or afternoon snacks, or supper.

Eligible childcare centers are licensed or approved public or private nonprofit facilities. For-profit child care centers also are eligible if they receive compensation under Title XX of the Social Security Act for at least 25 percent of the children enrolled, or if at least 25 percent of the children they serve are eligible for free or reduced price school meals. Licensed or registered family day care home providers also may participate in the program under the auspices of an approved family day care sponsoring organization.

There are 10 approved sponsors throughout West Virginia. Additionally, homeless shelters providing services for families and after-school programs located in low-income areas also can participate. Program sponsors provide meals at no extra charge to all enrolled participants at each participating facility.

In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability.

To file a complaint alleging discrimination, write to the USDA, Director, Office of Civil Rights, 1400 Independence Ave. SW, Washington, DC 20250-9410, or call, toll free, (866) 632- 9992 (Voice). Individuals who are deaf, hard of hearing or have speech disabilities may contact the USDA through the Federal Relay at (800) 877-8339 or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.

For more information, contact the Office of Child Nutrition at (304) 558-3396, or the Office of Communications at (304) 558-2699.

“Mr. Board brings to the table years of leadership, technology and education experience,” said WVBOE President Priscilla Haden. “We are excited that he has decided to take this next step in his career but most importantly we believe he will be able to enhance the services provided to students and the community.”

There are eight RESAs in West Virginia that establish cooperation between county schools systems and other education-related agencies in an effort to provide educational, health and safety, financial and technology benefits.

RESA 5 serves Calhoun, Jackson, Pleasants, Ritchie, Roane, Tyler, Wirt and Wood counties by providing technical assistance to low-performing schools and school systems; targeted staff development designed to enhance the performance and progress of students; facilitating cooperation among county boards in purchasing; sharing of specialized personnel, technology; curriculum development; operation of specialized programs for exceptional children: and installing, maintaining and/or repairing technology equipment and software.

Board has been with Wood County Schools since 1984. Prior to 1984, he served as the district executive for the Boy Scouts of America. Board earned his master’s degree from West Virginia University and his undergraduate degree from Glenville State College.

For more information, contact the West Virginia Department of Education’s Office of Communications at (304) 558-2699.

“Ron spent 26 years leading Calhoun County Schools and another three in Gilmer County,” Marple said. “He has the experience, expertise and knowledge to help Gilmer County Schools overcome their current shortcomings.”

The West Virginia Board of Education intervened in Gilmer County earlier in June after a review by the Office of Education Performance Audits (OEPA) found significant leadership, technology, facility, personnel and finance issues. Former state Superintendent Ted Mattern was appointed to oversee the county until a permanent replacement could be hired.

An unannounced OEPA visit of the Gilmer County School District was conducted May 2-4, 2011. Auditors found that “county board members were in discord; the county board operations were dysfunctional; and meetings were unproductive and resulted in the board being incapable of following State Code and West Virginia Board of Education policies.”

The OEPA also found that county school board meeting minutes showed the school board is trying to micro-manage, essentially replacing its administrators’ and county superintendent’s recommendations with its own, leading to a flawed system of hiring, transfers and reductions in force. Numerous questionable and irregular decisions were being made by the county board prompting distrust and suspicion.

Blankenship, whose education experience dates back to 1969, also has been a teacher, assistant principal, principal and Regional Education Service Agency director. A retired Army Reservist, Blankenship also was recognized by the West Virginia Personnel and Guidance Association as County School Administrator of the Year in 1981-1982 and as the West Virginia Association’s West Virginia County Superintendent of the Year in 2005-2006. He will work with the Gilmer County Board of Education and the West Virginia Department of Education to jointly develop and present to the state board a set of standards and/or a strategic plan that must be implemented before the Gilmer County board can regain control of its school system.

For more information, contact the WVDE Office of Communications at 304-558-2699.