Sharing Our Progress

Submitted by Patrick Eberhardt

On November 12, Norfolk Juvenile Detention Center welcomed our colleagues from Chesapeake Juvenile Detention Center for a collaborative professional development day. Our science teacher, Ms. Donald, provided an engaging presentation on geology, sparking fresh perspectives on teaching earth sciences. Her enthusiasm for the subject was contagious, and her practical insights gave everyone new ideas to bring back to their classrooms. It was a powerful reminder of how science education can bring learning to life for our students. Ms. Donald rocks!

The day was structured to foster meaningful peer-to-peer interaction, with teachers shadowing their counterparts to gain a firsthand understanding of various instructional methods and classroom management strategies. The exchange allowed us to build stronger connections and share best practices that align with our unique educational environments. From innovative lesson planning to student engagement techniques, the day reinforced our shared commitment to providing a supportive, impactful educational experience for our students. Both groups were inspired and grateful for this valuable opportunity to learn and grow together as a community of educators.

Based out of the Chesterfield Juvenile Detention Home, Breakout to Nature was a project funded by the Chesterfield Education Foundation and supported by all teachers and facility admin and staff. It was based on the idea that outdoor educational experiences show wide-reaching and profound benefits for students. Having experiences in a natural environment has been shown to lower levels of stress, lower anxiety, and positively affect social and emotional health. Learning engagement and motivation increases have also been related to outdoor learning experiences.

Because our population of students are usually from schools with less resources and less access to learning experiences within a natural setting, this project was designed to provide as close to an outdoor learning experience as possible, complete with Q and A, “point of view” filming, and student-controlled filming/specimen collections.

Over the course of the school year the teacher would webcast live, interactive outdoor learning experiences into the classrooms. During these virtual experiences, the students at different times asked questions, could request that the camera be pointed at something, or even ask for samples to be brought back to the classroom. Some of the students at CJDH are allowed to have release time for educational or employment purposes and they assisted in narration and on-site commentary.

Our host, paleontologist Stephen Godfrey, provided a quick tour of the Calvert Marine Museum.

Dr. Godfrey then took us to the cliffs and we found fossils! We live cast for an hour to our 30 students back in the facility. He fielded questions and provided outstanding explanations.

Quotes from the students:

• "When do we do that again?"
• "Leaverite - leave it right where you found it! I am weak doc, I am weak."
• "I really liked how it sounded and looked. I wanna go there when I'm on the outside."
• (Holding some of the fossils) "30 million years old? Wow. That's crazy."
• "I liked how he knew everything, like, he could just look at something and be like, "that's a so and so.""
• "It was better this way. I like learning this way instead of just in here, you know?"

The director of the museum was anxious to continue working with us in years to come. “As a veteran educator, it is particularly touching to know that the museum community I am part of and my colleagues can make a difference especially with our most vulnerable and underserved students….I look forward to working with you and your staff and students myself in what I hope is a long and mutually inspiring partnership in education.”

Some students who attended the trip live were treated to Pocahontas State Parks Visitor Center’s displays.

Our hosts, state park rangers Rebecca Whalen and Caoilinn Turner gave a thorough and fascinating interpretive hike to one of the largest poplars in the state, a streambank of beaver activity, and highlighted native orchids, fungi and tree types.

The 30 students that joined us virtually asked questions and made comments as we measured trees, collected fungi, beaver chews, leaves, and other forest artifacts.

Quotes from students:

• “You know what I’m going to do when I am on the outs? Take a walk in the woods."
• "When I leave I can come back and do this with your students Doc.”
• "I’m not going to lie, this is the naturest I’ve ever been."
• “I like how you could hear the crunching of the leaves and stuff.”
• “Are we going to see a deer’s nest? I want to see some deers.”
• “That junk was wild Doc, did you see that leaf? Nobody thought it’d be purple. Crazy.”

Students examined bags and buckets of specimens we brought back to the classroom and a classroom Terrarium was created.

Hon. Lee Ware of the Commonwealth House of Delegates, Chair of the Agriculture Chesapeake and Natural Resources Committee visited our students via Zoom to answer questions and provide his insights into the state of our Virginia forests. The students generated and asked him a long list of excellent questions:

• “Is the number of trees cut for profit a good number in your opinion? Should it increase or decrease?”
• “I feel like certain parts of VA get more attention than others in regard to cleanliness and natural resources. How can we change that?”
• “A special population, those in hospitals or hospice, need a lot. Can natural resources help them?”
• “What is the biggest forest in VA?”
• “Why don’t we have wildfires in this area? Or do we? As a delegate, what can you do about fire threat? Is the government able to prevent people from starting fires?”
• “What is the status of the forest in VA - are we good? Are there enough trees?”

Our guide for the visit, Ed Edmundson, first talked with the attending students about employment opportunities and the type of work that can be done at the facility and with the county. Then the webcast began with close up shots of the “fatballs” and flushable wipes that clog the intake. There were a lot of comments about the odor and questions about what details we could see. Students also had a peek at the vast electronic monitoring system necessary to keep things running.

Although we could not bring back any samples of one of the end products at the plant - biosolids - we did create our own wastewater in the classroom the following day and did a “Will Doc drink it” dare. (Spoiler alert - Doc did drink it!).

lthough a live webcast was not possible due to the cancellation of Chesterfield schools on the afternoon of the solar eclipse, some students were able to go outside with staff and view the partial eclipse in Virginia, and all students viewed the video that Dr. Ashton brought back from his trip to Arkansas where he recorded the totality event.

Two more virtual events await this spring. In late May, Dr. Ashton will be livestreaming streamside as he and some student helpers collect macroinvertebrates to bring back to the classroom. There will also be water samples to measure nutrient loads and levels of oxygen.

In June during enrichment, the Virginia Department of Wildlife Resources will give our classrooms virtual zoom and pan control of the webcam at the Hog Island Wildlife Management Area.

This program has enriched our students’ classroom experience and hopefully provided some of the psychological and cognitive benefits that outdoor learning can bring to students. We will continue to seek support in future years to sustain and expand the program.

Leigh Ann Dickinson, HSP Art Therapist, reconnects with a former patient and their family while creating high-flying artwork together.

This September, the Inpatient and EC teams at the Hospital School Programs at CHKD supported CHKD colleagues, families, and patients at the 2024 Children’s Cancer and Blood Disorders Center Survivor Day. This event is designed to celebrate our patients and families and recognize their incredible journey with cancer. Our teams participated in planning and executing this year’s theme, “Soaring to New Heights” through activities, speakers, and a luncheon for the participants at the Military Aviation Museum in Virginia Beach. Participants had the opportunity to tour the museum, explore vendor booths full of community resources, hear from their doctors, connect with other families on a similar path, and enjoy a meal with their loved ones.

Leigh Ann Dickinson (Art Therapist), Leslie Magee (Music Therapist), and Shannon Northup (Educational Consultant) created a space for participants to make and decorate paper airplanes and test out their creations on their own runway. Current and former patients joined together to write messages of healing and hope after learning how to fold the perfect design for their plane. Our team looks forward to this event every year as a way to celebrate with families, reconnect with former students, and partner with our CHKD family!

Recently middle and high school students at the Brook Road campus of the Richmond Hospital Education Program built a Totem in the Art Therapy Group.

This is a low anxiety task that is used as a form of self-expression and is a relaxing process. The task is designed for the student to explore various cultures and history, themselves and their classmates. It heightens the awareness of self.

This task allows students who do not normally get the opportunity to use their hands or speak to make choices, use their hands and allows some release and tactile stimulation.

We used the following objectives from the SOP Art and Music curriculum:

IS1.3: The student will develop beginning to advanced social skills by understanding effective verbal and nonverbal communication.

T.1.2: Student will adjust to facility and educational environment by actively participating in education assignments, activities, or events.

T.9.1 Student will progress by meeting milestones to develop fine motor skills through expressive therapy experiences.

T.9.2 Student will progress by meeting milestones to develop gross motor skills through expressive therapy experiences.

I.1.5 The student will build positive self-concept through expressing awareness and confidence in his skills and strengths.

We used the following Middle and High School objectives:

Middle school ASOL: HS-G 13 The student will demonstrate knowledge of how early cultures developed in North (SOL USI.3) America by: b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois).

High School: HS-G 16 The student will demonstrate knowledge of how life changed after the Civil War by (SOL USII.4) a) identifying the reasons for westward expansion, including its impact on American Indians.

Process : The students learned a little about totem poles and their history. Each Student then chose a totem and the materials to design it.

Our students made choices using eye gaze, AT or another method. Once all choices were made, students created their totems. Some students needed physical support to accomplish this step.

Once all totems were completed students came up with a class story and decided where to place their totems on the pole. With the help of Artificial intelligence, we created a story that fit our students perfectly.

Totem Pole Story

In a time long ago, the world was divided into realms of land, sky, and beyond. Each creature held a sacred place in maintaining the balance of life, contributing unique strength and wisdom.

The Three Bears (Bottom Tier):

At the foundation of the totem pole stand the three great bears, known as the Guardians of the Earth. Their immense strength and endurance hold up the entire pole. The bears represent power, stability, and protection, rooted deeply into the soil, ensuring that all who rest above them are supported and safe. The bears carry the weight of the world, unshaken by storms or time, for they are the bedrock of the animal kingdom.

The Two Frogs (Next Tier):

Above the bears are the two frogs, the Keepers of the Water. Though small, the frogs are essential for sustaining life, for without water, no creature could thrive. Their placement just above the bears signifies how life springs from the earth, nourished by water. The frogs represent adaptability, resilience, and healing, ensuring the land stays fertile and lush.

The White Wolf (Next Tier):

Above the frogs stands the White Wolf, a majestic figure known as the Guide of the Night. The wolf's keen instincts and wisdom allow it to navigate both darkness and light. It is the protector of travelers and lost souls, representing loyalty, guidance, and intuition. Its howl echoes across the lands, reminding all that even in darkness, a path forward exists.

The Astronaut (Next Tier):

Next is the Astronaut, the Seeker of the Stars. This figure represents humanity’s boundless curiosity and ambition. Positioned high on the totem, the astronaut gazes toward the heavens, embodying the quest for knowledge beyond the boundaries of Earth. The astronaut bridges the realms of the physical and the cosmic, reminding all creatures of the limitless possibilities that come with exploration and discovery.

The First Eagle (Higher Tier):

Soaring above the astronaut is the First Eagle, the Spirit of the Sky. With wings spread wide, the eagle watches over all from above, symbolizing freedom, vision, and strength. As the messenger between the earthly world and the heavens, the eagle carries the prayers of the creatures below to the spirits above, representing clarity, courage, and the ability to rise above obstacles.

The Second Eagle (Next to the First Eagle):

Flying alongside the first eagle is the Second Eagle, known as the Watcher of Winds. This eagle represents balance and duality, for even the skies have two faces—the calm and the storm. Together with the first eagle, it forms a pair, showing that no one force exists in isolation. The second eagle teaches harmony and balance in the face of both challenges and peace, reinforcing the idea that strength comes from unity and shared vision.

The Beaver (Topmost Tier - Crown of the Pole):

Atop the wings of the eagles rests the Beaver, the Builder of Dreams. Though small, the beaver’s industrious nature and creativity are unmatched. It symbolizes perseverance, hard work, and resourcefulness. Positioned at the top of the totem, the beaver represents the importance of creation and vision, reminding all that dreams, once built, shape the future.

The Story’s Meaning:

With the addition of the Second Eagle, the totem pole’s message of balance and harmony becomes even clearer. The First Eagle, symbolizing clarity and strength, is complemented by the Second Eagle, embodying balance and the duality of nature. Together, they remind us that even in the vast sky, forces must work in unison—much like in life, where the harmony of different strengths and perspectives is key to survival and success.

From the grounding power of the bears to the soaring vision of the twin eagles, each being on the totem pole represents the balance of nature, strength, wisdom, and ambition. The astronaut bridges the earthly and cosmic realms, while the beaver atop honors the dreams and work that continue to build the world.

This pole reflects the interconnectedness of all life, and the importance of every creature’s role in supporting and guiding one another.

James River Juvenile Detention Center Education ART Program We are excited to share our students’ art work from James River Juvenile Detention Center with the public! This year we are showing off their creative and talented artwork at Tuckahoe Library located in Henrico County. The artwork is located in the central part of the library, which most patrons like to meander and look at various works of art that the local schools of Henrico County put forth. We are hoping the patrons of Tuckahoe Library are enjoying the creative art exhibit put on by our very own talented students at JRJDC. This art exhibit consists of varying styles and techniques — from drawings to paintings such many of our students’ talents. The students remain anonymous- but they receive a certificate given by Tuckahoe Library acknowledging their talents in art. We are proud of our students and the artwork they have produced!

We had a fantastic day at the river! Our first resident student passed the remote DMV Learner’s Permit Test! James River JDC, in partnership with the Virginia DMV, has launched a remote learner’s permit testing program. Post-D students who meet the age requirement are nearing their release and have fulfilled facility expectations are eligible to take the test. Those who pass must only visit the DMV with the necessary documents to obtain their permit once it is released. JRJDC is excited to provide this additional service to our residents.

Last Friday was another good day at the river. Under the leadership of Greg Townsend and Ben Anderson (science teachers), our team harvested 46 tilapias and several 4 lbs of fish for our annual fish fry. All the students got to experience this from start to finish.

Submitted by Tiffany Powell, English teacher

Our Back to School Night event gave us the opportunity to connect with our students and their families. We had several special guests (Newport News Police Chief, Newport News and Hampton Fire Chiefs, Chess Club Volunteers, Ketchmore Kids Inc., The Assistant City Manager for Community and Wellbeing, and State Operated Programs Specialist) who attended and stressed the importance of education and personal development throughout the night. This event enabled us to build stronger relationships between our students, their families, teachers, and the community, which we believe is vital to the success of our students.

We engaged parents in open discussions throughout the night about their child's progress, challenges, and achievements, as well as programs and resources we offer here at Newport News Juvenile Detention.

We continue to provide a safe, supportive, and enriching learning environment for our students as the school year progresses. In times like these, we are reminded of the importance of community and partnership in helping our students reach their full potential, and we are committed to their education and well-being more than ever.

Submitted by: Jan D. Owens, Social Studies Teacher

On September 13, 2024, the Mariners' Museum's Education Department delivered an engaging program titled “A New World…Explored and Colonized” to the VAUS History 11th-grade students at Newport News Juvenile Detention School.

The presentation was led by three Mariners' Museum staff members: Ms. Brandan Adams, Senior History Educator, along with History Educators Ms. Anna Lynn Thornsberry and Ms. Ellie Stocker. The program aimed to deepen students’ understanding of the impact of European exploration on the colonization of the Americas and its effects on Indigenous peoples.

This dynamic presentation included primary sources, an informative PowerPoint, and an interactive exploration of maritime navigational tools, including the astrolabe, quadrant, compass, and back-staff. Students also participated in a hands-on “Columbian Exchange” trading game that illustrated the far-reaching consequences of global trade and cultural exchange.

The museum educators encouraged questions and discussions, and students expressed great enthusiasm for the program, noting that it was both enjoyable and informative.

Art education has been proven to have a positive impact on youth placed in the juvenile justice system. Art assists students in developing skills such as social and emotional awareness and the problem-solving abilities needed to strengthen and improve their sense of self-worth. Art focuses on producing positive outcomes through meaningful creative experiences.

For the first time in 11 years the New River Valley Juvenile Detention Home (NRVJDH) has a certified Art Teacher/Art Therapist on staff. This teacher provides whole group instruction to all students two days a week. In addition, she conducts therapeutic sessions intended to allow them to share their thoughts, feelings, and experiences through creative expression.

Although the implementation of Art at NRVJDH is in its early stages we are already seeing the impact that it is having on students. One of the first projects involved the creation of a mural on a wall located in the intake area. The mural was designed with input from the students and was created with the assistance of the Art teacher. It represents many of the programs, activities, and partnerships that exist at NRVJDH and is symbolic of the positive atmosphere of this facility.

A “quote wall” has also been created to allow students to work on an individual art project. The wall allows students who have been in the care of NRVJDH for more than 90 days and have completed the GOALS program to paint a block on the wall. In addition to painting the block the student must also include a quote that is indicative of the growth that he/she has made during their time at NRVJDH.

Students in the Post Disposition Program worked with volunteers to produce a high-quality garden this past summer and fall. Norfolk Juvenile Detention Center has been blessed with a community partner for several years. Grace Bible Church’s Outreach Program led by Mr. Bob Rudman (gentleman in the picture) has supported NJDC with incentive programs, teacher recognitions and graduation celebrations. This past spring, Mr. Rudman let us know that church members wanted to give their time and talents to teach students how to grow vegetables in a small setting. The volunteers come once a week to work and teach students about the value of growing your own food. Students learned how to use tools, plant seeds and how to use the location of the garden to maximize output. There were a great number of vegetables produced from the garden and the students were proud to provide local food banks/shelters with this food.

Students in Mr. Weaver’s science classes have been learning about population dynamics and how limiting factors correlate to population size. These topics were then used in discussions about the human population on Earth. The students determined that some of the limiting factors on human population were water, space, food, and disease. They were then assigned or tasked with the intent of developing ways to reduce the effects of the limiting factors of water, space, food and disease. As an example, students were introduced to Entomophagy, which is the practice of eating insects. Insects as a food source are high in protein and contain all essential amino acids, making them a viable food source. The production of insects takes less space, uses fewer resources, and produces less pollution than other animals when used in food production.

As a culminating activity, students were given the chance to taste a variety of dried insects including crickets, grasshoppers, and palm worms. The attached photo contains a picture of the food source which was purchased online from Thailand Unique. Out of the given food choices, the students preferred the crickets over the other food sources with the palm worms determined as the most unappealing! Crickets contain 60 percent protein and are rich in iron, zinc, calcium, copper, phosphorus, magnesium and manganese. The students enjoyed the activity and learned new info to share!

RJDC works with students to help them identify post-secondary goals and provide support to achieve them. Through intake interviews, instruction received in the Career Readiness class, and Pathful Explorer assessments, many students indicate an interest in gaining immediate employment upon graduation. The fields of transportation and construction are often popular choices, and with the rapid growth in the region, is a great fit for our students.

An opportunity arose to partner with the American Traffic Safety Services Association (ATSSA) to marry student interests with the prospect of direct employment. ATSSA, which was incorporated in 1970, has a core purpose to advance roadway safety through the design, manufacture and installation of road safety and traffic control devices. A specific job to support the goals of ATSSA is that of a flagger.

The flagger’s role is to protect project personnel and provide safe, courteous, and authoritative directions to traffic seeking passage through the work zone. On Friday, 1 November, a select group of ten students were able to participate in training and 100% become certified flaggers through ATSSA. This course taught students standard flagger control references, proper flagging signals procedures, and standard flagger practices for various situations.

With the current level of vehicular traffic, plus the ongoing and expected growth in road construction in the region, holding a certification as a flagger is a great way to secure entry level employment and open the door to upward mobility.

Submitted by Rayne MacPhee

Art Teacher

On November 4th, the teachers at Roanoke Valley Juvenile Detention Center took a refreshing break from their routines to engage in a unique professional development experience: a pottery workshop led by art teacher Rayne MacPhee with the help of local artist Gabrielle King, founder of The Slap Shop. King, known for her work with Carilion Hospital, where she helps staff combat burnout through creative expression, brought her expertise to our center, fostering a nurturing environment for our educators.

During the workshop, teachers crafted Christmas ornaments from scratch, learning essential glazing techniques and exploring various clay mediums. Each participant poured their creativity into designing a unique piece, which will be fired in a kiln and returned in a few weeks. The event not only allowed teachers to express their artistic side but also served as a vital opportunity for decompression. One teacher reflected on the experience, saying, “Wow, I never thought I would come to work to de-stress!” This sentiment underscores the importance of mental well-being in our challenging educational environment.

As we look forward to the return of our beautiful creations, we are grateful for the chance to unwind and connect with one another through art. Thank you to all of our teachers for taking the time out of their day to try something new and get creative!

Submitted by Nick Windsor, English teacher

The 2024-2025 school year was off to a positive start following an enrichment program chocked full of activities. Students participated in engaging activities such as chess, solving Rubiks cubes, creating Origami, explored various musical instruments, made no-bake cookies, and competed in various athletic (and not so athletic) contests. These activities engaged students and promoted social skills, critical thinking, creativity, and fostered a positive relationship between education staff and students to start the new school year.

Mr. England's math students researched famous mathematicians and then created paragraphs summarizing the mathematician's significance/contributions. Mrs. Choi, art teacher, then joined in on the project to help students design an artistic component. Students enjoyed seeing their work displayed.

Mr. Hitch, post-grad teacher, continues to provides opportunities for students to consider as future ready citizens. Additional opportunities are on the horizon.