Homeschooling: A Good Choice for Your Family?

By Emily Ekegren

Like most families in the Foreign Service, we have lived around the globe over many years. My husband, Jason, and I have lived outside of the U.S. for nearly all of our 11-year marriage. The year we married, while Jason was in the Navy, we moved first to Italy, and then to Mexico. We then made the transition to the Foreign Service and headed to Kazakhstan. We’re currently finishing our tour in Brazil.

We are a very close family. Our boys – Nikolas, our 4th grader, and Joshua, our 5th grader – are happy kids who love to hang out with their friends. Nikolas is a Dr. Who fan (maybe because his favorite subject is science!), and he likes working out with his dad. Joshua enjoys video games, Legos, and watching YouTube. He also likes science, but math is another top favorite. As a family, we love watching movies and exploring in our RV.

When our boys were ready to start school, we were worried about how to best educate them with our transient lifestyle. Our number one priority was to give them consistency and continuity in their schooling, regardless of where we were living. Consistency and continuity would be impossible if they were changing schools every time we relocated. For that and many other reasons, Jason and I decided the best option for our family was to homeschool.

We wanted to do it right, so we researched extensively before Joshua started Kindergarten. My husband wanted to make sure we kept good academic records. I wanted the flexibility to choose education resources that met our needs. Plus, I needed help with accountability. Homeschooling was new to me, and I wanted to stay on track to provide Joshua and Nikolas with a solid education.

We explored many options. But the ideal choice came when we learned about an accredited K-12 distance learning school called Brightways Global Academy that provides homeschool support. We partnered with Brightways Global more than six years ago and have never looked back.

We were assigned Terri as our Certified Teacher, who has been with us every step of the way. Terri helped me choose curriculum resources that fit my boys’ individual learning styles and abilities. Terri helps keep me accountable, reminding and helping me to complete individual learning plans, progress reports, and testing. She emails me and encourages me, but doesn’t micro-manage. Her guidance, support, and advice have been invaluable.

Brightways Global’s online student management system fulfills my family’s goal of good recordkeeping, and it’s easy to use. Their system helps me record and track my boys’ courses, progress, grades, and more. In addition to Terri, the office staff is very responsive and makes my job easier by helping with tuition reimbursement and other administrative tasks.

Homeschooling is the hardest job I’ve ever had. It’s also the most rewarding. It has been the best thing for our family. For other families considering homeschooling, my advice is to find a partner like Brightways Global Academy. Knowing that you don’t have to do it alone will build your confidence and give you peace of mind that your kids are receiving the best education possible.

What’s next for us? We are looking forward to our upcoming tour in the Washington, DC area. Terri is helping us through the transition, so we won’t skip a beat in the boys’ education. We are considering dual enrollment for the boys during high school, and glad to know that Brightways will guide and support us through the process.

Students Succeed in Life with Pre-Employment Transition Services

Are Your Alaska Students Eligible for Tuition Reimbursement?

Brightways Learning is a Certified Rehabilitation Provider for Pre-Employment Transition Services (Pre-ETS) program through the Alaska Division of Vocational Rehabilitation (DVR).

Pre-ETS is for students ages 14-21 with disabilities who are on an IEP, 504 Plan, or are “potentially eligible” for DVR services. Students are “potentially eligible” for DVR if they have difficulties learning, difficulties with attention, or are challenged in an emotional or behavioral way. This could also include kids who have been through treatment, or involved in foster care or juvenile justice. These students do not have to be identified by the school district for special education services.

Brightways Learning provides Phlight Clubs and other youth-development services that help all students increase resilience and social & emotional skills that help them succeed in school, work and life. Pre-ETS funding can offset the cost of Phlight Clubs through tuition reimbursement of $500 per eligible student.

If you are interested in learning more about how your students can benefit, please contact Cindy Barnes at 916-209-3516 or cbarnes@brightwayslearning.org.

4 Tips to Increase Student Resiliency

By Amy McDonald

“Growing your Balloon” is one of the factors that our Kaleidoscope Connect full-color framework teaches and is represented by the color Green.

Green (the Balloon) represents each youth and their innate characteristics, natural abilities, and talents.

There are five areas we measure to determine the size – or resiliency – of the individual Balloon: Grit/Optimism, A Sense of Wonder, Gender, Positive Social Orientation, and How I Am Smart.

Within our framework, we do not ask youth, “How smart are you?” Instead we ask, “How are you smart?” By looking through this strength-based lens, we celebrate the unique talents and intelligences that every youth has.

To help youth grow their Balloons (their resiliency), here are 4 tips to support them in the development of their individual intelligences:

1. Take time to learn about the many different types of intelligences. Often we think about “being smart” as being “book smart” or “school smart,” when in reality there are many ways to be smart. In 1983, at Harvard University, Howard Gardner developed the theory of Multiple Intelligences. His theory was that measuring only IQ was too limiting. Instead, Mr. Gardner proposed eight kinds of intelligences: verbal, logical, visual, musical, naturalistic, kinesthetic, interpersonal, and intrapersonal. Edutopia provides an excellent recap of Gardner’s theory: http://edut.to/2f2efol.

2. So, how do you go about identifying how someone is smart? There are many online assessments and surveys to support youth in finding where their intelligences lie (here is just one example: http://edut.to/2fmDORH). These assessments ask a series of questions that result in a rating for each intelligence. For example, if you are a strong visual learner, your score for Visual Intelligence will be high, whereas if you are not as strong in the area of Musical Intelligence your score there will be lower.

3. Connect youth with adults who can amplify their intelligences. As we connect with youth, we cannot be everything that every youth needs. Get to know youth better – talk to them, spend time with them – and find out where their intelligences are strong. If you are strong in the same area, then engage in activities that amplify this intelligence. If you are not strong in this area, find other adults to whom you can connect to the youth. Connecting youth to more adults will thicken their Webs of Support!

4. Celebrate the unique intelligences of youth. Seeing youth through a full-color lens ensures that we focus on many aspects of that youth, including unique talents and intelligences. It takes all types of individuals to make up this wonderful world. Take time to celebrate these unique intelligences and the youth’s progress as they realize and grow them. Some ways to celebrate include:

• Inviting people to youth performances

• Recommending youth for specific activities/responsibilities because of their unique intelligences

• Sharing accomplishments of youth with others

• Giving clear and concise feedback

Contact Brightways Learning to learn more about Kaleidoscope Connect’s full-color framework.

Amy has more than two decades of experience in K-12 education, including English Language Learning, classroom teaching, Lead Teacher, and School Counselor. She has a Bachelor’s in Linguistics, a K-8 Type B Teaching Certification, and a Masters in K-12 School Counseling. She has worked in youth development since she started in education. Currently, she leads Kaleidoscope Connect events with both youth and adults in the United States and Canada. Amy provides a fresh look at youth development as she continues to work in multiple school districts and youth and tribal organizations in Alaska and outside the state.

From Loners to Leaders

How PHlight Club Changed the Trajectory of the Lives of Two Teens

Kimejoe Lambeth and Eugene James are 15-year-olds from rural Alaska, living on Prince of Wales Island. In most respects, they are typical teens. Eugene likes to spend time outdoors, especially hunting, fishing, and hiking; he also enjoys playing video games. Kimejoe loves to care for her many pets, take photos, and make things with her hands.

But what sets them apart is their strong commitment to making a difference in the lives of other kids, and the leadership skills they have developed and polished over the past three years by taking part in our Kaleidoscope Connect activities.

Life Before PHlight Club

When Eugene was around seven, family issues made him feel lonely, isolated, and disconnected. There were no other kids his age in his hometown, Naukati, a small village of about 150 people. “I was emotionally put down,” described Eugene. By 6th grade, he had run away from home several times and was in a downward spiral. He had built an emotional wall and couldn’t connect with people. Unable to share his feelings, he became frustrated and angry.

About that same time, Kimejoe was experiencing her own struggles in the nearby town of Hollis. She was extremely shy and didn’t believe she had anyone in her life she could depend on. She had serious physical problems with her hips that required multiple surgeries and long-term use of crutches. She felt like an outsider and sought to isolate herself from the rest of the world. She was beginning to make risky decisions that could significantly alter the course of her life.

Then in 2014, Kimejoe and Eugene met each other for the first time during a Kaleidoscope Connect Phlight Club hosted in Hydaburg, another village on the island. Phlight Clubs are intensive, multi-day, youth-centered events based on the principles and practices of Kaleidoscope Connect’s Integrative Youth Development™ (IYD). Phlight Clubs bring together teens and adults from their communities for non-stop learning, connecting, and growing. Students learn to identify adults in their lives, called Anchors, that create a Web of Support to keep them from falling through the cracks and into risk behaviors.

PHlight Club Made a Lifelong Impact

When talking with Eugene and Kimejoe, it’s clear they think about their lives in terms of “before Phlight Club” and “after Phlight Club”.

“After years of feeling isolated and lonely, I had bottled up my feelings to the point I thought I would explode,” explained Eugene. “Phlight Club made me realize that I wasn’t alone, that there were many people out there who loved and cared for me. I learned how to identify those people and reach out and ask for support. I discovered the importance of building a strong Web of Support. By the last day of Phlight Club, I felt safe enough to share my feelings, which was a huge relief. That first Phlight Club not only helped me through a rough patch, but it also had an enormous impact on the rest of my life.”

Kimejoe described a similar experience. “I went to my first Phlight Club feeling very timid and hesitant. I wasn’t much of a risk-taker, but the trust-building activities drew me out of my shell and broadened my horizons. All my life I was sure I didn’t need to rely on anyone and I was too proud ask for help. But Phlight Club helped me realize that I needed other people; I couldn’t just do it on my own.”

“My favorite memory from that Phlight Club,” recalled Kimejoe, “is a trust-building exercise where my peers picked me up over their heads so I would “fly” like Superman. I was terrified on so many levels, including being dropped on my injured hip. I didn’t think I could do it. But the other kids, under adult supervision, gathered around to make sure I would be safe, not only physically but emotionally. They created a support system that I could count on. They picked me up and I flew!  It was incredible! That feeling of excitement and accomplishment will be with me forever.”

Emerging Leaders

That was three years ago. Since then, Eugene has been to eight Phlight Clubs and Kimejoe to six. They still learn something new at each Phlight Club and continue to deepen their connections, but now they do so in leadership roles. As Phlight Club co-leaders, they help other kids – and the adults who support them – learn what it takes to become resilient young adults with thick Webs of Support.

Amy McDonald, their teacher and mentor, along with serving as a Kaleidoscope Connect regional leader, knows she can count on Eugene and Kimejoe during Phlight Clubs. “I truly rely on the fact that they are leaders among their peers,” said Amy. “I can always strategically place them to facilitate activities. They know the principles and practices inside and out, and can elicit conversations with both students and adults. The other kids really listen to and connect with them. Watching Eugene and Kimejoe grow over the years into the leaders they are today has been one of the highlights of my teaching career.”

Eugene wants to make an impact on his peers. “I look back at how Phlight Club helped me build trust and connect with others, inside and outside of school, and I want to teach other kids how they can succeed in life,” he said. “I love the atmosphere at Phlight Clubs. Everyone is so caring and connected, and I thrive on helping the kids grow, learn, and enjoy themselves. I want Phlight Club to have as big of an impact on their lives as it has on mine.”

Kimejoe agrees. “I know how much of a difference Phlight Club made for me,” she said. “Without Phlight Club I don’t think I would have made the right decisions. Who knows where I would have ended up? I want to make sure that other kids who are struggling learn that it’s okay to ask for help. When I’m co-leading a Phlight Club, I encourage kids to be open and participate, even if they are afraid. I want everyone to have a strong Web of Support.”

What the Future Will Bring

So what’s next for this dynamic duo?  They plan to continue co-leading Phlight Clubs while completing high school. They want to help as many youth as possible build connections and develop the resiliency needed to flourish in school and life. They are now also co-leading Kaleidoscope Connect Academies that teach adults the principles and practices of IYD, and even traveling outside of Alaska to make a difference in other communities, such as Seeley Lake, Montana.

After graduation, Eugene plans to attend Bible school in Florida. Kimejoe wants to be a social worker, specializing in trauma intervention, so she can give back to her community.

Wherever life takes them, Kimejoe and Eugene will always carry with them the tools and strategies they learned in Phlight Club and will make sure their Webs of Support stay strong!

ClassBright: Simple and Effective Teacher Evaluation

Stories from an Alaska Superintendent - PART II

By Scott MacManus, Superintendent of Alaska Gateway School District

In 2013, the State of Alaska mandated that all school districts revamp their teacher evaluation systems to comply with the Every Student Succeeds Act (ESSA). Like many other - particularly rural - school districts, AGSD initially struggled with the requirements and the limited options available.  

We considered simply adopting one of the national models that the State had pre-approved. But after reviewing several options, we knew none were realistic for us.They were large systems that required a great deal of training and support, as well as a considerable software investment. And our most important teaching practice goals were not necessarily addressed.

So we considered building our own “hybrid” model; another option offered by the State. Even though we were initially daunted by the time, cost, and horsepower needed to devote to such a project, we ultimately concluded that it was in our best interest to develop our own model.  

Brightways Learning immediately came to mind as a good partner in this venture. From previous and ongoing experience with them for our curriculum management needs, we knew they would provide the innovative programming we needed for such a system.  

The goal was to develop an easy-to-use, online evaluation instrument that complied with the new laws, and would fairly and objectively evaluate teachers in a way that supported improvement and excellence in teaching and learning. It needed to share expectations and observations immediately and transparently, while facilitating collaboration and meaningful discussions.

The Brightways team latched on to our idea immediately, listened carefully to our needs, and delivered an exceptional online product called ClassBright Evaluate. This flexible system not only meets our district's specifications, but can easily be adapted to any other school district’s needs.

ClassBright Evaluate makes the process of performance evaluations much more collaborative and provides real, clear transparency to the teachers. There are no secrets. It's very data-driven, so it helps administrators make data-based performance decisions.

But most importantly, the ClassBright Evaluate system is creating a valuable dialogue between the evaluators and the teachers that is more productive and conducive to long-term teacher support. Ultimately, this will help our teachers become better educators to our students.

Now in the middle of our first year in full implementation of ClassBright Evaluate, we are actively meeting our evaluation goals: 

• to improve professional communication and growth between teachers and principals;

• to build and support best practices in teaching and learning;

• to receive information we can use to support our teachers; and

• to be manageable and efficient for our busy administrators.

In fact, we are so confident in ClassBright Evaluate, we plan next year to expand our use beyond the primary teaching staff to include all our supporting, certified, and classified staff within this single, easy-to-manage system.

Student & Community Success with Kaleidoscope Connect

 

By Dr. Angela Gauthier, Vice Principal, St. Gabriel High School

St. Albert, Alberta, Canada

St. Gabriel High School (SGHS) is a non-traditional, blended-learning high school with nearly 200 full and part-time students, seven teachers, three support staff and a youth success coach/counsellor. More than half of our students are over the age of 18 and many are dealing with social/emotional issues, especially high anxiety.   

Our Introduction to Kaleidoscope Connect
Melanie Morrison, our success coach, and I first heard about Kaleidoscope Connect in the fall of 2015 through Derek Peterson, a dynamic youth development expert from Brightways Learning. 

Kaleidoscope Connect’s Integrative Youth Development (IYD) framework immediately resonated with us, because it focuses on building resilient youth by helping them develop important social and emotional skills including self-awareness, self-management, relationship-building and responsible decision-making. While IYD supports Social Emotional Learning (SEL), it is so much more than that. It truly addresses the “whole world around the child” and their individual “developmental ecologies,” as Brightways Learning refers to it.

The possibilities of its success with our student population had us very excited!  

ANGELA AND HER STUDENTS WITH DEREK PETERSON

Kaleidoscope Phase 1 and 2 Academies
Our next step was to participate in Kaleidoscope Connect’s Phase 1 and 2 professional development Academies for adults who work with youth. 

During these two two-day, in-depth training sessions, Melanie and I learned how IYD integrates and applies the best of current youth development research for treating, teaching, counseling, neighboring, and parenting children and teens. 

We learned and practiced methods to help our students get on -- and stay on -- a course towards resilience and success. We learned how to use the online Student Support Card tool to measure and assess seven key impact areas, or “PHactors,” that influence young people’s positive development.

After completing Phase 2, we felt we were ready to introduce the principles and practices to our students, and implement what we had learned to mindfully connect with them.  

The Kids “Get It”!
In March 2016, we provided our students with four hour-long training sessions over four weeks, using the training guide and easy-to-follow, scripted Kaleidoscope Lessons provided by Brightways Learning. 

During the sessions, students learned how to identify the seven key PHactors that would help them grow and thrive. They learned how to see and build their invisible “webs of support” by identifying and choosing at least five caring adults to whom each student had a relationship connection (Anchors) and who would help guide them through their lives.

Students learned that they could use the online Student Support Card surveys to measure their strengths and track their growth and progress as it related to their webs of support.
 
Throughout the process, the kids were able to connect with Derek via Skype to ask questions, gain clarification and receive support and encouragement. 

The students were excited and enthusiastic. They really got it!

Community Involvement
While we were teaching the students, we also introduced and taught the webs of support to our staff, school council, district counsellors, and parents. 

Our goal was for everyone to understand, live, and use the language and principles while connecting and building relationships with our youth. Because of the positive feedback from our community, we included this model in our school’s three-year Education Plan.
 
To further our community’s involvement, we hosted a Christmas luncheon to acknowledge and thank the students’ Anchors. We also invited the parish priest, maintenance staff, Royal Canadian Mounted Police (RCMP) liaison, and other community members. In honour of the event, the students painted a visual representation of their families/PHamilies* -- a large tree with branches -- including a photo of each Anchor. The tree is hanging in our main room and it’s a great conversation-starter to continue spreading the word to our community about IYD and what we’re doing.

We even shared our story at the Edmonton Regional Learning Consortium (ERLC) Leader Symposium last month. Now other schools in our area are planning to implement Integrative Youth Development and Kaleidoscope Connect practices to benefit their students and community. Plus the ERLC will be hosting Phase 1 and 2 Academies in May!
 
Continued Success with Students
Our students continue to complete their Student Support Card surveys at regular intervals, in order to measure their growth and compare how their webs of support have changed over time. We are thrilled to see that ALL of their webs continue to grow stronger! 

We meet monthly for a pizza lunch to discuss “How’s your web today?” This prompts encouraging and enlightening discussions with the students about how their webs of support have helped them become more connected and resilient, while improving their social and emotional skills.
  
Here are just a few impact statements from the students:
 
“I have a better reference for what’s going on with my relationships. I can tell how strong my supports are.”
 
“I learned who my real Anchors are and how they help me grow as a person.”
 
“It has helped me grow and realize that some of the people in my life were toxic and doing me no good.”
 
“It has helped me learn that my real Anchors are there when I need them. It also showed me that I can be an Anchor for people in the future so they can better themselves.”
 
Next Steps
 
This month, SGHS is starting another training session to introduce the Student Support Card to a new group of students. We want to affect as many lives as possible.

It is clear that Kaleidoscope Connect’s IYD approach has a positive impact on all those who hear the message; especially those who participate in the teaching and learning. Once you understand the approach, it is difficult to look at student success in life in any other way!

*Hamily is a youth’s “PH family” - the adults the youth chooses to have in their web of support.