Why I Count on Brightways Learning for Our District's Key Needs

Stories from an Alaska Superintendent - PART I

By Scott MacManus, Superintendent of Alaska Gateway School District

I'm not one to take cold calls from companies, but when Brightways Learning contacted me six years ago, my intuition - and their approach toward collaborative problem solving - told me to take a few minutes to listen. I'm glad I did. I would never have expected a small nonprofit organization based in Montana to be able to provide me with some of the vital keys that are contributing to the growing success of my school district.

At the time, I was Assistant Superintendent recently charged with improving school performance, and we had some poor performing schools. Because of having to deal with so much staff turnover, instruction that was driven by curricular fidelity was crucial. Developing ways to ensure that long-term fidelity without it becoming an impossible administrative task for our principals who also have teaching duties, was equally important. 

Like many rural school districts, our district struggles with issues that large technology companies rarely take the time to understand. Rural Alaskan schools, for example, must typically contend with diverse multi-grade classrooms, high teacher turnover, principals who also have classes, and the need to be flexible and adaptable to unpredictable conditions and often limited resources.

To help address those issues, my district began using ClassBright Curriculum Management system in Fall 2011. Like other lesson planning systems, our teachers can plan their weekly lessons and align them to our state and local education standards. Unlike other systems we have found,  it manages the district’s curriculum, and is able to adeptly monitor instructional progress. The important distinction about ClassBright is its flexibility to:

• handle multi-grade planning

• provide a way for our Curriculum Director to share our district's course materials for teacher integration

• track gaps in standards addressed, and

• offer a streamlined way for submitting and approving weekly plans

Ultimately, the bottom line is clear: Brightways Learning's customizable and flexible systems are increasing our staff efficiency, effectively supporting our district's objectives and goals, and keeping administrative costs down.

Next Month - Part II: Simple and Effective Teacher Evaluation

Ensuring Homeschool Success for More than a Decade

By Terri Beede, Principal and Lead Teacher

Education is my passion. I taught students of all grade levels for more than eight years in public schools in Northeast Montana. From pre-school to high school, I love helping kids of all ability levels reach their potential.

In 2005, I learned about a private distance-learning school that served the educational needs of students being taught at home. Reasons for home-schooling vary, but all of the the school’s enrolled families needed teachers willing to work with them to support the individual needs of each student. 

Formerly known as WorldWide IDEA Private Academy, the school’s new name is Brightways Global Academy. I left public education to join the Global Academy as a Certified Support Teacher, and have never looked back! This non-profit, accredited K-12 Academy has been a perfect match for me and my career. 
 
I love that my job is always interesting and fulfilling...
 
As a Certified Support Teacher, I form true partnerships with families around the globe to help them provide the best possible education for their children. Just a few examples of how my colleagues and I stay busy include:

• Developing an Individual Learning Plan (ILP) with a parent for her special needs elementary son who is being homeschooled due to health and behavioral issues.

• Helping a group of at-risk high school students looking for options to avoid dropping out.

• Researching and talking through the options of online AP courses for several advanced high school students from a military family stationed in South Korea.

• Collaborating with a DoDEA (Department of Defense Education Activity) school for a student who is dually enrolled, half-time in the Academy and half-time at the local school.

• Working with a student who is training in Georgia for the Olympics to ensure he graduates in a timely manner even though his days are extremely divided between practice and travel.

• Planning with and supporting an Air Force family who wants a consistent, stable educational environment (without interruption) for their four children as they routinely move to different locations.

• Coordinating with a New Jersey mother, who recently relocated to Saudi Arabia, to arrange standardized testing for her elementary-aged son and middle school daughter.

• Helping find curriculum materials and delivery methods for a first grade girl living with her government service-employed parents in war-torn Ukraine so that she can download and work through her coursework on her tablet because they are commonly offline and sometimes have to quickly move to a safer location.

Every situation is unique, and I love how the Academy’s flexibility supports each family’s individual needs!

Flexibility and support like no other.

Homeschooling can be daunting for parents. With the Global Academy, each family has true flexibility to choose curriculum resources that best meets their child’s needs, select educational materials that match their student’s learning style, and use methods and strategies that suit their teaching style. The Academy supports, guides and validates the parent’s teaching with certified teachers (like me!), and by providing learning objectives, testing, documentation, and accredited transcripts and diplomas.
 
The parents are ultimately their children’s primary teacher, and I help to:

• Guide parents in choosing an appropriate standards-based curriculum

• Oversee development of the child’s Individual Learning Plan (ILP)

• Answer academic and teaching questions

• Suggest educational materials and online resources

• Maintain the student’s records, which includes documenting the hours spent on studies

• Coordinate standardized testing and assessments

• Review progress reports

• Develop plans meeting graduation requirements and post-graduation goals

• Support the parents and students in a variety of other ways needed to ensure success

The Academy’s success stories are countless. 

Consider Joshua, who graduated from the Academy while his family was stationed in Japan. He fell in love with the Japanese language and culture and is currently studying Linguistics at Ball State University. 

Or Corey, a computer whiz, who benefited from the Academy’s flexibility so he could focus his studies on computer applications and animation, enabling him to advance faster than most students in college. Upon graduating from our Academy, Corey was college-ready and seamlessly transitioned into ITT Tech.  

Christian graduated from the Academy a month earlier than planned and was accepted to Taylor University in Indiana, receiving a scholarship because of his stellar GPA and ACT scores. The personal discipline and study skills he developed through the Academy made the transition to college a breeze.

I couldn’t be more proud of these and all our other Academy graduates!

For any family considering homeschooling their children – regardless of grade or ability levels – I would highly recommend the Brightways Global Academy. The Academy’s staff, my fellow teachers, and I will be with you every step of the way to provide outstanding guidance and support to meet your family’s educational needs.

For more information about Brightways Global Academy, visit our website. 

Terri completed her undergraduate degree with a double major in Elementary and Special Education, emphasizing in Supportive Employment from Montana State University-Billings.  While living in Glasgow, Montana, teaching a range of 3rd Grade and PreK-12 Special Ed, she earned her Master’s Degree in Elementary Level Leadership from the University of Montana.

Five Ways to Support Adults (Anchors)

By David “Pav” Pavish, Developmental Ecologist at Brightways Learning

“Caring for the Carers” is one of the principles that our Kaleidoscope Connect full-color framework teaches, and it is represented by the color Indigo. 

In order for the “Carers” (adults who anchor students) to be effective, they must also have strong support systems of their own. When Carers have their own adult Anchors and healthy webs of support, they are in turn able to support students in a healthy way. 

Here are just a few examples of ways Carers can be supported by their Anchors in their own webs of support: 

1. Tangible Gifts. Often, when thinking about how to express gratitude, we buy an impersonal item from a store, wrap it, and give it to the Carer. Although most gifts are appreciated, try to think outside of the box. Through inquiry, discover the Carer’s personal preferences and give gifts that amplify those preferences. For example, if they love to go to movies, buy them tickets to a local theater. If they love sweets, surprise them by leaving a chocolate bar on their desk. Simple, thoughtful gifts often have the most value and meaning.

2. Time. There are two ways time can be given to a Carer: The first is spending quality time with a Carer. This shows that you truly enjoy their company and value them as people. Small acts - such as inviting the Carer to coffee on the weekend or grabbing a bite to eat after work - can go a long way toward helping them feel loved and supported. The second is giving quality time to the Carer, like offering to babysit their kids so they use their movie tickets. This enables the Carer to have more time to spend in ways they choose and cherish.

3. Public Recognition. For some Carers, being publicly recognized for their service or effort can make them feel amazing! To be acknowledged for a job well done in front of peers, supervisors, or even students, can motivate someone to continue doing great work.

4. Private Recognition. Some Carers may be uncomfortable with public recognition. Ask simple questions to discover their preferences. Often, a private conversation that acknowledges your appreciation and admiration can go a long way and make a big impact.

5. Opportunities to Anchor. For some Carers, the opportunity to Anchor youth is part of who they are and how they work. However, some Carers may feel they do not have much to offer, or may find it challenging to engage with youth. Affirming the Carer’s talents and connecting them to youth who could benefit from those talents, creates opportunities for growth in both the student and the Carer.

To learn more about the Kaleidoscope Connect Full-color framework, please visit our website. 

Pav's combined 20 years of experience working with youth in direct care and administration in both the private and public sector has equipped him with a unique lens through which to see youth in Alaska and beyond. Throughout his career, the training he has received from some of the top youth and experiential education professionals in the U.S. and Canada provides him with a solid understanding of what youth need to succeed. Pav brings a fresh perspective on supporting and guiding youth through their life and career paths; understanding that life is a journey in which growth and learning have no end.

3 Tips to Prevent or Reduce Bullying

As our Kaleidoscope Connect framework teaches, sometimes kids get labeled based only on their negative behaviors and are seen in “black and white.” Bullies are a perfect example of labeling, where we have lost focus of their positive traits and let the “bullying” define our views of those students.  

Instead, ALL kids – including bullies and those being bullied – should be seen and understood in "Full Color." That means instead of looking at what’s wrong with students, we should look at – and amplify – what’s right. 

Here are three tips to prevent or reduce bullying:

1. Assume bullies need a thicker “web of support.” The more caring and connected adults (Anchors) in the lives of youth, the stronger their webs. Instead of labeling students as bad, you (the adult) can work to understand the webs of support they live upon. You will get more traction with students by focusing on what is right and strong in their webs, and amplifying the positive in their lives.
   

2. Support bullies to see their world in Full Color. You need to have connections to bullies before you can affect their attitudes and actions. So, work to grow a relationship with a bully. When you become one of their Anchors, they will more readily accept your guidance and support. By focusing on the positive aspects of their webs, bullies will begin to see themselves in Full Color, and begin to make small adjustments to grow their webs of support. They will become more caring, empathetic, resilient, and less inclined to bully others.
   

3. Build and nurture relationships with students who are victims of bullying. If students who are bullied have strong webs of support, they will need their webs sustained (making sure the bullying does not erode their webs, or reduce their self-efficacy). If they are thinly-webbed, then they need their webs thickened by adding more Anchors to mitigate and filter the unkind words and actions. As an Anchor, you can work alongside a bullied student to filter, frame, and reduce the negative comments and/or actions. They will then be more likely to catch your strength, and add it to their own.

To learn more about the Kaleidoscope Connect’s Full Color framework, please visit our website. 

Why Kaleidoscope Connect Matters

For nearly a decade, Jennie “JenJen” McLean has been involved with Kaleidoscope Connect through our Academies that teach adults the principles and practices of Integrative Youth Development (IYD), and Phlight Clubs which are multi-day, life-changing youth development events. 

JenJen recently sat down to discuss the impact Kaleidoscope Connect has had on her and the youth in her life.  

Q: JenJen, tell me about yourself. 

A: I have lived in Fairbanks, Alaska my entire life. I knew from an early age that I liked kids and wanted to be involved in their lives. I connected with the kids. I understood their challenges and aspirations. I live to nurture young people, validate them, and make an impact on their futures.  

Q: How long have you been participating in and supporting students through Phlight Clubs? 

A: Since 2008, when I worked at Yukon-Koyukuk School District (YKSD). My colleague and mentor, Andrea Durney, told me about an upcoming Phlight Club that the district was hosting for teens from our middle and high schools, and invited me along.  

During that first Phlight Club, my primary role was to feed and nurture the 50+ students who attended. After I saw the power of Phlight Club and how it affected the kids who attended, I became a part of the team.  

Over the next 8 years, I have attended 16 Phlight Clubs, first as an adult co-leader and then as a facilitator.  

Q: In what ways have you seen Phlight Club and the IYD principles and practices impact youth and adults in their communities? 

A: Phlight Club changes the way teens see themselves.  

Kids in YKSD live in small villages and are raised not only by parents, but also by grandparents, aunts, uncles, and friends. Phlight Club shows them how important it is to maintain those relationships, and it deepens their sense of pride about who they are and what they are capable of. It supports them in growing family, school, and community bonds. And, from this, their self-esteem rises.  

If kids are “thinly-webbed” (lacking a strong support system), Phlight Club teaches them how to “grow their balloons” (develop resilience and self-esteem) and strengthen their webs of support by giving them the confidence to reach out to caring adults (Anchors) to connect and develop special bonds.  

I’ve witnessed quiet, reluctant, and vulnerable kids walk into a Phlight Club looking terrified. Within hours, these same kids have bonded with their peers, made friends and connected with Anchors.  

We adults are all impacted by witnessing the rapid transformation in the kids, and realizing the role that we, as adults, can play in their development. 

The mindset that teens adopt doesn’t disappear when Phlight Club ends. I see kids outside of Phlight Club on a regular basis, in various community settings. Even kids who attended years ago, still talk about their experience and how they have maintained strong connections to this day. They leave equipped with tools that propel them into adulthood.  

Q: How have you personally been affected by what you've learned through Phlight Club and Academy training. 

A: I’ve been affected both personally and professionally. It has changed me.  

Through the Academies and Phlight Clubs, a whole new world was opened for me. I learned that I, too, need a strong web of support and I gained the courage to seek Anchors and develop my leadership skills. I’ve learned that by helping kids grow their balloons, my own balloon also grows. 

Being a Phlight Club leader has reinforced and validated my nurturing skills and love for helping youth. It has provided me with a framework and setting to refine and apply my skills and see, first hand, how students’ lives are improved.  

I now arrange my entire life and my schedule around my involvement in Phlight Clubs.  

Q: What are three key or important reasons you think that a YOUTH should get involved with Phlight Club? 

A: Phlight Clubs wake kids up. They begin to understand that they are not “broken” and they learn how to build their webs of support. They develop the self-confidence and resilience they need to avoid risk-taking behaviors and to thrive. The effect on teens is permanent.  

There are so many reasons why youth should get involved, but if I had to pick three they would be:

• Surviving

• Succeeding

• Seeing themselves and others in “Full Color”: recognizing what makes them unique, resilient and successful in life.

Q: What are three key or important reasons you think that an ADULT should get involved with Phlight Club and Kaleidoscope Academies? 

A: There are so many teens in our communities who need more Anchors. Getting involved with Phlight Club not only helps improve the lives of the youth who attend, but it also teaches the adults how to effectively communicate and connect with them.  

I can’t count the number of kids I’ve Anchored over the years, but I can tell you that I have gained as much as I have given. The Academies have helped me take my knowledge of youth development to the next level. 

Three reasons to get involved are: 

• Making a measurable difference in the lives of children

• Growing family connections

• Strengthening community ties

Q: Any last words you would like to say? 

A: In my ideal world, all children would have a chance to attend at least one Phlight Club in their lives. Our youth would be much better equipped to thrive amid the constant yet unpredictable changes and challenges they face. Wouldn’t we all love to see our communities filled with kids who are healthy, happy, and productive? 

To learn more about Kaleidoscope Connect, Phlight Clubs, and Kaleidoscope Academies, please visit our website or contact Cindy Barnes at cbarnes@brightwayslearning.org. 

From Shy Kid to Community Leader - How PHlight Club Helped Gerald Shine

By Gerald Patsy

I was born and raised in Nulato, an Alaskan village along the Yukon river about 350 miles west of Fairbanks with a population of 270. A member of the Koyukon people, I lived with my Grandmother from the time I was four years old.

As a young child and early teenager, I was very quiet and shy. While I felt comfortable around the people I knew, I found speaking in front of strangers to be very frightening. I didn’t want to be disrespectful and I knew I needed a push to get me out of my shell. My shyness was holding me back and affecting my ability to shine.

Then in 2008, when I was in 7th grade, I had a life-altering experience. My school hosted a PHlight Club – an interactive youth leadership and empowerment experience  –  that required me to spend 3 days and nights away from home, participating in Connecting Activities with peers and adults. Not only was I skeptical, I was scared!

On the first day, I met Derek Peterson, the leader of PHlight Club. He was talkative and friendly and had a way of making me feel comfortable. We connected. And, through that connection, he encouraged me to join in on the activities.

By the second day, I was getting it. I surprised myself. I was learning how to create a “web of support,” comprised of at least five caring adults (Anchors) who would help me weave a strong, secure web. I learned how to identify and measure seven key factors that would help me grow and thrive. I was opening up and feeling more confident.

By the end of the third day, I saw myself and the world around me differently. I felt optimistic and resilient. I wasn’t the same shy kid I had been three days earlier. From deep inside of me, I could feel a leader emerging. I knew I wanted tocontinue being a part of PHlight Club and work with Derek, and I couldn’t wait to apply what I had learned into my everyday life.

Over the next eight years, I attended more than a dozen PHlight Clubs – first as a participant and eventually as a chaperone and then a leader. Each time, I learned something new about myself. I connected with Anchors, including Derek and my Grandma, who acted as role models to guide and support me.

I got involved in my community, taking on leadership roles in my school, region, and beyond. I became an Anchor for younger kids. I embraced my culture by working to preserve the Athabaskan language through native songs.

In March of 2014, I received the Chief Andrew Isaac Youth Leadership Award. Later that year in October, as a youth representative to the Tanana Chiefs Conference executive board I received the Alaska Federation of Natives’ Roger Lang Youth Leadership Award. Nominees for the awards had to be young men of high school age or students in college who demonstrated exceptional leadership qualities.

PHlight Club changed me. I’m now a happy 22-year-old, living and thriving in Fairbanks where I’m working full-time and planning to continue my higher education.  My web of support is stronger than ever, I am connected to people, and I feel loved and supported. And, yes, I’m still a PHlight Club leader, helping other shy, timid kids to blossom.