Having just completed its third year, PCA’s second campus is growing by leaps and bounds. Elementary Principal Cindy Sherrill explained, “We opened in 2007 with 37 students. This year we had right around 100, and we’re looking to have about 130 next year. We’re adding a grade level every year to get to fifth grade. Right now we have 3-year-olds through third grade, so this coming year we’ll add fourth and then fifth.” The current plan after students complete fifth grade is to send them on to the Arlington campus for middle school. “In years to come,
it’d be grand to have all grade levels right here, but as for right now, that’s the plan,” she shared.

Currently, the school building and grounds are leased from Mansfield Bible Church. “It had been a desire of the school board for a number of years to go south and have a Christian school in this area. Mansfield Bible Church was buying this facility in 2007, but at the time it was too big for them, so they asked us to come here and start our school,” Cindy said. “There was our opportunity, and it’s
worked out perfectly, because we were able to start small and grow.”

Cindy is a long-time PCA Panther, having taught kindergarten at the Arlington campus for 14 years, from which both of her children graduated. The move from teaching to principal was a bit unexpected, but the last three busy years have reinforced what she feels is a calling. “I heard someone say, ‘This is the hardest job I’ve ever loved.’ I think that says it perfectly,” she laughed.

Having the benefit of a well-established campus, with 47 years of successful methods and curriculum, has made the job of Mansfield PCA’s educators a bit easier. Plus, it never hurts to bring along some friends. “We brought some lead teachers from Arlington, who had been at that campus for several years, which was a huge help,” Cindy noted. “We also have some specialty teachers we share part time with the Arlington campus. That helps keep us connected as campuses and gives our kids more interaction.”

Contrary to some views on private schooling, Cindy is quick to point out her students are not removed from the “real world,” but are instead being equipped with skills which will help them make that world a better place. “Our intention from the very beginning with each child is college preparation, so we have very challenging academics. But we also teach everything from a biblical perspective and a Christian worldview,” she noted. “We bring the Lord into everything we teach to help our students stand on biblical knowledge and know why they believe what they believe, especially in subjects like science, so they can defend their faith. I tell parents, ‘Yes, we are a Christian school and we teach the Bible, but it’s bigger than that.’”

Rhonda Attaway, admissions director, praises the PCA parents for the school’s success. “Our parents are very much involved. We want them to be on board and understand our curriculum. We’re a covenantal school; our purpose is to partner with Christian parents to raise up Christian children,” she said. “We have very like-minded families, so there is a bonding that takes place. They really get to know each other, even in the classes above and below. There’s just that family feel. Everybody plays a part.” Smaller class sizes, with no more than 15 students per class, mean more individualized attention. “The parents get the sense that their child is noticed here and cared for, not just a number,” Rhonda added.

Our community has been reaping the benefits of PCA Panther pride, as students learn to “do unto others” according to Matthew 7:12. The Children’s Medical Center of Dallas, local nursing homes and food banks, Haiti earthquake survivors and the American Cancer Society are just a few of the recipients of the students’ volunteerism. “We think that service and mission projects within the community are very important. We’re raising community- minded children with the responsibility of service,” Cindy said. “We all know, as parents, that you can’t shelter your child completely from the world. But, by parents making the choice to have their children come here, I think they are giving them the support they need to be in the world.”

Written by Jaime Ruark

“The services we provide in the special
education department are for students
whose disabilities impact their learning,”
Rachel explained. “Those students have a
need for specially designed instruction.”
Before a pupil is considered a specialneeds
student, they are evaluated to
see if they fit into one of more than
13 categories. “We assess and evaluate
children to find which criteria they meet
in order to [determine if they need to] be
a part of the program.

“A student with a learning disability
might be someone who simply needs
help in reading or another subject. We
try to close the gap between the subject
and their difficulty with learning it,”
Rachel explained. Other students in
the special needs category may include
those with conditions such as autism.
Therefore, there are many different
levels of diagnostics performed through
ROISD, to ensure the children’s needs are
accurately assessed and addressed.

“We test for learning disabilities and
have our own diagnosticians on staff,
along with teachers who work with the
visually and auditorily impaired. There is
also a school psychologist on staff who
evaluates and identifies students with
emotional difficulties,” Rachel said. “I
work with our staff behavioral specialists,
who assist the teachers and give them
instructions on how to cater their style
based upon the needs of each child,
especially if the child is diagnosed with
emotional issues.”

ROISD’s special education program
employs many other specialists to help
the district’s students. “We have specialists
for autistic students, speech therapists,
adaptive PE teachers and transition
specialists, who help the kids plan for
their future — for when they graduate
and transition out of high school. Every
campus has special ed. teachers to meet
the needs of our students.”

Rachel is able to work with each child,
their parents, teachers and the specialists
by being a resource tool. “I have worked
at a lot of the campuses here in Red
Oak. I have built relationships with the
administrators and staff members, and
that has helped me to provide the support
and solutions that each student needs,”
Rachel said.

Rachel does more than wear the
special education director’s hat and the
student resources hat. “I am the person
people go to when they have questions
about our special education program,”
Rachel said. Frequently people ask her
about children who are not even old
enough to attend one of the district
schools. “It is usually before a child is of
school age — such as 3, 4 or 5 years old
— when a parent notices that their child
might have developmental issues, such as
poor social, motor or speech skills,” she
said. For these younger children, Rachel
advises parents to call one of the Red
Oak schools and speak with someone
in the special education department or
a campus administrator regarding their
concerns. The sooner her department is
aware of a potential learning issue, the
sooner the parent may be able to have
their child tested.

As for school-aged children, whether
they are faced with a disability or not,
Rachel shares a few recommendations on
how to assist a student to become their
best. “One of the most important actions
a parent can do is to stay in contact
with their child’s campus, teachers and
principals,” Rachel said. The campus staff
is knowledgeable on how to intervene
when difficulties arise.

“After a potential problem with the
student has been assessed, families need
to give their child’s school time to see
if the intervention will work. This can
only be done with the cooperation of the
parents and the school,” Rachel advised.
“If an intervention does not seem to help,
then special education testing can be used,
but only as a last resort.”

“When I worked at Red Oak
Elementary, there were many special
education students who needed our
assistance,” Rachel said. “I think
immersion is how I became so involved in
assisting these kids and how I learned a lot
about special education. When you work
with both the students and their families,
you learn how to best meet each of their
needs.” When it comes to interacting
both on- and off-campus, Rachel has a
motto regarding every aspect of her life:
“Having a good relationship and positive
attitude with everyone is everything.” Her
motto encourages both the faculty and the
students for whom she cares.

Written by Diana Merrill Claussen

When Dana attended high school, itwas her voice teacher who inspired her.
“My music professor was just one of those people who impacted my life and
really cared about me as a whole person, not just a music student. She really helped
instill in me my love of music.” Dana later earned her Bachelor of Arts in music
from Dallas Baptist University and soon began living her dream. “I went on to
teach music at Plano Independent School District for eight years and am now into
my second year instructing at Life School [in Red Oak].” Besides teaching, Dana
has also made a music CD, which is a compilation of her favorite musical styles
such as classical, Broadway and hymns. “I used to also have my own band
that would play for me; it was all a very cool experience,” Dana reminisced.

But performing is just one of the many
positive aspects of the musical arts. “I teach children from kindergarten
through the fifth grade and also lead a sixth- and seventh-grade chorus every
day before school starts.” Now Dana is devoted to her music, her students
and the performing arts. She is truly living her dream, and she loves to share
it with others. Dana’s goal is to instill the importance of musical arts into her
students while inspiring their musical talents. “Besides teaching at the school,
I also give private voice lessons to kids over 10,” she said.

“A lot of instructors might just teach a music program to their students; I teach
my kids using the Kodály Method, which concentrates on more than just singing,”
Dana explained. “I want them to read, sight-read and even write their own music by
the time they leave my program. My fifth-graders are currently writing their own songs,
and that’s a big thing for them because they just learned the music
scales,” she proudly said. Her students also like to learn about the different
instruments available to them through her program. “They love to play different
percussion instruments — rhythm sticks, wood blocks, drums, the triangle and
even the xylophone,” Dana said. “I think the kids like the xylophone because it
helps them to see how far apart the notes are from each other.” Just recently, Dana’s
fifth-grade class started learning how to play the recorder.

Dana finds her career both fun and fulfilling, “I need to instill a love of music
into these kids, especially since many of them have never been exposed to this art
before,” she said. Soon after her students start her program, they begin to realize
that music has many benefits. In Dana’s classes, “We play musical math games and
the kids learn to multitask, as they sing and perform at the same time.” Everyone
gets to participate in vocal exercises. Dana considers class participation to be key for
many reasons, “It encourages them to feel safe. Music and singing can be scary and
can make one feel vulnerable, so it’s very important the students know it’s OK to
make mistakes. This way, everyone learns the lessons without fear of performing,”
Dana explained.

Dana uses high levels of encouragement and positive reinforcement in her teaching.
“I want to open people’s eyes to all of the benefits of music and the fine arts,
because music has been shown to stimulate the brain. It has also been proven that
instrumentalists are very smart people in general.” In teaching the performing
arts, Dana emphasizes taking baby steps, “because music really is not that hard to
learn. The kids first start learning beat, rhythm, melodies and later harmony. Then
they learn that all of these lessons build on each other to create a final outcome
of writing a song and later performing it. When that happens, students become
really happy and proud, because they have accomplished something so great,”
she exclaimed. “It is even more fulfilling when a child realizes that music can tell a
story without even using words.”

Written by Diana Merrill Claussen

Marcie has been teaching for three years at Howard Middle School in Mansfield and has been unofficially tapped as a
person with a special knack for working with students who may have circumstances in their lives which affect their education.

Originally from Fort Worth, Marcie attended Prairie View A&M University, where she received a bachelor’s degree in education and interdisciplinary studies and a master’s degree in counseling. At Howard, she teaches eighth-grade language
arts and a seventh-grade leadership class, designed to prepare them for entering the workforce and college, while also teaching leadership characteristics.

Often, those who grow up to be teachers were influenced by a family member or a teacher they had growing up. For Marcie, she just always had a desire to work with children. “I always wanted to work with kids because I enjoy giving back to the community,” she said. “I don’t really have a fairy-tale story — I just wanted to work with kids. I love working with them.”

Any teacher can attest to the fact that their calling involves much more than teaching. Often, problems or issues at home can severely affect a child’s behavior. Working with students who may have trouble coping with home problems and school is part of the reason Marcie feels so strongly about being there for them. Before moving back to North Texas, Marcie worked with children in a poverty stricken area of Houston. There, she realized her passion and love was for the children, first and foremost. Working in a school where 92 percent of the students were disadvantaged showed her that many times, “problem” children were dealing with very grown-up situations. And though Mansfield is not considered a disadvantaged area, students in the district are not immune to negative variables, which affect their learning. “I grew up in a kind of poverty-stricken area, and I just know how many kids need someone to talk to. They need help. And I’ve always wanted to give back,” Marcie said. “That’s what made me go back and get my master’s in counseling. I’m more used to working with students who have family issues; kids who don’t have anywhere to stay — where parents may be doing their own thing, and the kid’s were being the mother and father of the house.”

As the city of Mansfield grows and more students enter the district, Marcie feels it is extremely important that the school district be prepared to work with students who may not have the optimum home life. “I see disadvantaged kids, but to me, they are looked over,” she said. “Our school will be Title 1 next year. The issues are there and they need to be addressed.” A Title 1 school is provided with federal funds that aim to bridge the gap between at-risk students and
those not considered at-risk. Money is used to enhance schools, by purchasing technology tools, for example.

As for her methods of working with some of her students and trying to be a positive influence, Marcie does not have an innovative new way of working them you might read about in any book. She simply listens. “If you don’t have a relationship with the child, how are you going to teach them?” she said. “So many students are sent to me because I build a relationship with them. Respect and having a relationship are the two things that I require and that I work toward.” Through her school, Marcie has established a nonprofit organization called Shaping Her Attitude While Developing Essentials for Success (SHADES). “In this school, starting a nonprofit organization was really good,” she said. “I have 25 girls, and about 10 to 12 of them live in disadvantaged situations. Having them being active and involved works. Some people don’t want to do sports, but want to be involved in something. We have times where we sit around and talk and get things off our chests — that helps, too.

Just talking to them and making them feel that someone cares — really cares — that’s big with those kids.” Meetings are held after school, and the students involved also perform community service projects. Marcie understands she may not be able to reach every single student who crosses her path and may need that extra dose of attention. However, for the ones she does reach, it is gratifying when they see her again and have turned their lives around. Even more, she wants those who are thinking of working with disadvantaged children to heed a few words of advice. “Understand that every child is unique,” she explained. “Once you understand every child is unique and comes from a different background, you learn not to judge them for where they come from, but just help them to be better.”

— Written by Katrina D. McNair

A Burleson High School 2009
graduate, Tamarah has decided to
continue her educational career at Hill
College, in the town she has always called
home. “I’ve lived here my whole life,”
she shared. “My parents have lived here
since they were 4.” A confident young
lady with a personality and determination
that belies her petite frame, Tamarah had
no plans on leaving her hometown upon
graduation. “I didn’t want to leave home.
I plan on going to UTA [University of
Texas at Arlington] following my first
two years — after I get all my basics out
of the way — but until then, I’m staying
here, with my mom,” she smiled.

Tamarah’s high school days are full
of happy memories. “I was a straight
A student and a cheerleader and that
pretty much took up my entire life,”
she laughed. “I loved the excitement of
the games. I’d never been a football fan
until I started cheering.” While she loved
being a cheerleader, Tamarah is quick
to admit her perspective of those times
has changed. “I didn’t want to graduate
high school. I didn’t want to leave, but
now that I’ve started going to college, I’d
never go back,” she added.

Tamarah has a love for math and
science, two subjects in which she excels.
“I like math because it’s always the same
— you’re going to get the same answer
every time,” she said. Education has
always been important to Tamarah; not
only does she strive for top grades, she
has also always had a desire to become
a teacher herself. “When I was little, my
dad built a playhouse in our backyard and
I pretended I was a teacher,” she recalled.
Tamarah has definite ideas regarding
the kind of teacher she hopes to one day
become. “I’ve always been the one who’s
been the tutor. I just really enjoy getting a
point across. I don’t like the teachers who
do it for you. I’d rather help someone
figure something out for themselves,” she
explained. “I don’t want to be the boring
teacher that lectures all the time. I like
hands-on activities; I think it helps with
memory. I also love songs because I think
they help you remember things, too. I still
remember my color songs from when I
was in kindergarten,” she laughed.
From the perspective of a 16-year-old
— or the parent of a 16-year-old —
college, and especially college tuition, can
be daunting. With plans to earn her degree
in elementary education, Tamarah began
to explore paths toward that goal during
her junior year. “One of my friends who
received a Burleson Opportunity Fund
[BOF] scholarship the year before told me
about it,” she said. Tamarah applied and
was awarded the scholarship toward the
end of her senior year.

Part of the city’s Strengthening
Families resolve of 2007, the BOF fund
provides two semesters of tuition to
students who complete all applications
by deadline, graduate from a Burleson
public high school or accredited private
or home school, enroll at Hill College
upon graduation and complete a FAFSA
(Free Application for Federal Student
Aid). Certain criteria must also be met
after the scholarship is awarded, such
as: enrolling for 12-16 credit hours and
student orientation, completion of all
classes, completion of community service
hours and promoting and assisting the
BOF with future programs and students.

The community service aspect is, of
course, an important part of the process;
encouraging students to take part in their
community is a vital step to keeping the
city strong. “You have to have a certain
number of group community service
hours,” Tamarah noted. “We did our
fundraiser at the movie theater. We had
“A Night at the Theater” and everyone
came and we served them dinner and they
watched a movie. It turned out really well.”
Now in her first semester at Hill
College, Tamarah is busy keeping up
her grades and completing the required
community service hours. “The fund pays
for classes, which is great, but we have to
buy the books. My dad just had to pay for
mine; he wasn’t too happy,” she laughed.
Tamarah also spends part of her busy days
at The Little Gym, where she has already
begun her teaching career helping 3- and
4-year-olds learn ballet and tap. “I love
the look on a child’s face when they finally
get it. You feel like you’ve accomplished
something because they understand what
you’ve been trying to teach them,” she
said. As for her high school days, with
the perspective of a college student, she
advised, “Enjoy it while it lasts, but once
it’s over — grow up!”

Written by Jaime Ruark

Brooke Ashton Cambron, former
Midlothian High School senior was that
type of person. Although she died in the
spring of 2007, Brooke left her mark on
many people she knew. Now, Brooke’s
Book Nook gives our community in
Midlothian the opportunity to remember
her. Brooke’s Book Nook is the vision
of two teachers, Amber Hale and Sherry
Almand, along with the leadership of two
former students, Jayelyn Johnson and
Chelsea Jordan.

“We really loved Brooke and wanted
to honor her memory,” Amber stated.
“Brooke was very special to us personally
because of our involvement with her. We
made a promise to her parents Shawn
and Donna, after Brooke passed away
that we wanted to do something to keep
her memory alive. So, Brooke’s Books
is what came out of that promise to the
Cambron family.”

Amber and Sherry had a vehicle to
fulfill that promise as teachers of family
consumer sciences at the high school,
and sponsors of FCCLA (Family, Career
and Community Leaders of America),
the leadership organization that goes with
that discipline of education. The FCCLA,
formerly known as Future Homemakers
of America, is an organization that
focuses on family issues and consumer
science education. Brooke became a
member the first year it started. Amber
stated, “She helped us write an MEF
(Midlothian Education Foundation) grant
for a project and because of her work
we received the grant. It was hard getting
kids when we initially started, but with
all of the successes that first year we are
now one of the largest chapters in the
state of Texas.”

Working with Susie Yarbro, librarian at
Meadows Library, the group researched
projects it could do that would focus on
children because Brooke wanted to be an
elementary teacher. In their investigation,
they discovered that in the communities
surrounding Midlothian, there was a vast
difference in the number of books for
children. Sims Library in Waxahachie has
about 50,000 children’s books. Meadows
Library in Midlothian has 3,600. It was
clear that more books for the local
children’s center were needed. Amber
elaborated, “We realize our library is
different in that it doubles as a public
and high school library. However, it was
a great way to raise awareness about
early childhood literacy and to see how
important it is to get young children
reading. Kids have grand ideas, and we
like to tell them that if they are brave
enough to dream it, then we will try to
facilitate it.”

Amber stated, “We felt like it was a
good community service opportunity
for our kids who were currently in
FCCLA and would give them a personal
relationship to the project. That is how it
all got started.”

“Jayelyn and Chelsea did the
presentations in the community to places
such as the Lions Club, the Rotary Club
and the Chamber to raise money,” Sherry
said. “They also sent out letters to raise
awareness for the project.” Because of
the efforts of the organization, there
is now a special area in the library
designated for books donated specifically
for the Brooke’s Book Nook project.
You can easily find them by the official
logo designed by her aunt and one of her
friends. The logo is two Bs with a little
girl holding a book.

Within the FCCLA organization, there
is the opportunity to enter competitive
events that promote personal leadership
and development. Brooke’s involvement
in the organization was such that she
was competing on one of the teams
at the state level three weeks before
she died. Brooke’s Book Nook was
such an innovative and successful idea
as a community service project that it
was only natural for it to turn into a
competitive event for FCCLA. It earned
the distinguished National High School
Community Service Award in May 2009.
The chapter received a $1,000 monetary
award that went into the chapter account
for more community service programs.
In remembering one of her treasured
students, Amber took a deep breath and
said, “Brooke was special because she
was a student who wanted to find a place
to belong. At the beginning of that year,
she was very quiet and timid. Through
the project she did in FCCLA, I saw
her smile and set goals for herself. She
wanted to be a teacher. She knew where
she was going and watching her grow
through that process is what made her
so special to me. Brooke is the reason
this organization is what it is. She had
the most tender heart for children and a
heart for education. It was hard not to
love her, so full of life and love. As a high
school teacher, you do have kids who
challenge you. I am here for them and
that is what makes me go back every year.
You can see someone start off just as a
bud, and at the end of the year, they are
this full blooming flower. That blooming
flower was Brooke.”

Written by Betty Tyron

Add the words humble and mentor to that list, and Adam Warren, a senior at Mansfield High School, is a true
Eagle Scout. “He’s been razzed about it before at school,” said his mother, Kay Warren, a detective with the Dallas Police Department, “but he just shrugs it off.”

Too few people truly appreciate the strength and dedication it has taken to get him to earn this prestigious title. Instead, for some, “there can be a negative stereotype of Boy Scouts which is too bad. There’s this idea that Boy Scouts are kind of geeky or something.”

Adam is a survivalist. Whether learning how to build a fire, tying knots or repelling a rocky cliff, Adam has learned to put his skills into action. This would include “realistic first aid,” where Scouts are made to look as though they have
broken bones or lacerations so that Cub Scouts can learn to apply first aid in different scenarios.

Adam’s greatest interest, however, has been passing on information to the younger Scouts, who come behind him. In fact, it was during a true test of his survival skills that Adam recognized his own skills. While working for his survival
badge, Adam and some other Scouts were required to build their own shelter.

“There actually was a storm that came in,” said Kay, “and Adam’s shelter stayed intact and kept him warm when other shelters did not fare so well.”

Through the Boy Scouts, his commitment has gone beyond mentoring. Every Labor Day and for other national holidays, the Scouts put out American flags. “And we pick up litter, adopt a street, help with other projects for churches and organizations,” Adam said.

Always an active and athletic boy, Boy Scouts taught him how to be physically active in a way that gives back to his
community. From building pathways around Joe Pool Lake to building bookshelves and stairs for homeless shelters and schools, idle hands has never been an issue for Adam. And while Kay always made education the number one priority in her son’s life, Boy Scouts provided an education that went beyond standard academia.

“It altered my view of Mansfield,” Adam said of the Boy Scouts. “Not just from the perspective of the city, but the people, too.” By attending city council meetings and working alongside park and city employees, “I saw what people do and how they make things work for the city.”

So when it came time for Adam to find his project for Eagle Scout, he owned a new attitude. He could, he knew, do
something exciting and ambitious. He could do something that was flashy. Or, he could do something the city really needed.

“I built bat houses for our parks,” he said. “The inspiration definitely came from my mom,” but after proposing his project to the city, Adam, too, was inspired.

“One bat house will hold 100 bats, and each bat eats up to something like 1,000 small insects a day. It was intriguing because a lot of the cities in the metro area are using pesticides that can be harmful and expensive to kill mosquitoes.

The bats provided a non-toxic, natural solution in Mansfield.” In total, Adam created three such houses for the Mansfield Parks and Recreation Departments; although he accomplished his goals and reached Eagle Scout status, he hopes to create more bat houses for the city. In fact, he intends to do a lot more for his community, including his old troop. Even though Adam turned 18 in October, an age that automatically makes him ineligible to remain with his troop, he has continued to help mentor the younger Scouts.

“I want to help any way I can,” he said, adding, “Once an Eagle, always an Eagle.” To his way of thinking, Eagle status is
just the beginning of many great things to come. He looks forward to Venture Scouting, entering the Corps of Cadets at Texas A&M or possibly West Point, as he considers a career in Special Forces in the U.S. Army. Already, Adam recognizes he has been able to do and see things through his adventures with the Boy Scouts that many people would never be able to do.

“It’s just been a great experience and something I know I will always learn from. To be an Eagle Scout proves an
individual has leadership and survival skills, honesty and commitment. I’m really proud I’m an Eagle Scout, but I’m most proud that I stuck with it,” he said. “It was really hard at one point, but worth it.”

“This has been his greatest commitment of all,” said Kay. “He will continue to help others on the trail.”

Written by Alex Allred

In fact, Charlene said the medical personnel who have treated Shawnay continue to be amazed with her progress. “She is a miracle. The fact that she is walking and talking and breathing as she is has amazed everyone. She has gone through so many surgeries and constant therapy.”

Not only were the surgeries numerous, they were innovative and invasive surgeries that redirected the nerves and tendons in her arms and legs “so that when her brain triggers the wrong instructions, her body does the right thing. On some of those surgeries, they had never done that on a child so young.”

As she grew, she rose above everyone’s expectations. Everyone, that is, except her teacher, Sherry Stewart. Almost instantly, Sherry recognized that fighter’s spirit of which Charlene is so proud. “She is an amazing young lady capable of doing anything,” said Sherry.

Today, Shawnay attends Legacy High School, but is also enrolled at Ben Barber Career Tech Academy for special classes. As a vocational adjustment coordinator in Mansfield, Sherry introduces those students with special needs to job programs, teaching them how get and keep a job, how to perform tasks and strive for promotions.

“Shawnay is a great advocate for those who need a voice,” Sherry said. “She is so determined and shows people what these kids are capable of.” In fact, Shawnay has been a voice for those with a disability her entire life. From the early surgeries, in which she helped the medical community, to her entrance into elementary school, she has been an advocate. “But sometimes  Shawnay has processing issues,” Charlene laughed. “She might mean to say, ‘Would you come over here?’ but winds up saying, ‘Come over here!’ She comes off as more demanding, but it seems to work for her.”

Whatever her processing skills, she is a natural born leader. In elementary school, she was always a teacher’s aide, and by middle school, Shawnay earned the nickname, ‘Momma,’ for the way she cared for fellow students. But it was when Charlene took in a special needs child that Shawnay understood the true need for teaching those with disabilities a sense of independence.

When Charlene learned of a wheelchair-bound child with severe disabilities who had been abandoned, “we took him in. It was supposed to be temporary, but he stayed with us for five years.” It was Shawnay who taught the boy how to do things like turn on and off his television set and sign, “yes,” when he wanted something.

When Shawnay learned that children who attend daycare can no longer do so after the age of 14, she applied her job training skills from Ben Barber to write a business plan. “Yeah, it was a page, front and back,” Shawnay said of her plan. “And I drew a picture of the building, too. The bottom floor is for the wheelchairs, and the second floor is for the kids who can walk. Everyone would sign in their names at who still need assistance while their parents are at work. Her idea blossomed after she realized one of her friends is very good at vacuuming. It is a skill, Shawnay determined, that could be put to great work.

“We would teach them how to do paper work, vacuum and file stuff,” Shawnay said, adding that a playground and basketball court would also be nice for play time. “It was amazing,” Charlene chuckled. 0“One day she just sat down and developed a business plan where kids can work in a business, give care to other kids and learn how to work.”

Together, mother and daughter researched grants with small business loans and spoke to community leaders in Mansfield. “The feedback has been fairly positive,” Charlene said. “But to be honest, no one really knows how to progress with this.”

If anyone can make this happen, however, odds are that it will be Shawnay. With such strong mentors and role models as Charlene and Sherry, Shawnay is ready to forge ahead.

“This is why I became a special education teacher,” said Sherry. “I love being able to help guide the students and be there when they realize what is out there, to see what is possible and know they can support themselves.”

“That is my dream,” Shawnay said. “That’s what I want to do when I grow up. I want to help them get jobs. I want to make this happen and have all my friends be there with me.”

Written by Alex Allred

“I could have won [the Scripps Spelling Bee],” Liz said. “When I heard that word, I couldn’t believe it! I knew that word. I had come across it so many times in history and reading the Bible. I knew that word.”

But alas, it was not meant to be. A change in the National Spelling Bee regulations left Liz unprepared and out of the competition by the second round due to technical problems. In 2006, at just 11 years of age, Liz earned her first trip to Washington, D.C., as the champion speller from Wichita Falls, Texas, but when she returned this year, representing the Fort Worth region, the rules had changed. As Liz sat with her family, watching each round, her frustrations mounted as she knew the origin and spelling of each word.

“But the day I was eliminated, I just went back to my room and cried,” Liz confessed. “It was really hard because I worked so hard for it.” Admittedly, she was not nearly so dedicated on her first trip to the nation’s capital. “I didn’t take it seriously enough. I wasn’t prepared, but this time I realized what an honor it was,” making the change in rules and her early elimination all the more painful. But today, she uses this loss — and the word loadicean — as her guide. “Any time I think about giving up, I think about that to motivate me.”

Born in Nigeria, Liz traveled to the United States with her mother when she was just 2 years of age. But even then, the value of education was greatly impressed upon the little girl and she was reading easily by the age of 4.

“It is part of my cultural background,” said Liz’s mother, Bola. “In Nigeria, education is your meal ticket. We do not have social services, there is no social security.”

Education is and has always been Plan A. “In my country, there is no Plan B.” So, while Bola has returned to school to earn her master’s at the University of Texas at Arlington (UTA) as a nurse practitioner and serves as a wonderful role model to her three children, Liz has already found her Plan A. “I want to go to Baylor University,” she smiled. Specifically, Liz hopes to become a
cardio vascular surgeon, and while others might mistakenly call it her Plan B, Liz has another motivator for her academics: track.

“When I was in high school,” Bola recalled, “I used to run, but my uncle discouraged me. He said that education was more important.” But as Bola watched a classmate compete in the Olympics, a girl with whom she was quite competitive, Bola realized there are different aspects to education that can make a person a success in life. With decorative plaques in her home that say “Dream” and “Believe,” Bola is encouraging Liz to take full advantage of all her gifts and is allowing Liz to follow her own passion.

“I love track!” she smiled. With a mega-watt smile and the exuberance of a young, strong athlete impossible to miss, Liz is optimistic about her future on the fast track. In fact, Liz hopes to shine on Timberview’s state champion girls’ track team, running the 100-meter and 200-meter dash, the triple jump and as the first leg on the girls’ 4×400 team. But no amount of record-breaking runs or jumps will equal the importance of grades in the Adetiba household, a hard, fast rule of which Liz is all too aware.

For Bola, Plan A requires getting A’s. “I have told her,” Bola said, “earning good grades is a step to achieving your goals.”

“I’ve learned that if I really want something, I have to give 100 percent. Just like the spelling bee,” Liz said. “At first, that really upset me, but now it just motivates me more and it’s going to push me for track.”

As Liz enters her freshman year, she plans to attend Ben Barber Career and Technology Academy to earn more advanced credits in Health Science while she takes on a full load at Timberview and prepares for the track season of her life. Already, she is off to a tremendous start, qualifying for state this summer with her running club, the Mansfield Express, earning gold in the 100-meter dash. But as she talks about the lessons learned from her spelling bee experience, her desire to become a surgeon and her interest in human anatomy, there is no missing the irony of her statement, “I
just think the heart is the greatest thing.” Indeed. National Spelling Bee champion Kavya Shivashanker may own the word laodicean, but Liz Adetiba owns the heart

— By Alex Allred