CGCC Recognizes Outstanding Students

West Virginia to Launch New Oil, Gas Job Training Center

Two West Virginia colleges are teaming up to open a new training center for people who want to work in the oil and gas industry, complete with indoor and outdoor laboratories to simulate drilling operations.

The Community and Technical College System of West Virginia said Thursday it is planning a formal announcement next week about the launch of the Appalachian Petroleum Technology in the I-79 Technology Park.

Pierpont Community and Technical College and West Virginia Northern Community College will offer associate and certificate programs in Petroleum Technology, plus a variety of other customized training programs.

“The oil and gas industry spoke, and we responded,” said Martin J. Olshinsky, president of West Virginia Northern.

Both schools will house indoor drilling simulation labs, and they’ll share an outdoor lab in Fairmont.

Doreen Larson, president of Pierpont CTC, said the training center grew from a partnership and conversations with what she called “the power industries of our region.”

“However, the ‘power’ of the program lies in engaging and developing the intelligence and work ethic of the people of West Virginia,” she said.

Governor Earl Ray Tomblin and industry leaders are expected to attend the ceremony on Wednesday, when information about how to enroll and other details will be revealed.

Bullying: A Complete Resource

An extensive and comprehensive report from the American Educational Research Association presented in a series of 11 briefs identifies the causes and consequences of bullying, highlights training and technical assistance opportunities to help faculty and staff at all types of institutions to address bullying, evaluates the effectiveness of current anti-bullying policies and prevention programs, and assesses the current bullying research, interventions, and legislation.

The educational settings in which bullying occurs, and where prevention and intervention are possible, must be understood as contexts for positive change.

Yet many administrators, teachers, and related personnel lack training to address bullying, and do not know how to intervene to reduce it.

Bullying can include physical aggression such as hitting and shoving, and verbal aggression, such as name-calling. It can also include social or relational forms of bullying in which a victim is excluded by peers or subjected to humiliation, and can occur face-to-face or through digital media.

Since bullying is part of the larger phenomenon of violence in schools and communities, and it is not fully clear to what extent victimization and bullying overlap, the examination of victimization and bullying should involve interactions among all community members, including youth, teachers, school staff, and parents.

WV State BOE President: ‘There’s More to a School Than Test Scores’

West Virginia’s schools will be operating free of the requirements of the No Child Left Behind Act when the new school year begins in August.

State Board of Education President Wade Linger says the waiver the U.S. Department of Education granted to the Mountain State this week is needed.

“The goals for No Child Left Behind, when you get into the 2013-2014 time frame, they always were unrealistic,” he said on MetroNews “Talkline.”

The waiver will let West Virginia evaluate school progress using a wide range of criteria.

A new West Virginia Accountability Index (WVAI) will categorize schools using five rankings: priority, support, focus, transition and success.  Help will be provided to struggling priority schools.  Already, 32 have been identified.

Up to now with the law, there have been rigid standards for what is considered “adequate yearly progress.”  That assessment was based on the results of annual standardized tests.

But Linger says there is more to a school than just test scores.

“If you want to know what kind of school you have, you also have to look at the learning conditions, the curriculum, the culture in the school and so forth and management efficiencies, how well are they doing the finances and the facilities,” Linger said.

West Virginia is one of more than 35 states, to receive a waiver from the requirements of No Child Left Behind since 2011.

G-Comm™: At Universities, Too, the Rich Grow Richer

Although many Americans believe their universities are places where administrators and faculty members coexist on a fairly equal basis, the reality is that this is far from the case.

According to recent surveys by the Chronicle of Higher Education, 35 private university presidents and four public university presidents topped $1 million in total earnings during the 2011-2012 fiscal year. Among the public university presidents, Graham Spanier of Pennsylvania State University received $2.9 million for that year, followed by Jay Gogue of Auburn University ($2.5 million), E. Gordon Gee of Ohio State University ($1.9 million), and Alan Merten of George Mason University ($1.9 million). Overall, the presidents of public universities — the poor relations of their private university counterparts — had a median annual total compensation of $441,392.

This very substantial income does not include many additional perqs. According to the New York Times, President Gee is known for “the lavish lifestyle his job supports, including a rent-free mansion with an elevator, a pool and a tennis court and flights on private jets.”

Moreover, despite hard times, including pay cuts, for many Americans, university presidents are rapidly increasing their income. President Gogue’s annual earnings soared from $720,000 to $2.5 million in a single year. Between 2010-2011 and 2011-2012, the number of public university presidents in the $600,000-$700,000 income range jumped from 13 to 28.

Of course, it might be argued that they “earned” these hefty incomes through superior performance on the job. But is this true?

President Spanier, whose $2.9 million income in 2011-2012 made him the best-paid public university president in the United States, resigned his post in November 2011. His resignation came five days after the arrest of Jerry Sandusky, the Penn State assistant football coach, on child sex abuse charges — charges that sparked nationwide outrage over that university’s failure for nearly a decade to alert law enforcement authorities to alleged sexual assault on campus. Spanier was himself charged criminally in an alleged cover-up of Sandusky’s crimes, although he continues to maintain his innocence.

In most cases, however, the bloated incomes of university presidents result from their fundraising prowess. President Gogue, whose $2.5 million compensation placed him second to Spanier, was lauded by Auburn University officials for his close relationship with business leaders. “In basic financial terms,” a university spokeswoman explained, “the return on investment is remarkably high.” Similarly, Hollis Hughes, Jr., the president of Ball State University’s board of trustees, justified the huge income of Jo Ann Gora, the university president — who, at just under $1 million income placed fifth in the financial ranking of public university presidents in 2011-2012 —on the basis of her success at fundraising.

Cultivating corporate and wealthy donors, of course, has long been a major task of university presidents, but it has become an obsession in recent years, especially as state governments have cut back funding for public universities. Over the course of a decade, the nation’s largest public university system, the State University of New York, has gone from a situation in which the state paid 75% of the university’s costs and student tuition paid 25% to exactly the reverse, in which state support covers 25% of costs and student tuition covers most of the remainder. In these circumstances, public universities are desperately seeking to attract financial support from corporations and the wealthy, with obvious consequences when it comes to rewarding the top fundraisers and setting campus priorities.

Meanwhile, faculty members are left out in the cold. Despite the fact that most faculty at public universities have many years of graduate education, doctoral degrees, publications, and years of teaching experience, their average annual salary is just over $80,000 per year. These, of course, are the full-time, “regular” tenured faculty. Part-timers, a talented but cheap labor force who administrators are increasingly substituting for full-timers, are paid, at best, a few thousand dollars per course—usually much less. Thus, even when they shuttle from campus to campus, cobbling together the equivalent of a full course load, they are so impoverished that they qualify for food stamps. These part-timers and other “contingent” faculty — large numbers of low-paid, full-time educators in temporary positions, without job security (but who sometimes teach at the same institution full-time for decades)—today constitute the vast majority of people who teach at American colleges and universities.

Nor do faculty salaries seem likely to rise very much. At the State University of New York, the faculty and other professional staff are now voting on a new, five-year contract with the state that will provide them with a salary raise of about 1 percent a year — a raise that, when inflation is taken into account, will actually give them a salary reduction. Although United University Professions, their faculty/professional staff union that engaged in tough, lengthy contract negotiations with the state, fought until the end for a minimum salary for part-time faculty, state negotiators — loyal to Governor Andrew Cuomo’s hostile approach to public sector workers— adamantly refused to consider it. Consequently, although top administrators can (and will) be paid increasingly outlandish amounts, there will be no salary floor for those who do the teaching and research.

On university campuses, it seems, everyone is equal. But some are much more equal than others.

~~Lawrence Wittner ~~

Senior Appreciation Day at the Calhoun-Gilmer Career Center - May 09, 2013

Federal Judge Recuses Herself from WVU Degree Lawsuit

U.S. District Judge Irene Keeley has disqualified herself from hearing a lawsuit filed over a 6-year-old degree scandal at West Virginia University, citing a federal statute that requires judges to step aside if their impartiality could be questioned.

The order entered Tuesday doesn’t offer specifics, but Keeley is a past member of the WVU Board of Advisors, the predecessor to today’s Board of Governors. She has also served on the WVU Alumni Association’s board of directors and on the College of Law’s visiting committee.

Judge John Preston Bailey will now hear the case brought by former business school dean Stephen Sears and former associate dean Cyril Logar. They say WVU has ignored an academic integrity policy requiring “diligent efforts” to restore the reputations of people cleared of misconduct.

The lawsuit stems from a 2007 decision to award Heather Bresch an executive master of business administration degree that she hadn’t earned.

Bresch is the chief executive officer of Pennsylvania-based Mylan Inc. and the daughter of U.S. Sen. Joe Manchin. She was also a friend of then-WVU President Mike Garrison, who ultimately resigned over the scandal.

Last summer, Special Academic Integrity Officer Nigel Clark said there would be no further action against anyone involved in altering transcripts, creating grades and awarding Bresch the degree.

But Sears and Logar say WVU is ignoring an academic integrity policy that requires it to “undertake diligent efforts” to restore the reputations of people cleared of misconduct. They’re now alleging breach of contract and demanding damages.

WVU has said it won’t comment on pending litigation.

GSC Awards Scholarships to a Dozen Incoming Freshmen

Twelve upcoming Glenville State College freshmen from West Virginia and other states have been awarded scholarships from the GSC Foundation for the 2013-2014 academic school year.

Braxton County residents Harlie Ellyson of Gassaway and Chelsie Huffman of Heaters have been awarded the Lorena Hefner Scholarship and the John C. Shaw Scholarship. Ellyson will be majoring in pre-nursing and is the daughter of Gary and Linda Ellyson. Huffman will be majoring in business and is the daughter of Terry and the late Kim Huffman.

Clay County resident Lauren Stover of Clay has been awarded the Edward Nicholas Orr, IV Scholarship, the Honors Academic Scholarship, and the John C. Shaw Scholarship. Stover will be majoring in English education (5-adult) during GSC’s upcoming fall semester. She is the daughter of Kara Stover of Clay.

Gilmer County residents Larisa Gordon of Cox’s Mills and Morgan Allen of Normantown also received awards. Gordon was awarded the Dr. Paul G. and Virginia Caltrider Scholarship, the Honors Academic Scholarship, the Madelyn Conrad Kidd Scholarship, the Eula Bush Short Scholarship, and the John C. Shaw Scholarship. Allen was awarded the Moyers Academic Scholarship, the Honors Academic Scholarship, and the John C. Shaw Scholarship. Both will be majoring in mathematics education (5-adult) at GSC during the upcoming 2013 fall semester. Gordon is the daughter of Daniel and Victoria Gordon of Cox’s Mills. Allen is the daughter of Glen and Kay Allen of Normantown.

Grant County resident Morgan Dolly of Petersburg has been awarded the Fine Arts Education Scholarship. Dolly will be majoring in music education (PreK-adult) in the fall. She is the daughter of Dale and Marlene Dolly of Petersburg.

Harrison County resident Kurtis Richards of Clarksburg has been awarded the Fine Arts Education Scholarship and the John C. Shaw Scholarship. Richards will be majoring in music education (PreK-adult) during GSC’s upcoming fall semester.

Lewis County resident Jonathan Jerden of Jane Lew has been awarded the Honors Academic Scholarship, the Helen E. Hunter and Alice M. Singleton Scholarship, and the John C. Shaw Scholarship. Jerden will be majoring in social studies education (5-adult) during the upcoming fall semester. He is the son of Eric and Judith Jerden of Jane Lew.

Marion County resident Paige Tuttle of Fairview has been awarded the Honors Academic Scholarship as well as the Helen E. Hunter and Alice M. Singleton Scholarship. Tuttle will be majoring in elementary education (K-6) and early education (PreK-K) during GSC’s upcoming fall semester. She is the daughter of David and Heather Tuttle of Fairview.

Raleigh County resident Frank Treadway of Fairdale has been awarded the Fine Arts Education Scholarship and the John C. Shaw Scholarship. Treadway will be studying music during the upcoming fall semester at Glenville State College. He is the son of Frank and Rebecca Treadway of Fairdale.

Upshur County resident Sarah Gillespie of Buckhannon has been awarded the Lela Brooks-Bailey Scholarship, the Honors Academic Scholarship, and the John C. Shaw Scholarship. Gillespie will be majoring in elementary education (K-6) during GSC’s upcoming fall semester. She is the daughter of Matthew and Mari Gillespie of Buckhannon.

Virginia native James Cooper of Bridgewater has been awarded the Honors Academic Scholarship. Cooper will be majoring in criminal justice during the upcoming fall semester at Glenville State College. He is the son of Don and Teresa Cooper of Bridgewater.

The Lorena Hefner Scholarship is named for Lorena Hefner who was born on September 03, 1908 in Burnsville, West Virginia and was one of eleven children. She graduated from GSC in 1941 and began her teaching career in Braxton County at the Bragg Run School. While never forgetting her roots, she established the Lorena Hefner Scholarship for students attending Glenville State College who are from Braxton County.

The John C. Shaw Scholarship was established in 1985 by John C. Shaw, who was the Glenville State College President from 1901-1908. This scholarship is awarded to academically talented freshmen from West Virginia.

The Edward Nicholas Orr, IV Scholarship was established in 1985 with the request that awards be given ‘in memory of Edward Nicholas Orr for scholarships used in his field of journalism.’ Orr was a 1939 graduate of Glenville State College.

The Honors Academic Scholarship is a component of the GSC Honors Program and is designed to help selected students develop scholarship, creativity, critical thinking, leadership, civic engagement, and academic enrichment in the classroom and beyond. To be eligible, students must have an ACT composite score of 24 or higher and a cumulative high school GPA of 3.5 or higher. Students who successfully complete the GSC Honors Program will receive special distinction on their transcripts and during graduation ceremonies.

The Dr. Paul G. and Virginia Caltrider Scholarship was established in 1998 by 1956 GSC graduate Dr. Caltrider. Because of his ‘fond memories, the quality of education provided by the institution, and the interest and encouragement received by the faculty,’ Dr. Caltrider and his wife Virginia established the scholarship to benefit students in the Science and Math Department.

The Madelyn Conrad Kidd Scholarship was established in 1994 by U.S. District Judge William M. Kidd in honor of his wife, Madelyn Conrad Kidd. The purpose of the scholarship is to support students of GSC who show academic promise in English and mathematics and are residents of West Virginia.

The Eula Bush Short Scholarship was established by the family of Eula Bush Short. The scholarship is awarded to students who have graduated from Gilmer County High School with a minimum grade point average of 3.0, a minimum ACT score of 22, and who have participated in extracurricular activities and served as an active community volunteer.

The Moyers Academic Scholarship was established in 1993 by Dr. L. Dewitt and Virginia Singleton Moyers. It applies to students who were born in West Virginia and are graduates of high schools within the state. Financial need along with intellectual ability and academic performance are key factors in the selection process.

The Helen E. Hunter and Alice M. Singleton Scholarship was established by the two sisters in 1997 to show appreciation for the education that they received from GSC. The scholarship is awarded to students who are entering or who are already enrolled in the teacher education program at Glenville State College with academic promise and financial need.

The Lela Brooks-Bailey Scholarship was established by Ms. Bailey, a 1953 graduate, to repay the gratitude she feels for the opportunities gained from her education at GSC. The scholarship is awarded to a West Virginia student majoring in education.

G-Vine™: Heard It Through G-Vine – 05.22.13

Community talk heard through the G-Vine:

Questions arise regarding the sudden and unexpected resignation of Mayor Tashua Allman-Duval:

•  Is it true that the Mayor has not been at City Hall or able to be reached by phone during the past three weeks while her mail remains unopened.

•  Is it true that immediately prior to this the Mayor’s home furnishings were offered for sale on Facebook?

•  Is it true the Allman-Duvall’s have not been seen at their home for at several weeks?

•  Will the Mayor attend the final City Council meeting of her term in June?

•  Is it true that no Council person or Employee of City Hall was aware of the resignation before the letter on the GFP?

•  Why would the Mayor resign after the ballot was printed and after the time anyone could file for that office even as a write-in?

•  Was the Mayor’s resignation a political ploy to insure election of one remaining Candidate?

•  Could the timing of this resignation be a coincidence or a product of the same old game of political gain which has caused so much voter apathy in Gilmer County?

•  Is it true the GSC Baseball Coach Gilbert got fired because he wouldn’t play the politics game?

•  Is it true the WV State Police had to use dogs to search the Gilmer County High School all night Sunday due to pipe bomb threat on Facebook?

GSC Criminal Justice Summer Camp Being Planned

With summer just around the corner, final preparations are being made for the annual Glenville State College Criminal Justice Summer Camp.

The four-day event will take place June 24 through June 28, 2013.

Organizers say it is a perfect opportunity for students in grades eight through twelve to get an in-depth look at what goes on at crime scenes and in the criminal justice system.

“The 2013 Glenville State College Criminal Justice Camp will teach the students a basic understanding of crime scene investigation. Hands-on activities will allow them to process a crime scene, develop suspects, and prosecute the suspects in a mock court proceeding.” said GSC Center for Criminal Justice Studies Lab Director Ron Taylor. Other activities include observing real-world cybercrime investigations, using of state-of-the-art forensics lab, and processing evidence for fingerprints. In addition, the camp will conclude with a trip to the Huttonsville Correctional Center where students will get a chance to view a real parole board hearing in process.

Taylor says the camp is popular because of criminal investigation shows such as NCIS and CSI that draw a large number of people to the television each week to witness crime scene investigations and crime solving skills. “Students attending the camp will have the opportunity to experience what they see on television first hand,” said Taylor.

Tuition is $350 and will cover food, housing, camp supplies, and the field trip. To register or for more information, contact Taylor at or 304.462.3090.

WV Receives Federal Approval on Education Flexibility Waiver (NCLB)

The West Virginia Board of Education has received a stamp of approval from the U.S. Department of Education on a proposal seeking relief from certain provisions of federal education law.

The West Virginia Board of Education and West Virginia Department of Education sought permission from the U.S. Department of Education to free West Virginia public schools from certain federal rules and deadlines so the state may focus more on improving learning and instruction. Those rules fell under the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act. The waiver allows West Virginia to use its own accountability system to more effectively identify struggling schools and to efficiently direct resources to struggling schools.

“This is an exciting time for education in our state,“ said Governor Earl Ray Tomblin. “Quality education is the doorway to a vibrant, healthy economic future for our state. The flexibility schools now have will allow them to focus on achievement and improvement so that all students are prepared for college and career success.“

The U.S. Department of Education developed the flexibility process in 2011. In exchange for flexibility, states must show detailed plans for preparing all students for college and careers, targeting federal aid to students most in need, and pushing for better evaluation and support of teachers and principals. The state Board of Education submitted its waiver request in September 2012 in collaboration with several education stakeholders, including the West Virginia Governor’s Office and teacher organizations.

“With this approval, we believe our schools will have the flexibility they need to increase the quality of instruction and enhance student achievement,“ said West Virginia Board of Education President Wade Linger. “Our plan gives schools, especially those struggling with low performance, the ability to focus on continual improvement in every classroom and at every programmatic level.“

The ESEA Flexibility Waiver provides West Virginia with the flexibility needed to fully implement the Next Generation Content Standards and Objectives. The request also allows for the establishment of a high-quality accountability system that values individual student academic growth, supports schools, and expands the Educator Evaluation System pilot. The request still holds schools accountable for student achievement results but shifts from a large number of schools not meeting Adequate Yearly Progress to a smaller number of schools flagged for targeted support.

As part of the new West Virginia Accountability Index (WVAI) proposed in the ESEA Flexibility Waiver, schools will fall into five rankings: priority, support, focus, transition and success. Schools identified for targeted support will receive resources and support from various entities, districts, Regional Education Service Agencies (RESAs), WVDE and others as appropriate.

“While we are excited about the opportunities that gaining flexibility gives our schools, we know the hard work is just beginning,“ West Virginia Superintendent of School Jim Phares said. “Our goal is to ensure that all West Virginia students graduate from high school truly prepared for college and career success.“

G-Comm™: Hoppy’s Commentary - Justice Delayed for School Principal

This week, a Mason County grand jury indicted Point Pleasant intermediate school Principal Cameron Moffett on charges of child abuse causing risk of injury. The charge stems from an incident 14 months ago where Moffett physically removed an 11-year-old student from a school bus.

The child had apparently been involved in a disturbance with other students and was told by a teacher to move to another seat.  Later Moffett ordered the child off the bus.  The bus security video shows Moffett grabbing the student.  The student appears to collapse and then Moffett rolls the boy a short distance down the aisle.

Once off the bus, the child was restrained by Moffett on the ground.

The parents of the child, who is classified as a special needs student, claim the principal used excessive force.  They have sued and Moffett has been removed from his principal’s job, with pay, until the issue is resolved, which brings us to the first issue in this unfortunate case.

Moffett’s attorney, Jim Lees, is furious that it’s taken over a year to even bring the criminal case against Moffett to the grand jury.

“Regardless of how you feel about the case… if somebody accuses you of something and you have witnesses to it, you want your day in court as soon as you can,” Lees said on Metronews Talkline Wednesday.

Lees theorizes that the former Mason County prosecutor, Damon Morgan, just didn’t want to deal with the controversial case.  Morgan did not run for re-election and the case was held over for the newly-elected prosecutor, Craig Tatterson, who finally brought it to a grand jury.

Still, Moffett has been in legal limbo for the last year, and it will probably be another few months before the case comes to trial.  The excessive delay is unfair, particularly to Moffett, but also to the family of the alleged victim, as well as the potential witnesses.

The charge against Moffett suggests the principal abused the child in a way that “creates a substantial risk of serious bodily injury or of death.” It’s a felony which could land Moffett in prison for five years, if convicted.

Meanwhile, the criminal prosecution has a potentially chilling effect on teachers and administrators who have the arduous responsibility of trying to keep the peace in schools.  If a teacher grabs hold of a misbehaving student a little too forcefully, do they have to worry about getting hauled away by the police?

The West Virginia school system’s manual detailing the expected behavior for students and how teachers and principals are supposed to administer discipline is about 70 pages long.  It’s hard to imagine how school officials are supposed to follow the letter of the law in every instance, especially when a situation escalates quickly.

But under state code, teachers and administrators do have the right to use “reasonable force” to restrain a misbehaving student.

Did Moffett go a little too far?  Maybe, and the Mason County School Board, which is elected by the people of Mason County, can decide that.  But dragging Moffett through the criminal justice system and dangling a felony conviction over his head is an injustice, and worse yet, a delayed injustice.

Calhoun-Gilmer Career Center Student Receive Welding Certificates

“They have both demonstrated remarkable skill and dedication in the field of welding., and I am very proud of them,” said Carl J. Collins, the Welding Technology Instructor at Calhoun-Gilmer Career Center.

Joseph is the son of Michael and Michelle Richards of Big Springs, WV and Luke is son of Tabatha and David Tabatha Beall of Glenville, WV.

GRANTS AND FUNDING OPPORTUNITIES - 05.20.13

American Academy of Pediatrics: CATCH Resident Funds Grants

2013 CATCH Resident Funds grants will be awarded on a competitive basis for pediatric residents to plan community-based child health initiatives.

CATCH Resident Funds projects must include planning activities, but also may include some implementation activities.

Maximum award: $3,000.

Eligibility: pediatric residents working with their communities.

Deadline: July 31, 2013.

NSTA: Making a Difference Award

The Drug, Chemical & Associated Technologies Association “Making a Difference” Award recognizes excellence in a science program developed and implemented by middle-level science teachers, grades 6-8.

Entries must show innovative and effective teaching strategies combined with a science program that has influenced students to explore and investigate science and its application to global problems.

Maximum award: $2,500 to be used to enhance or expand the winning science program; the winning school’s lead science teacher and principal will be awarded coach airfare and two nights’ hotel accommodation to attend NSTA’s National Conference.

Eligibility: innovative middle-level science programs.

Deadline: November 30, 2013.

NSTA: Wendell G. Mohling Outstanding Aerospace Educator Award

The Wendell G. Mohling Outstanding Aerospace Educator Award recognizes excellence in the field of aerospace education.

The recipient will be honored during the Awards Banquet and the Aerospace Educators Luncheon at the annual NSTA Conference.

Maximum award: $3,000; plus $2,000 in expenses to attend NSTA’s National Conference.

Eligibility: K-12 teachers of science in formal education settings (elementary, middle, high school).

Individuals must be nominated and have a minimum of three years teaching experience.

Self-nominations will be accepted.

Deadline: November 30, 2013.

Tomblin’s Three-Pronged Approach to Education

Governor Earl Ray Tomblin entered this recent Legislative session aiming to improve the state’s education system and pushed through the Governor’s Education Reform bill, which he signed into law.

Governor Earl Ray Tomblin education reform bill has spawned three executive orders addressing the needs of youth from birth to high school graduation.

Last Week, Tomblin announced his third executive order in as many months: the Early Childhood Education Task Force. Hallie Mason, Tomblin’s director of public policy, said it completes the governor’s three-pronged approach to reforming education.

The first executive order created the Governor’s Commission on Middle Grades, and appointments are still being made to that group. They’ll be charged with raising student achievement in grades five through eight.

“This will give a task force the opportunity to review common standards that are necessary for high school readiness, eliminating programs and policies that have failed to improve student achievement,” Mason said.

“We have found that students determine they are going to drop out of high school in middle school.”

The task force also will be charged with finding ways to improve teacher expertise in all subject areas, especially math and science.

The second executive order reinstituted the state Workforce Planning Council, whose goal is to prepare high school students to pick a college degree that can be turned into a job in West Virginia. For those not heading to college, the aim is to move them toward a career or technical program that provides job skills.

Mason said the challenge for the council is to drive partnership between schools and businesses.

“We want to make sure that we’re communicating so that the schools are preparing the workers for businesses in West Virginia,” she said.

This week’s executive order focused on children from birth to pre-K. The task force will prioritize the programs across the state that help parents with early education and identify the costs. The panel is scheduled to meet for the first time this week.

All three groups are charged with reporting to the governor and the lawmakers no later than the end of the year. That gives Tomblin and his administration time to evaluate recommendations and create any legislative action that needs to take place during the 2014 session.

~~  Jennifer Smith ~~

GSC’s Nicole Himes Receives Army Commission

Friday May 10, 2013 marked another historic day in the celebration of West Virginia’s sesquicentennial anniversary.  In downtown Charleston, WV, within the rotunda of the Capitol building, four United States Army Second Lieutenants were commissioned by the West Virginia State University’s Army ROTC ‘Yellow Jacket Battalion.‘

2LT Nicole Himes of Harpers Ferry (Jefferson County), West Virginia, is the first officer to be commissioned from Glenville State College in the past ten years. The Army ROTC program reopened at GSC in the fall of 2010 and will continue to commission officers in the Active Army, United States Army Reserves and the West Virginia National Guard. Himes graduated from GSC Cum Laude with a Bachelor of Science Degree in Sport Management.

“As an ROTC detachment we are very proud of 2LT Himes’ accomplishments over the course of her cadetship. She has done a tremendous job not only as a student, but as a senior leader and mentor for the other cadets to aspire to. She will be very successful in her career as an active duty Adjutant General Corps officer and will reflect great credit upon the Glenville State College ROTC program and the ‘Yellow Jacket Battalion’,“ said GSC Assistant Professor of Military Science Major Charles Beirne.

2LT Ashley Bish and 2LT John Smith are graduates of West Virginia State University. 2LT Hanna Pilcher is a graduate of WVU Institute of Technology.

The four newly commissioned officers will serve in a variety of specialties within the Army including: Adjutant (personnel actions), Ordinance (material support), Quartermaster (logistics), and Infantry (combat maneuver force).

West Virginia National Guard Chief of Staff Colonel William ‘Bill’ Crane served as the guest speaker, offering wisdom and guidance to the junior officers.

For more information on the GSC ROTC Program and becoming an Army officer, contact the GSC ROTC office at www.glenville.edu/academics/ROTC.php or call 304.462.6285.

Former Business School Deans Sue WVU Over 2007 Degree Scandal, Demand Reputations be Repaired

Six years after a degree scandal shook West Virginia University and forced its president to resign, two professors are demanding their tarnished reputations be restored.

Former business school dean Stephen Sears and former associate dean Cyril Logar are suing in U.S. District Court in Clarksburg, accusing WVU of breach of contract and denial of due process.

They say WVU has ignored an academic integrity policy requiring “diligent efforts” to restore the reputations of people cleared of misconduct.

Spokeswoman Becky Lofstead declined comment Wednesday.

Last summer, Special Academic Integrity Officer Nigel Clark said there would be no further action against anyone involved in awarding an executive master of business administration degree to Heather Bresch.

She’s the chief executive officer of Pennsylvania-based Mylan Inc. and the daughter of U.S. Senator Joe Manchin.

GSC’s Teresa Dody Sings at Carnegie Hall

For the third time in her career, the voice of Glenville State College Assistant Professor of Music Teresa Dody has graced the world famous Carnegie Hall in New York City.

Last fall, Dody was invited by renowned British composer Jonathan Willcocks to perform in the choral premiere of his ‘A Great and Glorious Victory.‘ Dody has had the opportunity to work with Maestro Willcocks on previous occasions as well. In 2001 and again in 2008, Dody was honored to perform as a soloist at Carnegie Hall.

The performance of ‘A Great and Glorious Victory’ was held on January 20, 2013 in the Isaac Stern Auditorium of Carnegie Hall. The production included a massed choir comprised of several choirs from the United Kingdom, other singers from the United States, and orchestra and tenor soloists.

“It is always a thrill and an honor to perform in one of, if not, the most famous halls in the United States. This is the first time for me to perform in the largest hall, Isaac Stern Auditorium, and as part of an ensemble. I loved my previous opportunities as a soloist, but this was rewarding as well. Jonathan Willcock’s music is beautiful and inspiring. It is a gorgeous auditorium, and it was a joy to be part of the premiere,“ said Dody.

Dody is completing her fifth year at GSC. She teaches vocal music education, voice, and directs the GSC choirs. In 2011, Dody was selected as the GSC Curtis Elam Professor.

Professor Dody is once again looking forward to working with Willcocks but this time at Glenville State College. Maestro Willcocks has agreed to come to GSC for a week’s residency and perform a major work with students, faculty, and the community. It was hoped that Willcocks would visit GSC in October of 2013 to lead a production of ‘African Sanctus’ by British composer David Fanshawe.  However, financial considerations have pushed the Willcocks’ residency to October of 2014.

“Jonathan Willcocks, a major figure in choral music, has agreed to come to Glenville State College in the fall of 2014. I was privileged to perform this work with Maestro Willcocks in July of 2011. I’ve been studying this piece with the intention of our students having the opportunity to experience it. It is an incredible work as it melds the tribal music from Africa with a setting of the Anglican mass. Mr. Fanshawe recorded the tribal music in Africa as he traveled along the Nile. At one point he was hearing the music from a Christian church alongside the Islamic call to prayer and was inspired that both societies could exist peacefully. The recordings he made are infused with the live performance of a large choir, children’s choir, soprano soloist, various percussionist, and guitar players. It is truly like something that has not been heard before and so inspiring. Maestro Willcocks is the world’s leading expert on the work as he has performed it more than twenty times world-wide. We had hoped to do it this fall but unfortunately had to postpone it for a year due to a lack of funding. I’m excited at the possibilities for bringing the world to our students here in Glenville,“ said Dody.

Willcocks’ visit to GSC is dependent on the GSC Fine Arts Department’s ability to raise approximately $7,000 needed to fund the project. Dody says that efforts are underway to secure the needed funding. Anyone wishing to contribute may contact Dody at or 304.462.6345.

G-Comm™: Rotten to the Common Core

Common Core, an education program developed with funding from the Bill and Melinda Gates Foundation to improve academic standards in public schools, will fall far short of its stated objective.

Its promoters tout it to be a “state-led effort to establish a single set of clear educational standards for English-language arts and mathematics…” to provide teachers, parents and students with a set of well defined expectations and “[h]igh standards that are consistent across states…”

Underlying these statements is the proposition public schools are not performing very well or completely failing to educate students to a necessary standard.

Based on the fact SAT scores, since 1962, have twice been adjusted downward to artificially depict higher scores among students taking the exam but have continued to decline and national literacy scores continue to decline as a percentage of the United States population it is difficult to refute the dysfunctional public school proposition. Their solution to this very real problem, however, is like putting a gangrene infected band aid on a gangrenous open wound.

Common Core is just another Johnny-come-lately, one-size-fits-all national standard that attempts to fix a problem created by the original national standard; our public school system.

America’s modern public school system is the manifestation of its founder’s vision, the father of American public education, Horace Mann. Horace Mann, a Unitarian Massachusetts school board member in the 1840s, wrote twelve annual reports on public education that was to become the foundation of every public school in America. Mann prototyped his “Common Schools” in his reports on the Prussian school system.

Prussia was the first European state to institute public schools, from which every other country in Europe modeled their public schools. So it is no coincidence Mann modeled his “Common Schools” off the ones he observed in Prussia while visiting schools in Europe.  Neither is it a coincidence Prussia, known for its autocratic and dictatorial society that ultimately unified the other German states under its control, would impose an uncompromising uniform standard upon its population.

In his seventh report, Mann ironically claimed, “we do not desire to copy or to study the systems of foreign nations, usually so different from our own,” but then he went on to say “surely we may copy his [the Prussian school system’s] modes of teaching these elements, without adopting his notions of passive obedience to the government[.]” Evidence of Mann’s lack of success in adopting the Prussian model without instituting its passive obedience to the government is found in America’s modern myopic obedience to the national government.

That America has become passively obedient to the national government can be seen throughout the 20th and the 21st Century in that Americans sit passively by or actively cheer when: Congress passes laws violating the Constitution, Presidents exceed their limited authority by issuing orders not supported by any law passed by Congress and the Supreme Court, when asked to interpose on behalf of we the people, uphold these things through the most ridiculous, convoluted, humanistic and illogical arguments a human mind can conjure. One only need compare the grievances listed in the Declaration of Independence to similar modern occurrences to see contemporary American society does not have the political will of its forefathers.

For America, that was founded on and has celebrated its diversity of ideas, extensive government control and standardization of any kind seems counter intuitive. The framers of the Constitution were careful to preserve the independence of the States by only delegating finite powers to the national government. This allowed the citizens of each State to preserve their cultural diversity and pursue their own happiness.

Now, control over students in what and how they learn has been institutionalized in America by Mann via public schools. Mann, through his Common School system, was able to undo what so many sacrificed in the War of Independence to acquire and the founders carefully guarded in both the Articles of Confederation and the Constitution. This centralized control over public school students continues to grow and its latest adaptation is the voluntarily imposed Common Core curriculum.

Strips parental oversight of what children should be taught

Common Core is rotten to the core, because no one can justify its expense by any potential gains in scholastic improvement, it strips parental oversight of what children should be taught, and it is a one-size-fits-all program that will not serve any child to their maximum potential.

First, according to the Pioneer Institute and the American Principles Project, which conducted a state by state comprehensive cost analysis[1] of implementing Common Core, in Pennsylvania alone the extra cost of implementation was estimated to be $645 million.  As of January 2012, Pennsylvania was set to receive only $40 million in Obama’s Race to the Top funds, which were contingent upon adoption of Common Core standards, student Longitudinal data collection, and a teacher evaluation program.

Adding this up, for the adoption of a national standard, Pennsylvania might receive up to 6% of the extra costs from the government, but will have to foot the bill for over a half a billion dollars on their own. None of this makes fiscal sense when considering if Pennsylvania did not adopt any other new program their education costs would remain relatively constant.

Second, if parents allow the government or any other entity to dictate how their children must be educated or what they must learn, the parents might as well just give their children to the government or entity to raise. Even now, parents have limited control over what children are taught in public schools and everyone has to pay for public schools whether they have children or not. Common Core will add more of the same to an already burdensome tax system through another layer of bureaucracy whose standards, if history is any indication, have limited hope of being achieved.

Third, children are not ginger bread men to be cut out of common dough; they are unique individuals with unique learning talents, interests and needs. A common standard may fit everyone, but it will not fit anyone very well and its results will be as disappointing as the results from the public schools system, which the program is intended to fix.

Furthermore, children in America do not belong to any government, community, business, or labor consortium. They belong to their parents and to them alone. Parents, therefore, must decide the values, morals and information from which their children will most benefit to live in society. To abdicate this responsibility is to allow someone else to make decisions that will not always be to the benefit of the children or the parents.

Like every other aspect of life, the Bible provides guidance on whose responsibility it is to teach children. Any government; national, State, or local that dictates what children must be taught and extorts money through taxation to pay for their vision has overstepped the bounds of their biblical jurisdiction. Romans 13:3-5 describes the purpose of government: to wield the sword of justice against evil doers, but nowhere in the Bible will you find education as one of its functions.

In Proverbs 22:6, one will find the Bible giving responsibility of a child’s education to parents. The Bible also states in Proverbs 1:7, “The fear of the Lord is the beginning of knowledge,” and since public schools have completely pushed Christ out of the classroom it is no wonder their academic performance has gone with Him.

Mann’s utopian pursuit of standardized universal “free education” was the European totalitarian bridgehead into America and it has turned into the coercive failed public school system America has today. Like all utopias, the only way to achieve them is through coercion.

This coercion is nearly absent from non-publicly funded schools and these schools most always cost less to operate and produce better educational results in nearly every measurable way than their publicly funded counterparts. A 1997 study[2] found home schooled children, on the average, outperformed their public school counterparts by 30 to 37 percentile points on all subjects. These findings were further supported by Dr. Lawrence Rudner who found children that were homeschooled all their school aged years had the highest academic achievement.

Since uniformity and top down imposed standards have not worked, the solution to deteriorating performance in America’s public schools is simple, return responsibility for education to parents by defunding public schools and restoring parents’ right to decide where and how to educate their children.

Some may argue defunding public schools would deprive many “under privileged” children of an education, but considering what they receive now, it might actually be an improvement. Besides, violation of property rights, through taxation for public schools, or any other violation of the rights specifically mentioned in the Declaration of Independence is never justified, no matter how noble the cause. Additionally, it is an individual’s responsibility to be charitable to the under privileged, because when a government does it through taxation it is called theft or extortion, not charity.

Much of the resistance to defunding public schools comes from the fact most people living today, who grew up in America, are a product of a public school, have known no other system of education, and cannot imagine how another system would work. Those who think this way are oblivious to the fact that prior to 1840, all American schools were non-public, biblically based, and produced the founding culture, which in turn established the most successful nation in the history of the world. The secularized standardization of Common Core, by contrast, is rotten to the core just like the seed of “Common Schools” from which it was germinated that produced the culture who voted for the politicians America has today. If people were to take the time to compare the results of the two systems they too would see for themselves what Mann has done to education.

[1] Pioneer Institute and American Principles Project, National Costs to Aligning States and Localities to the Common Core Standards, No 82, February 2012.
[2] Dr. Brian Ray, Strengths of Their Own: Home Schoolers Across America.

~~  Matt Shipley ~~

G-Editorial™: IT TAKES A VILLAGE

Annual Linkage meetings have been completed for all schools in the county.  At those meetings Principals, LSIC members, Teachers and Students presented the state of the state of Gilmer County Schools before the Board of Education and the public.

The Students are to be congratulated.  Each presenter was articulate, knowledgeable and captured the audience attention.  Did you know we have aspiring artists, journalists, rocket scientists, meteorologists, broadcasters, documentary film producers, story tellers and homemakers in Gilmer County? That we do and so much more to be very proud of.

The Teachers must receive credit for encouraging those young minds and letting them know that they can dream and achieve.  Both tenured and new are striving to make our schools a better place.  Are we working to support them?  That needs to be a question in the forefront when it comes to educating the children.  Teaching professionals need to know that their hard work is appreciated. With the introduction of new curriculum known as Common Core the task ahead will not get any easier.  We need and must support good Teachers.

Community attendance and interest was very evident at the Sand Fork, Troy and Normantown Elementary meetings. They were upbeat and positive as Principals spoke about their schools future goals and how fun the past year had been.  Unfortunately the numbers were very low at the two Glenville school meetings.  Is this indicative of a pocket of apathy or perhaps bad timing? Hope public participation improves next year.

It was disturbing that behavioral problems including high numbers of reported physical assaults were an issue reported at Glenville Elementary.  The Principal emphasized a need for an elementary alternative learning center to handle problems. One expulsion was documented.  There was also one reported at Troy.  However the Principal at Troy said they use a room across from the office as their alternative area to separate a problem child, get them refocused and prepared for return to the group setting. That is a proactive response geared to keeping a child in trouble within a peer setting that should be applauded. Gilmer County schools are not overstaffed.  It takes caring and quick thinking using the resources at hand to get it done.

Most are aware of incidents at the High School over the past year. The presentation was well done and very informative.  Incidents of discipline numbers decreased from the prior year but included documentation of 3 expulsions.  A local mother who will have a child entering High School next school year expressed serious concern and wanted to know what was being done about the bullying, bomb threats and drug busts.  She reported that State Police said there had been an arrest. This was confirmed by the Principal who stated there were others under investigation but it was an ongoing Police matter and could not be discussed.

The Vice Principal and the State Superintendent voiced the opinion that these things happen at every school and went on to say that many times the first thing they hear of a problem is when the parent calls wanting something done about it.  Administrators were in agreement that Parents not taking enough responsibility for their child’s behavior was a contributing factor to the problems here. The Mother reminded them she could not be concerned about other schools, just the one her child attended and demanded to know what was being done. Then members of the Board Of Education spoke up, saying they had no knowledge of any expulsions in Gilmer County. Expulsion indicates total removal of a child from the school system and of those brought before the board this year none had been expelled. It was asked why they were not using the alternative learning experience at the Career Center rather than expel. The senior member stated “We do not throw our children away.” Shortly thereafter the meeting was adjourned.

Since there was no administrative explanation, no denial, the question remains who approved the expulsion of Gilmer County Children? Who is in charge?  By WV Code and advisement of the State BOE that is a function of the local board even under intervention..  No child is to be suspended beyond 10 days without being brought before the local board for hearing either in executive session or open public meeting as decided by their parent or legal guardian and may have an attorney present. They are entitled to due process under the law, not to be pushed around at the state’s discretion.‘’

To that end Parents must join together and stay involved guaranteeing not a single Gilmer County child will be tossed to the side. No one can do that but you.  Expulsion is a very serious matter that can set the tone for the rest of life.  It should be used only as a last resort. Nothing can be done to avoid it, no assistance provided when events are cloaked in secrecy.  Apparently you must insist upon being informed.  Information will not be offered. Attendance at all school meetings must become a priority.

State BOE, do not take arbitrary action behind closed doors. When it comes to how you treat the children here there can be no secret acts.  Protect the student name if the family wishes but follow your own rules and state laws.  Follow educated and well thought out procedures.  Do this for the only reason you exist,  Do this for the good of the children. Expulsion must not become a routine punishment. It solves no problems.  It shoves students in trouble out of the door, away from possible help and into a world they are obviously not prepared for. Gilmer County doesn’t give up on its children.

~~  The Gilmer Free Press ~~

Governor Tomblin Creates the WV Early Childhood Planning Task Force

Governor Earl Ray Tomblin filed Executive Order 5-13, which calls for a study of the state’s Early Childhood Education System in an effort to improve health, development, and school readiness of children birth to five years of age as well as services available to expectant mothers regarding pre-natal preparation. This is the third executive order related to the governor’s comprehensive education reform package, which aims to raise student achievement in West Virginia.

“By focusing our attention on meeting the educational needs of our youngest children, we can establish a strong foundation for academic success long before their first day of kindergarten,“ Gov. Tomblin said. “West Virginia’s Pre-K system is a national leader and, through this review, we will continue this legacy by ensuring the health, development, and school-readiness of our kids.“

Executive Order 5-13 establishes the West Virginia Early Childhood Planning Task Force and orders the Task Force to develop a plan, which will:

•  Identify services currently available in the state for the purpose of improving the health, development, and school-readiness of children aged birth to five, and, where advisable, identify new services with the same purpose;

•  Review services available to expectant mothers regarding pre-natal preparation to improve the health, development, and school-readiness of children at birth;

•  Prioritize each service by analyzing the potential impact of each service on early childhood health, development, and school-readiness;

•  Identify the costs associated with implementation of the identified priority recommendations;

•  Recommend strategies for improving, coordinating and, where advisable, implementing services in the state which improve early childhood health, development, and school-readiness;

•  Analyze the value of a Quality Rating and Improvement System with respect to child care services in the state as a critical element of a comprehensive system of services for young children;

•  Recommend a plan by which West Virginia could fund the identified priority services;

•  Recommend whether changes should be made to the governance of State administration of services pertaining to early childhood and to families with young children, and the steps needed to implement any changes in governance; and

•  Recommend strategies to evaluate and assess the effectiveness of early childhood services and recommend changes with respect to these services.

The Task Force will consist of:

•  The governor’s designee (and chair), Mr. Robert S. Kiss;

•  The Secretary of the Department of Education and the Arts, Kay Goodwin; and

•  Seven citizens members, appointed by the Governor, who will represent the following:

        »  A representative of the medical community,Arthur Rubin D.O.;

        »  A representative of the faith-based community, Ms. Michelle Foster;

        »  A representative knowledgeable in early childhood education (including the four-year-old kindergarten program), Mr. Lloyd G. Jackson II;

        »  Two representatives of the business community, Mr. A. Michael Perry and Mr. Justin Siebert;

        »  An attorney with experience in the field of health and human resources,Ms. Taunja Willis-Miller;

        »  A representative with rural school and community development,Ms. Rachel B. Tompkins.

The nine members will submit a report to the governor no later than December 31, 2013 and unless extended by the governor, the Task Force will dissolve March 2014.

To read Executive Order 5-13 in its entirety click H E R E.

West Virginia School Meal Effort Not Starting from Scratch

Students should notice West Virginia’s ambitious new plan to target child hunger while improving academic performance when they arrive this fall.

Expanding access to breakfast is likely the first component of the Feed to Achieve Act that will emerge following its signing by Governor Earl Ray Tomblin earlier this month, said Richard Goff, executive director of the Office of Child Nutrition at the state Department of Education.

“The game changer for our program and for the kids in West Virginia is the breakfast delivery strategy,“ said Goff, a 23-year veteran of the department. “For the first time in my tenure, it makes the meal program part of the educational day. It’s not an interruption. That’s where we’ll see the big change.“

A nearly unanimous Legislature passed the new law this session. It aims to provide free, nutritious breakfast and lunch for all public school students, from prekindergarten through 12th grade. The measure cited research that links healthy eating to improved student attendance, attentiveness, behavior, test scores and overall achievement.

The legislative debate surrounding Feed to Achieve included anecdotes about children showing up to class hungry from school officials and lawmakers, some of whom were those students growing up. Goff said he routinely fields phone calls on the topic during the week students statewide take the annual standardized test.

“There is this sense of urgency regarding school meals,“ Goff said. “Why is that sense of urgency not present every week of the school year? It’s important every day.“

Supporters consider West Virginia’s approach innovative, though the underlying problem is also being tackled elsewhere. The Ending Child Hunger in Alabama campaign, for instance, includes schools in its game plan and launched late last month. Nearly 300 public schools in Los Angeles, meanwhile, provide breakfast that students can take to class. But some teachers there have complained that the program eats into instruction time and that food left in classrooms attracts bugs and rodents, according to the union that represents them.

“That’s disturbing to me. They have a problem in California,“ Goff said. “We don’t have that in West Virginia. We have yet to receive any complaints like that.“

All West Virginia schools provide breakfast, Goff said. Several also offer breakfast in the classroom, grab-and-go meals for tardy students and breakfast after first period. Goff is upbeat about Feed to Achieve because it builds on those and other programs already offering meals to students, he said. More than 280 schools in 35 counties already offer free breakfast and lunch, for example, because their communities qualify for federal subsidies, Goff said.

“It does not place a huge burden on the school systems,“ Goff said. “All it does is support, supplement and promote child nutrition programs that are already in place in West Virginia.“

Feed to Achieve has its hurdles. Both Goff’s department and each of the 55 county school districts must set up a special fund to attract and spend private donations. The goal is to fund additional or expanded programs. Goff cited how just over a third of students eat breakfast at school, though around 59 percent can receive free or reduced-price meals because of their household’s income, Goff said. The lunch participation rate is nearly 65 percent.

A learning curve also accompanies the new law. Goff plans to train his staff and then brief each county’s food service director. That’s also an opportunity to dispel misgivings about the new law, he said. Feed to Achieve does not require counties to solicit donation, nor does it require children to eat at school, Goff said.

“We’re not going to force-feed kids. That’s ridiculous,“ Goff said. “If a family elects to have breakfast at home, that’s what they’ll do. The key words are availability and access.“

The West Virginia School Board Association plans to review Feed to Achieve and other legislation passed this session at a June 08 meeting, Executive Director Howard O’Cull said Friday. O’Cull also said he has yet to field any comments from county officials about that new law.

OddlyEnough™: New Book Teaches Children ABCs of Buffett’s Berkshire Hathaway

Warren Buffett’s Berkshire Hathaway Inc invests in dozens of businesses, and a new book tries to explain it all to young readers, from A to Z.

Two Omaha residents, author Nancy Rips and illustrator Tom Kerr, have teamed up on “My First Berkshire ABC” to teach children about one of the world’s best-known companies, and a little about the local billionaire behind it.

More than 1,000 copies were sold at Berkshire’s annual meeting on Saturday, which draws thousands of people to Omaha, and where Buffett has a say on what gets sold.

“You need something to bring home to your kids and grandkids to explain Berkshire,“ Rips, who has also written three books about Jewish holidays, said in a joint interview with Kerr.

Most pages show companies that Berkshire owns or invests in.

G, for example, is for “Geico,“ and features the car insurer’s talking gecko. And W is for “Wells Fargo”, and features the bank’s familiar stagecoach.

The book’s theme changed at Buffett’s suggestion.

“Our first effort was things like, ‘S is for sharing. Mr. Buffett believes in sharing. K is for being kind,‘“ Rips said.

“I got an email back from Warren saying, it’s too laudatory, they will lampoon him in the news,“ she continued. “And I wrote a whole new proposal: A is for Acme (Brick), B is for Borsheim’s (jewelry), C is for Clayton Homes, D is for Dairy Queen. I got an email back: ‘You’re in the show.‘“

Kerr has worked at many newspapers and drew McGruff, the Crime Dog for the National Crime Prevention Council.

“Part of what Warren talks about is investing in things that you know,“ he said. “Virtually everything in here is something that somebody can relate to and touch and understand.“

Berkshire Vice Chairman Charlie Munger is shown under “Q,“ stamping boxes of “quality” merchandise.

Rips and Kerr have not heard from Buffett on whether he likes the book. Buffett’s assistant Carrie Sova had no comment on that question.

Kerr depicted Buffett just four times, including on the cover holding his usual Cherry Coke.

“This book is not all about Warren Buffett,“ Kerr said. “I picked my spots. He’s so synonymous with Dairy Queen that I wanted him there, and obviously on the cover with Coca-Cola.“

“Cherry Coke,“ Rips interjected.

“Yep,“ Kerr said. “She had me change that.“

WEST FORK SOIL CONSERVATION DISTRICT Has Conservation Field Day at Cedar Creek State Park

A Conservation Field Day was held on April 30, 2013 for all sixth grade students in Gilmer County. Tim Butler and Jane Collins, Soil Conservation Supervisors, organized the event.  Gilmer County is the only county in the District this year that planned a Conservation Day. This is a very important day where kids learn about conservation and how important it is to take care of our earth.
The 58 students were bussed into the park about 9:00 AM that morning and Presenters were ready for them at their stations. The students were divided into seven groups and went from station to station, learning about conservation,  throughout the day.

Forestry was covered by Chuck Copeland, who gave the students a short hike in the woods to identify different trees.  Jared Beard discussed different types of soils.  Snakes seemed to be the fascination of the day with Jim Fregonara, showing the kids live black snakes, copperheads, and rattle snakes, as well as the difference between poisonous and non-poisonous snakes.  Any student who wanted to touch a black snake did and walked away with a sticker that stated “I touched a snake today.”
Bobbi Cottrill and her daughter Kristen brought a mobile bee stand full of bees, including the Queen Bee.  The students were able to view inside the glass-fronted stand and observe the bees at work. Mrs. Cottrill explained pollination and the importance of bees.  All of the students took home a goody bag from her station.
Bob Radabaugh, a local oil and gas businessman, discussed Environmental Stewardship and touched on the drilling of the Marcellus wells.  Streams were covered by Tamara Vandivort and Kristin Haider, with a “hands on” approach that encouraged student participation.  Tom Snyder gave an interesting talk about wildlife and furs. He brought a lot of different furs and animal skulls he had collected from various places with him to show the students.  Many of the kids wanted to put the bear fur on their back and walk around pretending to be a black bear.
The day was exciting and packed full of interesting topics and lots of questions.

At lunch time everyone gathered in the conference room and enjoyed a brown bag lunch provided by each school.  It was a great day with all of the students participating in the conservation activities.  The West Fork Soil Conservation District would like to thank the presenters, students, teachers, and everyone who helped to make this day such a success!

Community Concerns™: Delegates Walker and Boggs, Why Tolerate Withholding of Information ....

The second year anniversary for the State’s seizure of Gilmer County’s school is near. Seizing control of the schools by the State humiliated the County and to add insult, citizens have not been informed of improvements the State has made during its rule plus the remaining tasks to be completed before the school system can be restored to local control.

The failure of the State to disclose information promotes a belief that it is treating Gilmer’s citizens similar to conquered people under martial law. In addition to be denied information they have no say in how their tax money is used for schools or anything else associated with administration of the County’s public schools.

Despite assurances that the State’s knows what it best for public schools there is no credible proof that in other counties with seized school systems education outcomes have markedly better. Take McDowell County for an example.  After a decade of State control too many of its children remain non-proficient in reading and math.

Honorable Delegates, you have authority to require the WV Department of Education to provide citizens with the following information and an urgent appeal is made for your intervention. The information is known to be accessible through your authority as legislators.

# By referring to the audit report preceding the seizure of the County’s schools what are the specific tasks that have been completed to eliminate documented deficiencies?

# What specific tasks remain to be completed before all the school system’s deficiencies are corrected?

# What is the State’s schedule for completing remaining tasks to enable citizens to know when the school system can be returned to local control, and why did the State fail to submit its official exit plan promised in 2012?

With the State’s present way of doing business it appears that it authorized itself open ended options to do as it pleases with Gilmer County’s schools while avoiding any accountability, an anathema to good government.

Action Plan Comes Alive to Meet Governor’s Education Challenges

West Virginia Board of Education (WVBE) members reviewed during their monthly meeting steps taken during the past four months to address six challenges presented by Governor Earl Ray Tomblin as part of his education agenda.

In response to the challenge to certify teacher education programs and direct professional development to support reading on grade level by the end of third grade, the board approved new goals for professional development aligned to the governor’s plan. Included in the new professional development goals is a specific objective to increase the knowledge and skills of all pre-kindergarten through third grade educators to deliver a comprehensive early childhood education that includes a balanced approach to early literacy.

Related to the establishment of a commission to review the current governance structure of the 55 county boards of education and the costs that necessitates, the Commission on School District Governance and Administration held its inaugural meeting in early May. Members of the group received a perspective of established education entities in West Virginia. This knowledge lays the foundation for future work.

As part of the challenge to aggressively pursue the use of Regional Education Service Agencies (RESA) to create efficiencies and to decentralize the delivery of professional development services, two train-the-trainer sessions have been conducted in RESA 3 and RESA 7.  RESA 3 includes Boone, Clay, Kanawha and Putnam counties; RESA 7 serves Barbour, Doddridge, Gilmer, Harrison, Lewis, Marion, Monongalia, Preston, Randolph, Taylor, Tucker and Upshur counties.

Approximately 300 attendees received professional development during these sessions. Participants included central office administrators, principals, teachers, higher education representatives and institutional education representatives.

Members of the state board held a follow-up meeting with Pierpont Community and Technical College and the Claude Worthington Benedum Foundation to guarantee the coordination of staff in cross-counseling efforts between public education and community colleges to ensure high school graduates are prepared for a career. The group discussed a north central cross-counseling pilot and an additional pilot at Southern West Virginia Community and Technical College.  This pilot program will provide career awareness and career counseling services to middle school students through a collaborative, public and post-secondary education team.

To meet the challenge of requiring every career center in West Virginia to adopt or develop at least one career pathway that meets Southern Regional Education Board (SREB) standards for Preparation for Tomorrow, the state board and the West Virginia Department of Education (WVDE) have signed an Memorandum of Understanding with the SREB to implement High Schools that Work, Technology Schools that Work, advanced career pathways and math design modules.

Members of the board joined former Governor Bob Wise to announce West Virginia would be the first state to implement Project 24. This announcement supports a challenge by Governor Earl Ray Tomblin to investigate Project 24 and advise the Governor’s Office on using technology to personalize and enhance the education of all students. The state board and Governor Tomblin also co-authored a letter to all county superintendents regarding Project 24. The letter encouraged all districts to complete a review of classroom technology and digital learning infrastructure in the state. Districts also were encouraged to complete the Project 24 self assessment, providing valuable feedback from the districts that will help the state frame its vision for student learning, recognize aspects of the education system that need to be addressed, and specify how technology can help align these efforts to college- and career-ready standards.

Finally, the board and the WVDE are working to reduce paperwork for educators in both counties and schools.  Plans are now under way to simplify Title I and Title II plans, and make significant revisions in the existing strategic planning process for counties and schools.

GRANTS AND FUNDING OPPORTUNITIES - 05.13.13

Dollar General Literacy Foundation: Youth Literacy Grants

Dollar General Literacy Foundation Youth Literacy Grants provide funding to help students who are below grade level or experiencing difficulty reading.

Grant funding is provided to assist in implementing new or expanding existing literacy programs; purchasing new technology or equipment to support literacy initiatives; and purchasing books, materials, or software for literacy programs.

Maximum award: $4,000.

Eligibility: schools, public libraries, and nonprofit organizations.

Deadline: May 23, 2013.

ACTFL: Florence Steiner Award

The American Council on the Teaching of Foreign Languages Florence Steiner Award honors the memory of a teacher, department chair, professional speaker, and ACTFL President-Elect who inspired a generation of foreign language teachers and challenged them to improve their teaching through better communication of the goals and outcomes of second-language education with the public, administrators, colleagues, and students.

Maximum award: $500.

Eligibility: ACTFL members for at least the last three years who have a minimum of five years teaching experience, with at least half of each year’s assignment in the area of foreign language education.

Deadline: May 28, 2013.

Mitsubishi Electric America Foundation: Grants for Youth with Disabilities

The Mitsubishi Electric America Foundation Grants program is dedicated to helping young Americans with disabilities maximize their potential and fully participate in society.

The foundation supports organizations and projects within its mission that have broad scope and impact and demonstrate potential for replication at other sites.

A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational, and recreational opportunities, and to participate alongside their non-disabled peers.

Maximum award: $90,000.

Eligibility: 501(c)3 organizations. Deadline: June 01, 2013.

Kennedy Center: VSA Playwright Discovery Competition

The Kennedy Center VSA Playwright Discovery Competition invites middle and high school students to take a closer look at the world around them, examine how disability affects their lives and the lives of others, and express their views through the art of script writing.

Writers may write from their own experience and observations or create fictional characters and settings.

Scripts can be comedies, dramas, or even musicals.

Maximum award: Division 1 (Grades 6-8, or equivalent): $375 for his/her school; publication in the 2013 VSA Playwright Discovery Program booklet. Division 2 (Grades 9-12, or equivalent): $750 scholarship, $375 for his/her school; publication in the 2013 VSA Playwright Discovery Program booklet.

Deadline: June 01, 2013.

Third Annual Pioneer Showcase Winners Announced

The winners of the third annual Glenville State College Pioneer Showcase Creative Arts and Research Forum have been announced.

The showcase took place on Tuesday, April 16, 2013 and is a competition where GSC students present research and creative arts abstracts in a formal setting. The judges were made up of GSC faculty.

Seniors Andrea Minigh and Meagan Lesser won first place and $250 in the research category with their project about ‘The Effect of Temperature Shock on Integrin Distribution in the Aposymbiotic Sea Anemone, Aiptasia Pallida.’ Minigh lives in Glenville (Gilmer County), West Virginia and is a Biology major. Lesser, who is from Mineral, Virginia, is also a Biology major.

Sophomore Judith Urbanic and senior Marteney Jacobs won second place and $100 in the research category with their project about ‘An Inexpensive, Automated Apparatus for Measuring Consummatory Behavior in Restrained Honey Bees.’ Urbanic is from Chloe (Calhoun County), West Virginia and is a Biology major. Jacobs, also a Biology major, is from Flemington (Taylor County), West Virginia.

Junior Tiffany Tomey won first place and $250 in the creative arts category with her ceramic work titled ‘The Cycle of Life.’ Tomey is from Linn (Gilmer County), West Virginia and is majoring in Art.

Sophomore Ashley Gish won second place and $100 in the creative arts category with her work called ‘The Immortal Form: Pencil Sketches of Human and Animal Faces.’ Gish lives in Glenville (Gilmer County), West Virginia and is majoring in English.

“Thank you to all the students and faculty that participated in the Pioneer Showcase this year. This event is a great way to showcase GSC’s research on campus,” said GSC Assistant Professor of Art Liza Brenner who was also this year’s event coordinator.

For more information about the Pioneer Showcase, contact Brenner at or 304.462.6346.

WVU to Debut College for Undeclared Majors

West Virginia University is starting a centralized college to help students with undeclared majors.

University College dean Elizabeth Dooley says one goal of the program expected to begin July 01, 2013 is to improve WVU’s student retention and graduate rates.

WVU says the University College will serve as an “academic hub” for general studies, exploratory and nontraditional students, among others.

About 7,800 WVU students will be served through the college.

The college’s ultimate goal is to have students focused on a particular path by their sophomore years.

The college will partner with the Career Services Center, which offers career counseling and career development programs.

Dooley says the college’s main hub will be in the Student Services Center in Morgantown.

WV Senate President Jeff Kessler to Give GSC Commencement Keynote Address - 05.11.13 - Saturday

West Virginia Senate President Jeff Kessler (D – Marshall County) is scheduled to be the keynote speaker at the 139th Glenville State College Commencement.

The ceremony will take place on Saturday, May 11, 2013 at 10:00 AM in the Jesse R. Lilly, Jr. Gymnasium in GSC’s Physical Education Building.

“We are so honored to have Senator Kessler spend the day with us and speak to our graduates as well as others in attendance.  I appreciate his taking time out of his busy schedule to participate in our 139th commencement ceremony,“ said Glenville State College President Dr. Peter Barr.

Senator Kessler was appointed to the West Virginia State Senate in November 1997 to fill a vacancy created by the death of Senator Larry Wiedebusch. He was then elected to the Senate in 1998 where he served during the 75th Legislature as Vice Chairman of the Committee on Banking and Insurance and the Select Committee on Economic Development. Senator Kessler was re-elected in 2000, 2004, and 2008. During the 76th, 77th, 78th and 79th Legislatures, He served as Chairman of the Committee on the Judiciary.  Senator Kessler was elected Senate President November 14, 2011 following a one-year term as West Virginia’s first and only Acting Senate President.

More than 210 students make up the Glenville State College Class of 2013 after completing their degree requirements in July 2012, December 2012, and May 2013. The graduates come from several counties throughout West Virginia as well as twelve other states (California, Florida, Georgia, Illinois, Kansas, Louisiana, Maryland, Michigan, New Jersey, Ohio, Pennsylvania, and Virginia) and Canada.

For more information on the 2013 GSC Commencement, visit www.glenville.edu/commencement.php or call 304.462.4115.

Donation Benefits Lewis County Students at WVU

Some graduates of Lewis County High School will be receiving scholarships at West Virginia University thanks to a donation from a judge’s estate.

WVU said Judge William Fury and his wife, Elizabeth, had no children of their own and both mentored youth in the county.

William Fury was a founder and coach in the county’s Little League baseball program, while Elizabeth Fury was a teacher for more than 25 years in the Lewis County school system.

More than $541,000 will be used for undergraduate and graduate scholarships at WVU for Lewis County High graduates.

The scholarships were made available through a bequest in William Fury’s will.

WVU said the first recipients are freshman journalism student Mari Phillips and freshman animal and nutritional sciences major Jacqueline Jones.

The scholarships are based on financial need, academic achievement and involvement in extra-curricular activities, community service and civic activities.

Special consideration will be given to students who have overcome significant obstacles or handicaps in order to attend WVU.

Scholarship recipients are recommended to WVU by a selection committee comprised of the rector of the St. Paul’s Episcopal Church in Weston, Lewis County high’s principal and WVU’s admissions officer.

Feed to Achieve Act; New Law Targets Student Hunger

West Virginia is moving ahead with plans to combat child hunger through its public schools.

Governor Earl Ray Tomblin marked his approval of the Feed to Achieve Act with a ceremony at Berkeley Heights Elementary.

The legislation passed during the recent session aims to ensure all school children receive breakfast and lunch at school.

It calls for county-based foundations that would collect private donations to expand meal programs.

The new law encourages efforts to improve food quality, as with farm-to-school programs or community gardening pilots.

It also promotes such programs as “grab and go” breakfasts so more students eat at school.

Tomblin was joined at the Eastern Panhandle school by Senate Majority Leader John Unger. The Berkeley County Democrat chaired a special Senate committee on child poverty this session.

Wednesday, May 08, 2013 Marked a Monumental Day for McDowell County Schools

It has taken more than a decade but on Wednesday McDowell County regained full control of its school system. To a cheering crowd, the West Virginia Board of Education voted unanimously during its monthly meeting to accept the Office of Education Performance Audits’ (OEPA) recommendation to hand over full control to the county board of education. The board also supported the OEPA’s recommendation to continue to employ the current county superintendent, Nelson Spencer.

“The McDowell County School System has faced challenges but today teachers, parents and students should be proud of what they have accomplished,“ said state Board President Wade Linger. “I am confident this school system will thrive and continue to grow stronger each day.“

State Board Member Gayle Manchin added, “I am so honored to be part of this vote to return control to McDowell County Schools. It is never easy to answer all the issues in any county. One lesson that we have learned is that no one can do it alone. Improving a school system is truly about a community building capacity. It is about teachers, parents, businesses, the faith community and health care outlets all saying the children are the most important priority so how can we join together to provide them the best opportunities.“

In October of 2001, the WVBE intervened in the operation of McDowell County Schools due to extraordinary circumstances that resulted in major barriers to providing education programs and services to students.

The OEPA team returned to McDowell County in December 2005 and January 2006 to determine progress in correcting the definiencies that resulted in state intervention. Substantial progress had been made in correcting most of the original findings related to finance, curriculum and transportation however, many personnel and facility issues remained.

A full education performance audit was conducted in November 2009, with findings presented to the WVBE in January 2010. At that time, the state board issued McDowell County conditional approval status, initiated an exit agreement between the McDowell County Board of Education and the WVBE, and returned partial control to the McDowell County Board of Education in finance, curriculum, transportation, the establishment and operation of a school calendar, and other decision-making authorities.

However, because of deficiencies that remained in personnel, the lack of resolve to update county policies, and facility issues, the WVBE continued intervention in those areas.

In January 2013, an OEPA audit of the McDowell County School District was conducted as recommended in the Exit Strategy for Returning Control to the McDowell County Board of Education document. The audit was a thorough review of the entire school district. Based on findings of the audit, the OEPA determined the following:

•  The McDowell County Board of Education has completed all tasks set forth in the Exit Strategy Document.

•  Previous deficiencies that emerged in the January 2010 OEPA report in personnel, policy development, and facilities have been resolved in an exemplary manner.

•  The school system is moving forward and showing progress.

•  The superintendent is providing sound leadership and the schools are progressing.

Calhoun-Gilmer Career Center: Senior Appreciation Day - May 09, 2013 - Today

G-Comm™: West Virginia Celebrates Teachers During Teacher Appreciation Week

Psychologist Theresa Grimm once said “Without teacher appreciation there can’t be any student progress.“ As we celebrate Teacher Appreciation Week, May 06-10, and National Teacher Day, May 07, it is appropriate to take time to express my gratitude to you for your contributions both in and out of the classroom.

When you decided to become teachers, you chose a profession unlike any other. On a daily basis you wear many hats: educator, mentor, disciplinarian, advocate, psychologist, conflict manager, classroom manager, community organizer, recruiter, fund raiser,  and more. It is precisely the multifaceted roles that we take on that make teaching both challenging and rewarding. I began my career as a high school history teacher, and I can say that I never worked harder or felt more rewarded than I did during that time. We as a state must make sure that we celebrate outstanding educators like you every day for the important work you do with our children.

Research tells us that you are the single most important factor in how much a child learns at school. Your role in the classroom is ever more critical as we work to revamp our educational system statewide to improve student achievement. As teachers today, you must do more than teach basic skills. You must use quality teaching techniques to push students beyond mastery of basic skills to become tomorrow’s better educated worker, who can manage complexity, solve problems and think critically.

Your charge is not just to ensure that your students can live in the world as it is, but to ensure that they have the skills, knowledge, and dispositions that will enable them to succeed in the world that awaits them. Your challenge is to help students create their own visions for a better future in the 21st century. Thank you for your daily efforts to meet this challenge.

As a former teacher, I know first-hand the challenges you face in the classroom on a daily basis. Likewise, I firmly believe all of us, no matter the role we assume, have an obligation to prepare students with the skills they will need to become college and career ready to compete and succeed in this global society.

The days are long and the work is hard, and I encourage you to find ways to support each other and to respect each other’s work. While evidence of your teaching success may not be revealed until years after your students leave the classroom, I applaud you for your commitment and thank you for the work you do on a daily basis. You deserve it.

~~  James B. Phares, Ed.D., State Superintendent of Schools ~~