Welcome to another episode of AWSP News, where we discuss:

• the new legislative session and the Tobacco 21 initiative,
• Vicki Puckett as the NASSP Quarterly Advocate,
• two amazing students who won $10,000 US Senate Youth Scholarships,
• Evergreen Public School’s “starting small” video featuring AWSL’s James Layman,
• Central Valley High School’s powerful Mental Health Awareness Day,
• our Future School Leaders Day and Future Educators Month,
• Rich Knuth Distinguished Mentor Award winner Heather Renner,
• the latest issue of Washington Principal and success of the Lopez Island Farm Education program video,
• the nomination window for the Robert J. Handy Most Effective Administrator Award, and
• Summer Conference registration.

Prefer to read the news? Check out the script.

 

 

Students and teachers at Webster Elementary School in the Lawndale neighborhood review plans for a new schoolyard funded through the Space to Grow initiative. (Courtesy Metropolitan Water Reclamation District of Greater Chicago)

Considering a school yard garden? Here are some ideas. Follow the article and then click on Space to Grow website for more of the concept.

by Alex Ruppenthal | WTTW |

Several Chicago schools will be transformed with green schoolyards next year. The schools were selected earlier this month for participation in Space to Grow, an initiative that transforms Chicago schoolyards with the goal of providing kids in low-income neighborhoods with safe spaces to play. The program is aimed at improving outdoor learning spaces, expanding access to community green space, growing school gardens and addressing flooding in the area.

Read More

Public Engagement Meeting Regarding St. Edward State Park Environmental Education and Research Center 

Public Meeting on January 23, 2018, 7-9PM

The St. Edward State Park Environmental Education and Research Center (EERC) will host the first of three public meetings on Wednesday, January 23 from 7:00 to 9:00 p.m. at Husky Hall, room 1160 (10909 NE 185th St, Bothell, WA 98011). This meeting is designed to introduce the EERC to neighboring communities and collect public input around planning for the new learning center. Community members are invited to be a part of planning and visioning for the St. Edwards EERC.

The St. Edward State Park EERC is regional environmental research and education hub that will provide field learning and environmental research opportunities to preK-12 students, local colleges, neighboring communities and park visitors from around the state. The EERC will be housed in space developed in partnership with Daniels Real Estate, LLC as part of its renovation of the St. Edward Seminary complex. In addition to more than 1,200 square feet of classroom and meeting space, the learning center will use the diverse habitats of St. Edward State Park as a living laboratory and outdoor classroom.

As a park-based learning center, the EERC has the opportunity to provide environmental education to local students from a wide range of backgrounds, research and mentorship for undergraduate and graduate studies, faculty lectures, community-led habitat restoration, and more.

The St. Edwards State Park EERC planning process is a joint project of Washington State Parks and the University of Washington-Bothell. For more information, visit https://www.uwb.edu/research/facilities/st-edward.

Opportunities for public comment will be available at the meeting; public comment also may be provided electronically via the SESP-EERC web site. This is the first of three meetings that will be held from January to April 2019, as the planning process unfolds. For more information, contact StEdwards@uw.edu.

Students Headed to Washington, D. C. and to Receive $10,000 College Scholarship

January 16, 2019, Washington, D.C. —The United States Senate Youth Program (USSYP) announces that high school students Ms. Zaira Bardos and Ms. Lexi J. Rodriguez-Padilla will join Senator Patty Murray and Senator Maria Cantwell in representing Washington in the nation’s capital during the 57th annual USSYP Washington Week, to be held March 2 — 9, 2019. Zaira Bardos of Orting and Lexi Rodriguez-Padilla of Sedro Woolley were selected from among the state’s top student leaders to be part of the 104 national student delegation who will also each receive a $10,000 college scholarship for undergraduate study.

The USSYP was created by Senate Resolution 324 in 1962 and has been sponsored by the Senate and fully funded by The Hearst Foundations since inception. Originally proposed by Senators Kuchel, Mansfield, Dirksen and Humphrey, the impetus for the program as stated in Senate testimony is “to increase young Americans’ understanding of the interrelationships of the three branches of government, learn the caliber and responsibilities of federally elected and appointed officials, and emphasize the vital importance of democratic decision making not only for America but for people around the world.”

Each year this extremely competitive merit-based program brings the most outstanding high school students - two from each state, the District of Columbia and the Department of Defense Education Activity - to Washington, D.C. for an intensive week-long study of the federal government and the people who lead it. The overall mission of the program is to help instill within each class of USSYP student delegates more profound knowledge of the American political process and a lifelong commitment to public service. In addition to the program week, The Hearst Foundations provide each student with a $10,000 undergraduate college scholarship with encouragement to continue coursework in government, history and public affairs. Transportation and all expenses for Washington Week are also provided by The Hearst Foundations; as stipulated in S.Res.324, no government funds are utilized.

Zaira Bardos, a junior at Orting High School, serves as vice president of the Junior Class. Her involvement in school includes leadership roles as well as participation in drama, choir, National Honor Society, ASPIRE and Film Club at Pierce College. Zaira intends to complete a degree in English and eventually become a civil rights attorney. She is passionate about creating an organization to help educate women in third world countries and wants to use her creative talents to tell stories through film.

Lexi Rodriguez-Padilla, a senior at Sedro-Woolley High School, serves as the School Board representative for the Associated Student Body. She has volunteered over 1,000 hours with Girl Scouts, and is active in soccer, tennis, Varsity in Volunteerism, Future Business Leaders of America, Family Career, and Community Leaders of America, National Honor Society, and the We Inspire Safe Habits organization. Lexi helped reinstate the Latinos Unidos Club at her school and plans to attend a four year university to major in biochemical engineering. She then hopes to attend medical school and will continue working for unity and representation for the LatinX population.

Chosen as alternates to the 2019 program were Mr. Joe Hofman, a resident of Everett, who attends Cascade High School and Ms. Fatima Al-Shamary, a resident of Renton, who attends Hazen High School.

Delegates and alternates are selected by the state departments of education nationwide and the District of Columbia and Department of Defense Education Activity, after nomination by teachers and principals. The chief state school officer for each jurisdiction confirms the final selection. This year’s Washington delegates and alternates were designated by Mr. Chris Reykdal, Superintendent of Public Instruction.

While in Washington the student delegates attend meetings and briefings with senators, members of the House of Representatives, Congressional staff, the president, a justice of the Supreme Court, leaders of cabinet agencies, an ambassador to the United States and senior members of the national media. The students will also tour many of the national monuments and several museums and they will stay at the historic Mayflower Hotel in downtown Washington, D.C.

In addition to outstanding leadership abilities and a strong commitment to volunteer work, the student delegates rank academically in the top one percent of their states among high school juniors and seniors. Now more than 5,700 strong, alumni of the program continue to excel and develop impressive qualities that are often directed toward public service. Among the many distinguished alumni are: Senator Susan Collins, the first alumnus to be elected U.S. senator; Senator Cory Gardner, the second alumnus to be elected U.S. senator and the first to be elected to the U.S. House of Representatives; former New Jersey Governor Chris Christie, the first alumnus to be elected governor; former Chief Judge Robert Henry, U.S. Court of Appeals for the Tenth Circuit; former Ambassador to West Germany Richard Burt, and former presidential advisors Thomas “Mack” McLarty and Karl Rove. Additional notables include former Lt. Governor of Idaho David Leroy, Provost of Wake Forest University Rogan Kersh, military officers, members of state legislatures, Foreign Service officers, top congressional staff, healthcare providers and other university educators.

Members of the bipartisan U. S. Senate Youth Program 2019 Senate Advisory Committee: Senator Joni K. Ernst of Iowa, Republican Co-Chair; Senator Richard Blumenthal of Connecticut, Democratic Co- Chair; Advisory Members: Susan M. Collins (R-ME), Steve Daines (R-MT), Cindy Hyde-Smith (R-MS), John Kennedy (R-LA), Michael F. Bennet (D-CO), Catherine Cortez Masto (D-NV), Maggie Hassan (D-NH), Chris Van Hollen (D-MD). Each year, the Honorary Co-Chairs of the program are the vice president of the United States and the Senate majority and minority leaders.

For more information please visit: www.ussenateyouth.org

Consider a grant to fund something new outdoors! Working with your staff, you may brainstorm an innovative approach using the outdoors to enhance your curriculum. Here is an opportunity to help fund that next great idea...

Grants to Help Get Kids Outside in Washington State

by Susan Zemek | Washington.gov | Jan 04, 2019

The state of Washington is making $1.5 million in grants available to programs that help to get young people outdoors in the state. The grants are part of the No Child Left Inside program, which aims to give at-risk children opportunities to experience the outdoors. The program is funded by the Washington State Parks and Recreation Commission and administered by the Washington State Recreation and Conservation Office.

Racism surfaces in unexpected ways.

I had a surprising encounter recently while facilitating leadership training for approximately fifty early career principals and assistant principals. During a break, one of the attendees - let’s call him “Jeff” - approached me to engage in a conversation. To be honest, Jeff did all the talking. I listened, a bit uncertain how to respond in the moment.

A tall, relatively young principal who identifies as a white male, Jeff is the leader of an elementary school. Nudging up his glasses, leaning forward with purpose, Jeff underscored his comments with a “this-is-total-B.S.” tone of voice. He spoke with the certainty of conviction and punctuated his monologue with a series of questions that surprised me.

“Why are black and brown people expected to teach white people about race and systemic racism? White people created and perpetuate the problems, so we should lead our own learning and hold each other accountable for solutions. I mean, talk about the epitome of inequity…it must be exhausting for you as person of color to face racism on a daily basis while, at the same time, teach white people about it? Seriously, how does that make any friggin’ sense!?!” - Jeff

After he stuck the landing from off his soap-box, I walked away from Jeff with a pursed smile, eyebrows raised. My equilibrium a bit tilted, I could only exhale wondering, “what if all white leaders thought like Jeff?”

It was unexpected, albeit brave, for Jeff to share his thoughts. We’d just met and transparency about one’s feelings on race and racism can be tricky. The psychological and sociological functions of race are complex and often laden with emotions. As fascinating and ubiquitous as race is, despite being woven into the fabric of our thinking and dynamics of our culture and systems, we typically avoid conversations about it. Clearly, Jeff’s frustration allowed him to push through the social norms that typically keep the topic of race at bay.

As I reflect on my interaction with Jeff, I can’t help but juxtapose it with three articles from the Seattle Times. I recommend the articles as quick reads in the order they appear below.

• ‘Unwanted subject’: What led a Kirkland yogurt shop to call police on a black man | Danny Westneat

• I just got treated to a whole chapter in the book on ‘white fragility’ | Danny Westneat

• It’s only a traffic stop. Why am I thinking about life and death? | Tyrone Beason

So what can you take away from the three columns and my experience with Jeff? Here are some key questions to keep in mind, for yourself, your staff, and your students:

1. How does race and racism impact people of color in ways you might not think about or be aware of?
• How do you remain open to this question, even once you think you know the answer?
• How do you learn more about the impacts of race without asking people of color to teach you?


2. What if white people are socialized in ways that inhibit their understanding of race and racism?



3. How does being white – and chances are, if you’re principal in our state, you are – affect your experience as part of a group?

4. How might you get “meta” about how whiteness shapes your perspectives, thinking and behavior?

Jeff’s statement reflects the humility and understanding shown by columnist Danny Westneat. It also expresses an awareness of the intellect and grit displayed by people of color like columnist Tyrone Beason, who work to dismantle racism despite the “double-toll”. Critical to being able to lead the school-wide culture and systems all students deserve, Jeff has clearly taken some steps to learning what it means to be white and embarking on the life-changing journey towards racial literacy.

“What if all white leaders thought like Jeff?”

Want to start thinking like Jeff? Here are a few resources we like to get started:

• Blindspot
• White Fragility
• The 13th
• Diversity & Equity Committee Resources
• Harvard Implicit Bias Tests

Welcome to our first episode of AWSP News for 2019, where we discuss:

• the upcoming legislative session,
• our next episode of AWSP TV with resources for tobacco use and vaping,
• the important role our PAC plays in supporting principals,
• the Building Hope Together workshop with WEA and Kids at Hope,
• our Principal Leadership Academy happening soon in ESD 123,
• our partnership with PEMCO and VEBA,
• the Future School Leaders Day workshop we’re putting on,
• a possible 24-credit graduation requirement summit, and
• an opening for students on AWSL’s Executive Committee and the State Board of Education.

Prefer to read the news? Check out the script.

When you enter into conversations about education with people, it’s natural and easy to reflect on who we had as a favorite teacher or coach. We can all describe that one adult in our lives who made the difference, left a lasting impact, and potentially, redirected the trajectory of our lives. There is no question about the important role teachers played in our lives.

At AWSP, we believe wholeheartedly in the importance of teachers, but also feel just as strongly in calling attention to one of the most under-recognized and overworked group of educators in the system, school principals. Effective principals are foundational and essential components of a successful educational system. Simply stated, principals matter.

Principals enter into a building and begin creating a student-centered climate and culture. From there, they work to dismantle antiquated, ineffective, and inequitable systems in order to establish good-for-kids systems. As the culture develops and is sustained through the leadership of the principal, the outcome is increased learning for all stakeholders. A principal sets the culture, systems support that culture, and learning is the result. Again, it starts with the principal. And, principals matter.

The problem with our current system is principals we are asking to do more, be more, and solve more than ever before. Their plates are overflowing with increasing responsibilities, expectations, and demands. The relentless pace of “principaling” is carrying a toll, illustrated through alarming turnover rates of building level leaders. And, every time a principal leaves a building, the school starts over in the process of creating culture, building systems, and increasing learning. Principal churn is bad for kids.

AWSP is working hard with other stakeholder groups to call attention to the unrealistic demands placed on principals. We want the world to know school principals have the best job in the world, and at the same time, the most exhausting. We need everyone to engage with us in discussions about how to better support today’s principals. We need to build systems to support the longevity and sustainability of highly effective principals.

At AWSP, that is our main focus, but we can’t do it alone. If principal churn is bad for the entire system, then shouldn’t the system be working together for solutions? Our kids and teachers deserve high quality and consistent leadership.

We can all remember our favorite teachers, but can you remember your favorite principal? What was it about that principal that left a lasting impression on you? How did they impact the school’s culture, systems, and learning? We believe every school deserves the best principal in the world. Join us in our mission to ensure everyone can remember a favorite teacher AND favorite principal.

While we welcome the thousands of students and staff who visit our facilities, it is the dream of all of us involved in Outdoor Environmental and Science  Education to have a component in each school year. Here is an exemplary approach:

Grand Rapids Schools to Offer Outdoor Education to All Students

by Monica Scott | mlive |Dec 21, 2018

Grand Rapids Public Schools announced plans to pilot an initiative that will create outdoor education experiences for all students beginning in the 2019-20 school year. The outdoor education pilot is a collaborative partnership with multiple organizations committed to environmental education and access to the outdoors, including C&NN’s Cities Connecting Children to Nature initiative. The pilot is funded by a three-year grant and enables four teachers at each grade level to work together to develop an outdoor-based curriculum. [+] read more

A thoughtful piece about accessing outdoors for all.

James Edward Mills writes,

His full Outside article highlights twelve activitists and athletes creating this narrative. 

Welcome to another episode of AWSP News, where we discuss:

• our 2019 plans,
• upcoming workshops from Kids at Hope,
• our workshops in early January at ESD 123,
• the National Association of Elementary School Principals annual conference in Spokane this summer,
• key business partners like Capturing Kids Hearts and the Gates Foundation,
• the Governor’s proposed budget,
• a possible innovation summit around the 24 credit graduation requirement,
• using student leaders to create a strong culture and foundation, and
• preview our partnership with world-renowned speaker Kevin Carroll.

Prefer to read the news? Check out the script.

AWSP is closed for the holidays. We hope you're able to rest, recharge, and recuperate too. If you need to reach us, we'll be periodically checking email at our webmaster account. 

We'll reopen on January 3rd. In the meantime, happy holidays. 

Last week, Governor Inslee presented his budget for the next legislative session. We’re happy to see lots of support for education in the budget. Unfortunately, even though revenues are up, we don’t have enough to pay for the projected costs of current programs. We need additional revenue to pay for new programs we know our education system needs – like special education funding, additional nurses and counselors, and additional mental health supports. The Governor proposes an increase in several different taxes to pay for issues like education, mental health, and clean energy. Taxes and/or tax reform will be a hot topic in 2019. For WASA’s update on the Governor’s proposed budget click here.

Our AWSP legislative platform for 2019 speaks directly to issues that principals face. Once again we have three interconnected circles--equitable funding, quality workforce, and student support.

Equitable funding means that we acknowledge the important role that principals play by increasing salaries as needed in your local districts and increasing the allocation of principals and assistant principals in the prototypical funding model. You will hear a common theme in our platform--we need enough adults in our buildings to support students. We do not want to see administrative positions reduced.

Our schools need adequate funding in special education services and funding for additional nurses, counselors, and community coordinators. We need these additional adults to help manage basic and mental health needs so that we can do our job with managing student learning. We need to bring our communities into our schools to provide more support.

We need a quality workforce to help ensure academic success for all students. We support a continuum of professional learning for all roles in the PreK-12 system, including paraeducators, teachers, and principals. We support efforts to encourage students to choose education as their profession and we need increased funding for the administrator internship and mentor programs. We also want to see increased support for the coordination of leadership between OSPI, the nine ESDs, WASA and AWSP.

There are many important programs that support students. We welcome additional support from the private sector in providing authentic career exploration and preparation programs and we support the establishment of regional safety centers at each ESD. We are also so proud of the work that the Association of Washington School Leaders does with student leadership groups all across the state. We need additional funding for a new building at Cispus Learning Center and funding for more robust outdoor learning experiences for students.

There will be much more to come in 2019 including weekly legislative reports. In the meantime, please contact me if you have any questions or comments!

Welcome to another episode of AWSP News, where we discuss:

• sharing your daily realities,
• recognizing a deserving principal for Principal of the Year,
• the important role our PAC plays in supporting principals,
• the 2019–20 principal intern grant application,
• Kaiser Permanente’s $3,500 “Thriving Schools” grant,
• the benefits of a blood drive through Bloodworks Northwest,
• a national award for our own Marty Fortin,
• ASB and Booster Club video workshops by Marty and Greg Barker, and
• some cool ways to take your staff into break.

Prefer to read the news? Check out the script.

Welcome to another episode of AWSP News, where we list all the things we’re thankful for, including:

• Rainier View Elementary principal Anitra Pinchback-Jones and her Milken Award,
• our partnership with OSPI and Title II funds to support you better,
• new Fast Five videos and a new video highlighting Lopez Island’s Farm Education program,
• Pacific Education Institute’s vision for STEM and Field STEM and New York Times bestselling author Richard Louv’s keynote,
• former Governor Christine Gregoire’s visit to our studio and her support and leadership with our Chief Education Officer network that pairs principals and executives from Washington Roundtable and Challenge Seattle,
• the great professional learning networks across the state,
• the support we’re getting from stakeholders and members on the principal pay gap,
• the questions we’ve received on Twitter with our #AskAWSP hashtag,
• our great support team we have at AWSP to answer your calls, and
• our awesome emeritus members and their willingness to step back and serve.

Prefer to read the news? Check out the script.

I was inspired to write this after attending the first annual MTSS-Fest conference lead by OSPI’s Kelcey Schmidtz and Andrea Cobb. They both work at the Center for the Improvement of Student Learning (ClSL).

The conference was fantastic and included a keynote address by Dr. Brandi Simonsen. Nationally recognized as a specialist in Positive Behavior Intervention Supports (PBIS), Dr. Simonsen made a comment that stuck with me. It explained why, at times, the conversation around PBIS can be tricky. To be honest, after experiencing the results of leading the implementation of PBIS at three schools in three distinctly different districts and hearing testimony about how PBIS has transformed the climate of countless schools and retrieved numerous hours of learning time, I’ve often wondered why debates still linger about PBIS. I’m also puzzled why there is still evidence of partial PBIS implementation when full benefits are reaped only after specific protocols designed for comprehensive implementation are followed (there is no such thing as “PBIS-lite”).  

It is abundantly clear implementing PBIS with fidelity throughout all facets of the system (district office, schools, classrooms, transportation, food service etc.) results in unprecedented changes in the culture, systems and learning of any school-community. PBIS is a tool designed to create equity-centered proactive systems for monitoring and responding to the needs of students and, importantly, the needs of adults...and this is where the conversation tends to get tricky.

As Dr. Simonsen also stated, “there is a science to managing behavior.” Embedded in this assertion is the notion that there is a right way of doing this work, a best way, a proven way.  True, managing behavior is nuanced, quite complex and, well, tricky. However, there are proven ways of doing it, and without question, PBIS is the best system to implement the science of managing behavior.

However, there is a specific protocol for installing PBIS. Sustaining PBIS in classrooms, not just throughout the halls of the building, is one of the key elements. But why might this level of specificity of implementation be tricky? Well, just like student behavior, it requires the adults in the school to change their behavior and replace it with a different, more impactful behavior.

In order for students to respond to the science of behavior management and systems implementation, the adults must do it too. PBIS requires a change in systems AND a change in practice. This can be especially challenging because maladaptive behavior is often confusing, as well as emotionally and mentally taxing for students and adults. Also, unlike instructional coaches, there are typically not "behavior coaches" readily available. Because of this, Dr. Simonsen points out the importance of professional development that features specific modeling and explanation of the science of managing behavior. This stuff takes time, but it can and should be done according to the implementation protocols provided.

In the span of a brief moment, adults in a school have a choice to react in a manner to de-escalate or escalate a student's behavior. We also have the decision-making ability to put proven systems in place designed to extinguish maladaptive behavior, increase pro-social behavior, and recapture hundreds of hours of learning each year. Multiple evidence-based practices can be started right away as your district plans comprehensive PBIS implementation, such as:

• Greet students at the door, recognize them by name, and say something positive.

• Catch kids doing the right thing...often.

• When kids make mistakes – rather than punish – remind them what to do and make sure they know how (what it looks and sounds like) to do it (reteach if needed).

• Let parents know how their child is doing in a manner they can understand and follow through upon.

• Emphasize and teach self-management.

Behavior for students and adults can be tricky to alter. However, the good news is there is a proven science to managing, monitoring and teaching it. There are research-based practices, and when it comes to PBIS, proven implementation protocols, vetted training modules, and tools for measuring the depth and fidelity of implementation at the district, building, and classroom level. PBIS has it all and, fortunately for us, there are highly regarded people in the field, including right here in Washington, to provide guidance and support. So as you initiate conversations with other leaders in your district about a full-on, comprehensive adoption of PBIS, check out this implementation blueprint and consider having your school leadership team explore the following resources:

• OSPI’s MTSS page.
• Evidence Based Practices for the Classroom (PBiS)

Looking for even more proven strategies to address specific behaviors? Try pbisworld.com and begin developing systems for supporting and monitoring the implementation of critical classroom features, like:  

• Maximized structure and predictability.

• Established, taught and monitored positively state expectations.

• Actively engaged students.

• Behavior expectations taught (pre-taught) at the beginning of lesson.

• Multiple opportunities for students to receive praise on their behavior.

That’s the tagline from the Washington State Coalition Against Domestic Violence (WSCADV). We know principals and assistant principals across the state are dealing with mental health and safety issues every day, and healthy relationships, whether for your staff or your students, can definitely fall into either of those categories.

In addition to the great “Refuse to Abuse 5k” the WSCADV puts on every year in partnership with the Seattle Mariners, they have lots of great resources for people of all ages to learn about healthy relationships and prevent domestic violence, including:

• a whole Love Like This series that includes a coloring book, coasters, stickers, and blog posts;
• a series of educational toolkits, one of which, In Their Shoes – Classroom Edition is about teen dating violence and can be done in a 50-minute school period;
• “How’s Your Relationship?” conversation cards that help you talk about relationships with anyone, even those folks you are concerned about;
• stuff from last month’s Domestic Violence Action Month to get a sense of what they promoted this past October.

In this episode of AWSP News, we discuss:

• our recent AWSP TV episode with former Governor Christine Gregoire about leadership and the role of the principal,
• how our Political Action Committee supports the candidates who support you and your students,
• our upcoming professional learning opportunities and Title II funding,
• a workshop to help you improve your public speaking,
• American Education Week,
• some great resources on the ASCD website,
• Ballard High School principal Keven Wynkoop’s Principal of the Year Award from the Washington Library Association,
• a student leadership question from Ryan Block for our #AskAWSP segment,
• the US Senate Youth Scholarship and how to get your students eligible,
• and a great podcast for some health and nutrition tips.

Prefer to read the news? Read our script.

In this episode of AWSP News, we discuss:

• our principal pay survey,
• our board structure and upcoming meeting,
• our advocacy committee and PAC, our upcoming advocacy platform,
• our Clear Risk Solutions and Seattle Pacific University sponsorships,
• more great feedback from Principals Month,
• AWSL’s Starting in the Middle publication and how it can help your middle school leadership programs, and
• preview our new studio and first talk show with Dr. Caprice Hollins and Jack Arend.

Prefer to read the news? Check out the script.