BY ROGER MOONEY
The honors continue to roll in for Step Up For Students.
The nonprofit’s Jacksonville office was ranked among the top places to work in that city by the Jacksonville Business Journal, placing third in the category for Large Companies (100-249 employees).
“It is such an honor that our employees are being recognized for the work they do each day to create an organizational culture that enables us to fulfill our mission to the best of our abilities,” said Anne White, Step Up’s chief administrative officer.
The Jacksonville Business Journal partnered with Quantum Workplace, an employee engagement research firm, to compile the rankings. Quantum Research surveys employees and analyzes the results to determine employee satisfaction.
Employees are evaluated in the areas of team effectiveness, retention risk, alignment with goals, trust with co-workers, individual contribution, manager effectiveness, trust in senior leaders, feeling valued, work engagement and people practices.
The results were announced May 23 at an event held at the Baseball Grounds at Jacksonville.
Step Up’s Clearwater office was recently ranked eighth among large companies in the Tampa Bay area by the Tampa Bay Business Journal.
Nationally, Step Up was ranked 19th on Forbes’ list of America’s Top Charities 2018. It was also recognized in 2018 for its financial accountability and transparency from two nonprofit watchdog groups: Charity Navigator and GuideStar. Charity Navigator awarded Step Up a four-star rating for the seventh consecutive year, a credit that only 4 percent of charities have earned by the nation’s top charity evaluator. Step Up has earned the Platinum Seal of Transparency with GuideStar, a public database that evaluates the mission and effectiveness of nonprofits.
Step Up helps more than 115,000 pre-K-12 children annually in Florida gain access to education options by helping manage five scholarship programs: The Florida Tax Credit Scholarship and recently created Family Empowerment Scholarship for lower-income families; the Gardiner Scholarship for children with special needs or unique abilities; the Hope Scholarship for students who have been bullied at a public school; and the Reading Scholarship Accounts for children in grades 3-5 who struggle with reading.
RogerMooney, marketing communications manager, can be reached at email@example.com.
By ROGER MOONEY
DAVIE, Fla. – Josh Carlson pulled up a chair inside the office of the school guidance counselor one February morning and greeted a visitor.
“Salve,” he said.
It was the summer after his senior year, the summer he should have spent preparing for his freshman year of college.
Josh, a senior at American Preparatory Academy, a private K-12 school in Davie, Florida, taught himself Latin last summer.
That’s Latin for “hello.”
was a summer spent reflecting on what went wrong during that senior year, and
why he was required to repeat it.
“Just a lack of motivation on my part,” said Josh, 17.
This lack of motivation was a never-ending source of frustration for Josh’s mother, Kadirah Abdel, his guidance counselor, Norman Levitan, and American Prep principal, Soraya Matos.
They each sensed a serious student inside Josh yearning for an opportunity to be set free. He could be engaging with his teachers, capable of leading the class in a deep discussion on the topic for that day. He could also be disruptive and unmotivated, unwilling to complete his assignments on time.
Matos said she would have allowed Josh to participate last May in the graduation ceremony and make up the work during summer school, but he failed too many classes to make that possible. She hoped having Josh repeat his senior year would be a wake-up call.
“I wanted to give him another chance,” Matos said. “I believed it was a maturity issue and eventually he would understand that this was his last chance.”
“I pondered the way I was doing things over the summer,” Josh said. “I thought, ‘Man, I got really step up, because I’m repeating.’ It was sort of the cataclysmic moment for me. I knew I had to do something to improve my study ethic.”
That he taught himself to speak Latin by using the Duolingo app proved what Levitan always believed about Josh.
“He’s very bright,” Levitan said.
“A different kid”
Josh never fit in at his neighborhood schools.
“He was very to himself, very shy,” Abdel said. “The other kids were into stuff he wasn’t interested in.”
The other kids were into pop culture. Josh was into Julius Cesar.
The other kids read Facebook posts. Josh read the dictionary.
“He was bullied and picked on,” Abdel said. “That was my main concern. That’s when I knew I had to take action here, do something. I heard about alternative schools. I did my research, looked up different kinds of schools. There are alternative schools for kids who have had issues in public schools, because they didn’t fit in.”
Plus, Abdel said, administrators at Josh’s neighborhood school wanted to place him in classes for emotionally challenged students.
“He didn’t have a disability,” Abdel said. “They’re quick to label kids in public school. They couldn’t put him in special ed, so he was put in this class called ‘EH,’ emotionally handicapped children, basically kids who acted up.”
Abdel said her son did act up in class, and it was because he was bored.
She learned about the Florida Tax Credit Scholarship managed by Step Up For Students. This allowed her to move Josh to the Sunset Sadbury School, a K-12 private school in Fort Lauderdale, when Josh was in the seventh grade.
He moved to AEF (Alternative Education Foundation) School, a nonprofit private school in Fort Lauderdale, the following year and stayed through his sophomore year in high school.
“Once he got to private school, he did a lot better,” Abdel said.
But there were still issues.
“I didn’t behave so well at (AEF),” Josh said. “I didn’t get along with the students and the teachers.”
Abdel finally turned to American Prep, a private school with 150 students with no more than 12 to a class. Matos said her school is designed for students who don’t fit in at neighborhood schools. Kids, she said, who “fall through the cracks.”
Josh fit right in.
“He’s a different kid,” Matos said. “He likes history. He likes to read, and that is not very common.”
Josh passed his classes as a junior. Senior year was a struggle with most of the struggles self-inflicted.
“Just a lack of motivation on my part,” Josh said.
Josh loves to learn … just on his terms.
“He enjoys reading and studying on his own,” Abdel said. “Not necessarily being told, ‘OK, you have to study for his test.’ He enjoys studying, but when he wants.”
The proof is found in Josh’s interests.
He speaks Spanish, Latin and Italian. He writes poetry and enjoys the works of Emily Dickinson, E.E. Cummings, Edgar Allen Poe and Walt Whitman. He is well-versed in Greek and Roman history and is fascinated with Julius Cesar.
“Interesting man,” Josh said. “All the conquests. His abilities as a leader was unrivaled.”
He wants to be a linguist. He would like to have a career that allows him to write and speak Latin and Italian.
“I’d like to write books about this stuff,” he said. “Phonology. Nerdy things.”
But, first Josh had to graduate high school.
The wake-up call
At one point last year, Matos said she thought her school wasn’t the right fit for Josh. But where would he go? What school would make room for a senior who couldn’t graduate?
Matos believes her role as an educator is to keep her students in school. Plus, she knew Josh could complete the work. He just needed motivation. Because he was still eligible to receive a Florida Tax Credit Scholarship, Matos and Abdel felt it best for Josh to repeat his senior year.
“I think it was the kick he needed, the wake-up call,” Abdel said. “When he saw his friends graduate but he didn’t, that’s when he stepped up his game.”
Josh’s grades this year were the highest they’ve been during his high school career.
“I’ve just been studying more, focusing on studying, reviewing,” he said. “I wasn’t studying last year, and that’s why I was failing tests.”
While his friends made plans for their freshman years at college, Josh wrapped his mind around another senior year of high school. He didn’t have a job, so he had plenty of time on his hands.
What to do?
He reached for a copy of Wheelock’s Latin, which he received a few years ago, and started teaching himself Latin.
“One day I was looking at it, staring at it, and I thought, ‘I’ve had this for so long I should just learn it already,’” he said. “I wasn’t doing anything during the summer. I was using the internet and stuff. I said let me do something productive. I just opened up the book.”
The productivity not only carried into the classroom this year, but to other parts of the school.
Josh spent time this past year mentoring younger students at American Prep, sharing his experience as a cautionary tale.
In February, he received the Turnaround Student Award during Step Up’s annual Rising Stars Award event. He was nominated by Matos.
“I’m very proud of him,” she said.
Early this month, he graduated.
Josh plans to attend Broward College this fall. He is formulating plans for his future. He wants work with words, foreign words. He wants to visit Italy and Greece. Walk where Julius Cesar walked.
He wants to converse with the locals in their native tongue. He can get by with his Latin and Italian and Spanish.
But Greek? He doesn’t speak Greek.
“No,” he said. “Not yet.”
About American Preparatory Academy
The K-12 private school has 150 students. More than half are on scholarships from Step Up For Students with the majority on the Gardiner Scholarship. Tuition ranges from $10,500 to $16,000 based on the student’s needs. The school has a comprehensive Exceptional Student Education program focused on the individual needs of each student. It also offers dual enrollment, summer classes, summer camps, athletics and extracurricular activities.
Roger Mooney, marketing communications manager, can be reached at firstname.lastname@example.org.
By ROGER MOONEY
Is there a Step Up For Students scholar in your school who is outstanding in academics? The arts? Athletics?
Know a teacher whose impact on students deserves praise?
Or a parent whose support of his or her scholar’s education needs to be celebrated?
Step Up For Students provides the platform for schools to recognize these individuals during its annual Rising Stars Award program.
“This event was designed to recognize the amazing students, teachers, and family members who fill the halls of our Step Up For Students partner schools every day,” said Carol Macedonia, Step Up’s vice president, office of student learning. “Last year we recognized over 800 students. We look forward to honoring even more students this year.
“It is our privilege to celebrate the accomplishments of Step Up scholars, as well as some of the most supportive parents, families and educators. Each year we look forward to this event in more than 12 regional celebrations where the schools come together to share the special talents and accomplishments of students in kindergarten through 12th grade.”
Applications are being accepted now. Deadline for nominations is Jan. 4. Those selected will be celebrated in February at one of 15 locations around the state.
Nominate someone here.
Schools can nominate up to six individuals across the following categories:
High Achieving Student Award. Do you have a Step Up student who is excelling in a specific area (academics, arts, athletics)?
Turnaround Student Award. Do you have a Step Up student who has struggled when they first came to your school and has made a dramatic improvement?
Exceptional Teacher Award. Do you have a teacher who pushes his or her students to succeed? Do you have a teacher who truly represents the power of parent partnerships and focuses on building a relationship for success? Do you have a teacher who embraces the importance of continuous improvement and professional development?
Outstanding Student Character Award. Do you have a Step Up student who shows outstanding compassion, perseverance, courage, initiative, respect, fairness, integrity, responsibility, honesty or optimism?
Phenomenal Family Member Award. Do you have a parent or guardian of a Step Up student who you can always count on to support your school and the education of his or her child?
Step Up, a nonprofit scholarship funding organization serving Florida schoolchildren, is expected to help 125,000 children during the 2018-19 school year with four scholarships – the Florida Tax Credit Scholarship for children in lower-income families, the Gardiner Scholarship for children with certain special needs, the Hope Scholarship for children who are bullied in public school, the Reading Scholarship Accounts program, to assist struggling readers in third through fifth grades three. The Hope and Reading scholarships are new for this school year.
Marketing Communications Manager Roger Mooney can be reached at email@example.com.
By ROGER MOONEY
Step Up For Students added another recognition to its growing list of honors as it serves some of Florida’s most disadvantaged children.
“We are honored by this ranking,” said Step Up President Doug Tuthill, “and we are grateful to our donors who share our vision to enable children in the state of Florida to receive the best education possible.”
Step Up, a nonprofit scholarship funding organization serving Florida schoolchildren, is expected to help 125,000 children during the 2018-19 school year with four scholarships – the Florida Tax Credit scholarship for children in lower-income families, the Gardiner Scholarship for children with certain special needs, the Hope Scholarship for children who are bullied in public school, the Reading Scholarship Accounts program, to assist struggling readers in third through fifth grades three. The Hope and Reading scholarships are new for this school year.
With the support of about 250 corporate donors, Step Up raised more than $500 million in 2017.
The Chronicle’s ranking is based on an organization’s cash support, focusing exclusively on “the fundraising of cause-driven nonprofits,” according to the Chronicle’s story published Oct. 30.
It is designed to offer a better understanding of trends that influence donations from individuals as well as the increasing value of foundation gifts to charities. The idea is to deliver a clear financial representation of the top fundraising organizations.
“The recognition of being in the Chronicle’s top 100 charities places Step Up For Students in an esteemed group of nonprofits,” said Anne Francis, Step Up’s vice president of development. “Our ranking is a measure of our donors’ commitment to our mission of providing educational opportunities for under-served children. It is a ranking that I recognize as both earned and humbling.
“The importance of the ranking is both in the reflection of what our donors have contributed to place us among the Top 100 and what the future can hold for Step Up with the increased awareness of our organization and mission that the ranking brings.”
Step Up continues to rank among the top nonprofits nationwide with this latest ranking.
The organization recently received a four-star rating for the seventh consecutive year from Charity Navigator, the nation’s top charity evaluator. That ranking was based on financial performance, accountability and transparency. Only 4 percent of charities have earned a four-star rating for seven consecutive years.
Step Up is recognized as a Platinum Charity by GuideStar. The scholarship funding organization is also ranked 26th of the 100 largest charities by Forbes for the last fiscal year.
Step Up was also voted the top nonprofit in Florida in 2017 in the education category by the Tampa Bay Business Journal and one of the best places to work in Jacksonville by the Jacksonville Business Journal.
Roger Mooney can be reached at firstname.lastname@example.org.
By JEFF BARLIS
TAMPA, Fla. – Two months after her son was diagnosed with autism, Laurie Guzman felt broken and defeated, exhausted from searching for the right school.
A scholarship made her whole, if only for a short time.
Ezra was a tall, slender 4-year-old when he and his mom took a tour of LiFT Academy, a private school in Seminole that serves children with special needs.
Meeting the school’s executive director, Ezra furrowed his brow and narrowed his deep brown eyes.
“I’m a bad boy,” he stated as a matter of fact, “so I know you won’t let me come here.”
Kim Kuruzovich, equal parts caring mother and wizened educator, was stunned.
“There are no bad children,” she said, her voice raising an octave. “What are you talking about?”
“Oh, no,” Ezra said, “my teacher told me that. I’m a bad boy. That’s why I got kicked out of school.”
Kuruzovich knelt down to meet Ezra’s gaze and put her hands on his shoulders.
“You are not a bad boy,” she said. “You’re a great boy.”
She turned to Laurie and insisted Ezra enroll, if for no other reason than to learn he’s not bad.
Instantly, Laurie felt a great dam of tension burst with relief. She knew LiFT was where Ezra needed to be.
“I cried on the way home,” Laurie said. “It was heartbreaking. That was the first time I had heard him say he was a bad boy. We don’t use that in our house, so I knew where it was coming from.”
Ezra was 2 when his father, Air Force Sgt. Luis Guzman-Castillo, got orders to move to MacDill Air Force Base in Tampa. Two years later, Ezra’s explosive meltdowns had left whole classrooms trembling in his wake. Laurie was told to find a new preschool.
The diagnosis followed, but it didn’t bring clarity or relief. Instead, raw fear galloped through every synapse of Laurie’s mind as she drove home from the doctor’s office in a daze.
“I knew nothing about anything with autism,” she said. “I didn’t know what to do, where to go, nothing.”
She knew that Ezra was bright and verbal at an early age. She and Luis taught him with flash cards when he was 6 months old.
Ezra was so sweet and charming. Laurie could get lost in his eyes in one moment and then watch storm clouds gather in another.
The meltdowns were devastating. Kicking, screaming, crying, and sometimes running.
“They’re about 45 minutes,” Laurie explained, “and I’d be melting down with him by the end.”
She quit her job as a bank branch manager to stay home with Ezra and his little brother, Elijah. Laurie’s sister, who had two sons with autism back in their home state of Alabama was helpful. But there was so much to learn, it was easy to feel overwhelmed and lonely.
LiFT Academy broke the spell.
One of the tenets of the school is that parents are the experts on their children, so engagement is high. Kuruzovich, who has a daughter with autism, has an inviting way of sharing 20-plus years of experience with parents who are just learning how to navigate this world.
She told Laurie about the Gardiner Scholarship, a state program that allows families with children who have special needs to pay for therapy, tuition and other education-related services of their choice.
“The Gardiner Scholarship literally changed our lives,” Laurie said. “It made it so we are actually able to breathe. It gave me hope that my son can get help and learn like every other kid. I didn’t know that was going to be possible.”
Ezra felt more comfortable right away. He made friends. One teacher wondered if he really had autism.
Just wait, Kuruzovich said.
“When we saw it, it was pretty big,” she said of the inevitable first meltdown. “But it’s not a negative.”
That was the biggest relief to Laurie, who used to lose sleep worrying Ezra would get kicked out the next time he knocked over a desk. But at LiFT, the teachers, administrators and his therapists all know how to avoid and defuse meltdowns.
One year later, Ezra is in first grade, studying at a second-grade level. He even represented the school recently when some business people came to visit, telling them: “I love this school because I’m really safe. I can be who I am. People like me here.”
With structures in place at school and a home, everything was going well. Laurie had a plan to go back to work.
Then Luis’ new orders came. They’re moving to Alabama in January.
“Ezra is about to experience the biggest transition of his life,” Laurie said. “And he doesn’t do well with transition anyway. His school is going to change. His friends are going to change. His support is going to change. All of that keeps me up at night.”
Laurie has family in Alabama, but there is no special needs scholarship. The school she found charges $8,000 for tuition – paid up front. It’s a price tag that would make any working-class family swoon.
A proposal in the U.S. House of Representatives to create education spending accounts for some military families would have helped the Guzmans, but the House Rules Committee did not include it for a vote in May.
Rather than panicking, Laurie feels herself rising to the challenge of helping to create a scholarship.
Now, she’s the one with marching orders.
“We were meant to come to Tampa,” she said. “We were meant to get the diagnosis. We were meant to come to LiFT. And I am meant to go to Alabama and make the difference I can make.”
“That’s my mission, to talk to people eye to eye and say what we need, what would help. I’ll say, ‘Look at a mother and a father who got a diagnosis that was completely devastating, thinking our lives were over. And they’re not.’ ”
Jeff Barlis can be reached at email@example.com.
Today is back-to-school day for most school districts in Florida.
But for the Plucinski family of Central Florida, it’s back to schools. And not just district schools.
Sisters Cora and Zuri boarded a school bus to start the day at a district elementary school, while mom Corin Plucinski drove brothers Zach and Nathan 30 minutes to a private school. They attend the schools with help from one of Florida’s multiple educational choice scholarships.
In many parts of the country, this may be unusual. But in Florida, which offers one of the robust arrays of school choice in the country, it’s increasingly common. Growing numbers of families have different children attending different schools in different educational sectors.
To the Plucinskis, whose oldest is now headed to college after graduating from a district high school, there’s nothing odd about it.
“When you’ve got five kids you’re always juggling something anyway,” Corin Plucinski said.
Thirty years ago, roughly 90 percent of Florida students in pre-K through 12 attended assigned district schools, and about 10 percent attended private schools. Beyond a handful of magnet schools, there was no state-supported school choice.
Fast forward a generation. Today, 46 percent of Florida students – 1.7 million – attend something other than their assigned district schools. About 300,000 attend charter schools. Another 300,000 attend private schools. Most of the rest attend options created by school districts, from magnet schools and career academies to IB and dual enrollment programs.
This flourishing landscape gives parents more opportunities to find the right fit for their kids. And for many families, that means one child in this sector, another in that sector.
Originally from Milwaukee, Wisconsin, Corin and her husband Mark knew they wanted a big family. When they discovered they couldn’t have children of their own, they turned to the foster care system. Soon they welcomed siblings Cora, Zuri, Zach and Nathan into their home. Not long after, Leonte joined the family as the new big brother.
The Plucinskis moved to Florida two years ago, in part to escape Milwaukee winters and to start fresh as a family. They were pleasantly surprised by what they discovered.
As a multi-racial family, the Plucisnkis felt Milwaukee was far too segregated. People talked. Others stared and judged. In the Orlando area, there was none of that.
“It’s more racially diverse here,” Corin said of her new neighborhood in east Orlando. Even her kids were shocked by the diversity. Florida wasn’t just black and white like Milwaukee, it was multi-colored. The warm weather, lush palm trees and nearby beaches didn’t hurt either.
They also discovered something else. Florida’s public schools, in their view, were better. Way better.
“Moving to Florida has been a world of change,” said Corin about Florida’s K-12 education system.
Florida public schools had smaller classes, which allowed Zuri (now in third grade) and Leonte to get the extra help they needed. She also felt her kids were being held to a higher standard.
Leonte struggled with the higher expectations at first, but his new public school teachers provided extra help to raise his scores on the state standardized test and the SAT. He finished his senior year at East River High School in Orlando with his GPA comfortably above 3.0. Leonte will be a freshman at Seminole State College this year and wants to become a fireman when he graduates.
Zuri loves her public school, East Lake Elementary, and is excited to welcome her little sister Cora to the kindergarten class.
Meanwhile, Zachary (seventh grade) and Nathan (fifth grade), will both attend The Arbor School in Winter Springs, a private school for children with special needs. Both have multiple learning disabilities, and both use the Gardiner Scholarship, an education savings account for students with special needs. The program is administered by Step Up For Students.
Zachary and Nathan weren’t always private school students. They’ve tried public school, home education and Florida Virtual School too.
For Zachary, a district elementary school worked better in Florida than in Milwaukee. In Wisconsin, he struggled so much in his public school that he was home schooled by his adoptive mom instead. But in Florida, he was able to flourish thanks to smaller class sizes and teachers that his parents said put in extra effort.
Middle school was a different story, however. The school was just too big and held too many distractions. Zachary’s grades began to suffer. That’s when Plucinski turned to the Gardiner Scholarship.
Zachary’s grades dramatically improved at The Arbor School, from D’s and F’s to A’s and B’s.
Until this year, Nathan had only been home schooled. He needed occupational, physical, speech and behavioral therapy, all of which made attending a traditional school difficult.
This year will be Nathan’s first at The Arbor School with his big brother. He’s already made friends at the school and Plucinski believes the option will be a great fit for him.
Public or private? It doesn’t matter to the Plucinskis.
“We’re just happier,” Corin Plucinski said. “This is how schools are supposed to be.”
Patrick R. Gibbons can be reached at firstname.lastname@example.org.
By DAVID HUDSON TUTHILL
Her name means “Brave Warrior” in Spanish.
That might not conjure up the image of a 6-year-old girl with blonde hair, glasses and a smile so bright she became the first person with Down syndrome to become a main model for a major fashion brand.
But, Valentina Guerrero always defies expectations.
The oldest child of Cecilia Elizalde and Juan Fernando Guerrero, Valentina was born Sept. 16, 2011. Her parents didn’t learn Valentina had Down syndrome until after her birth. Each year, roughly 6,000 children in the U.S. are born with the genetic condition according to the Centers for Disease Control.
A Gardiner Scholarship for children with certain special needs has helped Valentina shatter incorrect assumptions many people make about people with Down syndrome. Step Up For Students helps manage the scholarship.
“I realized how incredible individuals with Down syndrome are,” Elizalde said. “They’re so evolved on a spiritual level, and we have so much to learn from them. But we don’t hear enough of that. We hear outdated comments about their potential. I wanted to help change that perception.”
The family, including younger brother Oliver, 3, lives in Miami. Other family members remain in their native Ecuador.
Valentina was a few months old when her parents realized some of the challenges she could face. They soon had her working with occupational, physical and speech therapists.
Adriana Tilley, an occupational therapist with 33 years of experience, has been working with Valentina since she was a baby. Tilley says Elizalde and Guerrero are deeply involved with their daughter’s care, which has had a huge influence on her development. The Gardiner Scholarship helps pay for the care.
“The parents have been incredible and a huge member of the team,” Tilley says. “Valentina is like any other kid, with some limitations. But, we all have limitations.”
Tilley’s six years of work with Valentina have helped the child make tremendous strides in her personality. She constantly is asking how other people are feeling. Tilley marvels at the young woman she’s helped nurture over the past six years.
“She’s met all her milestones and is doing great,” Tilley says. “Now she is learning how to do everything by herself. I’ve loved working with her and learning from her family.”
Even as a baby, Valentina began shattering stereotypes.
She was 9 months old when she began taking the modeling world by storm. Family connections led her to European fashion designer Dolores Cortés. By 2013, she was the main model for the company’s children collection DC Kids USA 2013. In the ensuing years, Valentina has been featured in a plethora of media outlets, including People Magazine, Down Syndrome World and MTV Tres. She also has modeled for brands such as Walmart, GAP, Toys R Us and Carter’s, the children’s clothing company.
Her accomplishments resonated as far away as her family’s native Ecuador – to the extent that the country’s former vice president, Lenin Moreno, wrote Valentina a letter, calling her an inspiration. Moreno is now Ecuador’s President.
“We didn’t take the fame too seriously,” says Elizalde, a former television producer, consultant and music show host on the Spanish-language PBS station V-me. “I saw it as a platform for us to communicate an important message. It was a little hectic having to go from therapies to having cameras all over. It was kind of surreal.”
Social media has played a major role in Valentina’s fame. Thanks to her mother, there are countless photos and videos across Facebook, Instagram, Twitter and YouTube, documenting her life and various activities.
Elizalde also recently began a Spanish language parenting channel on YouTube. She hopes to pass on to other families some of the techniques and therapies that have most helped her family.
She is a firm believer in the adage that it takes a village to raise a child such as Valentina, which is why the family feels so fortunate to be able to choose the right educational path for her.
Valentina enrolled in a three-year pre-K class at Morningside K-8 Academy in Miami. By her third year, she was in class with over 20 kids, one teacher, and an aid. Despite the class size, and with Valentina the only child in class with Down syndrome, the school was largely successful in meeting her needs. When Kindergarten rolled around however, the family toured different school options.
Elizalde was worried about finding the right setting to meet Valentina’s needs. A friend recommended the family check out Von Wedel Montessori School in Miami. As soon as the family walked in, they knew they had found the perfect place for Valentina and her brother, Oliver.
At Von Wedel, the family creates an Individualized Education Plan, or IEP, in conjunction with the principal, teachers and with input from Tilley. Valentina thrives in that setting, and Elizalde loves the philosophy of Montessori – to allow children to develop at their own unique pace, to work independently, and embrace the joy of self-discovery.
“None of her peers notice her disability,” Elizalde says. “They acknowledge that we are all different. It’s a really beautiful environment for her.”
A typical week for Valentina is full of activities. On Monday, there’s swimming lessons after school lets out at 3 p.m. She has occupational and speech therapies on Tuesday. On Wednesday, it’s ballet class. By Thursday, she’s back in the pool. Friday is usually a day to relax and spend time with some of her friends or fit in a modeling gig. Valentina loves going to the playground and to different museums. There is also a standing weekly Friday night dinner with family.
Valentina says she wants to be a chef when she grows up. She likes to play with her kitchen set. Her mother sees a different path, however. She thinks Valentina is a natural teacher.
Nearly every day at home, Valentina lines up her stuffed animals and reads to them and leads them in a class. The process goes on for a couple hours. Her younger brother Oliver is the only non-stuffed attendee, and she has helped him learn to speak English.
Six years old and with a life so fast paced, it’s hard to imagine the higher levels Valentina Guerrero will reach. With the help of her school, the boundless energy of her mother, and their family’s mission to spread positivity about individuals with Down syndrome, her capacity is endless.
“She’s a warrior,” Elizalde says. “When she has a goal, she fights for it and achieves it.”
Visit Cecilia Elizalde’s YouTube Channel.
David Hudson Tuthill can be reached at email@example.com.
By GEOFF FOX
Ethan Alexander was decompressing in a multi-purpose room at Jacksonville School for Autism.
The lights were out in the room, as the blinking and hum of fluorescent lighting can be bothersome to some students. But the sun was shining through a large glass window, and Ethan, 9, was burning off energy by bouncing on a large blue exercise ball.
Clinical therapist Jasmine Stevens watched Ethan with a warm smile. After a few moments, she had him take deep breaths and whatever anxiety he previously felt seemed to evaporate.
Thanks to the Gardiner Scholarship for students with certain special needs, Ethan and his older brother Ashton, 11, have attended Jacksonville School for Autism (JSA) for two years. Step Up For Students helps manage the scholarship.
Before attending the school, Ethan struggled with reading and math, and didn’t socialize easily.
“His academics have improved greatly and he’s much more engaged with his peers,” Stevens said.
Jill Thomas, the school’s marketing and development director, entered the multi-purpose room as Ethan was counting backwards from five in the voice of his favorite character in “Monsters, Inc.” She asked how he was doing.
“Good!” Ethan said, adding that he hoped to soon see the movie “Black Panther.”
Noticing that Ethan’s earlier anxieties had subsided, Thomas fired a couple questions at him.
“Hey Ethan, what’s five plus five?” she asked.
“Ten!” he said quickly.
“What’s six plus six?”
After a moment, and a couple of bounces, he answered correctly: “Twelve!”
He was clearly pleased with himself.
As Ethan spoke with Thomas, his older brother Ashton was roaming on an elaborate outdoor playground. Keeping to himself, he walked, tightrope-style, along narrow planks that lined the area. The day was warm and a slight breeze blew through his short blond hair.
He was the picture of contentment.
Caitlin Alexander, Ethan and Ashton’s mother, said she worried greatly about her oldest son before they attended JSA. She and husband Van, a regional sales manager for a medical-device company, live in Jacksonville.
“Ashton had horrible behaviors that are now gone,” she said. “He would self-injure himself. His escape from a situation would be to smash his head against something hard. It could have been because of something someone said or something he heard, which made daily life a huge struggle.”
Ethan and Ashton previously attended a different school in the area. When their favorite teacher, Breiyona Baltierra, moved to JSA, she encouraged the Alexanders to visit.
“We fell in love with the school, too,” Caitlin Alexander said.
Tour JSA’s campus and it’s not hard to understand why. The school opened in 2005 and has been in the building formally occupied by an architectural firm since 2013. The school began with only two students, but there are now 60 – who range in age from 2 to 31 – and a waiting list. Ten of the school’s current students are on the Gardiner Scholarship program.
The school is housed in a spacious, two-story building with elaborate skylights in several classrooms.
Still, Thomas said, “There’s no more physical space. We get multiple calls a day from people wanting to get on the waiting list.”
On the first floor are several classrooms and a clinical wing where most students spend half of each day working one-on-one with a therapist.
Students who need individual therapy have their own cubicles where they can work without interruption.
Upstairs is a library that includes a Wii set-up, additional clinical spaces and more classrooms.
Inside a music room, piano teacher Twila Miller, known as “Mrs. Ty,” was teaching student Srinidhi “Sri” Aravind notes on a piano.
“Tap, tap, tap, tap,” Miller said, as Sri, a Step Up scholar, struck the correct keys in the proper rhythm.
“We’re learning how to hold the note,” Miller said. “The piano is a wonderful tool to learn to make your hands do what you want them to do.”
Sri kept playing, deliberately at first, but gaining confidence as she went.
“Isn’t that beautiful?” Miller said. “It sounds like the piano is talking to me.”
An occupational therapy classroom features resources and equipment that help students work on speech, writing and other fine motor skills, such as gripping objects properly.
Gym mats line the floor. There is also a large swing and a “ball pit,” where students can burn energy playing with plastic balls in a safe area.
“A lot of our students struggle with communication, so everything they learn academically is in a social setting,” Thomas said. “It may look like they’re playing games, but they’re learning how to interact and respond appropriately to one another.
“Some of them are constantly fighting their bodies to sit down and be calm.”
The school also has an adult vocational program in which participants help prepare lunches for students, as well as cleaning up and dishwashing.
“We want to teach them anything that can translate into a job,” Thomas said.
A dozen local businesses – including restaurants, grocery stores, thrift shops and a food pantry – routinely hire JSA students for part-time work. Spectrum Shredding even has a shredding machine at JSA, so some students can work without leaving the campus.
School officials hope to eventually open a separate center focused on residential and educational services for adults on the autism spectrum.
“We don’t want them to graduate high school or turn 22 and then have nothing to do,” Thomas said. Students are eligible to receive the Gardiner Scholarship until age 22.
The school needs 20 to 30 acres of land to build what is tentatively called the Autism Center for Residential and Educational Services. The trick is finding land close enough to the existing school – as well as raising money for the project, which would include housing, an auditorium, wings for elementary, middle and high school, a gymnasium and cafeteria.
“We want to offer Applied Behavior Analysis therapy and really expand our vocational programs and employment placement,” Thomas said. “There’s also a residential living component – supportive living. A lot of our students will not be able to live totally independently, but we want them to have all the resources they need to thrive and live in a supportive community.”
It is that attention to students’ overall well-being that attracted the Alexanders and the dozens of other families JSA has served.
Caitlin Alexander marveled at the progress her sons have made there in a relatively short time.
Ethan has been transformed from a student who didn’t like interacting with others into one of the school’s most outgoing students.
And Ashton’s behavioral issues have improved as dramatically as his interest in numbers has grown. He also has become proficient with Microsoft PowerPoint, which he uses to make slide shows, charts and graphs for various projects.
“He’s also really getting into coding,” his mother said. “You never know. He could be the next Steve Jobs.”
Geoff Fox can be reached at firstname.lastname@example.org.
By GEOFF FOX
Abby Alexander is a 9-year-old entrepreneur who has developed – and hit the local market with – her own line of skin-care products. She recently sold her Gifts by Abby Lane merchandise during an event at the Florida State Fairgrounds in Tampa.
Her brother, Christopher, 13, loves acting and wants to eventually write and direct movies. In his spare time, he reads Shakespeare, Robert Louis Stevenson and Edgar Allen Poe.
Abby and Christopher are biological siblings who were adopted at a young age by Kelli Alexander and Nicholas Alexander of Spring Hill, Florida, about 50 miles north of Tampa.
Christopher was 4 when the Alexanders adopted him, and he soon began attending a neighborhood school. Around third grade, he started having some difficulties.
“In school, the teachers started to notice that he was getting distracted by little things, like the temperature of the classroom or his friend was wearing new shoes,” Kelli Alexander said. “He couldn’t focus on what the teacher was teaching and his (learning style) is very one-step-at-a-time. He couldn’t focus. He’d get instructions and would get lost in multiple-step instructions.”
He often struggled with reading and math, and would come home frustrated and discouraged.
The Alexanders had adopted Abby when she was 19 months old. When Abby started school, she had different challenges.
“Abby struggled with not being in control of things,” Kelli said. “Anytime the teacher would deviate from a schedule, she couldn’t focus. If they were five minutes late for art class, it would throw off the rest of her day. She was done.”
It didn’t help that Abby also had attachment and anxiety issues, as did her brother.
Now in seventh grade, Christopher was diagnosed on the autism spectrum around age 9. Abby, a fourth-grader, was 7 when she was diagnosed on the autism spectrum; the Alexanders also were told she is gifted.
Thanks to the scholarship, Kelli has been able to afford to home school Christopher for the past four years, while husband Nicholas works at a Walmart distribution center. Abby started home schooling this year. Kelli Alexander said she is pleased with her children’s progress, and both kids said they are
happier learning at home, where they are also close to their 3-year-old brother William.
“Our family is always on a tight budget,” Kelli said. “The scholarship has allowed us to choose high-quality curricula, quality technology and supplies to cater to their special needs. The scholarship allows us to decide what, where and how we teach our children. We can design a curriculum that plays off of their strengths and passions. Since being home-schooled, both have shown remarkable improvements not just academically, but emotionally as well.”
The family, including Kelli, regularly participates in community theater productions at Live Oak Theatre in Brooksville, which has Christopher dreaming of a career on the stage or in a director’s chair – or both. He said his overall outlook on life has changed since he started home schooling.
“Home-school is so much better,” he said. “My other school was so stressful and fake. The kids and students were crazy and stressful – naïve.”
He has acted in community productions of “Around the World In 80 Days,” “The Wizard of Oz,” “The Secret Garden,” “Annie” and “Peter Pan.” He is currently auditioning for the part of Quee, a dwarf in the medieval comedy, “ReUnKnighted.”
“I really want to be an actor,” he said. “That’s my dream. I look to do any roles that sound good.”
It helps that he is a voracious reader.
“Right now, I’m on ‘Wonder’ by R.J. Palacio,” he said.
In the fall, Abby decided she wanted to earn her own money. Her strong interest in science and math led to the idea of starting her own line of skin-care products.
“With the scholarship, we were able to find resources to help her learn about small businesses and in a very short time she created a business plan,” Kelli Alexander said. “Gifts by Abby Lane was born at our kitchen table. She makes specialty items that don’t have any added perfumes or dyes. In the past few months, she has expanded from selling to friends and family to setting up booths at large markets and she has many more planned for the coming months. This business venture has been the greatest hands-on lesson for her in business, economics and customer service.”
Abby described the products as a “sugar scrub.”
“At first, we gave them as presents to some of our friends, then I thought it would be cool to make products that almost everybody can use,” she said.
Her interests are not bound to beauty products. The family has two kittens – Genie and Bobby – which has sparked her enthusiasm for the veterinary field.
Abby, described by her mother as “very analytical and practical,” has such a keen interest in national security that she has also considered a career as a border patrol agent.
Kelli Alexander marveled at the progress her children have made.
“The Gardiner Scholarship has given us the opportunity to help them pursue their dreams,” she said.
Geoff Fox can be reached at email@example.com.
By DAVID TUTHILL
Josh Clay sometimes speaks at such a frantic speed he needs to slow himself down.
But he speaks with authority on so many topics – from theater, to the band Green Day, to the world of comedy – that you would never believe the challenges he’s overcome.
The 15-year-old was born with Asperger’s syndrome. Considered to be at the high-functioning end of the autism spectrum, those with Asperger’s often have difficulty with social interactions, and may exhibit compulsive behaviors and repetitive movements. They also tend to show an intense, all-absorbing interest in topics they enjoy.
In preschool, Josh often hit milestones later than his classmates, and he exhibited behavioral tics associated with Asperger’s.
In elementary school, he was placed on an Individualized Education Plan to help him navigate the special education he needed, which seemed to work. He was on an adequate academic pace and he made good acquaintance with fellow students. Thanks to a strict school policy, bullies were virtually nonexistent.
When it was time to start middle school, other potential issues came into focus. Josh was an “out of zone” Title I student for elementary school, but a lack of room in the preferred middle schools meant Josh would have to attend the school near his address, where he knew no one, and no one knew him.
His parents, Edward and Julie Clay didn’t feel confident their neighborhood school in Naples, Florida, could accommodate him academically.
So, Edward and Julie decided to home-school Josh in sixth and seventh grade.
“Josh was academically fine in elementary school,” Julie Clay said. “He was just a little fidgety. We decided home schooling for middle school was probably for the best as he got older.”
Josh’s sixth- and seventh-grade years were successful. His mother had no plans of putting Josh back in school, but things were about to change.
Knowing his diagnosis meant he would always need extra attention and therapy, Julie Clay took Josh to a behavioral therapist before he started eighth grade this year.
The therapist told her about two things that would change the direction of Josh’s education: the Gardiner Scholarship for families with children with certain medical diagnoses, such as Asperger’s, and De LaSalle Academy, a private school for students with special needs in nearby Fort Myers, Florida.
“When I heard about (De LaSalle) I thought, ‘Wow, this would be really great for him. Let’s walk down this path and see if it’s the right fit,’” Julie Clay said.
On his first visit to De LaSalle, Josh noticed how different the school was from his previous ones.
“I saw they all had classes with kids who reminded me of me,” he said. “I got along well with the teachers, and I liked that the only homework was classwork that we didn’t finish.”
While Josh was eager to attend and blend into the De LaSalle culture, there were some growing pains. He applied for and received the Gardiner Scholarship through Step Up For Students.
His situation was nothing new to De LaSalle Principal Lori Riti. Under her direction, the school’s speech language pathologist, social communication , occupational therapist and counselor all work in tandem for students like Josh.
“Josh came here with some social issues, mainly with getting along and connecting in a way with other kids that was healthy,” Riti said.
Some of the issues Josh mastered at De LaSalle Academy were interpreting nonverbal communication and perception, as well as conflict resolution. The school’s specialists made tremendous strides with him. One of his closest friends at school was once a child with whom he argued and fought with regularly.
“Josh had some onboard skills, but he had to take where he was and develop much further,” Riti said. “He wasn’t successful until he had direct intensive work. I give a lot of credit to our teachers and advisors for his success.”
His achievements aren’t limited to the classroom. Josh has become one of De LaSalle’s star theater performers. He recently starred as Long John Silver in the school’s rendition of “Treasure Island.”
This winter, the school’s Performing Arts Club will perform the Christmas classic, “It’s a Wonderful Life.” De LaSalle’s stage will be designed to look like an old-time radio station, and Josh will play several roles, including the “warped and frustrated” Mr. Potter, Mr. Gower, the druggist, and Ernie, the cab driver.
A natural performer, his penchant for inspiring laughter at school is legendary.
On a recent weekday, he told one of his favorite jokes about ordering steak at a restaurant: “When they asked how I wanted it cooked, I said, ‘On a stove.’”
While Josh’s favorite band is Green Day, he strongly warns against their occasionally profane language. The family saw the band perform live in September. Since the tickets were purchased in January, Josh had to wait nine months.
It was worth it.
The show, he said, “was legendary.”
Josh said he hopes to someday attend Florida Gulf Coast University in Fort Myers, where he wants to continue improving his acting chops and hone his comedic talent.
As for his experiences at De LaSalle, he couldn’t be happier.
“For parents who want to send their kids to this school, well, it’s the greatest school in the universe,” Josh said. “It will be the greatest move you ever do.”
David Tuthill can be reached at firstname.lastname@example.org.