Sharing our progress

By Leslie Magee

After completing The Writing Revolution training with SOP this Fall, the Hospital School Programs at CHKD made it our goal to incorporate these strategies as much as possible into our work with students. We held brainstorming sessions to collaborate and connect each strategy to our content areas and began taking data on our implementation. We have seen quantitative and qualitative improvements in our students’ literacy and SEL because of these practices.

Enhancing vocabulary, improving sentence structure, and increasing comprehension were skills we expected to see grow. Elementary teacher and reading specialist, Jennifer Miller shared, “the scrambled sentence activities have been especially effective because the student is interacting with language – syntax, punctuation, word order – and the content being taught.” When they think about this content in a new way, they develop new connections to the material, leading to increased retention and retrieval. However, we also saw our students’ self-awareness and confidence flourish.

Several staff were skeptical about how structured writing would fit into their content areas – especially those in creative spaces. However, art teacher Michael Logan saw the techniques “enhance students' ability to articulate their artistic choices, analyze works more critically, and develop stronger visual literacy. The structured approach has helped students build confidence in discussing and writing about art, making their reflections more thoughtful and their ideas clearer.” Similarly, art therapist Leigh Ann Dickinson discovered when students are asked to develop questions for an artist they are learning about they often, “see how the work evokes feelings in themselves as well.” TWR can deepen both creative and analytical skills and the activities are quick – an engaging way to wrap up a lesson.

In language arts, TWR strategies have helped our students break down complex topics into key ideas. They are not overwhelmed by writing an entire essay when it is first presented as expanding a kernel sentence. Students take one thought and expand it little by little into a full sentence, then a string of sentences, and finally a paragraph. English teacher, Aniki Reid noticed growth in her students when, “they practice rewriting or expanding sentences to make sure they understand what they’ve read and can express it in their own words.” This reflection requires practice and repetition which builds confidence.

Although the TWR program is intended for school-wide, long-term use, our staff have seen benefits even in the short-term. Our students may only see these strategies several times during their time with us, but many have an “aha moment” when exposed to a different type of writing instruction. As a whole, our staff have been pleasantly surprised with TWR’s ease of implementation and positive student outcomes. We continue to incorporate these strategies into lessons and appreciate SOP’s investment into this professional development.

Graduate students from George Mason’s MFA program have returned to the Fairfax JDC for a FOURTH Year of the Poetry Al!ve Program (link to info about last year’s program).

https://english.gmu.edu/articles/20016

Poetry Al!ve seeks to uplift and empower students at the Fairfax JDC in their creative writing through interactive classes focused on contemporary poetry. This program is made possible by a partnership between GMU, Poetry Daily, and the Fairfax JDC.

This year, four MFA students from GMU will visit the BETA residents each Friday in the spring semester to read, write, discuss, learn, and share poetry. Friday, March 7 was this year’s kick-off where students wrote their first poems after reviewing this year’s title selections, Promises of Gold and Breakbeat Poets.

This spring, students will meet with award-winning poet Jose Olivarez via Zoom to discuss poetry and reflect on their experiences with Poetry Al!ve. The poems that students write throughout the program will be compiled to create a chapbook, published by Poetry Daily.

James River Juvenile Detention Center students spread love by making Valentine’s Day cards for adults living in long-term care facilities. Students wrote a generic and uplifting message celebrating the Valentine’s Day season. Afterward, the teacher dropped off the cards to one of four facilities to read and enjoy.

Merrimac Juvenile Detention Center was happy to add a 3D printer to their science classroom this November. Using the Inventive Teaching Funds, Merrimac was able to buy a Bambu Lab X1 Carbon. The printer is able switch between 16 different filaments to make multicolor prints at the touch of a button.

For the first project, the Art teacher Mr. Flores had students draw holiday characters that were scanned into a computer. The next step saw residents working with the science teacher Mr. Bull to set final colors for their drawing (i.e. because the background was white, the figure had to be drawn in other colors to stand out from the background). Once students had every detail to their liking, the design was printed. Overall, the project was a success!

For our students that are looking to become mechanics, we were able to print out a functioning motor for them to assemble. These students have had hours of educational fun with Mr. Hooker learning all about the inner workings of a motor. In the coming months, we hope to 3D print a transmission for the residents to assemble.

Looking ahead to 2025, the goal is to get the residents to make their own 3D creations. Students have already started learning to use TinkerCAD, a free online 3D modeling application, to create their own models which will then get printed. The 3D printer provides many opportunities for Art and Science(STEM) to come together to make wonderful STEAM projects.

The artwork of 8 Newport News JDC students were selected by their teacher, Ms. Lowery to be displayed at the City Wide Your Art Show at the Downing-Gross Cultural Arts Center February 1-24. The exhibit is organized by the Newport News School District and features student artwork selected by teachers from all the High Schools and Middle Schools in the District.

Half of the artworks selected were large portraits in pencil. Students were asked to select a celebrity that interested them. Next, they practiced drawing features like eyes, noses and mouths. Using a projector, they traced the outline of their subject and then used shading techniques to give the illusion of depth. During the course of the project, students watched a video about and discussed the artwork of contemporary artist Kehinde Wiley.

The other artworks selected were smaller painted pieces. In these smaller artworks, students learned step by step how to draw a given subject. They studied color theory and learned how to work with tempura paint.

The students remain anonymous- but they receive a certificate from the Newport News School District acknowledging their talents in art. We are proud of our students and the artwork they have produced!

During a NNPS curriculum and development meeting, Instructional Content Supervisors selected 10 artworks from this city-wide exhibit to recognize with special award ribbons. Two of the artworks from NNJDS were selected for recognition.

In the first week of February, four post-graduate students at Norfolk Juvenile Detention Center attended 3 separate presentations put on by military recruiters from the United States Marine Corps, the United States Navy and the United States Army. The recruiters talked to the students about their personal experiences serving in the military and shared the variety of jobs that their branch has to offer new recruits. Benefits, salaries, travel and training were other topics covered during the presentation. Students were attentive to each of the recruiters and were able to ask questions that related to their own personal situation. At the conclusion, students got the contact information of the recruiters along with brochures that provided more information on the respective branches. NJDC’s transition teacher (Ms. Harold) has also scheduled for these students to meet with the city’s Human Resources Department representative with the goal of having students learn about the opportunities/benefits of working with our city.

Written by: Ritchie Brown, MT-BC - Music Therapist

Who is someone who inspires you? What about them captivates you? Is it their accomplishments, their generosity, the impact they have on others beyond their years, or something else? This February, residents at NRJDC were given the opportunity to select an influential individual and research them for Black History Month! They gathered information, created a poster about this individual’s life and impact, and created a beat that demonstrated one of the character strengths the person showed throughout their life.

Prior to using GarageBand to create a beat, the residents completed a sentence worksheet based on one of the activities provided in The Writing Revolution’s Black History Month Bulletin Board Bundle. They brainstormed appositives and character strengths about their individuals, filled in the blanks provided, and transformed their sentence skeleton into a full sentence. One of our residents selected Simone Biles and created a beat based on the strength and determination she’s shown throughout her life. Their beat balanced smooth strings, similar to Simone’s graceful movements in gymnastics, with a powerful and steady percussion line. Residents enjoyed sharing their beats with one another and pointing out which instruments or characteristics they heard! Check out a re-creation of the Simone Bile sentence worksheet below.

Students at the Piedmont Regional Juvenile Detention Center(PRJDC) have been experiencing work skills in a virtual environment using the Transfr VR headset and program. This program is new to PRJDC this semester and students in the Junior/Senior classes have enjoyed experimenting with hands-on, real life work environments. Students have used the platform to experience skills in the food service industry, transportation, car industry, and even the field of nursing.

The staff members have enjoyed watching the students as they perform various job tasks such as chopping eggs for the food services industry, working on turbo engines for a 747 jet, or simply fixing an engine on a vehicle, with one student assisting injured patients in a car wreck. Students have expressed they enjoy the real life virtual platform and it has made learning come alive for them in the classroom. One student even said, “I forgot I was here in detention, it is so real!”

Students are given time to practice areas of interest and learn skills. They discuss their daily work habits and new skills with the instructor, Mr. Weaver, after each Transfr session. Students have expressed that this program has actually increased their knowledge of jobs in the marketplace and through discussion with the teacher, they have a better understanding of the work environment and training needs for these positions. Mr. Weaver stated that using Transfr has opened the door to opportunities and experiences in which these students can use in real life once they leave Piedmont.

The Transfr system is easy to use and operate. Training was provided to staff members as part of the year lease and PRJDC hopes to be able to continue this program next year.

Jackie Holland, English Teacher, PRJDC

It doesn’t matter at which school you teach; most teenagers do NOT like to write essays! Students at Piedmont Regional Juvenile Detention Center (PRJDC) are no exception. Most students don’t even want to begin to write because they think that they’re “not good at it.” The difficulty for our students has been not only where to start, but also how to get to the end. This year we have begun to use a better writing “road map” for them to follow that is easing their minds and improving their writing! The Writing Revolution has been an invaluable resource for sentence starters and paragraph frames that make students believe that “I can do this!”

Using summary sentence structure frames to practice has enabled students to not just write complete sentences, but sentences they are proud to have written. It then enables them to stay on topic and to add details. Topic sentences are actually becoming “a thing” that is creating some beneficial competition!

The Writing Revolution has so many tools for students to use and we’ve only begun to scratch the surface. I have no doubt that as we continue to utilize more of the recommended techniques that student writing will get even better. Bring it on!

On February 18, 2025, students at the Rappahannock Juvenile Detention Center (RJDC) were given an exciting opportunity to learn about a potential career in firefighting, thanks to a visit from a member of the Fairfax Fire & Rescue Team. This event aimed to broaden the students' horizons by introducing them to a career they may not have previously considered.

During the presentation, students were informed of the numerous benefits of joining the Fairfax Fire & Rescue Team. These included a starting salary of over $67,000, with a minimum educational requirement of just a high school diploma or GED. The position also offers comprehensive health and dental insurance, a solid retirement package, free initial and ongoing training, and a shift work schedule that can provide a good work-life balance.

The presenter highlighted not only the attractive benefits but also the high job satisfaction rate and potential for career advancement within the fire service. The students were highly engaged, asking insightful questions and showing genuine interest in the profession.

Following the presentation, the students in the Career Readiness Class continued to explore the field of firefighting using Pathful Explorer, an interactive career exploration platform. Several students expressed a strong desire to pursue firefighting as a potential career, furthering their engagement and enthusiasm for this career path.

This event marks a valuable step in helping RJDC students consider and pursue meaningful career opportunities.

The staff at the Children’s Hospital of Richmond is using a multi-sensory approach to learning in Literacy and the Arts. The multi-sensory approach is simply using two or more senses when we take in information and/or express what we are learning. With the help of the Inventive Teaching Funds, we were able to purchase materials to support students’ creativity and hands-on activities during their academic sessions. Specifically, we have been using the material Model Magic which is an air-dry clay made by Crayola. It is lightweight, and it is not messy. It comes in individual one-ounce packages so it meets health standards for the hospital (no reusing of items that could spread germs). We use pre-made colors and white, which the students can color with markers to create their own colors. While Model Magic is the preferred material due to texture and outcome of the final project, the age guidance is 3+ yrs old. So in order to include our younger learners, we also use Play-Doh.

Students have used the materials during reading to create letters and words as well as characters from their texts. During STEM lessons, students have used the materials to create models. There are also social-emotional learning benefits as children work with their hands and express themselves through their art when words are too difficult. In the hospital setting we are often working on strengthening fine motor skills, and this activity doesn’t feel like “work” for the students, but rather play. Students who don’t want to “do” math have even been enticed to make manipulatives and then use them to complete an entire lesson. As the year progresses, we will continue to discover new ways the students will use these tools to express themselves and what they are learning.

In the RHEP at The Children’s Hospital of Richmond, teachers are using The Writing Revolution materials to target various literacy skills. Here are some examples across grade levels:

PreK and lower elementary:

Mrs. Eiker incorporates student background knowledge and experiences of the four seasons into TWR writing activities. Additionally, she enjoys putting together opportunities for students to create a visual representation of their writing.

In this activity, students utilized knowledge of transition words and “time signaling” subordinating conjunctions to write a written response. These activities were used to lay the foundation to write sequentially for years to come. Mrs. Eiker looks forward to using TWR resources to be intertwined into further explorations of the seasons and all that they encompass.

Elementary:

Mrs. Furey enjoys introducing TWR concepts as both a means of furthering writing development as well as displaying comprehension of a subject or text.

In this activity, students used knowledge of meanings of subordinating conjunctions to match a sentence stem to its appropriate ending in a Piggie and Elephant series story. Additionally given another Piggie and Elephant book, students used both their knowledge of subordinating conjunctions and details in the story to finish sentence stems. In each of these instances, Mrs. Furey looks forward to discussing the comprehension of a story through the lens of a student’s written work. She looks forward to pairing the TWR resources to read aloud texts for years to come.

Secondary: In high school, Mrs. Leveski utilized the sentence expansion technique. She started with kernel sentences and question words to have students craft higher level sentences that appeal to the senses. She engages students in this activity through popular young adult literature that matches student interests.

Shenandoah Valley Juvenile Center recently purchased a Fatal Vision Roadster Pedal Kart along with nine sets of impairment goggles from Drunkbusters.com. The Roadster Pedal Kart is used under the supervision of Mr. Campbell, our PE/Drivers’ Education teacher.

Mr. Campbell created a unit for the kart to introduce students to learn introductory driving skills and began teaching his students important parts of the kart. He modeled the correct operation of the cart and students began driving on a course that Mr. Campbell created. The course was comprised of traffic cones with laminated signs directing students while they were behind the wheel of the kart.

After becoming proficient driving the kart, students began operating the kart with the impairment goggles from Drunkbuster.com. Driving skills were reinforced by steering and maneuvering curves and turns. As driving repetitions increased some students improved their stamina with improved cardiovascular skills, and muscle use with their legs.

The goggles simulate various impairments which include multiple levels of blood-alcohol content, drug, drowsy and distracted and lastly cannabis, ecstasy/LSD. Mr. Campbell sets a goal for students to drive through the course without hitting traffic cones and while also staying on the course.

Students are learning road signs and to parallel park. To provide interest, Mr. Campbell times students as they run through the course in an effort to get through the course in the shortest amount of time without making any driver errors, which add to their times.

The Fatal Vision Roadster Pedal Kart has become an instant hit for students and adults alike. Students find it to be fun and challenging. Their driving improvement is obvious to the eye. Center staff also like to try their turn at the kart. It has been a popular new learning tool for our residents.

Mr. Campbell has been encouraged by the excitement that has been generated by the new kart and thinks it will provide students with knowledge that that may benefit them in the future when they are operating a vehicle themselves.

In Mrs. Choi's art program, students created these beautiful stained glass pictures. Students were introduced to the art of stained glass and shown examples of both historic and modern stained glass works. They then created their own faux stained glass using plastic sheets. Students used a template to first outline their designs and then painted onto the plastic using a mixture of acrylic paint and glue. The finished works were displayed on a hallway window allowing light to filter through their work giving the effect of stained glass. Some of the students enjoyed this process so much, they made two!

Lucas Tressler

In a video on his podcast’s YouTube channel, Jocko Willink explains his philosophy for dealing with unexpected problems: he just says, “good.” When we have unexpected or unusual issues, we have an opportunity to find new solutions.

Many of us in SOP have experienced shortages in staff, and this can make teaching frustrating. When we experience these kinds of obstacles, though, it is important to remember that we can still make great things happen, even if we need to get creative.

In addition to having a record year for fundraising at W. W. Moore, we have been able to see our students to success while faced with class closures and missed seat time. We have worked with our staff to teach one-to-one with our students, and while we cannot always run through the projects we would like to, we can take advantage of other tools. Games are a great way to integrate multiple concepts into a single lesson, such as assigning equations to the individual squares on a chess board. Informative videos and music also add new dimensions to literature assignments that students might otherwise find boring. In social studies and science, simulated experiments and illustrated histories help students retain difficult and complicated information. Additionally, the ability to teach students individually is a rare opportunity in itself, and presents many advantages that are hard to come by in a traditional classroom.

These one-on-one strategies, among others, have allowed W. W. Moore to maintain its record of graduations, GEDs, and CTE credentials despite staff shortages. Sometimes, providing a quality learning environment means finding creative solutions to frustrating problems. Every obstacle is an opportunity to try something new.

Source

Willink, Jocko. “Jocko Willink ‘GOOD’ (Official).” YouTube, uploaded by Jocko Podcast, 25 January 2016, https://www.youtube.com/watch?v=IdTMDpizis8.