The “Total Student” Experience

of Project MSS

INSIDE THIS ISSUEINSIDE THIS ISSUE From the Director . . . . . . . . . . . . . . 2 Wrestling the BST . . . . . . . . . . . . . . 3 Lethal Texting (excerpt) . . . . . . . . . . . . 3 Where Are They Now: Pam Helm . . . . . 4

Remembering Etolia . . . . . . . . 4 Harvard Park Principal visit . . 5 MSS Dean’s List scholars . . . . 6 Exploring Methodologies . . . . 6 Dates & Deadlines . . . . . . . . . 7

Devynn Allen came through the door of the banquet room at King Pin Lanes proclaiming a championship. “You know I’m already a league champion bowler, right?” he queried the grad assistant. “So, you know I’m gonna win this, right?” he added, though not really looking for any vali-dation. Allen, in fact, did go on to win it all at the Holiday Pins bowling competition held as part of the closing of fall semester for Project MSS students. But the festivities did more than give the students a chance to showcase their pin-toppling skills. Several key educators like Deb Huffman, UIS Dean Librarian, Mary Jane Tread-well, MSS alums-turned-educators, Wayne Hamilton and Adetoro Aladesuyi, and former president of Frontiers International, James Boykins to name a few, attended as honorary guests, and voiced their support of the MSS program. The semester-end event included

pizza, games, a gift-exchange, and a surprise appreciation basket for the program’s Direc-

tor, Dr. Loretta Meeks. “I was genuinely touched by the initiative, creativity and collaborative work the students executed in order to make the event special for me,” Meeks said. Yet initiative and collaboration, along with persistence, is exactly what Project MSS is pas-sionate about. Here, graduates of Springfield

and Decatur public school districts prepare to return to those same districts as educa-tors. It is a true investment in one’s commu-nity. Nevertheless, initiative and creativity are not the only things the program facili-tates among its students. Its core features are the weekly lectures and honest discus-sions about a future in education where poverty, crime, homelessness, and drop-out rates share the podium with content, standards, technology, and test scores. Students freely express their views and

interpretations from course material, and from current local, state, and national events. “It’s really a course designed to address the wholistic needs of incoming and returning stu-dents,” Meeks said, “that includes academics, activities, activism, and a true sense of belong-ing, all of which promote the UIS ideal of edu-cation and engagement.” Case in point, Project MSS’ fall speaker line-up included candid and motivational talks from District 186’s principal of Harvard Elementary School, Ms. Kimberly Leverette-Brown (see

page 5), and UIS Executive Director of Diversity and Outreach, Dr. Clarice Ford. Both adminis-trators gave glowing accounts of the challenges and rewards of the profession, as well as prac-tical strategies for academic persistence by the students that they might see their goals as po-tential educators realized. Other speakers in-cluded Kandice Pryor, Director of the Center for Teaching and Learning, and Carolyn Schloe-mann, Assistant Director of Financial Assis-tance. Community and volunteer services are also a core feature of the Project MSS initiative. Fall 2011 saw MSS students at UIS’ Involvement (continued on page?, see Project MSS)

University of Illinois Springfield / Project MSS Fall/Winter 2011-12 Vol. 13 Issue 1

“It’s really a course designed to

address the wholistic needs of . . . students . . . that

includes academics, activities, activism, and a true sense of belonging, all of which promote the UIS ideal of

education and engagement.”

MSSenger 2

Partners,

alumni, par-

ents, and all

supporters, thank

you for helping us

provide another year of scholarships, pro-

grams, mentoring and community out-

reach to the students participating in Pro-

ject MSS. Each of you has made an in-

vestment in the future of the Springfield

and Decatur communities by providing

access to higher education for these local

graduates. While your roles may be dif-

ferent, all of you are essential to the trans-

formation of our students You are assur-

ing that local graduates who are partici-

pating in the Program have access to an

educational experience that will propel

them economically, academically, social-

ly and civically. These students are des-

tined to be employed, tax-paying citizens

of the Springfield and Decatur communi-

ties; citizens who are committed to the

ideals of engagement in local issues in-

cluding educational excellence for every

elementary and secondary students. They

represent a group of prospective teachers

who understand the importance of educa-

tion; who have personal experiences with

the plight of poverty; who are locally edu-

cated with a global perspective, and who

see teaching, not only as a profession, but

as a mission for outreach. They know

that one positive role model can make a

difference between a child's success or

failure and they are committed to being

that positive person.

Some may question how I can make

these statements with such conviction. I

can truthfully say, it is a result of being

with them every day—witnessing the

individual and collective, personal and

professional transformation. My most

enjoyable job as Director is watching and

nurturing this change.

This year Project MSS will turn 22.

During these years, we have diligently

studied and utilized research on student

persistence and achievement. We have

embraced high expectations, developed

practices and policies that address student

success; created orientation programs for

students and parents; developed assess-

ment procedures that monitor student

performance; provided tutoring and career

development opportunities; encouraged

civic engagement, and provided scholar-

ships. Every student is important in Pro-

ject MSS. Losing a student is synony-

mous to loosing a family member. Are

we always successful? Un-

fortunately not, nor is any other

program. But are we committed to

full retention of every student? Ab-

solutely yes. To us, it is not just about

collecting data but knowing that an indi-

vidual (a family member) may be lost.

This is why your efforts and your support

is so very important to us.

Our continuing message to MSS par-

ticipants is "Excellence, Unity and Integ-

rity." We emphasize each attribute in

every class. Our prospective teachers

cannot promote excellence in their future

classrooms without first embracing it here

at the university. High grade point aver-

ages are encouraged as well as essential

study habits and time management. Stu-

dents are not only accountable to them-

selves but to fellow MSS participants.

We each take responsibility in helping to

uplift our classmates as well as ourselves.

This unity has been an effective aspect of

retention. Lastly, we focus on integrity.

Prospective teachers must view them-

selves as being transmitters of values and

ethical principles. It will not only be im-

portant for their future students to excel

academically but also morally. In order

to assure this, they must begin preparation

in this area as role models each day. We

ask ourselves: is the responsibility great—

we know that it is, but we also know that

it will not be accomplished in isolation

but rather through collaboration. This is

again why I thank you for your commit-

ment to us.

During 2011, we said hello to new

friends, new opportunities and our new

chancellor, Dr. Susan Koch. We know

that Dr. Koch will join fellow administra-

tors like Dr. Lynn Pardie, Dr. Stoneci-

pher, Dr. Ermatinger, Dr. Megginson,

and Dr. Josephs in continuing the uni-

versity's commitment to Project MSS.

This partnership is not just about

students, but it is also about the

university's commitment to the

community. This commitment of

"local excellence, global impact"

articulated in the university's Stra-

tegic Plan is a resounding affirma-

tion of the goals of Project MSS. And

we celebrate the university's vision for a

community that has embraced it for over

forty years.

Please read about our curriculum and

plans for the year. Also, thanks to all that

participated in our many activities includ-

ing the Holiday Pins Bowling, our Par-

ent Orientation, Involvement Expo, Class

Presentations and Service-Learning ac-

tivities.

Sincerely,

Loretta F. Meeks

The Synergy of Participants

and Partnerships

“This partnership is

not just about

students, but it is also

about the university‟s

commitment to the

community. This

commitment of „local

excellence, global

impact‟ . . . is a

resounding

affirmation of

the goals of

Project MSS.”

From the Director . . .From the Director . . .

MSSenger 3

Wikipedia defines a wrestling match as, “a physical competition between two . . . competitors, or sparring part-ners, who attempt to gain and maintain a superior position” (italics added). This is what many exams seem to be-come along the road to certification: a wrestling match. It’s student vs. “the” test. What you know vs. what the test appears to know better. So, in our anxie-

ty, test-day almost becomes a matter of, “let the games begin.” Yet the weight of critical exams, like the Illinois Certification Testing Sys-

tems’ (ICTS) Basic Skills Test, is no game, to be sure. It is the rite of pas-

sage toward your career as an educa-tor. Once you’ve pinned each con-tent area, you’ve won a big match toward certification. So let’s see how that can be done. In Greco-Roman wrestling, the two competitors cannot be mismatched by weight, age, or competition levels. This is an important factor in both wrestling and in taking the

BST: realizing that you are not mis-matched, that you are at the level of the exam you’re taking, that you have the wherewithal to win: the test has no in-herent advantage of beating you. And yet, as in wrestling, so it is in test-taking: the difference between winning and losing is preparation. At the ICTS website, there are several resources available to help get you

mentally and intellec-tually pumped for test-day including study guides, prac-tice tests, and tips. These are available at its website at www.icts. nescin.com/index.asp.

iPad Apps for BST Kara McElwrath, technology specialist at UIS has provided a hand-out listing iPad applica-tions designed to help students prepare for the Basic Skills test. Costs for the apps run from “free” to $9.99 for more comprehen-sive programs. Most, however are from 99cents to $2.99. Handouts are available during class time, or stop by the MSS office.

From the ILLINOIS TIMES: (September 22-28, 2011 - Vol. 37, No. 7

reprinted with permission)

restling with the

Basic Skills Test

. . . and winning

Who doesn’t think they have such acute calibration of eyes, fingers, timing and brakes that they can’t text and drive? The answer is, nobody. The double negative used here translates to everybody thinks they can! And yet, this positive response produced from the two negatives is just what happens when one texts and drives: seen as a positive practice, done together, they can produce a double negative - accidents and fatalities. The Illinois Times ran an article in Septem-ber by Hannah Douglas on the dangers of texting while driving, particularly among young people. Consider the following ex-cerpt:

Some people can rationalize the risks of texting while driving and think they are in-vulnerable, able to multi-task with one hand on the wheel and the other on the phone, he *Dr. Bernstein, a member of the American Psychological Association+ says. Others are more compulsive; for them waiting to re-spond to a text is almost not an option. For others, texting is an addictive activity, where A person’s phone has become part of their

life and that person cannot be without it. . . “When someone has a feeling that they can’t get along without something, that ‘s when it has an addictive quality,” Bernstein says. Tate *21-year old cellphone user+ says these compulsive people are recognizable in or out of a car. . . . Other individuals are more likely to suc-cumb to peer pressure, Bernstein says. If they don’t respond to a text, they think it might somehow impact their social status. These individuals think that if others are texting while driving, then they can do the same . . .

FACING THE FACTS For those in Illinois, the facts include that texting while driving is illegal and it is causing car accidents. The Illinois law that prohibits texting while driving became effective Jan. 1, 2010. The law bans use of an “electronic communi-cation device” such as a wireless phone or a portable computer for the purpose of read-

ing, writing or sending an electronic mes-sage, according to the Illinois General As-sembly website.

FUTURE TEXTING TECHNOLOGY Free cell phone applications like PhoneGuard that disable a phone’s texting functions when there is movement of more than 10 miles per hour, have been intro-duced for smart phones, but they can be easily uninstalled by users who can’t seem to fight the urge to text and drive. That urge is becoming far too common, ika says. The driver education teacher can’t even convince his own family members to put their phones down when they’re in the car together. And when Nika approached his former driver education students to ask if they *were+ still texting, the response they gave only further concerned him. “The whole class laughed at me, “Nika says, “They said, of course we are.”

Remember, texting not only endangers your life as a driver, but other lives as well. Please . . . don’t text and drive.

“ . . . as it is in wrestling,

so it is in test

-taking: the difference

between winning and

losing is preparation.”

MSSenger 4

For anyone who might think the gen-eral studies component of a UIS degree

has little to do with one’s major, or that the Basic Skills Test should not be such a big deal, try spending a day with MSS al-um, Pamela Helm. Helm, a 2005 graduate of UIS/MSS, is a fourth grade teacher at Enterprise Elementary School in Deca-tur. She is nearing the end of her fifth year at Enterprise after teaching for four-and-a -half years at Robertson Charter School. “I taught 2nd grade for four years, and middle school for a semester (at Robertson),” Helm said, “I was also the Principal designee for half of each day during the semester I taught mid-dle school.” The half-day assignment as “principal designee” included handling classroom referrals and assisting the school principal whenever needed. This busy schedule, however, only helped Helms for the position she currently fills at Enterprise, where a typical day lasts from six to seven hours, and includes every-thing from reading and math, to music and recess. But it is not the busy work week that Helm finds most chal-lenging. Rather it is the conditions under which some of her

students must attend school. “The most challenging aspect of my job is dealing with stu-dents who are homeless,” she said, “they lose confidence and feel all hope is gone.” Fortunately, Helm was not unprepared for such predica-ments of homelessness and hopelessness. When asked which aspect of Project MSS had directly impacted her teaching pro-fession, she said, “Learning about all the diverse challenges that students face at home and at school; and what we can do as educators to keep them interested in school.” With challenges of poverty and homelessness, and long work weeks, one would wonder what keeps Helm at the helm? What keeps her in the classroom? “I teach each child as if they were my own,” she says. That is her teaching philosophy, what causes her to go the extra mile with her students in hopes they’ll learn to learn and not be afraid or disenfranchised with school. “My greatest reward is when a student learns something new and they light up, and smile, and say ‘I’ve got it now, I don’t need any more help.”

Pamela Helm: Instructing Fourth-graders at

Enterprise Elementary in Decatur

She was only 35 years old when she was suddenly taken from this life, from the work and students that she loved. Etolia

Monique Davis had been an elementary teacher in Springfield’s District 186 for 11

years; she was currently teaching at Washing-ton Middle School (WMS) when she passed away.

Ms. Davis, however, was just as great of a student as she was a teacher. As an alumni of Project MSS, Dr. Loret-ta Meeks recalls Etolia’s tenacity and love of children. “Etolia was firmly committed to teaching long before she came to Project MSS. Prior to coming to UIS, she had already received an award for her volunteer work with children,” Meeks said. While at UIS, she was employed as an intern for the Teacher Internship Program (TIP), a grant-program sponsored by Project MSS, where she worked for District 186.

Ms. Davis was loved by all of her students, as evidenced by the numerous memorials written by them at Washing-ton Middle School. One student in particular, left a very touching one. In a video tribute on the WMS website, former student, Austin, checks for privacy at his school library before blowing a hurried kiss. On his video cam, Austin says he “was bad / til I met Miss Davis, best teacher I ever had / I could tell her anything/ from problems to pain . . .” Upon ending his tribute, Austin frames a heart with his hand as he ends his “song” about his beloved yet de-parted teacher. He’s a cool kid, but Ms. Davis caused him to risk that persona to honor a woman that had touched his life. “Etolia was a true example of a teacher/role model,” Meeks recalled, “one who was concerned about the whole child: both inside and outside the classroom.”

Classes with Etolia

Dr. Meeks recalls Ms. Davis’ early MSS days

MSSenger 5

Just when it was believed the sub-ject matter could not get any better, along comes Ms. Kimberly Leverette-Brown. Leverette-

Brown is the principal of Harvard Park Elementary School in Springfield, and in her fourth year as principal. So, what exactly was the “subject matter” that had en-grossed the Project MSS students of TEP 203? It was a documentary film, “A Principal’s Story,” that chronicled the successes and struggles of two principals from high-poverty schools: one from Springfield (Harvard Park), the other from Chicago. Leverette-Brown took the reins at Harvard Park School just after its feature in the documentary under a former administrator. She came to the MSS students to talk about her vision for the school and how she is making that vi-sion a reality. Interestingly, her execution of that vision incorporates, not only the students, teachers and staff at Harvard Park, but parents and the community as well. As a result, the school has received tremendous sup-port from all over Springfield, including funding for build-ing renovations, school polo shirts that promoted school pride, and extra-curricular sports and activities. Volun-

teers turned out in great numbers, and community part-nerships, such as one with Town and Country Bank, sup-ported Leverette-Brown’s vision for Harvard Park. Yet in all of this, Leverette-Brown conveyed a memora-ble lesson to the TEP 203 class: that even though she could do little to alleviate poverty for her Harvard Park students, or their families, she does have an impact on school policies that help to level the “playing field” for all students. Her discussion and presentation gave the pro-spective teachers a true glimpse of the challenges and rewards of teaching in today’s classrooms. Prior to Leverette-Brown’s visit, Dr. Loretta Meeks, director of MSS and instructor for 203, had been lecturing on the realities of impoverished classroom situations that many MSS students may encounter in their teaching pro-fession. Leverette-Brown was not only a shot in the arm, but was also a stunning model of character, knowledge, bold administration, and compassion. Her vision and tough-but-loving endurance has won the hearts of her students, staff and community. Nevertheless, her love and commitment could probably be summed up in a closing remark she gave to the class that resounds with all who love teaching: “I go home, and I sleep well at night because I know I have done well by children.”

Harvard Park Elementary Principal

visits TEP 203 “I go home and I sleep well at night because I know I have

done well by children.”

Applegate/Jackson/Parks Future Teacher Scholarship. Deadline: December 15th nilrr.org/node/11 BrainTrack Scholarships Deadline(s): March 1, and November 1 braintrack.com/about-braintrack-scholarships.htm Bright Futures Awards: National ECE Scholar-ship Program Deadline: May 31 brighthorizons.com/careers/brightfutures.aspx Golden Apple Scholarships, The Deadline: ? www.goldenapple.org Hispanic Scholarship Fund (HSF) / State Farm Companies Foundation Dealine(s): Various www.statefarm.com/aboutus/community/grants/partner/partner.asp

Illinois Future Teachers Corps Program, Deadline: Check website www.collegezone.com/studentzone/416 945htm. Illinois Special Education Teacher Tuition Waiver, Deadline: check website www.collegezone.com/studentzone/416 941.htm Minority Teachers of Illi-nois Scholarship Deadline: check website www.collegezone.com/studentzone/ 416 947.htm Straightforward Media Teaching Scholarship Program Deadline (s): Jan 14, Apr 14, Jul14 and Oc-t1www.straightforwardmedia.com/education/index.php

(Source: TEP website)

Teaching Scholarships in IllinoisTeaching Scholarships in Illinois

MSSenger 6

How important is it for a teacher to know which instruc-tional strategy best suits his or her class? Some might say it is critical, that it could mean the difference between inquisitive learners or disenchanted adherents. During an October TEP 202 session, Dr. Meeks shared with MSS students four instructional methods commonly used in public classrooms . These included Lecture/Inquiry, Socrat-ic/Cooperative Learning, Demonstration/Discovery, and

Modeling/Discussion. Following the lecture, the students formed discussion groups to further explore the learning/instructional strate-gies, assigned one student to act as “chairperson” who repre-sented that group’s findings during a panel discussion. With laptops in tow, each discussion group researched their as-signed area of methodology, collaborated their findings and constructed a list which their chairperson shared with the rest of the class. The panel presentations, however, did not just include a recitation of the groups’ research. Students were encouraged to compare and contrast information within the methodolo-gies and decide which strategy was best suited for a particu-lar grade level and/or content lesson. They were also asked to explain whether or not they believed the methodology was effective as a tool of classroom instruction. As a final analysis, Dr. Meeks gave feedback to each stu-dent-chair regarding the strengths and weaknesses of their presentation, as well as other areas they might wish to ex-plore for greater insight. Overall discussion that included the entire class rounded the experience off, and punctuated the importance of recognizing which instructional strategy works best in a classroom’s vast earning environments.

At left: A panel of discussion-group chairpersons listen and explore feedback given from

Dr. Meeks as part of a lecture series on educational theorists and learning strategies in TEP 202. (photo by Valencia Swope)

Instructional Methods

Panel reviews pros/cons

Four MSS students

make 2011 Spring

Dean’s List

Four Project MSS students were a part of UIS’ “talented tenth” - no, not the Harlem Renaissance era of top-

tier black intellectuals, but rather that premier group of University students who excelled academically. By “excelled” we mean they achieved a GPA of 3.75 or better last semester while carrying a class load of at least eight graded semester hours. According to the UIS website, 551 University students achieved the honor. MSS students making it onto this scholastic honor roll were Krystal Cheung, Brittany Geist, Sabrina Lee and Simon Wilson. Although this is Cheung and Wilson’s second time on the Dean’s list (both made it last fall, 2010), we asked all of our honorees how they persevered when the rigors of academic life seemed to chal-lenge their resolve to finish strong. Here were their responses:

Cheung: I don’t do any homework on Saturdays. I spend enough time during the week completing homework assignments and working that Saturdays are my “holy day” where I refuse to do anything work-related. I spend much of my Saturdays in my pa-jamas watching Grey’s Anatomy or Law and Order SVU.

Geist: College is all about self-discipline. You have to recognize what you want, recognize how you work as a student, and recog-nize what you need to do to reach your goal. If you try your best the end result is success.

Lee: I refused to fail, and just worked hard. Making the Dean’s List was a great accomplishment. Being recognized for one’s hard work has also been motivation for continuing to do my best.

Wilson: Remember who you are, what you are doing, and why you are doing it. Success in anything requires hard work! It is crucial to establish a personal and positive frame of mind in re-gard to your education. Remember also, you are not the only one who benefits from your college education.

UPDATE!

More MSS students on

Fall 2011 Dean’s List

The Dean’s List for fall 2011 has just been published on the UIS “Hot Topics” website. This listing shows Cheung and Geist have once again made the roster for academic excellence. Also making the Fall 2011 Dean’s List were Stephanie Healy and Nathan Peter. Congratulations to all of MSS’ academic achievers, and much success to every MSS student during the remainder of the 2011-2012 aca-demic year.

MSSenger 7

Expo, Lincoln Memorial Gar-

den’s Indian Summer Festival. Students also attended a lecture by award-winning author, Rebecca Skloot, and learned the amaz-ing history and current controversy behind the potentially cancer-curing HeLa cells. Volunteer hours involving work with chil-dren are a part of the admission requirements for acceptance into UIS Teacher Education Pro-gram, and MSS students are required to com-plete at least 10 of those hours each semester. Hence, the fall season had students volunteer-ing throughout the Springfield area in both

schools and other significant venues of child instruction. Nevertheless, the main draw for the stu-dents of Project MSS—and their parents—is the inexhaustible outpour of it’s director, Dr. Loretta Meeks. Time and time again, her office will be filled with students, past and present, who just want her ear as they relay their trials, triumphs and everything else in between. “Project MSS seeks to engage the students on all levels of learning,” Meeks said, “to give them a total student experience that will not only inform and instruct them, but will inspire them. That is my heart’s greatest desire.”

- Project MSS (cont’d from p.1)

Test DateTest Date Regular Regular

Registration Registration

DeadlineDeadline

Late Registration Late Registration

DeadlineDeadline (additional fee applies)(additional fee applies)

Emergency Registration PeriodEmergency Registration Period (additional fee applies)(additional fee applies)

Score Report Score Report

DateDate (begins at 5:00 p.m. central (begins at 5:00 p.m. central time)time)

OnlineOnline By phoneBy phone

Feb. 11, 2012 Dec. 30, 2011 Jan. 20, 2012 Jan. 20–Feb. 7, 2012 Jan. 23–Feb. 7, 2012 March 9, 2012

April 14, 2012 March 2, 2012 March 23, 2012 March 23–April 10,

2012

March 26–April 10, 2012

May 11, 2012

June 2, 2012 April 20, 2012 May 11, 2012 May 11–29, 2012 May 14–29, 2012 June 29, 2012

July 7, 2012 May 25, 2012 June 15, 2012 June 15–July 3, 2012 June 18–July 3, 2012 August 3, 2012

Basic Skills Test Dates Basic Skills Test Dates —— 2012 Spring /Summer 2012 Spring /Summer

FEBRUARYFEBRUARY 11 Basic Skills Test Day 15 Scholarship Applications

deadline for UIS scholarships 17 Last day to submit Spring, 2012

graduation application. 21 Status Reports Due (202) 28 Volunteer Hours Due (202)

MARCHMARCH 02 Registration deadline for April

14 Basic Skills Test. 10 Midterm point. 12-16 Spring Break! 23 Status Reports Due (203)

APRILAPRIL 6 Volunteer Hours Due (203) 20 Registration deadline for June 2

Basic Skills Test.

10 Midterm point 12-19 Spring Break!

MAYMAY 07-12 FINALS Week 12 Spring semester ends 12 2012 Commencement!

Congratulations to

Simon Wilson, student-

teacher, Spring 2012

Congratulations to MSS student, Simon Wilson, who is student-teaching this spring at Vachel Lindsay Elementary School in Springfield. Wilson is an ex-

cellent representative of the ideals of the MSS program.

MSSenger 8

PROJECT MIDSTATE STUDENT SUPPORT FOR TEACHING UNIVERSITY OF ILLINOIS SPRINGFIELD ONE UNIVERSITY PLAZA

MS BRK 330

SPRINGFIELD, IL 62704-5407

DR. LORETTA MEEKS, PROGRAM DIRECTOR, NEWSLETTER EDITOR

BRK 328 (217) 206-7367

MS. GWENDA SUTTON, GRADUATE ASSISTANT, NEWSLETTER COMPILER, DESIGN

BRK 327 (217) 206-7367

Check out our renovated website . . .

http://www.uis.edu/projectmss/