casda capital area school development ... york state center for rural schools, edward shafer -...
TRANSCRIPT
When organizations
define success using a
single measure, bad
things happen.
Businesses that focus
on maximizing the next
quarter’s bottom line
rather than attending to
long term sustainability
usually flounder. Schools that devote
almost exclusive attention to ELA and
math score improvement usually fail in
carrying out their broader mission.
Though educators care deeply about
whether their students are literate and
numerate, they know that efforts in
these areas are not sufficient. This is a
source of anxiety for many and
explains some of the resistance to state
efforts to assess student achievement
and teacher effectiveness by these
single measures. As a result, educators
are forced to pretend that they do not
know what they really know—that the
aims of education are much broader
than our accountability systems would
suggest. Here are a few of the things
we really know:
There are three enduring educational
goals, not one. Currently, someone
visiting New York schools for the first
time would most likely conclude that
the goal of education is to produce
young people who are career ready.
Though there is almost universal
agreement that this is a good thing,
many educators are concerned that it
has become the only thing.
Historically, in addition to vocational
training, schools strove to help youth to
become good citizens and contributing
members of their communities. They
also sought to develop young people’s
personal competence so that they would
be able to lead healthy, reflective and
happy adult lives. The balanced
curriculum found in our schools
throughout the 20th century reflected
these three broad aims of education.
Today, the reduced emphasis on Social
Studies, art, music, health, family and
consumer science, physical education
and other subjects is symptomatic of
the loss of focus on the Citizenship and
Personal Competence goals. Many
educators are troubled by this,
recognizing that these neglected goals
are as important today as they were in
the past.
Dispositions are as important as
knowledge. Our current accountability
system requires regular assessment of
student performance and educator
effectiveness. Over the years,
increasing amounts of school time have
been given over to this function, the
technical quality of tests has improved
and the stakes for everyone have
become greater. Yet, many educators
would agree with the statement that
“Not everything that matters can be
measured and not everything that is
measured matters.” If you ask young
adults (and their parents), as I have,
what mattered most in their successful
transition to adulthood, they
overwhelmingly cite certain attitudes
and dispositions. Grit, perseverance,
resilience, optimism, curiosity, love of
learning, love of life, enthusiasm—
these were critical, they say. If we are
trying to prepare young people to lead
functional and fulfilling lives, why
don’t our tests help us to understand the
degree to which we are succeeding in
cultivating these habits of mind and
spirit? The answer is simple---
measurement is difficult. As a result,
tests of literacy and math knowledge
and skill which are necessary but not
sufficient come to constitute the entire
assessment program. And, since what
gets measured gets done, efforts of
educators today focus almost entirely
on these measured areas. In the past,
educators took time in the classroom
and on stages and playing fields to
consciously develop these worthwhile
attitudes and dispositions; educators
today know that the system directs their
time and attention elsewhere to their
students’ detriment.
Childhood isn’t just preparation for
life. It is life. As our current system
has narrowed the curriculum and
assessment focus in our schools, it has
also tightly dictated the use of
classroom time. Though most
educators would agree that this has
resulted in better student performance
in tested areas, many worry that there
have been unintended negative
consequences. Is there still time for
recess, library, assemblies, holiday
celebrations, teachable moments, co-
curricular activities, project-based
learning? Can curiosity, initiative and a
love of learning be developed and
student motivation sustained given the
quickened pace of instruction and the
emphasis on coverage? The best
classrooms and schools are not just
effective places.
Continued on page 3
518-512-5198 Call or visit us online for the most
current news and program updates.
casdany.org
Dr. James
Butterworth
The View f ro m He re
4 CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
CASDA CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
STA
FF
E
XE
CU
TIV
E C
OM
MIT
TE
E
November 2012
JAMES BUTTERWORTH, Ph.D. EXECUTIVE DIRECTOR
BETSEY SCHÜHLE
ASSOCIATE DIRECTOR
ED KOLLER ASSISTANT DIRECTOR
SHAYNE STUMP OFFICE MANAGER
NANCY ANDRESS EDUCATIONAL CONSULTANT
Chair
LYNN MACAN
COBLESKILL-RICHMONDVILLE
Vice Chair
CHERYL DUDLEY
GREENVILLE CENTRAL
JONATHAN BUHNER
SOUTH COLONIE CENTRAL
CHARLES DEDRICK
CAPITAL REGION BOCES
ROBERT DELILLI
JOHNSTOWN CITY
PATRICK GABRIEL
GERMANTOWN CENTRAL
JAMES HOFFMAN
AVERILL PARK CENTRAL
DOUGLAS HUNTLEY
QUEENSBURY UNION FREE
DOUGLAS KELLEY
HOOSIC VALLEY CENTRAL
ROBERT LIBBY
COHOES CITY
MICHAEL MARKWICA
JOHNSBURG CENTRAL
LAWERENCE SPRING
SCHENECTADY CITY
STEVEN TOMLINSON
BROADALBIN-PERTH CENTRAL
FOR THE UNIVERSITY
ROBERT BANGERT-DROWNS
DEAN, SCHOOL OF EDUCATION
GILBERT VALVERDE
CHAIR, DEPARTMENT OF
EDUCATIONAL ADMINISTRATION
AND POLICY STUDIES
DANIEL L. WULFF
PROF., BIOLOGICAL SCIENCES
November-December 2012 Jan. - Feb. 2013
UAlbany Day-Showcase at the Plaza
coming to the Plaza Feb. 4
The 6th Annual UAlbany Day – “College Exploration Day” on
Monday, February 4, 2013 at the Empire State Plaza is fast
approaching!
UAlbany Day is an “open to the public,” student-focused day
dedicated to exposing our community – especially K-12 school
students – to the vitality and richness of college life at the University
at Albany.
This year’s UAlbany Day will
showcase: Live student
performances, groundbreaking
research and discovery,
campus information, two
chances to win a $1,000
scholarship, and much, much
more.
School districts should take
full advantage of this special event by inviting classes, parents, and
other members of the district community to UAlbany Day. It is a day
that provides a wonderful opportunity for the next generation to
learn more about the importance of higher education.
If your school is able to attend or you would like to learn more,
please contact CASDA Associate Director, Betsey Schuhle at (518)
512-5198 or by email at [email protected].
You can register your school by visiting UAlbany’s official page on
the University website:
w w w . a l b a n y . e d u / u a l b a n y d a y
UAlbany students demonstrate some equipment
to students from a local district.
January-February 2013
2 CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
The Capital Area School
Development Association (CASDA)
partnered with the USDOE Regional
Laboratory for Northeast and the
Islands (REL-NEI) to conduct an
Eastern New York Rural School
Summit on Friday, January 11 on the
University at Albany East Campus.
This was the second annual summit
designed to help rural leaders with
problems specific to their type of
district. The audience consisted of
rural superintendents, district officials,
principals, board of education
members and agency partners from
Eastern and Northern New York as
well as those from the Catskill
Mountain and Mohawk Valley regions.
The program kicked off with a keynote
by Dr. Bruce T. Fraser titled
"Responding Effectively to the
Challenges Facing Rural Schools".
Dr. Fraser, Executive Director of the
NYS Rural Schools Association,
discussed his thoughts on the
Education Reform Commission's
recommendations and provided
commentary on the Governor's State of
the State address. Dr. Fraser also
discussed reorganization, analysis of
the local property tax cap's impact
including the fiscal impact, voting
behavior year 1 under the cap, and
effective advocacy on behalf of rural
schools.
Dr. Fraser’s keynote was recorded and
will be available for viewing on the
CASDA website soon.
The day also consisted of essential
workshops on topics including: School
Benchmarking, Role of Career and
Technical Education , Core Institute -
career opportunities in rural education,
and School District Reorganization/
Merger from experts in the field
including Dr. John Sipple - Director,
New York State Center for Rural
Schools, Edward Shafer - Director,
CTE Technical Assistance Center, and
Elizabeth Rickard - Director, Core
Institute Milford CSD.
CASDA faculty member Jerry Steele,
a former superintendent of a small
school district, organized this year’s
summit.
CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION 3
CASDA has grown to include over 25
faculty members. Each newsletter we
will feature a few in this section.
Diane Albano
Diane Albano,
Ed.D. is a
skilled
educational
consultant and
leadership
coach
supporting
and
facilitating
district and
building level
school improvement plans and efforts.
She has facilitated team building
initiatives with central office
personnel, building administrators
and teacher leaders. Diane has
participated as a team member
conducting special education reviews
at both the local and State level. She
has worked with special education
departments to set goals, design action
plans and provide progress monitoring.
Currently, she is an Adjunct Professor
at the SUNY Plattsburgh Educational
Leaders program , an executive coach
for the Educational Leadership
Doctoral Program at Sage College and
supports building principals with
classroom and teacher evaluation
strategies.
Diane’s leadership experiences include
serving ten years as Assistant
Superintendent for Instruction in the
Ravena Coeymans Selkirk CSD
overseeing curriculum and
instructional programs and committees,
literacy initiatives, professional
practices, competitive and non-
competitive grants and seven years as
Director of Pupil Services responsible
for special education programs in the
district. Her special education
experience was for 14 years with
Questar III as Coordinator of Special
Programs, prior to teaching as a special
education teacher.
Rebecca Gardner
Rebecca
Gardner is
currently a
Faculty
Member for
CASDA
working with
area schools to
build capacity
in relation to
improving
school climate
and culture, professional learning
communities, building leadership
teams, coordinated school health and
wellness, and DiSC (Improving
Workplace Behavior Styles).
Rebecca is retired from the New York
State Education Department as Bureau
Chief for Student Support Services.
She has served as a full time Visiting
Professor at The College of St. Rose
teaching in the Education
Administration Program and as the
Internship Coordinator for those
becoming school principals and
superintendents. Rebecca has also
been a consultant to the School
Administrators Association of NYS
(SAANYS) where she oversaw a
statewide student leadership program
and also with the International Center
for Leadership in Education (ICLE).
Janice White
Dr. Janice White is currently a faculty
member at CASDA working with area
school districts on leadership
development, principal evaluation,
results based goal setting, strategic
planning, and board of education
development. Recently she has
worked with Capital Region BOCES
on Principal APPR training for lead
evaluators and principals and
superintendent
mentoring for
WSWHE
BOCES. She
is an adjunct
professor in the
Educational
Leadership
doctoral
program at
Sage Graduate
School.
Professionally, she recently retired as
Superintendent of Schools of the
Saratoga Springs City School District
after five years. Previously at Saratoga
Springs CSD, she was Deputy
Superintendent for 6 years and Director
for Elementary and Middle School
Education for two years. Her prior
experience in education was as a
principal in Lansingburgh Central
School District and as an elementary
teacher and assistant principal in the
Voorheesville Central School District.
CASDA Faculty team boasts exper ts in their fields CASDA Hosts Second Annual Rural Schools Summit
Rebecca Gardner
Diane Albano
Janice White
S a v e T h e s e D a t e s
Participants arrive before the keynote.
CASDA associate Director Betsey Schuhle
mans the registration table.
Brian Sherman, superintendent of
Schoharie Central CSD, discusses
Distance Learning.
Dr. Kathryn Schiller of UAlbany conducts a workshop
about implementing Teacher Evaluation and the
Common Core.
Preparing College Ready Graduates
January 22, 2013
UAlbany East Campus
8am-2:30pm
This conference will examine ways to
Improve, Change and Update
Instruction in Family and Consumer
Sciences (FACS,) Technology, Music,
Business, Art, Health and Languages
Other Than English (LOTE) to Produce
College and Career Ready Graduates.
Register:
www.surveymonkey.com/
s/2013encorecasda
Teaching Students with Challenging
Behaviors
February 26, 2013
UAlbany East Campus
9am-3pm
This workshop will provide
administrators and teachers with an
understanding of the meaning behind
behaviors and will focus on strategies
that support a positive and practical
approach to teaching challenging
students.
Register:
www.surveymonkey.com/s/TSCB
Defuse and Manage Problem Students
and Confrontational Parents
February 22, 2013
UAlbany East Campus
9am-3pm
This conference will convey school and
police tactics that are proven and lawful
ways to defuse and manage problem
students and confrontational parents.
Participants will analyze a range of
student/parent situations.
Register:
www.surveymonkey.com/s/DEFUSE
The View From Here Continued from page 1
They are joyous places where
children enjoy their childhoods and
develop their social, emotional,
physical and moral as well as
intellectual capacities. Such learning
environments are more than simply a
means to the end of instructional
improvement. They are a worthwhile
end in themselves.
Change in education is necessary,
inevitable—and hard. Those of you
who must implement such change
will always have to deal with
resistance. As you do, it is critical
not to overgeneralize, ascribing all
opposition as coming from those who
wish to stay in their comfort zone to
minimize additional effort. Many
educators have important concerns
which need to be heard and
addressed. Our children will benefit
when we do.
2 CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
The Capital Area School
Development Association (CASDA)
partnered with the USDOE Regional
Laboratory for Northeast and the
Islands (REL-NEI) to conduct an
Eastern New York Rural School
Summit on Friday, January 11 on the
University at Albany East Campus.
This was the second annual summit
designed to help rural leaders with
problems specific to their type of
district. The audience consisted of
rural superintendents, district officials,
principals, board of education
members and agency partners from
Eastern and Northern New York as
well as those from the Catskill
Mountain and Mohawk Valley regions.
The program kicked off with a keynote
by Dr. Bruce T. Fraser titled
"Responding Effectively to the
Challenges Facing Rural Schools".
Dr. Fraser, Executive Director of the
NYS Rural Schools Association,
discussed his thoughts on the
Education Reform Commission's
recommendations and provided
commentary on the Governor's State of
the State address. Dr. Fraser also
discussed reorganization, analysis of
the local property tax cap's impact
including the fiscal impact, voting
behavior year 1 under the cap, and
effective advocacy on behalf of rural
schools.
Dr. Fraser’s keynote was recorded and
will be available for viewing on the
CASDA website soon.
The day also consisted of essential
workshops on topics including: School
Benchmarking, Role of Career and
Technical Education , Core Institute -
career opportunities in rural education,
and School District Reorganization/
Merger from experts in the field
including Dr. John Sipple - Director,
New York State Center for Rural
Schools, Edward Shafer - Director,
CTE Technical Assistance Center, and
Elizabeth Rickard - Director, Core
Institute Milford CSD.
CASDA faculty member Jerry Steele,
a former superintendent of a small
school district, organized this year’s
summit.
CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION 3
CASDA has grown to include over 25
faculty members. Each newsletter we
will feature a few in this section.
Diane Albano
Diane Albano,
Ed.D. is a
skilled
educational
consultant and
leadership
coach
supporting
and
facilitating
district and
building level
school improvement plans and efforts.
She has facilitated team building
initiatives with central office
personnel, building administrators
and teacher leaders. Diane has
participated as a team member
conducting special education reviews
at both the local and State level. She
has worked with special education
departments to set goals, design action
plans and provide progress monitoring.
Currently, she is an Adjunct Professor
at the SUNY Plattsburgh Educational
Leaders program , an executive coach
for the Educational Leadership
Doctoral Program at Sage College and
supports building principals with
classroom and teacher evaluation
strategies.
Diane’s leadership experiences include
serving ten years as Assistant
Superintendent for Instruction in the
Ravena Coeymans Selkirk CSD
overseeing curriculum and
instructional programs and committees,
literacy initiatives, professional
practices, competitive and non-
competitive grants and seven years as
Director of Pupil Services responsible
for special education programs in the
district. Her special education
experience was for 14 years with
Questar III as Coordinator of Special
Programs, prior to teaching as a special
education teacher.
Rebecca Gardner
Rebecca
Gardner is
currently a
Faculty
Member for
CASDA
working with
area schools to
build capacity
in relation to
improving
school climate
and culture, professional learning
communities, building leadership
teams, coordinated school health and
wellness, and DiSC (Improving
Workplace Behavior Styles).
Rebecca is retired from the New York
State Education Department as Bureau
Chief for Student Support Services.
She has served as a full time Visiting
Professor at The College of St. Rose
teaching in the Education
Administration Program and as the
Internship Coordinator for those
becoming school principals and
superintendents. Rebecca has also
been a consultant to the School
Administrators Association of NYS
(SAANYS) where she oversaw a
statewide student leadership program
and also with the International Center
for Leadership in Education (ICLE).
Janice White
Dr. Janice White is currently a faculty
member at CASDA working with area
school districts on leadership
development, principal evaluation,
results based goal setting, strategic
planning, and board of education
development. Recently she has
worked with Capital Region BOCES
on Principal APPR training for lead
evaluators and principals and
superintendent
mentoring for
WSWHE
BOCES. She
is an adjunct
professor in the
Educational
Leadership
doctoral
program at
Sage Graduate
School.
Professionally, she recently retired as
Superintendent of Schools of the
Saratoga Springs City School District
after five years. Previously at Saratoga
Springs CSD, she was Deputy
Superintendent for 6 years and Director
for Elementary and Middle School
Education for two years. Her prior
experience in education was as a
principal in Lansingburgh Central
School District and as an elementary
teacher and assistant principal in the
Voorheesville Central School District.
CASDA Faculty team boasts exper ts in their fields CASDA Hosts Second Annual Rural Schools Summit
Rebecca Gardner
Diane Albano
Janice White
S a v e T h e s e D a t e s
Participants arrive before the keynote.
CASDA associate Director Betsey Schuhle
mans the registration table.
Brian Sherman, superintendent of
Schoharie Central CSD, discusses
Distance Learning.
Dr. Kathryn Schiller of UAlbany conducts a workshop
about implementing Teacher Evaluation and the
Common Core.
Preparing College Ready Graduates
January 22, 2013
UAlbany East Campus
8am-2:30pm
This conference will examine ways to
Improve, Change and Update
Instruction in Family and Consumer
Sciences (FACS,) Technology, Music,
Business, Art, Health and Languages
Other Than English (LOTE) to Produce
College and Career Ready Graduates.
Register:
www.surveymonkey.com/
s/2013encorecasda
Teaching Students with Challenging
Behaviors
February 26, 2013
UAlbany East Campus
9am-3pm
This workshop will provide
administrators and teachers with an
understanding of the meaning behind
behaviors and will focus on strategies
that support a positive and practical
approach to teaching challenging
students.
Register:
www.surveymonkey.com/s/TSCB
Defuse and Manage Problem Students
and Confrontational Parents
February 22, 2013
UAlbany East Campus
9am-3pm
This conference will convey school and
police tactics that are proven and lawful
ways to defuse and manage problem
students and confrontational parents.
Participants will analyze a range of
student/parent situations.
Register:
www.surveymonkey.com/s/DEFUSE
The View From Here Continued from page 1
They are joyous places where
children enjoy their childhoods and
develop their social, emotional,
physical and moral as well as
intellectual capacities. Such learning
environments are more than simply a
means to the end of instructional
improvement. They are a worthwhile
end in themselves.
Change in education is necessary,
inevitable—and hard. Those of you
who must implement such change
will always have to deal with
resistance. As you do, it is critical
not to overgeneralize, ascribing all
opposition as coming from those who
wish to stay in their comfort zone to
minimize additional effort. Many
educators have important concerns
which need to be heard and
addressed. Our children will benefit
when we do.
When organizations
define success using a
single measure, bad
things happen.
Businesses that focus
on maximizing the next
quarter’s bottom line
rather than attending to
long term sustainability
usually flounder. Schools that devote
almost exclusive attention to ELA and
math score improvement usually fail in
carrying out their broader mission.
Though educators care deeply about
whether their students are literate and
numerate, they know that efforts in
these areas are not sufficient. This is a
source of anxiety for many and
explains some of the resistance to state
efforts to assess student achievement
and teacher effectiveness by these
single measures. As a result, educators
are forced to pretend that they do not
know what they really know—that the
aims of education are much broader
than our accountability systems would
suggest. Here are a few of the things
we really know:
There are three enduring educational
goals, not one. Currently, someone
visiting New York schools for the first
time would most likely conclude that
the goal of education is to produce
young people who are career ready.
Though there is almost universal
agreement that this is a good thing,
many educators are concerned that it
has become the only thing.
Historically, in addition to vocational
training, schools strove to help youth to
become good citizens and contributing
members of their communities. They
also sought to develop young people’s
personal competence so that they would
be able to lead healthy, reflective and
happy adult lives. The balanced
curriculum found in our schools
throughout the 20th century reflected
these three broad aims of education.
Today, the reduced emphasis on Social
Studies, art, music, health, family and
consumer science, physical education
and other subjects is symptomatic of
the loss of focus on the Citizenship and
Personal Competence goals. Many
educators are troubled by this,
recognizing that these neglected goals
are as important today as they were in
the past.
Dispositions are as important as
knowledge. Our current accountability
system requires regular assessment of
student performance and educator
effectiveness. Over the years,
increasing amounts of school time have
been given over to this function, the
technical quality of tests has improved
and the stakes for everyone have
become greater. Yet, many educators
would agree with the statement that
“Not everything that matters can be
measured and not everything that is
measured matters.” If you ask young
adults (and their parents), as I have,
what mattered most in their successful
transition to adulthood, they
overwhelmingly cite certain attitudes
and dispositions. Grit, perseverance,
resilience, optimism, curiosity, love of
learning, love of life, enthusiasm—
these were critical, they say. If we are
trying to prepare young people to lead
functional and fulfilling lives, why
don’t our tests help us to understand the
degree to which we are succeeding in
cultivating these habits of mind and
spirit? The answer is simple---
measurement is difficult. As a result,
tests of literacy and math knowledge
and skill which are necessary but not
sufficient come to constitute the entire
assessment program. And, since what
gets measured gets done, efforts of
educators today focus almost entirely
on these measured areas. In the past,
educators took time in the classroom
and on stages and playing fields to
consciously develop these worthwhile
attitudes and dispositions; educators
today know that the system directs their
time and attention elsewhere to their
students’ detriment.
Childhood isn’t just preparation for
life. It is life. As our current system
has narrowed the curriculum and
assessment focus in our schools, it has
also tightly dictated the use of
classroom time. Though most
educators would agree that this has
resulted in better student performance
in tested areas, many worry that there
have been unintended negative
consequences. Is there still time for
recess, library, assemblies, holiday
celebrations, teachable moments, co-
curricular activities, project-based
learning? Can curiosity, initiative and a
love of learning be developed and
student motivation sustained given the
quickened pace of instruction and the
emphasis on coverage? The best
classrooms and schools are not just
effective places.
Continued on page 3
518-512-5198 Call or visit us online for the most
current news and program updates.
casdany.org
Dr. James
Butterworth
The View f ro m He re
4 CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
CASDA CAPITAL AREA SCHOOL DEVELOPMENT ASSOCIATION
STA
FF
E
XE
CU
TIV
E C
OM
MIT
TE
E
November 2012
JAMES BUTTERWORTH, Ph.D. EXECUTIVE DIRECTOR
BETSEY SCHÜHLE
ASSOCIATE DIRECTOR
ED KOLLER ASSISTANT DIRECTOR
SHAYNE STUMP OFFICE MANAGER
NANCY ANDRESS EDUCATIONAL CONSULTANT
Chair
LYNN MACAN
COBLESKILL-RICHMONDVILLE
Vice Chair
CHERYL DUDLEY
GREENVILLE CENTRAL
JONATHAN BUHNER
SOUTH COLONIE CENTRAL
CHARLES DEDRICK
CAPITAL REGION BOCES
ROBERT DELILLI
JOHNSTOWN CITY
PATRICK GABRIEL
GERMANTOWN CENTRAL
JAMES HOFFMAN
AVERILL PARK CENTRAL
DOUGLAS HUNTLEY
QUEENSBURY UNION FREE
DOUGLAS KELLEY
HOOSIC VALLEY CENTRAL
ROBERT LIBBY
COHOES CITY
MICHAEL MARKWICA
JOHNSBURG CENTRAL
LAWERENCE SPRING
SCHENECTADY CITY
STEVEN TOMLINSON
BROADALBIN-PERTH CENTRAL
FOR THE UNIVERSITY
ROBERT BANGERT-DROWNS
DEAN, SCHOOL OF EDUCATION
GILBERT VALVERDE
CHAIR, DEPARTMENT OF
EDUCATIONAL ADMINISTRATION
AND POLICY STUDIES
DANIEL L. WULFF
PROF., BIOLOGICAL SCIENCES
November-December 2012 Jan. - Feb. 2013
UAlbany Day-Showcase at the Plaza
coming to the Plaza Feb. 4
The 6th Annual UAlbany Day – “College Exploration Day” on
Monday, February 4, 2013 at the Empire State Plaza is fast
approaching!
UAlbany Day is an “open to the public,” student-focused day
dedicated to exposing our community – especially K-12 school
students – to the vitality and richness of college life at the University
at Albany.
This year’s UAlbany Day will
showcase: Live student
performances, groundbreaking
research and discovery,
campus information, two
chances to win a $1,000
scholarship, and much, much
more.
School districts should take
full advantage of this special event by inviting classes, parents, and
other members of the district community to UAlbany Day. It is a day
that provides a wonderful opportunity for the next generation to
learn more about the importance of higher education.
If your school is able to attend or you would like to learn more,
please contact CASDA Associate Director, Betsey Schuhle at (518)
512-5198 or by email at [email protected].
You can register your school by visiting UAlbany’s official page on
the University website:
w w w . a l b a n y . e d u / u a l b a n y d a y
UAlbany students demonstrate some equipment
to students from a local district.
January-February 2013