As one of the first to register in the nationwide contest, Millcreek also received $500 worth of gym equipment such as basketballs, soccer balls, hula hoops, jump ropes and safety cones.

First-year teacher Allison Wilson was behind the push last semester.

“She just took the ball and ran,” Principal Lorraine Williams said Tuesday. “It’s a great way to start your career – making a difference.”

In the two-month challenge, students in grades K-5 aimed to do something physically active on at least 40 of the 55 days and kept track of their efforts in individual notebooks.

“The whole point was for them to get moving and not be sitting around,” Wilson explained.

The contest reinforced what she stresses in wellness and physical education classes and encourages at recess: free play and variety, such as walking a dog around the block.

“A lot of them have in their brain that working out isn’t fun. This showed them they don’t have to necessarily do jumping jacks for 50 minutes. They can still do something fun and be active,” Wilson said.

Millcreek was among the eight Kentucky schools with the highest percentage of participation in the Get Active challenge, which was sponsored by Anthem Blue Cross and Blue Shield.

“The teachers must have really been into it because (the kids) were very excited about it,” Wilson noted.

Since Millcreek is a “Leader in Me” school, students already document their own tests scores, behavior benchmarks and attendance records, so tallying their physical activities was just one more way to show them how to be accountable for their actions.

The Get Active, Get Fit School Challenge was designed to motivate children and families to achieve fitness together by engaging in fun activities. Organizers provided evaluation forms for students to take to their parents to gauge the initiative’s impact at home.

“Winning this is a catalyst for what we can do and should do with the kids,” Williams said. “This is a shot in the arm – the beginning of what I hope will be a stronger emphasis on healthy living and healthy lifestyles in the Millcreek community.”

Channel 13

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“I’ve always been a fan of history, and I found stuff about World War II that I hadn’t heard before,” he said. “A civilian pilot training program led to African-Americans getting into the Air Force. It’s basically the untold chapter of World War II.”

After winning last spring’s countywide history fair contest, he has expanded a class project into a self-published book – “I can do anything: Lessons I learned from the Tuskegee Airmen.”

Jordan, who attends Lexington Traditional Magnet School, also has collaborated with a high school student at Lexington Christian Academy who is illustrating his text. “I told her what I needed, and she gets it done. So far, her drawings are very good,” he reported.

Veteran aviator Joseph Gomer, whom Jordan interviewed by phone, impressed the youngster with his assurances that anything is possible and inspired his book’s title.

“I learned a lot about the Tuskegee Airmen, their contribution to civil rights and how the efforts of those in our past have provided opportunities we have today. They helped cause a chain reaction in history that led to the end of segregation,” said 12-year-old Jordan, who became a student member of the Tuskegee Airmen Inc., a national organization that promotes the legacy of the first African-American aviators in the U.S. military.

“Before my project, if you mentioned the Tuskegee Airmen, I wouldn’t have known what you were talking about. I found out who they were and all of the amazing things they accomplished,” he said. “For me, one simple project became a book. For them, one simple piloting program turned into a major accomplishment during World War II. The bombers (the airmen escorted) were going down, but they barely lost anything. Their casualties were low, and they did a very good job. I learned that if you believe you can make a difference, then you can.”

The writing assignment was a main component of Jordan’s original history fair project. He opted to use a journal format, writing from the perspective of a boy his age growing up in Alabama during WWII. With a few more characters and details added, the journal became a book. The narrator, Thomas, has older cousins who love to fly and join the pilot training program. He sees them off on missions, and they send postcards from the front.

“I was writing in my own voice and took it back into the past,” Jordan recalled.

Jessica Ault, who was his fifth-grade teacher at Liberty Elementary last year, said his history project was “just over the top” with its model airplanes hanging and an airman moving up and down a timeline.

“It was very interactive. You’d open a card and hear him singing the Tuskegee Airmen fight song. … He put so much time and effort into it, and it really showed,” Ault said. “He knew his facts, too. He could talk about it. I’d spend recess drilling and quizzing and asking him questions. He could talk about it like he really knew it. You could tell he took a vested interest in it.”

Ault wasn’t surprised that her former student took the initiative to go a step further.

“Jordan was always a gifted writer and always had wonderful voice in his writing,” she said. “I’d see how he could make a book out of it.”

Coming up

LTMS sixth-grader Jordan Bryson will introduce his book, “I can do anything: Lessons I learned from the Tuskegee Airmen,” through the Lexington Public Library.

• 2 p.m. Feb. 18 at the Northside branch, 1733 Russell Cave Road
• 2 p.m. Feb. 20 at the Village branch, 2185 Versailles Road

Website: www.icandoanythingbook.com

Did you know?

During World War II, the U.S. military was racially segregated. Reflecting American society and law at the time, most black soldiers and sailors were restricted to labor battalions and other support positions. An experiment in the U.S. Army Air Forces, however, showed that given equal opportunity and training, African-Americans could fly in, command and support combat units as well as anyone. The black fliers, the so-called Tuskegee Airmen, served with distinction in combat and directly contributed to the eventual integration of the U.S. armed services. (Source: National Museum of the U.S. Air Force)

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“My dining room looks like it’s owned by LEGO,” said Whitson, a parent volunteer at Bryan Station Middle School, Lexington Traditional Magnet School and Northern Elementary. “I get LEGOs for birthdays and LEGOs for Christmas and I’m 55 years old!”

Last year he built a LEGO robotic candy dispenser to display at the school district’s STEM Fair. This time he’s designed a tracked vehicle to show students yet another possibility.

Whitson has his hands full preparing kids and projects for the Feb. 11 fair (STEM = science, technology, engineering, mathematics). He guides more than 60 students in the three after-school robotics clubs. They will group their showcase tables in the STEM Fair’s robotics room and present more than two dozen sumobots, which are supposed to “wrestle” on a circular wooden mat.

“They have to learn to use programming software and download their programs to their robots to get them to do exactly what they want them to do. It’s very demanding,” he said.

This is the first year he’s tried sumobots at Bryan Station Middle, where his son attends, and the results have been overwhelmingly positive.

“These kids are all geared up for this. They’re having fun, and they’re learning at the same time,” said Whitson, who noted how the sumobots have attracted new members to the club. “Not only are we getting more kids and retaining them throughout the program, there’re days when class is over at 5 and we don’t leave until 5:30 or 5:45. They don’t want to go home. They want to do this.”

The Bryan Station students, who meet for an hour on Monday afternoons, paired up last semester to start working on a half-dozen sumobots. Their creations operate autonomously on a 4-foot-diameter board and battle like sumo wrestlers.

“We’re trying to disable or push the other off the board. Disabling can vary from ripping off a wheel to flipping it on its side,” explained eighth-grader Cameron Skubik-Peplaski, whose bot sports defensive armor plates.

Sensors detect the narrow white border of the black mat, keeping the robot on the playing surface. An ultrasonic sensor, which judges distance, locks in on an opponent in its path and prompts the bot to attack.

“If it is touched by another robot, it will respond accordingly,” as Cameron said.

For seventh-grader Patrick Johnson, whose cousin encouraged him to join the robotics club, that’s the most exciting part: “You get to build it with all your hard work and then watch others’ get destroyed.”

Through years of experience, Whitson has devised his own robotics curriculum and figured out how to set students on the right track. He’s there to answer questions, but mostly the youngsters put their heads together and troubleshoot their own technical problems.

“You have to teach them how to use the programming language and move on to design. Once they understand the basic movements, they move forward with their project,” he said. “You’re going many different directions. Some students will absorb it a little bit faster, but eventually they all end up on the same page at the end.”

Along the way, the students practice teamwork and learn to express their own ideas and accept others’ opinions for the common good. “They all struggle with the engineering because there’s no right or wrong answer – it’s what works,” Whitson noted.

“Everybody’s focused, they’re motivated, they’re having fun,” he added. “What we’re doing here is a steppingstone. Once they move to high school, we move away from the plastic parts, and the programming becomes more intense. This is a step in the door.”

If you go

Sumobot demonstration

• Who: Bryan Station Middle School’s robotics club
• When: Noon, Saturday Feb. 4
• Where: Barnes & Noble in Hamburg

District STEM Fair

• What: Showcase and celebration of FCPS students’ use of technology to support science, engineering mathematics and the arts
• When: Saturday Feb. 11
• Where: Bryan Station High School
• More details: www.stlp.fcps.net/stem
• Highlights: Students will be working on the STLP RCX Challenge-Environmental Cleanup, and information about FIRST LEGO League will be available. The Fayette High School FIRST Robotics Team, Southside Tech's VEX Robotics and Newton’s Attic will all be there as well.
• Notable: In the robotics showcase, students will be judged on productivity and creativity with the technology, problem-solving, communication and collaboration, confidence and enthusiasm, and booth design and enhancement.

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Thanks to a mini grant from the Blue Grass Community Foundation, a bilingual storyteller expands the preschoolers’ sing time with myriad rhythms and rhymes, patterns and lyrics.

“It’s a fun way for them to develop language and their literacy skills,” said visiting artist Amy Olson, who leads “Bilingual BoogieBeats” at James Lane Allen Elementary.

From “Twinkle, Twinkle Little Star” to “We’re Going on a Bear Hunt,” she holds the kids’ attention throughout each half-hour session. Her approach weaves in grammar lessons, counting, fresh vocabulary and elements of story sequence using familiar tunes and new songs they quickly memorize.

“It’s all tied in,” said Olson, who brings along a bag of soft puppets, illustrated pop-up books and simple shaker instruments. “I try to do it through an imaginative way so they’re enjoying it.”

Nagle was among 16 teachers in Fayette County Public Schools to receive mini grants this year. Her proposal grew out of a desire for students to develop basic music skills as well as bond with each other since her two classes include preschoolers with disabilities and Hispanic children just learning English.

“I’ve picked up some songs I love that I’ve incorporated into daily story times,” Nagle said. “If I can sing some songs in Spanish, it makes them feel better and feel more comfortable here.”

Olson, who will visit every other week for a while and then weekly in May, agreed that “Bilingual BoogieBeats” can bridge gaps among diverse students.

“They’re able to explore the social aspect of being in the classroom together. It makes them stretch their boundaries as well,” she said. “Kids pick things up very early. The earlier they hear something different than what they’re comfortable with, the more comfortable they are and the more excited. It’s a good way to expose kids to other cultures and other experiences.”

Nagle thinks the musical story time will also help her youngsters learn to focus and pay close attention to instruction.

“Especially at this age, they love music and songs that involve finger play and anything that keeps them active and moving. When their body’s moving, they really think about it and remember it better,” she said.

“You never know what’s going to appeal to certain children,” Nagle added. “Some love to sit down and read; others love the music. I just try to give them as many experiences as I can.”

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“What y’all are doing with this club is really valuable,” Mayor Jim Gray told eighth-graders gathered in the school library early Monday. “You have a chance to intervene and really lead your group and your friends in a responsible direction.”

The mayor was invited by SLT2 (Student Leaders Today, Society Leaders Tomorrow), whose mission is “to help student leaders recognize their unique talents and use these talents in leadership positions to aid their school peers and community by dedicating their time in projects beneficial to their school and world around them.”

Lucy Yang, who is among some dozen students whom the faculty tapped for SLT2, said club members might spearhead Beaumont’s annual canned food drive for God’s Pantry, serve as school ambassadors to give tours for parents and incoming students, and volunteer to offer homework help after school.

“For leadership, you have to participate, too,” Lucy said. “And to lead, you have to use the talents that are unique to you.”

The SLT2 members already display leadership qualities among their peers, in the classroom, in extra-curricular activities and outside school as well. The hope is that they’ll use the momentum to inspire fellow students in pursuing common goals that enhance Beaumont and the surrounding community.

During the breakfast meeting with the mayor, the students heard how problem-solving skills are crucial to strong leadership, especially when decisions “go against the grain.”

“Often progress doesn’t come through just taking the path of least resistance,” Gray noted.

One key is to be patient, step back and listen, especially to those with different opinions. “Hearing dissenting voices is an important part of leadership,” he told the students.

He used the poignant example of the debate over what to do with Rupp Arena in the larger scope of reimagining downtown Lexington.

“Examining this is a leadership challenge. How do you bring people together to work on the problem, and what process do you use?” Gray said. “There’s no perfect formula.”

After the half-hour exchange, Lucy said she appreciated Gray’s point about leaders sometimes having to make tough decisions and not backing down in the face of obstacles. Classmate Sara Talwalkar said the club plans to hear from other local leaders as well, perhaps from the business community and medical profession, to get their take on “leadership.”

“The students understand that effective leadership is important to accomplish any goal, whether it’s learning about physics or improving the economy,” said social studies teacher Patt Owen, the club’s sponsor. “Our students are surrounded by excellent examples of educational leaders, from the teachers and administrators to counselors and custodians. (Principal Kate) McAnelly and I believe that exposure to local leaders will allow students to see leadership talent outside of the school setting and how those talents are put to use for the community.”

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“There are so many things that tie into a skeleton. They’ll be able to look underneath the fur to see what we’re doing and why,” said Davis, who teaches at Locust Trace AgriScience Farm. “Here’s the real-life skeleton in three-dimension with bone extension and flexibility. The picture is ‘this small’ in the book, but this is life-size. I can’t wait to stand a real horse next to it!”

The school, which is an outgrowth of Eastside Technical Center, will share the skeleton with the adjacent Locust Trace Veterinary Clinic. The nonprofit animal hospital was runner-up in the 2011 Inspiration in Action contest sponsored by Heska Corp. After industry judges selected the top five entrants, the public went online to vote for their favorite. The vet clinic received $5,000 for its second-place finish. About $2,000 will provide scholarships for student interns, with the rest going toward the equine skeleton.

This teaching tool will benefit not only clinic interns and Locust Trace students but also students throughout Fayette County Public Schools who take field trips to the farm off Leestown Road.

Senior classmates Autry Graham and Stasha Hickey look forward to using the skeleton, which was assembled Friday in the auditorium. “You actually get to see all the bones and the whole vertebrae instead of just pictures,” as Stasha noted.

Both girls think the skeleton will enhance their understanding of equine anatomy and ways to care for the horses in the nearby barn.

“When we use models, it’s nice to see how things fit. But with a real skeleton, it’s more to scale and you see how the whole body flows together,” Autry said. “It’s a lot better to see it in person because it stays in your mind and you get more of a visual image.”

Farrier and skeleton articulator Walter Varcoe assembled the bones of the nearly 7-year-old thoroughbred mare, which he mounted on a rolling platform for mobility on campus.

“You can see the way it’s supposed to operate and how it goes together, so it makes more sense to look at it as a biomechanical machine. The tendons, bones, muscles – it’s all an amazing system,” he said as he worked.

His techniques and skill impressed Davis.

“The anatomy part is second nature for him,” she said. “The puzzle is not what bone comes next, but where to drill the holes and bend the metal rods. The whole thing is art.”

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“It’s been a long partnership, and it’s evolved quite a bit,” Jones noted.

The relationship began after a parent who then worked at the lab suggested students come observe the CAER professionals and hear about various career possibilities. Initially, Jones invited a different scientist to Russell Cave every other week to lead small experiments, such as making thermometers or writing with invisible ink, and the series culminated with a tour and picnic at CAER. About three years into the partnership, she requested that the exchanges be more in-depth and aligned with her curriculum.

Gradually, Russell Cave shifted to more long-term projects with one main scientist, Bob Jewell, which added an element of consistency. Jewell now guides the fourth-graders through one larger experiment over several weeks, with the kids tracking data and charting results along the way.

“It’s a little bit deeper, but they still have fun with it,” said Marybeth McAlister, CAER’s communications manager.

She praised Jones for her initiative and dedication to growing the partnership, saying, “She’s an awesome teacher to work with and is always willing to say ‘Let’s try this!’”

The organizers have also flipped the schedule.

“This year, the kids are doing the lab tour first so they have the background knowledge of who these people are and where they work. They really get a picture of all the type of experiments going on there,” Jones said beforehand.

When the school bus pulled up to the CAER facility near the Kentucky Horse Park, excited youngsters spilled out and formed three groups for their 90-minute tour. The students met a handful of scientists and saw several demonstrations as they rotated through the building.

“It’s better because we get to experience it,” said Elvira Smith, who enjoyed the morning out of class.

At one stop, each child plunged his hand into a vat of sand to feel the effects of air flow in the fluidized bed. At another, a scientist used a 3,500-degree blowtorch to show how aluminum melts faster than graphite, which is a good conductor of heat and electricity. Other fourth-graders took turns manipulating a device to flatten pennies under extreme pressure, while classmates went outside to a greenhouse where flowers were frozen by liquid nitrogen.

“It’s fun, and we’re getting to learn cool things about science,” Moises Hernandez said during a short break.

The follow-up at Russell Cave, which starts this week, will involve measuring and mixing ingredients to make cement and later testing its strength over time. One concrete cylinder will use plain cement, and the other will be mixed with fly ash, a byproduct of burning coal.

Jewell will visit the school about a half-dozen times to run the machines and help the students think about what’s happening, analyze the data and determine what the numbers mean.

“We talk a lot in the lab about asking questions. There’s a lot of math involved, too, because they take measurements over time and graph it over time,” Jones noted.

What the youngsters will discover is that when the fly-ash concrete sits up awhile, it’s much stronger than the plain concrete. The same has proven true for Russell Cave’s partnership with CAER.

“We had a strong commitment to making it work, so we had to be flexible and change our program as we saw different needs arise. As a result, it’s gotten stronger and stronger. The kids get so much more out of it now,” Jones said.

For instance, by year’s end her students are asking more specific questions like “If I want to be a scientist, what do I have to do in school?”

“In elementary school, they really, really love science, but it’s hard just within school to help the kids see this as a real career opportunity,” Jones said. “With this partnership, they can see it with their own eyes.” 

Did you know?

As an outgrowth of its partnership with Russell Cave Elementary, the Center for Applied Energy Research sponsors an annual Energy Fair for local fourth-graders. A record 300 students from five schools attended the 2011 fair, including classes from Ashland, Harrison, Russell Cave, William Wells Brown and Yates.

Coming up

This year’s Energy Fair will be March 6 in the grand ballroom of the University of Kentucky’s Student Center. UK undergraduates will organize the exhibitors and demonstrations, while CAER scientists and other experts will be on hand to share experiments. For more information, email UK Energy Club coordinator Bree McCarney or call (859) 257-0219. 

Resources

Center for Applied Energy Research

Julie Jones, science teacher at Russell Cave Elementary, (859) 381-3571

Lori Bowen, elementary science content specialist for Fayette County Public Schools

“If these kids can fight cancer every day, then we can stand up for 12 hours to help support them,” senior Dorian Hairston said Saturday afternoon. “It shows us the perseverance they go through every day while fighting for their lives. They can’t give up.”

Dorian and fellow Student Council members, along with the Y Club, organized the school district’s first mini marathon in conjunction with UK’s annual DanceBlue, a 24-hour fundraiser. They promoted it through fliers, the morning announcements at school, Twitter and word of mouth, and some 60 to 70 students turned out. They also shot a video during the event.

“A lot of high schools will see how many people participated and how much fun we had and want to do it themselves,” said junior Kaylan Butler.

That’s the hope of Tates Creek alumna Kelsey Giurgevich, now a senior at UK, who eventually would like to see Fayette County Public Schools host one big event. She said her alma mater’s efforts would help build momentum.

“The students really worked hard and set up most of it. They all seem dedicated and excited about it,” said Giurgevich, who has been involved with UK’s marathon throughout college. “We’re just here for guidance and support. We’re excited to get the foundation laid and help them grow it each year.”

A handful of UK students from the DanceBlue energizers team taught the Creekers a variety of line dances during the 12-hour stretch. Each hour had a different theme for music and activities, such as beach bash, carnival, fitness and rave. During the Disney hour, for instance, the teenagers made giant get-well cards for the cancer patients.

The students also passed the 10 a.m.-to-10 p.m. day shooting hoops in the gym, skipping rope, and playing cards, board games and Wii. The entire time, they could not kneel or sit down – even during lunch and dinner.

“You go all day,” Giurgevich explained. “Cancer doesn’t stop. It’s a constant battle.”

She said the mini marathon would be a morale booster for youngsters at the clinic, noting, “They know there are other kids out there doing this for them – taking their place out on the floor if they’re not strong enough to do it themselves.”

Each Creeker donated at least $50 to participate in the mini marathon, which drew a cross-section of the student body. About half the crowd was from outside the Student Council and Y Club, and sophomore Vontella Thomas knew of at least two basketball players who contributed even though they couldn’t be there because of a game commitment.

The worthy cause was ample motivation for maintaining focus throughout the marathon, according to Vontella.

“Knowing what you’re doing here is helping kids, that’s what helps you stick it out,” she said.

Did you know?

DanceBlue is a student-run philanthropy at the University of Kentucky. The year-long fundraising effort culminates in a 24-hour no-sitting, no-sleeping dance marathon on campus. All of the money raised by DanceBlue goes to the Golden Matrix Fund, which supports the UK Pediatric Oncology Clinic and Markey Cancer Center. This year’s event is set for March 2-3. For more details, call (859) 257-9385 or email contact@DanceBlue.org.

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Arlington Elementary marked the 100^th day of school with a buildingwide reading blitz, and within a half hour of the morning bell, students had finished 100 books!

Teachers gathered a variety of books in advance, and the children wasted no time Tuesday. Some read individually or as partners, and younger kids listened as teachers read books aloud. As they completed each one, the students added a Post-It note with the title and author to form a giant “100” in the main hallway near the library. Altogether they read 215 books that day!

“Doing the display gives them an instant gratification for reading. They get to feel like they are part of something big and have the opportunity to be proud of their efforts,” said third-grade teacher April Maroney, who borrowed the idea from a school in Tennessee. “It matters that every child is involved because we want all of our kids to practice reading for enjoyment as well as knowledge.”  

The 100^th-day blitz launched a new initiative at Arlington in which students and staff members will spend the first 30 minutes of every Tuesday simply reading for fun. Teachers might peruse a newspaper, magazine or favorite paperback, and youngsters are welcome to bring appropriate books from home or choose from the library’s collection.

Leadership team member Emily Belcher, who teaches fifth grade, noted that a love of reading is a key to opening all kinds of doors for children.

“When we as adults show the value of taking time in a very busy schedule to spend time with a good book, hopefully students will understand that message far better than when we just tell them to read,” she said.

The Reading Project will challenge students to read 100,000 pages during February and March, and classrooms will have a bookworm posted outside their door to track the kids’ progress. The school’s morning show will feature students recommending certain books, and media specialist Barb Carter will make posters promoting “drop everything and read” Tuesdays.

Individual classrooms and ultimately the entire school will celebrate reaching their goals.

While teachers do so much with reading during instruction time, Principal Kim Lippert stressed that finding opportunities to model and incorporate freestyle reading is important, too.

“We’re trying to come up with ways to get our kids to enjoy reading,” she said.

For instance, Arlington will host a guest storyteller March 8 in conjunction with the school’s book fair, and Tuesday’s “100” books display will remain up for a while.

“It’s piquing their curiosity because they’re seeing some titles maybe they haven’t read before,” Lippert noted.

Did you know?

Jan. 24 was the 100^th day of school, with 77 more to go.

Such achievements do not come without perseverance, he told students at Meadowthorpe Elementary School.

“You have parents, teachers and other people willing to help you overcome failures and give you confidence. If you’re determined, there’s nothing you can’t do, so I encourage you – Don’t give up,” said Shelby, now an assistant coach with the Milwaukee Brewers.

The two-time World Series champion and Lexington native dropped by Meadowthorpe at the invitation of Principal Joel Katte, who himself played a year in the minor leagues. Katte, whose staff uses the book “The Leader in Me” to bolster students, said Shelby’s story fit well with this month’s theme.

“Not everybody’s comfortable taking risks and chances, and we want our kids to know it’s OK to fail. When times are tough and you think you can’t make it, you have to persevere,” he said. “It doesn’t just happen. It’s hard work and perseverance. The more they hear stories and hear it’s possible, the more they’ll be excited.”

Shelby, who played with several organizations including the Orioles, Dodgers, Tigers and Red Sox, talked about his longtime MLB dream, his move from shortstop to the outfield, and the grueling schedule’s toll on his family life.

With 25 players per team and only nine positions on the field, the competition was fierce.

“They all have talent. Some run faster, throw harder or hit better,” Shelby noted. “If I was going to fulfill my dream, it would take a lot of hard work.”

Early on, at age 21, one of the hardest transitions was learning to switch hit. “I struggled every day and went home frustrated because I couldn’t get it together,” he recalled.

His mother urged him not to quit and assured him things would turn around. Sure enough, with about three weeks left in the season, Shelby found some success as a lefty. Even though he hit a disappointing .201, he later realized his coach was pleased with his dedication and progress.

“It gave me a lot of confidence the next season,” he told the youngsters.

He also grew more comfortable snagging fly balls. “After a lot of hours and a lot of batting practice, I learned how to be an outfielder, and defense became my specialty,” he said.

Shelby, who now mentors major-league outfielders and hitters, encouraged the Meadowthorpe students to set their own goals and always stand firm.

“It’s a big world out there, and you can make a positive impact by doing things the right way,” he said. “When you get older, you’ll be proud because you never gave up on yourself.”

Educator Darin Trobaugh showed first-graders at Stonewall Elementary how animals’ bodies have developed special features that help them survive where they live. Harbor seals, for instance, have the thick layer of fat to withstand the frigid waters, while polar bears have insulating fur instead. Also, a sea otter crunches his crabs and clams – shells and all – while a sea lion snags slippery fish and swallows them whole.

Trobaugh didn’t visit Lexington, and the Stonewall youngsters certainly didn’t take a field trip to Seward, Alaska, but they communicated in real time through an interactive videoconference, complete with a hands-on craft.

Paula Setser-Kissick, a technology resource teacher for Fayette County Public Schools, discovered the Alaska resource through the Center for Interactive Learning and Collaboration (CILC), which is a sort of clearinghouse for videoconference providers. When Kirsten Murphy noted that her class was studying animal habitats, they searched on CILC for options and found several recommendations for the SeaLife program.

“We’ve really focused on animals and their environment and what they need to survive. And as the weather’s been changing here, we’re looking at how animals survive in different kinds of temperatures, (particularly) cold, snow and ice,” Murphy said.

She liked the idea of introducing her students to Arctic critters since they don’t see those kinds of marine mammals in Kentucky.

“I love to come out and meet with the teachers to help them think about all the different aspects, especially how to choose a videoconference,” said Setser-Kissick, who sets up the equipment in the classroom and handles the long-distance hookup. “I emphasize that the pre and the post are a valuable part of it. It’s going to have so much more value when you can link it back to the curriculum.”

Murphy found that the accompanying packet of materials could be tailored for grades 1-4, with simple science experiments, art projects and questions for reflection supplementing the videoconference. Even during the one-hour exchange, her youngsters used lumps of modeling clay to fashion their own tiny harbor seals.

The Stonewall kids paid close attention as Trobaugh explained how a diver’s wetsuit works and shared video clips of various animals living at the SeaLife Center. He also held up samples of fur to the camera to illustrate the thickness of their coats.

In addition, Trobaugh touched on a little geography, talking about the size and location of Alaska and pointing out the Pacific and Arctic oceans and the Bering Sea. He brought in science as well, noting that since the water temperature hovers around 40 degrees, the ocean there doesn’t freeze.

“There’s only so much they can learn by reading about it. This is a new and innovative way to teach them a lesson and connect them to the real world,” Murphy said in praise of videoconferences.

Setser-Kissick said the goal is for every school here to host at least one videoconference each year. In the broader picture, the aim is to foster collaboration among schools around the country or even around the world, creating meaningful interaction between students.

Resources

Alaska SeaLife Center

Paula Setser-Kissick, technology resource teacher in FCPS

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“I came on board to help because she’s the Chinese and I’m the chorus, and together we’re the Chinese chorus,” said music teacher Johnnie Bishop, who works alongside Yanhong Zheng.

Though Zheng launched Chinese classes for grades K-5 only a year ago this month, 52 of some 400 children in the school’s chorus programs chose to join the new group.

“It’s an opportunity to extend what’s going on in the Chinese classroom through music. They like to sing, but they also enjoy Chinese very much. Many have a connection, for instance – maybe they have a parent of Chinese descent,” Bishop said.

“When you look at the faces of the children singing, there are Indian, Hispanic, African-American. It truly is a blend, a mix of our larger school population,” she added.

She and Zheng have taught the students two songs for the Jan. 21 statewide event. One was set to the familiar “Jingle Bells” tune; the other’s melody and lyrics were new. The theme of the latter is “If you love me, hug me.”

“This reflects the love from parents and the relationship among the family,” Zheng noted.

The chorus has practiced and polished the songs for several weeks. As reinforcement, the kids also heard them played in Zheng’s class and on the school’s morning news show.

“Chinese combined with music is easier to learn. When they listen to the music, they’re thinking in Chinese,” Zheng said. “It’s really encouraged my students to participate. It’s new to them, it’s real, and they’re experiencing the culture.”

The Veterans Park children, who are also learning another culture’s performance etiquette, will wear traditional clothing loaned by the Kentucky Chinese American Association.

“Using the costumes is a way for them to unite and fit in among the other Chinese performers,” Bishop said. “That’s very cool and symbolic in my mind that they were willing to provide that many costumes for our students.”

The Chinese New Year Celebration, directed by dance artist Cheryl Pan, will feature more than a dozen performances by amateurs and professionals including a dragon dance, Indian folk dance, piano concerto, jazz and more in a melding of cultures.

“We’ll be bringing a slice of Western music to the celebration. That’s what we have to offer. SCAPA is doing that, too, performing from Disney’s ‘Mulan.’ So the two school groups are offering a bridge using a Western-style performance but doing it in the Chinese language,” Bishop said.

“It’s a really neat experience for them,” she added. “Hopefully it’ll encourage them to travel and learn more as they grow. That’s what cultural studies will do for any child.”

If you go

Chinese New Year Celebration

• What: The state’s largest Chinese cultural event, drawing about 1,500 people annually; sponsored by the Kentucky Chinese American Association
• Where: Singletary Center on the UK campus
• When: Saturday Jan. 21
• 4:30 to 6:45 p.m. – Holiday market with festival foods, crafts, traditional costumes, cultural displays and family activities
• 7 to 9 p.m. – Dance, music, drumming, acrobats, comedy and more
• Quotable: “It’s a terrific experience for people who don’t know about the culture. It’s getting more and more diverse around here, so it’s good for people to see this.” – Changzheng Wang of the Kentucky Chinese American Association
• Event flier
• Tickets: $10; www.uky.edu/SCFA or (859) 257-4929
• Questions: kycaa@yahoo.com

Did you know?

The 12 phases that make up the Chinese year are lunar months, coinciding with the appearance of each new moon. In 2012, Jan. 23 is New Year’s Day, and it’s the Year of the Dragon in the Chinese zodiac. The dragon is a symbol of good fortune, power and ambition.

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For SCAPA at Bluegrass, students’ projects are unveiled first for school-level judges and then for their families at the annual science fair open house. The drop-in is an opportunity for the fourth- and seventh-graders to share their individual work with each other and for parents to marvel at their children’s efforts.

“One of the hardest things is coming up with an idea for a project. (The open house) confirms to me that what they did was on target,” said Pam Cunningham, who has two youngsters at SCAPA. “I’m amazed at the variety of projects represented,” she added. “You can always find something you maybe wondered about.”

Twelve-year-old Ella and Josh, 10, escorted their mom Wednesday evening as dozens browsed through the projects set up in the school library.

Josh’s board was titled “Hey Fellow, It’s Yellow.” “We tested it at two intersections and counted the cars that ran yellow lights and the ones that stopped,” he said, noting that he enjoyed the legwork more than making the poster display.

For her part, Ella examined how an activity affects memory and recall, with her test subjects either solving multiplication problems or playing video games.

Three years ago, her fourth-grade project advanced to the district science fair, so she’s an experienced entrant. “My major is violin so I perform a lot in front of people. Explaining a science fair project is kind of like performing,” she said.

In that sense, students at the School for the Creative and Performing Arts might have an edge with the judges, as Cunningham said, “Any children involved in music or dance or drama develop a self-confidence that spills over to all areas.”

Nine-year-old Taylor Moorehead, for example, happily dispatched her family across the room as she talked candidly about her project, “Don’t cry over spilled oil.”

“When I heard about the BP oil spill, I was really concerned about it and I wanted to help in a way,” she said in noting why she chose this topic. “I wanted to know which materials absorb the most oil so when there’s a spill, you can clean it up quickly. Scientists can provide advice.”

The SCAPA students covered an array of subjects, including:

• How the shape of windmill blades affects the amount of electricity generated;
• How kicking a soccer ball with spin affects the accuracy of the shot on goal;
• How different styles of music affect a horse’s heart rate; and
• How the type of phone, and the user’s gender, age and thumb size affect the speed of texting.

For each project, the students described the purpose, hypothesis, variables, materials and procedures. They also displayed data tables, charts and graphs, and wrote up a conclusion.

“Every part of the process is very intentional, with feedback along the way,” said seventh-grade science teacher Ashlie Beals, who noted that many of her students opted for topics in the arts field or another area of personal concern.

For instance, one girl whose grandmother has emphysema investigated the effects of age and size on lung capacity.

“I encourage them to pick something aligned with their interests and see that science is part of everyday life,” Beals said. “If they’re engaged in that topic, it’s not just a school requirement anymore.”

If you go

District science fair

Schools host their own science fairs, and a limited number of entries advance to the district-level competition. The 28^th annual district science fair will be Saturday Feb. 11 at Bryan Station High School. It is sponsored by Kentucky American Water and coordinated by Fayette County Public Schools. For more details, visit www.fcps.net/science.

Note: The district’s STEM Fair (Science, Technology, Engineering and Math) is the same day in the same location.

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Third-grader Jessica Standiford, who has cerebral palsy, uses an iPad to better communicate with her teachers and classmates. With the Sono Flex Lite app, she can select a picture from various topics or common phrases such as “How are you?” and “That’s funny!” and the iPad voices the text. She can also type her own questions and answers on the touch-screen keyboard.

“I can talk with it,” Jessica responded when asked the neatest thing about the device.

“One of the best parts is that her friends can understand her, so she can be included in everything. It’s opened up her social life,” added her mother, Lynn Standiford.

At birth, the umbilical cord was wrapped three times around Jessica’s neck, cutting off her oxygen supply. After the doctors resuscitated her, seizures caused her cerebral palsy.

“When she was born, the neurologist told us she’d probably never do anything, so we’ve proved them wrong. You never know until you see how they progress,” Standiford said.

Jessica can speak on her own, for instance, but it’s laborious. A weak diaphragm and poor muscle tone make it difficult to formulate sounds clearly or speak louder. Body movement and coordination also are challenges for children with cerebral palsy.

“She has a hard time talking and walking. Everything is twice as hard for her. But cognitively, she’s functioning as well as her same-age peers,” said Kempa Turner, a speech and language therapist for students with special needs.

Before this school year, communicating took so much more effort for Jessica. “She interacted verbally, but it’s hard on the listener and hard on her,” Turner explained.

As Jessica described it, she was “sad” about what seemed a frustrating impasse.

The youngster, who navigates the busy hallways with a walker, previously refused to use other devices or anything else that made her stand out. “She doesn’t feel sorry for herself, but she knows she’s different,” Turner noted.

Then Jessica was persuaded to try the iPad. The first time out, she laughed aloud.

“It was one of those moments you don’t get very often in teaching,” Turner recalled, adding, “She’s such a sweet child – you want her to succeed.”

Now, Jessica’s desk includes not only the usual pencils and wide-ruled notebook but also the iPad, which Turner secured through a grant. She uses it in reading group and math class and also with journaling. Soon she’ll get her very own device from Fayette County Public Schools.

Though she struggles a little with manual dexterity, the iPad is good for practicing keyboard skills and keeping her hands active. It’s also good for her morale.

“It’s become a lot easier for her to talk with the other kids because they can understand her more. The kids will come over and talk with her through iPad, too,” said Toni Jones, her third-grade teacher.

One day Jessica, who formerly might respond with a one-word answer or simply sit quietly in class, took the initiative to type “You are an awesome teacher.”

“It was bone-chilling for her to raise her hand and call me over and actually find out what’s going on inside her head,” Jones said. “There’s so much inside her she’s had so much trouble sharing.”

Did you know?

Cerebral palsy is a term used to describe a group of chronic conditions affecting body movements and muscle coordination. It is caused by damage to one or more specific areas of the brain, usually occurring during fetal development or infancy. It also can occur before, during or shortly after birth.

“Cerebral” refers to the brain and “palsy” to a disorder of movement or posture. The condition is characterized by an inability to fully control motor function, particularly muscle control and coordination. Children with cerebral palsy may not be able to walk, talk, eat or play in the same ways as most of their friends.

Cerebral palsy is neither progressive nor communicable. It also is not “curable,” though education, therapy and applied technology can help people lead productive lives.

SOURCE: www.about-cerebral-palsy.org/

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Rodriguez, who travels ahead as a goodwill ambassador for the team, recalled naysayers who thought he would never make it in basketball because of his size. “I took all that negativity and turned it into a positive,” he said.

The Manhattan, N.Y., native stopped by the school Friday to demonstrate his nifty ball-handling skills and share the Globetrotters’ interactive “C.H.E.E.R. for Character” program, which focuses on these five character traits:

• Cooperation
• Healthy mind and body
• Effort
• Enthusiasm
• Responsibility

First, he led a clapping drill in which the gym-full of children tried to follow his verbal commands; several inevitably missed the mark in each round.

“When you come to school, you must pay attention because it takes just that one second for you to miss out on something important your teacher is saying,” he reminded the students.

Then for every letter in CHEER, Rodriguez picked someone in the audience to describe what the trait meant to them. For instance, cooperation is all about working together as a team, as the Globetrotters do on the court.

An advocate of martial arts and Chinese boxing, he also encouraged the youngsters to avoid junk food and spend more time outdoors. “You must make sure you stay active and eat the right foods to have the energy to perform well and come to school ready to learn,” he said.

CHEER also promotes effort and enthusiasm as crucial to personal success, as Rodriguez put it, “trying your best and giving 110 percent in whatever you do.”

A Lansdowne teacher perched in one corner of the gym wrapped it up by defining responsibility as “doing what you’re supposed to do when you’re supposed to do it.”

“CHEER does not stop here,” Rodriguez told the kids. “When you wake up tomorrow, remember these letters.”

Rodriguez, who picked up basketball late in life – at age 12, remembers how special guests made an impact when they visited his own school. That’s why he enjoys being an ambassador for the Globetrotters.

Jennifer Fish, the administrative dean at Lansdowne, appreciated how he illustrated the importance of self-discipline, goals and perseverance.

“He had their attention because of who he is, and he also had a good message,” she said.

Did you know?

Rodriguez got his nickname, Blenda, because “they said I make smoothies out of defenders.” He also can mix it up in a game and blends well with his teammates.

Coming up

The Harlem Globetrotters bring their 2012 World Tour to Rupp Arena on Jan. 13. | Details

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“Everything we do sends a message about our level of professionalism,” said Jan Green of Blue & Co., a regional public accounting firm, who walked the students through an entertaining and informative business etiquette session. “It’s so important for them to be aware of how they’re coming across to others.”

Lunch at The Signature Club of Lansdowne was one highlight of the Jan. 4 mid-year program of Leadership Lexington Youth, which enables high school juniors to engage with community leaders outside school one Wednesday each month. Interactive exercises and hands-on experiences cover such areas as arts and media, growth and preservation, health and human services, higher education and career development, and public safety and government.

“It’s a combination of leadership development, networking and discovering what the Lexington community has to offer,” Henry Clay High’s Macy Early said of LLY. “It’s an opportunity to open your eyes to your future in a way that’s more explicit.”

In this year’s lineup, LLY added a three-pronged “mid-year development” component featuring:

• Self-development with leadership training, plus social media savvy;
• Professional development via the etiquette lesson; and
• Community development through YMCA service projects. 

Grace Gorrell, an instructor in Leadership Studies at the University of Kentucky and owner of a consulting business called Lead With Grace, kicked off the morning with a group activity on how to divide and conquer tasks and how to keep everyone engaged in a project.

“In today’s world, knowing how to work with teams through good communication skills and managing the many tasks they are given is so important,” she said afterward.

Josh Archer of Tates Creek High appreciated Gorrell’s advice about when to take a hands-on approach and when to delegate, saying, “She’s really taught us how to be a standout leader.”

The teens followed up with a segment on “Social Media and Your Future” led by Sean Moore, director of training in UK’s Small Business Development Center.

“Social media is not going away – it is only evolving. With the medium being the primary means of communication for today’s youth, they often do not think twice about what they say or do in the format, forgetting that they are in fact having a conversation with the entire world. When that awareness is forgotten, we often say things that can come back to haunt us,” Moore said. “It’s fun to be social and it’s great to know all about social media, but the difference between a positive impression online or a negative one is often not knowing how to use it but how to use it correctly.”

Green, the etiquette expert, also encouraged the students to beware of trying to alternate between casual and business attitudes in face-to-face encounters.  “It’s hard to have two sets of manners,” she noted.

After lunch, the teens broke into four groups for service projects around town, helping the YMCA of Central Kentucky prepare for summer camps, organize a literacy library, set up for kids’ crafts and host cancer survivors in the LIVESTRONG at the Y program.

Macy noted that in addition to gaining new skills, students in Leadership Lexington Youth come up with fresh ideas to improve their community and connect with the people who can make things happen. For instance, several participants have volunteered to partner with God’s Pantry on a high-school food drive this spring.

Lewis Aldridge of Lafayette High School said it’s all about building relationships, whether across Fayette County or within the LLY class.

“I’ve met a lot of interesting people who think at a high level,” he said. “I’m comfortable with everyone in the group, and as the year goes on, we’ll be even tighter.”

Resources

• List of LLY participants
• Commerce Lexington website

Applications for the 2012-2013 LLY program will be available March 1 through high school guidance offices. For more information, call program coordinator Amy Carrington at (859) 226-1610.   

But Logan’s daily routine also includes giving herself as many as a half-dozen shots to control her insulin levels. Diagnosed at age 2 with Type I diabetes, she cannot remember a time when taking care of her body was not the center of her existence.

“Every morning I wake up I check my blood sugar, I check carbs, I exercise to stay healthy, I have to watch my diet. Overall, it’s really a lifestyle change,” she explained. “I’ve never known life without diabetes, so for me it’s something I’ve always done.”

She is not bitter, though.

“It’s difficult every now and then, but if I hadn’t had diabetes, I wouldn’t have been able to meet half the people or done half the things I’ve done,” she said.

Whether chatting up Miss America or lobbying Mitch McConnell, Logan is well-versed in her facts and passionate about her cause.   

“Right now, 22.7 million people in America have diabetes, and a lot of people don’t even know what it is,” she said, noting that this disease kills more people than AIDS and breast cancer combined. 

Deata Gregory learned a lot about diabetes after her daughter’s diagnosis; she knows the part of Logan’s pancreas that produces insulin is kaput. She described Logan as needing a new car battery, compared to someone with adult-onset diabetes who can make do with a jump-start.

“It’s a constant battle. Nothing is easy,” Gregory said, citing how stress, puberty and other factors can affect Logan’s condition.

After the middle of her three girls started grade school, Gregory soon realized that sharing Logan’s story could help others understand what was happening and what to expect. When classmates called her a teacher’s pet, “I told Logan ‘It’s time to educate your friends that this was not something you chose to have,’” Gregory recalled. “‘Even though this was a horrible thing that happened, we’re going to take it and make it something good.’”

In one effective move, the school sent home permission slips so other students could prick their fingers, too. Logan also created posters to explain diabetes in science class.

“When I was really little, I felt different. I had to have all this special attention,” said Logan, who attended James Lane Allen Elementary and Beaumont Middle School. “The best thing I could say is just ‘go with it.’ It doesn’t matter what people think or say – it’s what you have to do to survive. It’s something you have to push through.”

Logan, who fits in a part-time job among her speaking engagements and diabetes-related events, has steadily become more at ease talking in public.

“After a while, I realized I wasn’t the only one with this disease. It wasn’t just me,” she said. “The main message I’ve been after since I was diagnosed is finding a cure, and the only way to find a cure is to educate people.”

Logan has made an impact well beyond Lexington. Working as a page for Sen. Alice Forgy-Kerr and alongside lobbyist Bob Babbage, she was instrumental in the state Legislature’s passing Senate Bill 71, which requires specific training for health-care professionals to be certified as diabetes educators. She also spoke about the first-of-its-kind initiative at an American Association of Diabetes Educators (AADE) conference in Las Vegas.

Logan has received numerous recognitions for her efforts, including the 2011 National Youth Advocacy Award from the AADE and the 2011 Public Policy Award from the Diabetes Council. She also is one of 15 people who will be profiled in a book compiled by LifeScan, which makes blood-glucose testing equipment. Most recently, she was selected as the 2012 National Youth Advocate for the American Diabetes Association, which will mean traveling to Washington this spring and maintaining a blog and a website.

How does she react to all the attention now?

“It gets me pumped up. It lets people know what I’m doing. It tells me I’m doing a good job, and it makes me want to keep going and do more,” Logan said.

“I don’t want it to be about me,” she added. “It’s really not about me. It’s about everyone – so everyone with diabetes has a voice.”

By the numbers

About how many people are living with diabetes?

• 22.7 million in the United States
• 444,000 in Kentucky
• 130 students in Fayette County Public Schools

Resources

• American Diabetes Association
• American Association of Diabetes Educators

Related article

School nurses help manage students' diabetes 

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“There’s a lot that goes into managing diabetes in schools,” said Michelle Marra, who coordinates some of the nurses tending to the district’s nearly 40,000 students. “A lot of times in the school setting, the focus is on nutrition and P.E. But what we deal with on a daily basis is all these other health issues and health conditions. We empower kids to manage these chronic illnesses that they’ll have forever.”

Type I diabetes, in which the body produces no insulin, generally strikes children. With Type II diabetes, in which the insulin does not function properly, obesity is the primary cause.

Managing a student’s condition takes a joint effort, partly because a school nurse might not always be on hand. Teachers and paraeducators in the classroom, office staff and nutritionists in the cafeteria are among the trained support system. The nurses also prepare bus drivers for emergencies and even show hesitant parents how to care for their child.

“The purpose is to get a handful of people who all know what’s going on so anyone can step in and help a kid,” said Jan Bright, the nurse at Sandersville Elementary.

It’s crucial that everyone recognize the signs and symptoms that require attention because diabetes can also affect classroom performance. “When a child is high or low, their ability to learn and absorb and retain information can be impacted,” Bright noted.

Diabetics gradually become more in tune with their bodies. Younger children might not yet realize that an all-day headache means their blood sugar level is low. Older students, however, may know they feel sluggish when their counts are down and hyper when their sugar is high.

While the level of care depends on a child’s age and cognitive abilities, the aim is for each student to count their carbohydrates, check their sugar and administer their own insulin either by injection or pump.

In elementary school, the nurses do a lot of hand-holding and coaxing the kids to take their shots. Adults also must keep track of the carbs they eat because that number, along with their sugar, determines their insulin dosage.

“With a newly diagnosed student, there’s a window when they’re just getting comfortable poking their finger and reading their monitor, not fully grasping what that number means,” as Bright explained.

By middle school, most diabetics carry a small kit with an insulin pen, which dials up the correct amount.

“They’re very savvy in they’re able to add up what they ate, look at their blood sugar and come up with their dose,” Bright said of young teens.

At Paul Laurence Dunbar High School, nurse Marydale Coleman said most of her dozen diabetics are self-sufficient, but she still sees each of them at least once a week. Sometimes they simply need an extra snack to get through the day.

Coleman created a grid with her diabetics’ names, pictures and typical reactions, along with individualized suggestions to help everyone keep track of students’ various needs. She also uses juniors and seniors as role models for incoming students, who might be thrown off by the added effects of hormones and other stresses.

“A new diabetic in a high school, you’ll be working with the cafeteria, the teachers and the staff to get the students as independent as you can. The goal is to take their insulin shots and check their blood sugar when they need to. We nurses deal with the crisis management – the lows and highs,” she said, adding, “You never know what you’ll get on a day-to-day basis.”

Resources

• School nursing services

Related article

Teen a powerful advocate for diabetes education

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Kimberly Smith, who teaches sixth-grade math at Bryan Station Middle School, thought it sounded like a fine idea. So did Jonathan Saylor, a senior at Bryan Station High School. Both volunteer in the kitchen of a local church where Sweet Blessings turns out fabulous and imaginative creations every Tuesday.

“I started my first decorating class last January and was looking for something where I could help or reach out. It’s something that’s small, but it can make a big impact on their lives to know somebody out there cares for them and is interested in them,” Smith said. “Just the fact that they help our kids in Fayette County is a plus.”

In the past year, Sweet Blessings has provided dozens of cakes to children in Fayette, Jessamine, Scott, Woodford, Franklin, Anderson and Owen counties.

Smith, who has practiced on family birthday cakes, also expects to hone her skills while volunteering a few hours a week. “I enjoy the baking, but I’m more into the creative side of things,” she said.

Her first afternoon, she went straight to work on a little girl’s “fashion model” surprise – trimming it with little pink and black balls of icing that looked like a string of pearls.

Jonathan, who aspires to be an executive chef, also likes the artistic challenge. “I’m not a fan of baking – it’s too much measuring – but if I have to, I will,” he said as he prepared to stack an edible Colts football on a cake iced with green fondant and white yard lines.

Ashley Gann and her more experienced volunteers design each cake with a specific child in mind. Some feature favorite sports teams or superheroes; others depict hobbies like ballet or Disney princesses. All are filled with good wishes.

“We really try to make children feel special and loved on their special day. We’re ministering to their emotional needs,” said Gann, who left a career in public health to set up Sweet Blessings.

Jonathan has come to appreciate that mission and what their efforts mean to the youngsters who receive the cakes. “They feel like someone cares for them as individuals,” he noted.

Other students in Fayette County Public Schools have taken up the cause as well. Glendover Elementary donated 500 boxes of cake mix, and a teenager from Lafayette High School stopped by to help bake. Julius Marks and Yates elementaries also plan to pitch in.

The students “got it” after NBC Nightly News aired a “Making a Difference” segment on Sweet Blessings this fall.

“They all understand birthdays and look forward to it for a long time. It’s all about them,” Gann said. “It really resonates with children.”

If you want to help ...

Sweet Blessings

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“It has the same components you’d see in any home – it’s just on a smaller scale,” said instructor Eric Highley, who is in his second year at Southside. 

He tapped seniors Jake Newton and Andrew Watts to take the lead on this project, which has run from blueprint reading to framing and roofing.

“More or less, I just give it to them. If they have questions, I answer the questions. They’ll get to finish it all,” Highley explained.

And if the teens hit a rough spot, they simply sort it out as a team.

“That challenges the students to work together and think together and do the math and figure out the problems ahead of time,” he said.

Some wrinkles, such as this fall’s rainy weather, cannot be helped. Jake and Andrew started on the playhouse in October but still need to install the windows and doors and paint the exterior.

With three years of carpentry experience, both boys had done flooring and walls before. Rafters and roofing with cornices and shingles were new experiences, along with building a front porch.

“Before we ask for help, we talk it out first. If we’re not sure, we go and ask Mr. Highley to double-check,” Jake said.

Highley estimated the model playhouse cost about $1,500 to build. When it sells, the money will go back into the school’s coffers to buy more carpentry supplies and materials.

“We’ve put our practice to work to make something for someone else,” Jake said. “We’ll set the playhouse out front so people can see it and place orders. Then we’ll build more and work our way up.”

Andrew noted that most of the veteran carpentry students have become good friends during group projects, but the playhouse has involved different dynamics and full immersion every step of the way.

“It’s the first project where I’ve worked with one other person to build something,” he said.

“It’s been fun working as a group of two,” Jake added.

Did you know?

This year, Southside Technical Center opted to divide its carpentry program into first-year and second-year students. Novices cover basic safety and learn to use tools like hammers and saws, while in the second-year classes, safety is reinforced through OSHA lessons that prepare students for a certification exam. With the hands-on work, first-year students start with floors and wall framing, for instance, while their more experienced peers build trusses for storage sheds and concrete forms for foundations, piers and columns for commercial applications.

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