President's Letter          [ top ]

While the end of the school year may be in sight, there is still much to be accomplished in our schools and for our students. Looking back over my years in education, I know that educators are being asked to do more today than ever before. The level of support, while maybe well intentioned, is not what is really needed to provide the successes we seek. Yes, we hear of plans to up the ante on staff development and there has been an infusion of money, most of which has been budgeted toward increased salaries. But, still, teachers are being made out as the bad guy in the entire educational scenario. So, the legislature and the Governor have mandated testing (Sat-9 and HSEE), have established an Academic Performance Index (API) in order to let the world know how poorly we are doing our jobs, and an extended school year/day is on the horizon! Is it not enough that we are being asked to educate the "whole" child, often without much assistance or input from the parents, with little support from our communities and frequently with top-level administrators who have forgotten what it is like to be in the trenches?

I recently returned from Asia where I chaired two WASC Accreditation teams. While there I was able to make some vivid comparisons and draw the following conclusions: education is highly respected by everyone in the community; parents are closely connected to the school and very supportive of education; students are supported not only by their teachers, but also by their parents; and, this results in high academic performance on the part of those students in the International School setting. What is the difference? I believe that the parents are the key ingredient. I have often heard continuation school principals and teachers make comments about the difficulty of involving parents with their students. I have made the comment, myself. But, it is time to stop making excuses and make a concerted effort to re-involve parents with their students at the continuation high school level. Perhaps this is true in the traditional school, as well! If a parent is not connected to his student, how on earth can teachers be expected to have the necessary impact to raise test scores, keep students in school, prepare them for their future and turn them into productive citizens? Yes, we are doing much of this, but often with both hands tied behind our backs! I challenge each of you as a continuation high school staff member to get parents re-connected with the education of their students. It will not be an easy job. You will be rebuffed many times and want to give up this challenge. But, if we are to succeed and meet the challenges that are coming our way on a daily basis, there is no other road to travel. Many continuation schools have started a PTA/PTSA and they are functioning well. Find a parent who has the time and really wants to do something to help your school. Empower that individual and give him or her some guidelines to bring other parents into an active role.

School Site Council is one place to begin, but you need to expand beyond that arena. Your Back-to-School Night should bring a large turnout and Open House should also be a time when parents eagerly visit your school. Yes, you may have to feed them, but that is a small price to pay to get them to come. Set up a quarterly awards program in the evening and invite parents to come and see their students being honored. Let your parents know what fine young people their children are and encourage them to be proud of their accomplishments. This will go a long way toward gaining support when you send letters and announcements home asking for support in helping their students be serious about testing, school attendance and academic performance. We must let parents and our communities know that we are not a second-class school! Only we can teach them the value of the education we are providing their students. If we don't tell them, who will? We must believe, and parents must realize, that we are offering an unparalleled opportunity for young people who have not been successful elsewhere, to earn their high school diploma and move on with their lives. Students, their parents, and the community should come to recognize that it is a privilege rather than a punishment to be able to attend a continuation high school. If we are to do this, and really believe it, then we must ensure that we do the very best job that we are capable of doing for our students. Find creative ways to deliver the information. Don't rely on a learning packet that is of little challenge, and less value, to students. Remember the lessons we have learned about addressing the needs of our students. Strive for excellence every day, because we touch at least one life every day we are at school!

Each continuation high school will be receiving a flyer about the Continuation Education Institute during the next few weeks. While space is limited to 150, I hope that many of you will take advantage of this Professional Development opportunity. If you go to our website at www.cceanet.org you will be able to obtain more information about this exciting opportunity. This Institute has been designed specifically for continuation educators. There will be ample opportunities for fun and fellowship as well as some wonderful presentations from outstanding speakers. Dave Pelzer will be our kickoff speaker. This best selling author's topic will be "The Real Heroes." There will be the opportunity to investigate learning styles and discover those things that really matter to each of us. Brad Greene, who works with William Glasser, will present a workshop on "Choice Theory and Quality Schools." Joe Stits, former CCEA State President, will give a workshop on "Aligning Curriculum with the State Standards." Vince Carbino, a teacher in LAUSD and a former law enforcement officer will do two workshops: one on gangs and the second on graffiti. There will be a Ropes Course plus an opportunity for some experiential learning as a result of the Ropes Course learning opportunities. There will be some surprises along the way. CCEA is underwriting the cost of all speakers and presenters to the Institute. The cost to each participant will be $330.00. This will include room and board, and 

the cost of all materials and registration. Make plans now to attend this exciting Institute. The dates are June 25-28 at the Kellogg West Conference Center in Pomona. The Conference Center is on the campus of Cal Poly Pomona. The Conference Center will furnish transportation to and from the Ontario Airport. If you have questions, please contact me by e-mail at JanetWK@aol.com.

Time is closing in on our Annual State Conference to be held May 4, 5, 6 at the Hyatt Regency San Francisco Airport Hotel. If you have not made your hotel reservations, do so today by calling the hotel directly. If you have not registered for the conference, contact Bill Pierce at Alta Vista High School in Mountain View immediately. I look forward to seeing all of you next month!

CCEA Legislative Update          [ top ]
Peter Birdsall & Theresa Inslee

Call To Action

CCEA is sponsoring legislation this year to address funding inequities for continuation high schools. Specifically, AB 927 (Goldberg) authorizes the Superintendent of Public Instruction (SPI) to allocate funding annually to school districts, resulting in a revenue limit adjustment for each continuation high school of $97,500, or $1,500 per prior unit of ADA generated by the continuation high school, whichever is greater. In order to receive funding school districts would be required to:

• certify that it would reduce class sizes in continuation high schools to not more than 20 enrolled pupils per full time teacher,
   
• offer a student counseling program with a ratio of 300 to 1,
   
• and make available at least 6 hours of daily classroom instruction to its students.

The Association needs every member to actively support AB 927. This may be done in a several ways. The following are a few suggestions.

• It is very important that members contact their state legislators urging them to support this measure and if possible, have them become a co-author of the bill. Please share your experiences and explain how this bill would benefit your school.
   
• Have your Board adopt a resolution supporting these efforts.
   
• Contact your professional association (for example, the California Teachers Association or the Association of California School Administrators) and ask that the association support the bill.

AB 927 is expected to be heard by the Assembly Education Committee sometime in April. It is vital that CCEA members write their representatives and the Assembly Education Committee supporting the bill. For more information on how to contact your local representative please visit the CCEA website which has a Call to Action.

LAO Proposes Disadvantaged Schools Block Grant For Middle and High Schools

In late February, the Legislative Analyst's Office (LAO) released its review of the Governor's 2001-02 proposed budget. The LAO evaluates the Governor's proposed budget annually, making recommendations and providing their own perspective on the budget outlook. The LAO's report serves as a platform from which the legislature establishes its priorities, and sets the agenda for the upcoming legislative budget hearings. Some of the most significant recommendations made by the LAO were in response to the Governor's proposal to extend the middle school year by thirty days. The LAO rejects this proposal for middle grades, identifying several key issues of concern.

The Analyst recommends that the Legislature reject the Governor's Middle Grades Extended Year Incentive proposal. The LAO put forth an alternative proposal, the Disadvantaged Schools Block Grant For Middle and High Schools. The LAO recommends a $500 million block grant for middle and high schools that are very low performing and/or have a high concentration of students in poverty. Specifically, to qualify a school must meet one of the following two indicators of need: 1) rank in the lowest two deciles of the academic performance index or 2) have a concentration of the student body in the free or reduced-price federal lunch program.

Qualifying schools would be given local discretion to choose from a list of educational interventions such as class size reduction, longer school year, improved after school programs or a combination of measures.

The LAO estimates that approximately one fourth of California's public school students meet the suggested criteria. The block grant would provide approximately $610 per enrolled pupil.

High School Exit Exam Counts

With the March 7th test date looming, the education community anxiously awaited the fate of SB 84 (O'Connell). The answer came on March 5, when the bill failed again to get the needed two-thirds vote to pass from the Senate and onto the Governor's desk. SB 84 would have made this year's administration of the test a "practice" test for 9th graders and would have excluded 9th graders from taking the test in subsequent years.

The final vote in the Senate was 24 to 12 with Republicans making up all twelve of the "No" votes. Opponents to the bill felt that changing the test would weaken its effectiveness to gauge how well students are doing and how well administrators and teachers are performing their jobs. Supporters of the measure said the change was necessary in order for the first cohort of test takers to accurately represent all students.

In keeping with current law, any student who receives a passing score on the exam will have satisfied the requirement and will not have to take the test again. It is unclear at this time how the state will respond to this provision and the likely legal challenges that will result.

Continuation Educators Institute    [ top ]

Continuation Education Institute Set to Debut in June 2001

Look for registration flyers to be mailed later this month for the first ever Continuation Educators' Institute. Open to all staff members working in Continuation/Alternative High Schools, this professional development opportunity will be held June 25-28 at the Kellogg West Conference Center in Pomona. You can enjoy three days with friends and colleagues networking and developing ideas and strategies designed to enhance your continuation school program/classroom.

Our program begins with lunch at noon on Monday, followed by our dynamic kickoff speaker, Dave Pelzer. Dave is the best selling author of A Child Called It, The Lost Boy, and A Man Called Dave. This trilogy chronicles Dave's life as an excessively abused child, through his life in a series of foster homes, to his adult life in the Air Force, the birth of his son and his recent marriage to Marsha Pelzer. His most recent book, Help Yourself, about resilience and forgiveness has already hit the best selling charts. Dave gives a message of hope to all who listen. He has mentored many young people, spoken around the world on resilience and survival and has been honored by world leaders. The topic of his presentation will be "The Real Heroes."

Following this, the participants will begin an investigation into implementing sound personal and leadership development in order to create positive change both in their classrooms and their schools. This workshop will help to build confidence in presenting complex information in clear and engaging ways, and is designed to increase one's ability to motivate others. Additionally, it will foster improved communication skills, and help the participants to look at new situations with an open and positive mindset.

A wine and cheese reception prior to dinner will provide opportunities for networking, meeting and making new friends, and sharing thoughts and ideas. After dinner, the participants will be divided into groups of 20-25 where they will meet, create and share their individual "Me" charts. More information will be provided on this interactive and fun activity when you arrive at the Institute.

Tuesday we will be treated to a variety of workshops. Brad Greene, former Principal at Apollo High School in the Simi Valley, who now works with the William Glasser Institute, will share his work in the development of the "Glasser Concepts of Choice Theory and Quality Schools," in the morning, followed by a 2 1/2 hour hands-on, interactive session in the afternoon. Other options will include Joe Stits, past CCEA State President on how to align your curriculum with the California State Standards. Vince Carbino, former police officer and currently a director in the Los Angeles Unified School District will present a workshop on Gangs and Graffiti. There will also be a workshop on the Use of the Multiple Intelligences in Your Classroom. It is planned to have additional choices for you on this day.

Wednesday will start off with a little physical activity! A "Ropes" course made possible by Peak Performance will test our ability to come together as a team, to be creative and to think outside the box! The morning's activities will lead to an afternoon where we will put the lessons learned into helping us effect lasting, positive changes, especially in the areas of teambuilding, high-impact work groups, leadership, motivation and confidence.

Thursday morning will be a wrap-up session, presentations from each group, certificates and other surprises.

Tuesday and Wednesday evenings have been left free so you can explore some of what Southern California has to offer. Disneyland and Knott's Berry Farm are close. The Hollywood Bowl and Greek Theatre will be in full swing. Pasadena's Old Town is 30 minutes away. Long Beach, the Queen Mary, the Aquarium of the Pacific and other beach cities are a short drive. Good restaurants abound throughout the area. Or, there is excellent shopping at Ontario Mills, the Glendale Galleria, South Coast Plaza and many other large malls.

For more information, contact Janet Knoeppel, State President and Institute Coordinator. (562) 961-8613 JanetWK@aol.com

CCEA State Conference          [ top ]
An Education Odyssey 2001

Conference Schedule
 

Thursday: May 3
6:00 pm-8:00 pm
Registration for CDR Members and early arrivals	Hotel Lobby
Friday: May 4
8:00 am-3:00 pm
CDR	Grand Peninsula E/F
12:00 noon-5:00 pm
Registration	Hotel Lobby
3:00 pm-4:30 pm
Commercial Presentations
Riverdeep Interactive Learning	Sandpebble A/B/C
Laurel Springs and Learning Style Profile	Bayside
5:30 pm-7:00 pm
President's Reception	Grand Peninsula Foyer
7:00 pm-midnight
Dinner and Dancing	Grand Peninsula
Classified Employee of the Year
Administrator of the Year
Dance to the sounds of "Gigantic", a 50's/60's/70's       rock and roll band
Saturday: May 5
7:00 am-noon
Registration	Hotel Lobby
8:00 am-5:00 pm
Vendors	Grand Peninsula A/B/C
7:45 am-9:00 am
Session A
Aggression Replacement Training: A Documented      Change Strategy for Violent Youth	Sandpebble A
There are Computers in My Classroom-Now What?	Sandpebble B
Empowering Discipline	Sandpebble C
Creating a Standards Driven Social Studies Curriculum	Sandpebble D
Teaching Reading to Achieve Literacy w/Learning 100	Sandpebble E
Reducing Algebra Anxiety for Students and Teachers	Bayside A
Student Electronic Accountability Systems	Bayside B
Basic Group Dynamics	Conifer
Classroom Management & Student Achievement	Harbour A
Team Building/Stress Relieving Activities	Regency A
Teaching Tolerance Through Young Adult Fiction	Regency B
Legislative Update	Regency C
Get-a-Life . . . Skills Class	Sumac
Continuation Students Return to Junior College	Pine
Stress: The Good, Bad and Ugly	Oak
Rebels with Applause: Brain Compatible Approaches for Motivating Reluctant Learners	Evergreen
9:15 am-10:30 am
Session B
Aggression Replacement Training:A Documented Change Strategy for Violent Youth	Sandpebble A
Engaging Reluctant Readers in Literature	Sandpebble B
Building Respect, Responsibility and Resiliency in Today's Adolescents	Sandpebble C
Creating a Standards Driven Social Studies Curriculum	Sandpebble D
Teaching Reading to Achieve Literacy w/ Learning 100	Sandpebble E
Reducing Algebra Anxiety for Students and Teachers	Bayside A
Everything You Wanted to Know About WEE but Were Afraid to Find Out	Bayside B
Algebra for Everyone	Conifer
Classroom Management & Student Achievement	Harbour A
Preparing for the HSEE	Regency A
Teaching Tolerance Through Young Adult Fiction	Regency B
Legislative Update	Regency C
Aligning Student Learning Activities w/ California Standards	Sumac
Project Toward No Drug Abuse: Past, Present, Future	Pine
Negotiation/Conflict Resolution	Oak
Creating Conditions for Success	Evergreen
10:45 am-12:00 noon
Session C
Overview and Features of CCEA Website	Sandpebble A
Engaging Reluctant Readers in Literature	Sandpebble B
What Can I Do for Elective Credits?	Sandpebble C
Storytelling Applications in Continuation	Sandpebble D
Senior Exhibit	Sandpebble E
Utilizing the Film as Literature in Developing Writing Skills	Bayside A
Elevate Your School's Image w/ a Promotional Video	Bayside B
Algebra for Everyone	Conifer
Student Art Work	Harbour A
Preparing for the HSEE	Regency A
Model Schools	Regency B
Successfully Teaching Algebra in Continuation	Regency C
Aligning Student Learning Activities w/ California Standards	Sumac
Using Standards in Assessment	Pine
Skills for Managing Anger	Oak
Using a Web-based Tool for Lifestyle Budgeting and Career	Evergreen
12:00 noon-2:00 pm
Lunch ­ Teacher of the Year	Grand Peninsula
2:15 pm-3:30 pm
Session D
Overview and Features of CCEA Website	Sandpebble A
Operating a Community Day School	Sandpebble B
Positive Reporting Using Local Media to Promote Your School	Sandpebble C
Storytelling Applications in Continuation	Sandpebble D
Senior Exhibit	Sandpebble E
Utilizing the Film as Literature in Developing Writing Skills	Bayside A
Elevate Your School's Image w/ a Promotional Video	Bayside B
Retirement Educators	Conifer
Will Standards Save our Schools?	Harbour A
Alternative Accountability System	Regency A
Model Schools	Regency B
Successfully Teaching Algebra in Continuation	Regency C
Creating a Living and Interactive Greenhouse in Your School	Sumac
Using Standards in Assessment	Pine
Using Power Point to Enhance Student Learning	Oak
Academy of Reading	Evergreen
3:45 pm-5:00 pm
Session E
Teen Issues: Teaching What They Want to Know Through Literature Circles	Sandpebble A
Operating a Community Day School	Sandpebble B
Positive Reporting Using Local Media to Promote Your School	Sandpebble C
Forum for Overburdened Administrators	Sandpebble D
How to Become a California Steward-Exploring the Outer Limits of Working in the Great Outdoors	Sandpebble E
Global Options in Community Education	Bayside A
Literacy Software Correlated to the CDE Standards and SAT-9	Bayside B
Retirement Educators	Conifer
Homophobia 101	Harbour A
Alternative Accountability System	Regency A
Assisting Students Through a Transition Center	Regency B
I Did It My Way	Regency C
Integrating Interactive Group Instruction into a Multiple Subject Classroom	Sumac
Practical Business for Practically Nothing	Pine
Incredibly Cheap Units in Science and Social Studies	Oak
Conscious Classroom Management: Bringing out the Best in Students and Teachers	Evergreen
5:00 pm-6:00 pm
District Meetings	TBA
6:00 pm-8:00 pm
Hospitality Suites	TBA
Dinner on Your Own
Sunday: May 6
8:00 am-11:00 am
Brunch	Grand Peninsula
Exemplary Programs
Model Schools
Introduction of New Officers

CCEA State Conference          [ top ]
Vendors and Exhibitors

Start your conference experience earlier than usual by arriving on Friday, May 4 and engaging in one of two provocative learning systems that can make an enormous difference in your students meeting the state content standards and being successful on the High School Exit Exam. This year, a special feature for the state conference for early arrivals on Friday, May 4, 2001 will be two pre-conference presentations by commercial vendors who have been invited to present their product, and demonstrate their application to your school. The two vendors described below will present from 3 ­ 4:30 simultaneously and they will be available to answer all your questions. These learning programs are unique but each provides ways to deal with standards-based education, real-world experiential learning, and learning about conducting one's personal life. We think you will appreciate this special event, so plan to be there on Friday to participate.

Laurel Springs and Learning Style Profile

Laurel Springs offers web-based curriculum that is custom designed to meet the demand for students achieving mastery of content standards. The program provides individualized instruction that emphasizes research skills on the web, interpretation of data and writing responses to prompts. A related program also offered by Laurel Springs is a special on-line Learning Styles Profile that will provide a student with an assessment of their learning style, guide the student's understanding of the content of that learning style, shows them appropriate learning strategies they can use, and gives parents, students and teachers references for assisting the student to optimize their learning.

Riverdeep Interactive Learning

Riverdeep Software, which correlates to state standards and SAT 9, is the fastest selling interactive learning system in California. Riverdeep designs, develops, publishes, markets and supports interactive learning solutions for K-12 education that integrate the best in curriculum with the power and flexibility of the Internet and other computer-based technologies. Programs include Destination Math and Tangible Math, SimLibrary Science, EDVantage Language Arts.

CompassLearning

CompassLearning is the nation's leading provider of educational software solutions, currently in more than 20,000 schools nationwide. Our solutions include over 7,000 hours of Reading, Language Arts, Mathematics, and Science curriculum. There is no question that technology could be the great differentiator for the alternative population. However, the most important component of technology is determining how to make it work for the student to increase learning. At CompassLearning, in addition to core curriculum, we have created a diagnostic/prescriptive tool that ensures each student is working on curriculum that meets specific weaknesses. The software approach includes a pretest to determine the objectives each student knows based on the California content standards. The system generates a report showing objectives not mastered and an individual learning plan made up of CompassLearning curriculum the student can complete.

Exhibitors and Vendor's Roster (An * indicates a presenter)          [ top ]

AIMS Multimedia

Aims Multimedia provides formats that include video, CD-ROM, DVD and laserdisc educational and training programs for K-12, law enforcement, business and industry, health and government, and public library markets. The AIMS library contains over 8000 titles and includes printed study guides, leader discussion guides, or AIMS Teaching Modules with its multimedia programs.

Steve Finch and Adrian Gordnier

*Brady and Associates

Featuring the "Academy of Reading", an award winning, researched-based reading intervention program. What's new what's not! What's in what's out! Get the latest research findings from the National Institute of Health's and Congressional Panel on Reading, plus much more. What is the latest in "brain research" and reading? Can your student's make 2-3 grade level gains in reading in as little as 17 to 25 hours of instruction? "Neuroplasticity" - Say what? Do any computer based reading programs really work? Find out what Riverside County Division of Alternative Education and Los Angeles County Court Schools are doing to improve reading skills for their students.

Jim Brady

California Healthy Kids Resource Center

This program is a statewide dissemination service of innovative and promising tobacco-use prevention/intervention model programs and safe and drug free schools and communities programs.

Deborah Wood

*Carnegie Learning Inc.

Carnegie Learning is the only results-based educational technology company that develops and markets Cognitive Tutor curricula which enable "learning by doing" through real-world problem solving. Cognitive Tutor provides instruction for Algebra I, Geometry and Algebra II.

Mary Scheele and Barry Managan

Cayton Resources

Anne Bagatelos

*CompassLearning

The nation's leading provider of educational software solutions, currently in more than 20,000 schools nationwide. It contains over 7,000 hours of Reading, Language Arts, Mathematics, and Science curriculum. The software includes a pretest to determine the objectives each student knows based on the California content standards. The system generates a report showing objectives not mastered and an individual learning plan made up of CompassLearning curriculum the student can complete.

Melissa Watkins

Curriculum Associates, Inc.

A leading publisher of supplemental classroom materials that provide educationally sound programs that create a positive environment for learning. Their products include Brigance materials, Test Ready and Quick-Word series as well as reading assessments and materials for transitional and adult education programs with both software and videos.

Joyce McLain

CTAP (California Technological Assistance Project)

CTAP is a state-funded project to support the effective use of educational technology through regional collaboration providing technology planning, staff development and technical assistance in hardware, infrastructure and other topics to schools, districts and county offices.

Ellis Vance

Daily Bite Educational Materials

All of the products are transparency based review materials to provide daily practice of fundamentals and preparation for standardized testing.

Bob Lonergan

Developmental Studies Center

The DSC is a nonprofit organization whose mission it is to help children develop intellectually, ethically, and socially. The DSC has school-based programs in the areas of literacy, numeracy, family involvement, and the building of a caring community in the classroom and school. They provide professional development services and resources.

Dimi Berkner

Ed-Tex Books

Carole Hobbs and Dahn Midora

Herff Jones Company

Herff Jones helps teachers teach and students learn in many curriculum areas. Programs, maps, globes, atlases, yearbooks, graduation items, photography, and awards are just some of the many Herff Jones products. The company is committed to education and to educators and students throughout the world.

Frank Horwath

Lakeshore Learning Materials

Lakeshore offers high interest materials, in all curricular areas, for students reading below grade level.

Doug Gross

*Laurel Springs and Learning Style Profile

Laurel Springs offers web-based curriculum that is custom designed to meet the demand for students achieving mastery of content standards. The program provides individualized instruction that emphasizes research skills on the web, interpretation of data and writing responses to prompts.

Marilyn Mosley and Mariaemma Willis

McGraw-Hill/Contemporary

Michael Padus

Morning Glory Press

Morning Glory Press focuses strongly on books for and about pregnant and parenting teens. Its mission is to provide the best possible books and other resources for these students and for those who work with them.

Jeanne Lindsay

Pace Learning Systems, Inc.

PLS employs a systems approach to teaching, a sequential process whereby students progress independently at their own rate through instruction, guided by their particular needs. From middle schools through GED preparation to adult education programs, PLS provides instruction in basic math, reading, language, writing, science literacy, workforce development and advanced math.

Juli Heavener

Perfection Learning Corp.

Provides books for reluctant learners in literature, grammar, high-interest topics for reading and represents Accelerated Reader Software.

Chris Reed

Plato Learning

Jesse Golden

*Retirement Educators

Randall Zacuto

*Riverdeep Interactive Learning

Riverdeep Software, which correlates to state standards and SAT 9, is the fastest selling interactive learning system in California. Riverdeep designs, develops, publishes, markets and supports interactive learning solutions for K-12 education that integrate the best in curriculum with the power and flexibility of the Internet and other computer-based technologies. Programs include Destination Math and Tangible Math, SimLibrary Science, EDVantage Language Arts.

Erin Bello, Arthur Lim and Christine Palmer

Saddleback Educational Inc.

Publishes and distributes thousands of high interest, supplementary textbooks, workbooks, read-alongs, videos, and paperback books for adult and at-risk learners.

Dan Stone

*Steck Vaughn Company

Steck Vaughn, a Harcourt company, is the leading publisher of K-12 and adult supplemental education materials in all subject areas. Your solution for your students.

Jennifer Hawes, Aimee Johns, Susan Archer

*Vocational Technologies

Valerie and Bob Tholl

*The Ware Group

Literacy software WIN 2000 is correlated to the CDE standards and SAT-9 and provides students an integrated approach that incorporates components from the best educational publishers. The focus is on individualized instruction and assessment and assures accountability for student achievement.

D.J. Ware and Bert Parker

Quality Multimedia

Presenting Life Begins, a CD-ROM that contains 42 minutes of video that includes four births and fetal development, anatomical illustrations and indexed topics. The material examines the risk to the unborn and follows nine months of fetal development. "Life Choices" sections teach self-esteem, goal setting, and refusal skills.

Bridget Harkness

Zahorik Company, Inc.

A financial planning company.

Floyd R. Chapman

Reading To Your Students          [ top ]
Teacher of the Year Michael Vetrie

If I were to suggest that one of the most effective techniques you can utilize in your classroom is reading to your students, what would be your reaction? Remembering, of course, that some of our students are street tough, hard and very mature in some areas of their development, what do you think their reaction would be if you walked into class one day and announced that you were going to read them a story? I can testify that they will be delighted and look forward to the experience. Tied into a strategy called the Directed Reading/Thinking Activity (DR/TA), reading to your students is not only pleasurable, but also highly effective in modeling comprehension techniques and creating writing, critical thinking and discussion prompts. And, it can be used in any subject area.

The DR/TA is an on-going process of interaction between the words of the author and the background knowledge of the reader in which the students' attention is focused on a particular purpose for reading the text. It allows students to actively seek an understanding of the text being read using prior knowledge, textual and /or visual clues to anticipate context and then reading to confirm or reject predictions, thus monitoring comprehension. In other words, it means that you interrupt the text by pausing and asking students to make predictions about what is going to happen, or asking them to write their reaction or understanding about a part of the text.

They way I use the technique, I ask them first to quick write their response (to get them to commit) and then hold a discussion on their responses. As we read further, they then have an opportunity to confirm or reject their predictions or reactions.

Here is how it works in a short story called "A Man of Honor" by Carlos Rivera. The story begins: It was the right thing to do and he was going to do it. He didn't care what his friends thought.

You might pause at this point and ask the students to make a prediction based upon the title and what has been read thus far: "What do you think the 'right' thing to do will turn out to be?" you ask. The students quick write their guesses and then you take a moment to have your students share and discuss some of their responses.

Then you continue with the story: He hurried along the deserted street, carefully avoiding the hulk of a burned-out automobile. People like to steal cars and dump them along this side street next to the school. He'd even done it himself a few times. Back when he was really into the crazy life. No, he didn't care what his homeboys thought. He was going to marry Sherry. It was the right thing to do You might then pause again and ask who guessed that he was about to marry someone? And if this story is about marrying being the right thing to do, then what is the logical assumption to make about why? After a discussion, you continue reading the story, pausing from time to time to ask questions, have the students write and then discuss their answers. This continues until the end of the story.

If you would like to see the complete example of this technique utilized in the story I have excerpted above, please e-mail me at mvetrie@lausd.k12.ca.us. I will forward the short story (I own the rights) already broken down into writing and discussion prompts.