Northwest Education, 2002-2003. INSTITUTION Northwest Regional Educational Lab., Portland, OR

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AUTHOR Sherman, Lee, Ed.; Boss, Suzie, Ed.; Weeks, Denise Jarrett, Ed TITLE Northwest Education, 2002-2003. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 2003-00-00 NOTE 198p.; Published quarterly. Photographs and a few colored pages may not reproduce adequately. For volume 7, see ED 464 798. For individual articles, see RC 515 704-711, RC 515 825- 831, RC 515 966-968, and RC 516 117-123. CONTRACT ED -01 -CO -0013 AVAILABLE FROM For full text: http://www.nwrel.org/nwedu. PUB TYPE Collected Works Serials (022) JOURNAL CIT Northwest Education; v8 n1-4 Fall-Sum 2002-2003 EDRS PRICE EDRS Price MF01/PC08 Plus Postage. DESCRIPTORS *Achievement Gains; *Educational Practices; Elementary Secondary Education; *Gifted Disabled; *History Instruction; Learning Disabilities; Minority Groups; United States History; *Writing Instruction IDENTIFIERS *Lewis and Clark Expedition; *United States (Northwest)

ABSTRACT This document contains the four issues of Northwest Education published during the 2002-03 school year. Issue themes are: (1) "Closing the Gap: How Northwest Schools Are Raising Minority Achievement"; (2) "Focus on Writing"; (3) "The Hidden Disability: When Bright Children Struggle To Learn"; and (4)"Discoveries in Learning: Lessons from Lewis & Clark." Typically, each issue consists of a lead article that reviews current research or provides an overview of matters related to the theme, followed by articles describing model programs and practices or profiling relevant experiences in schools of the Northwest Washington,. Oregon, Idaho, Montana, and Alaska. Issues also contain information on related resources, book reviews, letters from readers, and practitioner commentary.(SV)

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IOW NORTHWEST SCHOOLS ARE RAISING MINORITY ACHIEVEMENT Mr NORTHWEST R -GIONAL EDUCATIONAL LABORATORY C oshig the Ga How Northwest Schools VOLUME 8 NUMBER FALL 2002 Are Raising Minority Achievement

ARTICLES

To Realize the Dream Old assumptions about ethnicity, poverty, and school performance are crumbling under the weight of compelling new evidence.

Winning Their Hearts At Seattle's Nathan Hale High School, students are mentored, nurtured, and valued in a climate that respects every individual.

TQM and Tough Love The kids at Applegate Elementary School are reaching impressive heights of achievement in an unexpected placePortland's inner city.

From Division to Vision ON THE COVER: Ernest L. Estes, shown here as a junior at Hemmed in by the Rocky Mountains, the Flathead Indian Portland's Benson Polytechnic High School, Reservation is overcoming school and community strife performs an experiment on the heat of fusion for the good of the children. in his honors chemistry class. Now a senior with a 3.9 GPA, Ernest plans a career as an electroengineer in the audio industry. PHOTOGRAPH BY MOUNT BURNS. Teaching to the Rainbow Researchers and scholars at Washington State University's College of Education are making great strides in the struggle to raise minority achievement.

The Gift of Two Languages A failing school in Anchorage nearly closed its doors before launching an innovative dual-language program that has given the school a new lease on lifeand students a new lease on the future.

Nothing but the Best Performance has risen steadily among a wildly diverse population of kids at Spokane's Grant Elementary School in response to the staff's commitment to excellence.

Taking Care of Business Three students and a teacher at Portland's struggling Jefferson High School find plenty of room for optimism and hope.

DEPARTMENTS 52 Letters tudies and news storiesUhis call is arguably the on the U.S. crisis in mi- toughest challenge facing nority education have schools today. Some say it created a veritable Mount can't be done without deep McKinley of paper and elec- social change. As long as tronic output since the mid- kids come from poor homes, 1990s. That's when national broken families, and violent Slavin identifies three keys and local test data began to neighborhoods, they reason, to success: alert researchers to an alarm-schools can't hope to do bet-EN Begin to think of all chil- ing trend: The achievement ter. But the research tells a dren as being "at promise." gap, which had narrowed in different story. Studies by the Slavin counsels: "Build on the '70s and '80s, was yawn-U.S. Department of Educationcultural and personal ing yet again. White studentsand others have turned up is- strengths. Accept nothing were once more outpacing lands of excellence in a pic- but outstanding performance. black, Hispanic, and Native ture that is admittedly bleak. Respond immediately and instudents in the classroom. There are schools beset by tensively if children start to [ust about every educational, poverty and burdened by fall behind." journalistic, and political past failures that have turnedElStart early. "Research on group has weighed in on the things around for their minor-programs for three- and four- issue: the NAACP and the ity studentsschools where year-olds," he says, "finds College Board. The National the staff has refused to settle consistent and powerful im- Black Caucus of State Legis- for a status quo that limits pacts of high-quality early lators and the U.S. Congress. the possibilities for children childhood programs on the The Phi Delta Kappan and the of color. cognitive performance of New York Timesto name o magic formula will bring young children." a handful. As philosophically minority kids to parity with g3. Work on many fronts at divergent and geographically their peers. But researchers once. "Effective schooling an- scattered as the studies and and practitioners have turned ticipates all the ways children the discussions are, they nev-up a wealth of promising might fail," Slavin notes, "and ertheless coalesce around ideasboth strategies and then plans how each will be one common call to action, attitudesthat make a differ- prevented or quickly and ranking even as a national ence. "No single policy or effectively dealt with." imperative: Close the gap. Do program can ensure the On this issue of Northwest it, they say, for the kids who school success of every Education, we take you on a ought to have a chance to be-child, but a combination of journey to some of the bea- come physicists and physi- approaches can," renowned cons of equity within the cians, photojournalists and researcher Robert Slavin Northwest where ideas like playwrights, politicians, pros-writes in an issue of Educa- these are yielding results. ecutors, professors, princi- tional Leadership titled You'll travel from the Flathead pals, pharmacists, psycholo- "Reaching for Equity" in Indian Reservation in Mon- gists, paleontologists, per- December 1997/January tana's remote Rockies to the cussionists, painters, potters, 1998. "Research in education congested inner cores of and every other possibility in is increasingly identifying the Portland and Seattle; from the a world of endless possibili- kinds of approaches we couldagricultural heartland of East- ties. In a democracy whose use if we decided as a societyern Washington to a neigh- long-term viability rests on to end the poor academic borhood of immigrants and equality of opportunity, the performance of so many blue-collar workers in varied voices agree, every of our children." Anchorage. child must get the best edu- On his article, "Can Education Lee Sherman cation available. Reduce Social Inequity?" she rmanl@nwrel. org

5 RESEARCH SHEDS NEW LIGHT ON HOW EDUCATORS CAN FULFILL THE BOUNDLESS PROMISE THAT MINORITY CHILDREN BRING TO SCHOOL WITH THEM By LEE SHERM A N

he research literature is awash in alarming statistics about the current achievement levels of America's minority children. In this ocean of bad news, a couple of findings bob to the surface as extra disturbing the kind of information that makes you catch your breath for a second and then reread the words just to be sure you didn't get it wrong. One of these items is from the front end of the system, when children first take their seats in the classroom for their educational voyage: Disadvantaged kids, especially boys, who enter school as high achievers start to disen- gage from school in the first grade. The other piece of startling news conies from the back end of the system, when youths leave the school- house behind: More black men today are in prison than in college. Ehese two factsone reported in August by the Justice Policy Institute and the other in 2000 by the National Task Force on Minority High Achievementform the sad bookends on the school careers of too many minority children. But the research is clear: It doesn't have to be this way. In spite of tough odds at homerough neighborhood, empty bookshelves, sparsely stocked fridgechildren can learn. And despite the uphill climb facing struggling schoolsembattled budget, distracted parents, ethnic and linguistic diversityteachers can teach. A number of recent studies from prestigious research groups have uncovered abundant evidence that all sorts of schools in all sorts of neighborhoods can, in fact, educate all sorts of kids at high levels. And do. In releasing the results of a 2001 study showing that several thousand mostly minority schools are meeting and exceeding standards in their states, Kati. Haycock of the Education Trust is unflinching in her remarks. "Those who didn't believe in the educability of all children could dismiss [high-performing, high-minority] sc s exceptions, as freaks, as outliers," she told Education Dailx_ W mber of last year "Well, that is about to change." ( ,

411

7 4 degrees, and 6 percent of doctoral degrees. A GAPING SEPARATION In the eighth grade, just 3 percent of African American and Calling the problem a "gap" understates its depth and 8 percent of Hispanic students met the National Educational severity in U.S. schools. Secretary of Education Rod Paige Goals Panel's "proficient" or "advanced" performance characterizes it more graphically as a "gaping separation" standards in math, compared with 44 percent of Asian/ in student achievement. Robert Slavin of Johns Hopkins Pacific Islanders and 32 percent of white students. University asserts that Americans face nothing less than The latest results from the nation's "report card" found a "crisis of equity" in their educational system. that among white students, 27 percent were below basic, The facts bear out these charges to a staggering degree. while 63 percent of black youngsters and 58 percent of Consider this litany of statistics from various sources, Hispanics were unable to demonstrate basic skills. including the National Center for Education Statistics, Just 10 percent of black and 13 percent of Hispanic the National Task Force on Minority High Achievement, fourth-graders were considered proficient in reading on the Education Trust, the National Educational Goals Panel, the last "nation's report card," compared with 29 percent and the National Assessment of Educational Progress: of white students. Out of every 100 white kindergartners, 88 will gradu- While 42 percent of Asian American and 34 percent of ate from high school or obtain a GED, 59 will complete white 10th-graders take college-prep courses, only 26 per- some college, 26 will obtain at least a bachelor's de- cent of black and 23 percent of Hispanic 10th-graders do so. I . gree. For African American kids, the numbers are 82, 45, Slavin is blunt in his indictment of this dire picture and and 11; for Hispanics, 63, 35, and eight; and among Na- insistent on immediate action. "As educators, we cannot 1 tive Americans, 58 will graduate from high school andwait for U.S. society to solve its problems of racism and seven will obtain at least a bachelor's degree. economic inequity," says the researcher, who earned his Only one in 100 17-year-old African American kids and undergraduate degree at Portland's Reed College. "We can one in 50 Hispanics can read and understand the science and must take action now to prepare all children to

section of a newspaper, compared to one in 12 white kids. achieve their full potential." 1 1 Only one in 100 17-year-old African American kids com- The reasons for the lagging performance of minority I pared to one in 10 white kids can solve a multistep math students are complex. But a recent study commissioned 1 1 problem. by the College Board was able to tease out "at least five 11 When African American and Hispanic youths graduate factors" that help account for the gap, Education Daily 1 1

from high school, they have attained the same level of per- reported in 1999. They are: (1) poverty, (2) schools A formance in reading and math on average as white kidswith inadequate resources, (3) racial and ethnic preju- I1. .1 attain at eighth grade. dice resulting in low expectations for minority children, I s 11 Only three in 10 African American and four in 10 His- (4) limited educational resources of minority families, and panic 17-year-olds have mastered the usage and com- (5) cultural differences of certain ethnic and racial putation of fractions, commonly used percents, andgroups toward learning. averages, compared with seven in 10 white students. Clearly, some of these factors are woven into the social While African Americans, Hispanics, and Native Amer- fabric beyond the reach of schools. This leads many peo- icans together make up 30 percent of the U.S. school-age ple to "assume that there is an inextricable relationship population, in 1995 they accounted for only about 13 per- between poverty, ethnicity, and academic achievement," cent of bachelor's degrees, 11 percent of professional notes Douglas Reeves of the Center for Performance

NW Education / Fall 2002 Assessment in the 2000 publication, Accountability inleveland everybody fell in line," she says. "But the 5 II' Action: A Blueprint for Learning Organizations. truth is actually quite different. Some poor children have But research is beginning to cut holes in long-held no- always learned to high levels, and some whole schools get .1 .1 tions that schools have no power to overcome the dis- all of their children to levels reached by only afew stu- advantages of home and neighborhood. The new thinking dents in other schools." I1 II' holds that students should be viewed not as burdened by . deficiencies but as blessed by possibilitiesthat all children possess cultural, familial, and personal strengths BUCKING CONVENTIONAL II I I upon which schools can build. WISDOM I II "A decade ago," says Haycock, "we believed that what The evidence is init can be done. The question is, II I students learned was largely a factor of their family income How? There is no easy answer to this most critical of ques- I I 'I' or parental education, not of what schools did. But recent tionsno silver bullet, no one-shot training, no canned I research has turned these assumptions upside down.curriculum, no proven formula. But in a survey explor- What schools do matters enormously." ing the strategies of 366 top-notch schools from 21 states

I 41 As executive director of the Education Trust, a non-that had bucked conventional wisdom, Haycock's think I I partisan organization advocating for poor and minority tank found one dominant theme: an intense focus on "high I kids, Haycock oversaw a 2001 study to find high-per- academic expectations" for their students. In Dispelling forming schools in traditionally low-performing neigh- the Myth: High Poverty Schools Exceeding Expecta- borhoods. The nationwide analysis, Dispelling the Myth tions, the Education Trust and the Council of Chief State Revisited, turned up 2,305 schools with at least 50 per- School Officers report that these exemplary schools suc- cent black or Hispanic students that scored among the top ceeded, despite poverty, by: one-third of schools on statewide math and reading tests. Using state standards extensively to design cur- Other research endeavors reinforce the finding that mi- riculum and instruction, assess student work, and nority students, and the schools they attend, can and do evaluate teachers. Fully 80 percent of the schools re- excel. A U.S. Department of Education study in 1999, for ported using standards to design instruction. Similarly, the example, closely examined nine urban elementary schools successful schools in this study were using standards to serving kids of color in poor neighborhoods that are assess student work and evaluate teachers. achieving impressive resultsschools that are, in fact, Increasing instructional time in reading and reaching higher levels of achievement than most schools math in order to help students meet standards. A in their states or in the nation. Another study, this one con- 78 percent majority of the schools reported providing ex- ducted by the Center for Performance Assessment, lookedtended learning time for their students. This time was pri- at 135 "90/90/90 schools"those with the following marily focused on reading and math. characteristics: More than 90 percent of the students re- Devoting a larger proportion of funds to support ceive free or reduced-price lunch, are ethnic minorities,professional development focused on changing and achieve high academic standards. instructional practice. Changes in the 1994 law require These studies, Haycock says, shatter the "creepingschools to provide for thorough professional development malaise" that has infected the educational system. for teachers in high-poverty schools. The schools in this "Somewhere along the line somebody decided thatstudy seem to be moving faster than their less successful poor kids couldn't learn, or, at least, not at a very highcounterparts to comply with this provision. As important

9 CLOSING THE GAP 6 is that the focus of professional development seems to be 4. Schoolwide commitment: The entire staff is dedi- centered on helping students to meet specific academic cated to the well-being of students and diligent in stick- standards. ing with the reform agenda. imp] unwilling comprelienshe s)stents to monitor Mit iid nal student progress and prop ide extra support to students as snort as its needed. Four out REACHING HIGH d of five of the schools had systematic ways to identify and Research shows that disproportionate numbers of minority .11 provide early support to students in danger of falling be- students have been shunted off to special education 1 1 hind in their instruction. classes, sidelined on compensatory education tracks, or FocnsinA their efforts to iro oh e parents on saddled with watered-down curriculum. Underlying these l helping students meet standards. In these schools, practices, often, is a pernicious belief that minority kids traditional roles for parents and fund-raisers are givingaren't up to tackling challenging material. 1I II $ way to activities that address parents' knowledge of stan- "Teachers underestimate the intelligence of their black dards, encourage their involvement in curriculum, and students, contributing to the test-score gap," Education involve them in reviewing students' work. Week notes in a 1998 article about the release of The fiating scale or district accountability systems in Black-White Test Score Gap published by the Brookings place that hug C real consegneffeeS lot adults in the Institution Press. schools. Nearly half the principals in these schools were Researchers have found that teachers, especially white subject to some kind of sanctions if their students fail to teachers, "held more negative expectations" for African show measurable academic improvement. American and Mexican American students than for white The elements on this list, it turns out, capture many ofstudents, Geoffrey Borman and his colleagues report in the key factors that are emerging in the literature about the 2000 College Board study, Advancing Minority 1 equity and excellence among underserved populations.Achievement: National Trends and Promising Pro- 11 These factors are not separate and distinct; they mergegrams and Practices. For example, researchers have and overlap. Still, it's possible to lay down some broad found that teachers who view Black English negatively rate 1 ' 11 brush strokes for the critical elements in successfully ed- kids significantly lower in reading comprehension if they 1 ucating minority students. Each school or district will then speak Black English. fill in the details from its own pallet of local needs and pri- "All teachers tend to communicate their expectations orities. Research suggests that the following factors are to students in either subtle or overt ways," Borman writes. absolutely essential to closing the achievement gap: When teachers hold low expectations for certain kids, Bor- 1. High expectations: This factor features rigorous man says, they call on them less often, give them less time curriculum geared to clear standards, as well as timely to respond, or provide the answer rather than help them intervention for struggling students. solve the problem themselves. Teachers may also criticize 2. Excellent teachers: Good ethnic representation onthese students more, praise them less, discipline them the faculty and high-quality professional developmentmore strictly, and in general pay less positive attention to are both critical here. them. These kinds of negative or dismissive behaviors, the 3. Early childhood education: High-quality preschoolresearcher notes, fuel the "disengagement and under- programs enhance cognitive development and ready chil- achievement" of students who experience them. dren for school. Observing classrooms in high-poverty communities 1

NW Education / Fall 2002 over a six-year period, Haycock and her colleagues at the Haycock is clear about what's required. 7 Education Trust have "come away stunned" at how little "One of the most frequent questions we are asked by is expected of students and by the low level of assignments stressed-out middle and high school teachers is, 'How am they get. In August 2001, The New York Times reported I supposed to get my students ready to pass the (fill-in-the- that Jack Jennings, director of the nonprofit Center on Ed- blank) grade test when they enter with third-grade read- ucation Policy, charges impoverished schools with aing skills and I have only my 35-minute period each "general lack of rigor." day?"' she says. "The answer, of course, is, 'You can't.' Es- "Ask little of children in the way of academic achieve- pecially when students are behind in foundational skills ment and little is what you tend to get," Stephan Thern-like reading and mathematics, we need to double or even strom and Abigail Thernstrom note in their 1997 book, triple the amount and quality of instruction that they get." America in Black and White: One Nation, Indivisible. "If the bar is raised, children work harder, and hard work is the road in success." TOP-NOTCH TEACHERS Recent findings show that all kinds of kids respond to In its 2000 report, Honor in the Boxcar: Equalizing challenging material that requires them to contemplate Teacher Quality, the Education Trust bemoans the "per- and cogitate. Borman cites research by M.S. Knapp in ra- vasive, almost chilling" disparity in the quality and qual- cially diverse, high-poverty schools showing that the ifications of teachers across neighborhoods. Analyzing data more classrooms focused on teaching for meaning"thatfrom several studies, the group found that kids enrolled is, geared mathematics instruction to conceptual under- in schools with high numbers of minority students are standing and problem solving, reading instruction to twice as likely to have teachers who lack state certifica- comprehension, and writing instruction to composing ex- tion in their fields. In California, for example, 20 percent tended texr the more likely students were to attain pro- of teachers at high-poverty schools are not fully creden- ficiency in higher-order areas. And they mastered basic tialed, compared with only 4 percent at other schools. In skills, to boot! mainly minority high schools, the numbers are even Top-performing schools, researchers say, tie their rig- bleaker. Only about half the teachers in high schools orous curriculum tightly to district and state standards. with 90 percent or greater minority enrollment meet "Clear and public standards for what students should learn even the minimum requirements in their states to teach at benchmark grade levels are a crucial part of solving the math or science. Teachers at high-poverty schools are also problem," Haycock says. "They are a guidefor teach-less likely to have a college majoror even a minor ers, administrators, parents, and students themselvesin their teaching field or classroom experience. And they to what knowledge and skills students must master." bring weaker math and verbal skills to their jobs. Haycock stresses, however, that many kids will need a A 1998 Boston study of how teachers affect learning are leg up to meet those high standards and master that typical of other findings. In one year, the top third of teach- beefed-up curriculum. She says: "Ample evidence shows ers produced as much as six times the learning growth

DO I that almost all students can achieve at high levels if theyas the bottom third of teachers. Tenth-graders taught by are taught at high levels. But equally clear is that some stu- the least effective teachers made nearly no gains in read- dents require more time and more instruction. It won't ing and even lost ground in math. do, in other words, just to throw students into a high-level "We take the students who most depend on their teach- course if they can't read the textbook ...." ers for subject-matter learning and assign them teachers 11 CLOSING THE GAP 8 with the weakest academic foundations," Haycock laments and Lucile Packard Foundation, the study showed that par- in Education Leadership. ticipating kids were twice as likely to go to college as other Providing well-qualified teachers is one of the top rec- kids. They scored much better on tests of intelligence, ommendations in a report released last year by the 600 reading, and math all the way through young adulthood. members of the National Black Caucus of State Legisla-They also tended to delay parenting. tors. The report, Closing the Achievement Gap, urges Another key piece of research, the Chicago Early Child- states and districts to increase teacher pay, provide al-hood Study, achieved similar results. Financed by the ternative routes to teacher certification, develop induc- National institutes of Health and the U.S. Department of tion and retention programs for new teachers, and comeEducation, the study followed graduates of urban up with incentives to recruit more male and minority can- preschools for 15 years. Researchers at the University of didates into teaching. Minority teachers really do makeWisconsin tracking 1,500 Chicago children from age 5 a difference for minority kids, researchers are finding. until after age 20 concluded that "programs like Head Start Thomas Dee, a professor at Swarthmore College in Penn- could pay dividends long after children had learned to sylvania, found that kids with teachers of their own race readprovided the programs are highly structured," scored three to four points higher on standardized tests Jacques Steinberg of The New York Times reports in than kids with teachers of other races. May 2001. Funded by Title I, the programs under study "adhere to rigorous reading lessons," Steinberg notes, as I well as requiring parents to work with their kids on I I LITTLE KIDS, BIG GAINS homework and helping families arrange medical care and Oa When it comes to education, there is no such thing as toosocial services. 08 soon to start. The importance of early intervention can- In an editorial accompanying findings from the Chicago .8 not be underestimated. About half the gap between black study published in theJournal of theAmerican Medical I 12th-graders and their white peers might be closed byAssociation in May 2001, Edward Zigler, one of the cre- "eliminating the differences that exist before their children ators of Head Start in the 1960s, argued that the results 0 I enter first grade," asserts The Black-White Test Score of the program could be replicated. The findings, he S. Gap, edited by Christopher Jencks and Meridith Phillips. writes with co-author Sally Styfco, "contradict the naysay- Past findings on the impact of early childhood programs ers who believe that public schools cannot be fixed or that IIAl II have been mixed. A couple of new studies, however, have poor children cannot be helped because of nature or 1 1 gone a long way toward proving the power of well-de- nurture." signed programs for preschoolers. One is the Abecedarian Project (named for a student who is learning the alphabet). This widely cited 20-yearA MISSION, NOT A JOB study, conducted by the University of North Carolina atThe Department of Educationsponsored study of nine Chapel Hill, found all kinds of promising outcomes top-performing urban schools found that success crys-

among children who participated in an intensive, year-tallized around one key component: staff commitment. A IL round child-care program from infancy through kinder- "The true catalyst (of the change effort) was the strong garten. Funded jointly by the U.S. Education Department's desire of educators to ensure the academic success of the I I 11 Office of Educational Research and Improvement, the U.S. children they served," the Charles A. Dana Center at the Department of Health and Human Services, and the David University of Texas concluded in its 1999 report, Hope for

4 4

NW Education / Fall 2002 J The research Urban Education: A Study of Nine High-Performing, is clear: Rigorous High-Poverty, Urban Elementary Schools. All nine used standards, associ- federal Ede I dollars to create Title I schoolwide programs. ated with frequent All the programs differed. But what stuck out was their uniform passion for the work at hand. assessment and In their report, the researchers laud the tenacity of these other effective dedicated professionals: techniques, allow "None of the principals and none of the teachers instudents from terviewed reported that the transformation of their school every economic was easy. In fact, there were many reports of difficulties, and ethnic back- challenges, and frustrations. Perhaps, a key difference be- ground to suc- tween these schools and other less successful schools is ceed. These that educators in these schools persisted. They refused to techniques, along give up the dream of academic success....Perhaps, the with effective persistence of school leaders was influenced primarily by teachers, moti- their deep commitment to the students and families they vated students, served. They perceived their work, less as a job, more as and comprehen- a mission. They persisted because they believed in them- sive accountabil- selves, they believed in their school staffs, and they believed ity, provide the in the ability of the children to succeed." Ill intersection between equity and excellence. Douglas Reeves, Center for Performance Assessment, 2000 1-1

CLOSING THE GAP WINNING t, THEIR /7 'HEARTS NATHAN HALE HIGH SCHOOL

CREATES A MORE PERSONAL

PLACE FOR KIDS Storynd photos by,Stizie Boss It seems to be working Nathan 10 SEATTLE, Washington Hale is widely praised for the success Principal Eric Benson ducks his of its diverse student population, head into a ninth-grade English which is currently about 40 percent class just as seven students are set- minority (11 percent African Ameri- tling themselves into a cluster of can, 18 percent Asian, 6 percent His- 7 chairs pushed to the center of the panic), with 22 percent of students room. From these "hot seats," they receiving free or seduced -price set out to lead a class discussion lunch and 12 percent needing about Herman Hesse'sSiddhartha. special education Their teacher watches from the But although improvements sidelines, ready to add a question have been dramaticincluding a or comment to keep things moving,steady closing of the achievement but giving students the lead. gap between mtnonty and white Benson tells a visitor that this is students, a reduction in the dropout a typical classroom scene at Nathan rate, and a sea change in school Hale High School in Seattle's Lake climate during the past 10 ears City, an older neighborhood north every success seems to trigger new

of downtown lined with affordable questions, fresh challenges So itS homes, apartments, and a smatter- fitting that the principal happens to ing of small businesses. "Our model overhear this class ut ninth-graders is the teacher as coach," explains the soft-spoken principal who does- n't have to whisper to keep from interrupting the class. A few students glance in his direction, but they're not distracted. Kids are accustomed to seeing their principal often; indeed, in this four-year high school with an enrollment of about..1,000, Benson knows virtually diTero

dent by name. He continuei:.1bit;! A don't see a lot of classrooms wh6re-,,,I:t the chairs are lined up in rows will; 2 kids listening to lectures. We try to engage students to use theirminds. Basically, that's the goal."

NWEDUCATION / Fall 2002 discussing a thorny philosophical studied all the faculty photos. He question: What is contentment? In knew us all from Day One," recalls the context of high school reform, language arts teacher Elaine Wetter- it's a question with no easy answers. auer, a 25-year veteran of teaching TEE TREK DEGRAIS at Hale. It was a small thing, but it Old-timers remember the day in counted. In his typically lowkey 1992 when Benson arrived as princi-way, Benson let teachers knout that pal. Sandy-haired and wiry of build,he cared about them. "He's an ex-

1 he had a dozen years in teaching ceptional leader says Wetterauer, and school administration under hispraising the principal for both his belt, but Hale was his first principal- depth of knowledge about education ship. "Before showing up, he had and his ability to lead through checked out a school yearbook and 4scgl,laration.

)

Principal Eric Benson stresses the leacher as coach" model at Seattle's Nathan Hale High School. A decade ago, Hale High shoul- dered a tough image. "This was known as a thug school," admits Wetterauer. "There were problems." Because Seattle Public Schools gives families a choice of where to enroll their children, a bad rap means low 12 enrollment. And negative perceptions are slow to change. "Through all those years, there were great kids and great teachers at the school," Wetterauer stresses, "and we [teachers] tried hard to improve the school's image. But we felt trapped." Instead of arriving with his own agenda, Benson issued an invitation to the faculty. "He said, 'Let's get out of the building. Let's see what else is out there,"' Wetterauer recalls. It was another low-key idea with a big pay- of Horace's Compromise and off. "In 25 years," she says, "I'd neverHorace's Hopefounded in 1Q8 been encouraged to look at other to promote school reform. Although schools, to explore alternatives." Coalition schools adhere to a set One fall night in 1992, Benson of common principles, each charts invited any interested teachers to its own course toward school join him for dinner at the Universityimprovement.

of Washington to hear Theodore At Hale, the overarching strategy 11th -grade American studies Sizer and John Goodlad, prominent has been to promote a more person-teaching teams with teachers shar- educators with powerful ideas to alized learning environment to fos- ing the same students share about school reform. Eight ter success for all students. The Mentoring, in which every teacher Hale staff members attended. It transformation has been guided by including the principalis A belief that every adult on turned out to be an auspicious eve- a design process that involved the assigned a small group of students campusregardless of job title ningand has become the first entire school community. School to shepherd through high school has something to teach entry in -The 'I'rek," a logbook the improvements are ongoing, and Inclusion, which means mixed- "It's all about personalization," school maintains about its ongoing many challenges remain. But grad- ability classes rather than tracking summarizes Benson. "If you can journey toward excellence. ually, the school has reorganized High expectations for all (for ex- get to that point, then you might Eventualh, Nathan Hale joined around key features, including: ample, all studerktackle challeng- have a chance to close the [achieve- the Coalition of Essential Schools, Ninth-grade academies that createing service projects',during their ment] gap." J. an organization Sizerthe author three smaller schools-within-a- junior and senior yearsprojects CHANGIIING 'II EE school for the freshman year, with that previously would have been When he first came to Hale, Benkrn team teaching and block schedulingassigned only to students in an noticed that discipline was getting Integrated studies in 10th grade, honors track) in the way of learning and teaching. with ninth-grade teachers typically "Critical friends" groups to Walking the hallways, he would looping up with their students for promote collaborative professional overhear "foul language, a ldrI: the two-ear cycle y development within the faculty of respect. There were fights.

IS`E COPY AVAILABLE NW EDUCATION / Fall 2002 16 branch out. We don't just stay in a share two qualities: They're small, provokes strong opinions on cam- 13 clique. We all know everybody in and they started out small. For Hale,pus: While the school has made a this school. People will help you built 40 years ago in the boxy designdeliberate effort to recruit students here. There's a lot of love." of a typical American high school, of color and help them achieve suc- A 10th-grader named Chanel, becoming new again wasn't an op- cess, white families are increasingly also African American, appreciates tion. In 1997, when the school be- selecting Hale as their school of the mentoring program that came a full member of the Coalitionchoice. Benson appreciates the matches each student with an adult of Essential Schools and was mov- school's jump in popularity, but Tensions." Suspensions and expul- staff member for all four years of ing forward to implement its reform says, "We don't want to become sions were handed out regularly high school. "You can talk to teach- agenda, Benson even tried to con- a white, North End school." especially to students of color. ers here," she adds, "and they'll vince the district to close the build- The freshmen academies, estab- The school staged a three-hour give you extra help. They're flexible. ing and reopen it after a yearlong lished in 1998, were one of the summit. "We brought in facilitators They want to help you succeed, evenhiatus. Then-Superintendent John school's first steps toward making and focused on relationship issues," if you didn't have the best grades Stanford refused the request, but the school "feel" smaller. The three Benson recalls. By the day's end, before you got here." agreed to a compromise on enroll- ninth-grade academies, each lim- students agreed to participate in a In a recent special report explor- ment. "I asked if he could limit the ited to 90 students, are carefully bal- campaign focusing on two themes: ing the relationship between school number of ninth-graders coming in,"anced to include students of mixed decency and trust. Today, school discipline and race, the Seattle Post Benson recalls. "He told me, essen- abilities. There is no tracking. hallways and classrooms are adornedIntelligencer singled out Nathan tially, that nobody wanted to go to Instead, the inclusion philosophy with signs bearing the slogan that Hale for its positive and equitable Hale anyway, so limiting enrollmentmeans that each academyRed, students coined and agreed to live school climate. Between 1996 and was not going to be a problem." Blue, and Greenincludes students .:by: "Respect: Give it and get it." 2002, the number of African Ameri- Becoming smaller has turned who are gifted, behind grade level, Teachers aren't the only ones can students at Hale receiving a sus- out to be a wise move. Benson cred- in special education, and learning :Whb appreciate the resulting changepension or expulsion dropped from its the more intimate scale as being English. "It's the whole gamut," ' in school climate. Current students 150 to 20. In a 2001 survey, 84 per- an effective strategy for boosting stu-says Benson. Student assignments are quick to praise the atmosphere cent of Hale students said they felt dent achievement, particularly for receive the level of attention more ..s.a.t Nathan Hale. "You won't find an-safe at school, up from 55 percent instudents of color. (See sidebar.) typically found in a good elemen- other school like this one," attests 1994. "When it comes to erasing the With only 1,032 students, Hale is tary school. jamali"angridan American 11th- discipline gap," wrote Post-Intelli- considerably smaller than Seattle's "We look for a balance of gender, grader Whb has rebounded from a gencer reporter Rebekah Denn, Garfield or Roosevelt high schools, ethnicity, skill levels, everything," rocky middle school experience. "Hale's approach may be as promis-each with about 1,700 students. says Tina Tudor, coordinator for the ,"In middle school, my grades were ing as it gets." And these days, Hale has one of the ninth-grade program who is respon- lowdown around 1.9 (grade- THE JOY OF BEING SMALL longest waiting lists among high sible for making academy assign- . -:point average). I hung out with the Through ongoing staff conversa- schools in the district. The irony ments. The underlying goal, she thugs, the smokers. Now I'm carry- tions about successful schools, isn't lost on Benson. He now has to says, is to give all students equal ing a 2.4," he says. "I still have my Benson and his colleagues have be vigilant to prevent enrollment opportunities to experience success. homeboys, my friends, but we concluded that effective high schoolsfrom creeping up. Another irony "If students have only been in low-

17 CLOSING THE GAP Left: Student named Chanel says teachers are approachable. Right: Elaine Wetlerauer helps students edit their video quilts.

14 tracked classes up to now, they've son believes. "Collaboration is key. is the sort of small but significant SUSTAINING THE TEAM had few models of success in their Historically, teachers have had very step intended to bring success withinAround Seattle, some 85,000 radio classrooms," she says. With a more little contact with their colleagues, every student's reachregardless listeners regularly tune into 89.5FM inclusive approach, she adds, "moreand kids have seen no connection of background or academic history. for their daily dose of news and class time is spent on instruction, from one subject to the next." In "Many students find themselves in a music. Callers are often surprised to which benefits everyone." the academies, however, "these kids whole new role here: being someonelearn that the broadcasts emanate Each academy is assigned a know that all the teachers on their who completes his or her work on from Nathan Hale High, where teaching team of four to teach the team are keeping track of them," time," says Tudor. Most students shows are produced by a "staff" of core subjects of English, history, sci- he says. Teaching a mixed-ability realize early into their ninth-grade about 40 students. The 30,000-watt ence, and health. Teachers have to group is demanding of teachers. year that they are being offered a station, a campus greenhouse and apply specifically for these slots, "You have to differentiate," Benson chance to start fresh. "They see that horticulture program, and the inte- agreeing to participate in team explains. "You aim for high levels high school does not have to be the gration of technology were among teaching and collaborative plan- and support those who need extra four worst years of your life." the features highlighted when Hale ning. Typically, academy teachers help." Students who are struggling Some students arrive with a earned the status of "Cool School" loop up with their students to the because of low skills can elect to rocky history. They may have been in a past issue of Men People 10th grade, where integrated studiestake focus classes in the afternoons unsuccessful in previous schools. magazine. focus on biology, history, and lan- that provide them with extra help. They may have bounced around Broadcasting teacher Gregg Neil- guage arts. Freshmen spend the first Students ready for more challenge because of family issues or the bad son, on the Hale faculty since 1977, three hours of the school day in can pursue optional assignments breaks that often come with poverty calls the radio station a good exam- their academies, where teachers get that take learning into more depth. They may be adept at using distract-ple of "project-based learning. It's a to know them well and personaliza- Planning time gives teachers a ing behavior to take attention away way to keep kids engaged, interested. tion is more than a noble goal. It's achance to coordinate projects, focus from low academic skills. "A lot We give them opportunities for suc- fact of life. on individual students, or compare of these kids have attended many cess so that they can apply what they Health teacher Devora Eisen- ideas about teaching strategies. A schools before they get to Hale," saysknow. They learn to write in English berg, in her fifth year at Hale, says consistent approach is used through-Tudor. "They've never had time for class, but they tend to be more en- the academies create "a sense of out the academies for details such relationships to develop, never had gaged when they know that what community. It's definitely working."as how and when homework is as- time to finish their academic work."they write will be heard by 85,000 She knows the benefits of small signed and collected. "It's set up the She describes a typical experience: people." Neilson adds, "They also schools firsthand, having graduated same way in every class, so there's "If they're struggling academically, learn to work together as a team," in a senior class of 18 students. not a lot of time spent getting used their first reaction may be to think, whatever their academic back- "When it's smaller, you develop rela-to teachers' different styles," Tudor `How do I get myself out of this ground or race. "They don't want tionships that go beyond the superfi-explains. "Consistency is a key to class?' But in the academies, there's to let each other down." cial level. It teaches you to be more success for our students. They hear no changing around schedules or Yet even within this positive, compassionate," she says. that everyone is expected to do the class assignments. There's a com- team-building environment, voices Academy teachers are given same work, that the teachers have mitment to stick it out. The messageof dissent are heard from time to planning time to work in their the same expectations for all of they get from the teachers is clear: time. A girl now in her junior year teamsan essential ingredient for them. It's fair." We're in this together. We will not says she enrolled at Hale for a the system to work effectively, Ben- A uniform homework procedure cycle you out," Thtr says. chance to work on the radio station, .00

NW EDUCATION / Fall 2002 Principal Benson talks with students over MEASURING UP lunch. Supporting students who have not traditionally enjoyed academic success has been a goal ofschool reform efforts at Nathan HaleHigh School. Here's a look at key indicators that show the schoolis making progress in closing the achievement gap. and it remains one of her favorite entitlement issue. A lot of minority tices of a comprehensive American Washington Assessments of Student classes. But she chafes at the parents didn't know to ask for hon- high school "is a hard nut to Learning (WASL) for 2001 showed Nathan Hale students of color still school's inclusion policy. "You can ors classes for their kids. They didn't crack," admits Benson, who has lagging behind their white classmates only go as fast as the slowest person realize it was an option. To close the earned high praise and hefty awards on key indicators, but outperforming students of the same race from across in the class," she says, "and it can achievement gap," Wetterauer insists, for doing just that. In 2001, Benson the Seattle district. For example: take forever sometimes." The girl, "you have to expect more of all kids.won Seattle's highest honor for a For African American students, who is white, says she would prefer It has to be rigorous for all. That's school administrator: the Thomas 88 percent at Hale met standards for listening compared to 58 percent of to be taking all honors classes. "But the only way it's going to be fair." B. Foster Award, which comes with African American students district- teachers at Hale consider an honors At Nathan Hale, teachers do a $50,000 prize. wide;16 percent met math standards compared to 6percent for track elitist," she says, "and racist." much more than pay lip service to Although he's pleased at the the district; 48 percent met reading Principal Benson acknowledges a motto like "high expectations for school's progress, Benson knows standards compared to 26 percent that the girl has hit on a hot-button all." Within their critical friends that the finish line remains always districtwide; 24 percent met writing standards compared to 17 percent issue. "It's an ongoing discussion. groupsthrough which 85 percent just out of reach. He doesn't have districtwide. We do honors here," he points out, of the faculty participate in profes- time for complacency. At the end of For Hispanic students, 87 percent at Hale met standards for listening "but it's offered within the inclusive sional developmentteachers pusha busy lunch hour spent monitoring compared to 60 percent of Hispanic classroom. It's that idea of differen- each other to examine their own the cafeteria line, Benson pauses to students districtwide; 53 percent tiated instruction," in which learn- practice. "We are much more inten- exchange greetings with a student. met math standards compared to 17 percent districtwide; 67 percent ing goals are high but teaching tional about meeting the needs of The boy, who has Down syndrome, met reading standards compared to strategies are targeted at the needs all kids," says Wetterauer, who has tells Benson about the role he played 36 percent districtwide; 50 percent met writing standards compared to of individual learners. taken the intensive training requiredin a recent classroom video about 23 percent districtwide. Hale veteran Elaine Wetterauer, to become a critical friends coach. Rosa Parks. His pride is obvious, his For Native American students, also aware that there are dissenting Looking back, she sees how far the smile dazzling. "Acceptance may be 100 percent at Hale met listening standards compared to 77 percent views, elaborates: "We want to offer staff has come. "It used to be, you'd the real story here," Benson says as districtwide; 44 percent met math all kids work that is challenging. In hear teachers complaining. It was the boy heads off to his afternoon standards compared to 26 percent districtwide; 78 percent met reading English, students read books in in- 'the kids this...the kids that ...' classes. "This has become a more standards compared to 44 percent clusive classrooms that we used to Now, we don't blame the kids [if personal place for kids. When that districtwide; 56 percent met writing offer only in honors classes." Thingsachievement scores don't meet happens, then the other stuffclos- standards compared to 32 percent districtwide. Fall Apart is now standard sopho- goals]. We ask ourselves: What can ing the achievement gap, differenti- On other measures, as well, Nathan more fare. All sophomores also we do as teachers to improve studentating instructionall of that can Hale students are showing improve- study Othello. Wetterauer's llth- achievement? To meet the needs of start to fall into place. But you have ment. Between 1995 and 2001: Dropout rate declined from graders read Middle Passage. all learners? We're much more col- to win their hearts first. Then you 7 percent to 3.2 percent Under the old system, Wetterauerlaborative. Our goal is to close the can do the rest of it." Attendance rate increased from 83.5 percent to 91 percent remembers, a sorting process took gap. We don't always agree about Disciplinary actions declined place that wasn't always equitable. how to accomplish that," she ad- from 21 percent to 8 percent "Sure, honors classes tended to at- mits, "but you don't hear anyone tract the brightest kids. But some dissenting about the value of help- were only there because their par- ing all kids succeed." ents wanted them to beit was an Changing the culture and prac-

I.9 CLOSING THE GAP Imo dilI I I

AT INNER -CITY APPLEGATE ILE INTARY, THIERE ARE HIGH EXPECTATIONS D NO EXCUSES

0 A1313Y YI R.Id 0 A' 1') 11_ 1 G EILIF ILiN liF ` I 01, PORTLAND, Oregon,Eby respect, and responsibility" She fol- almost 20 percent tested low, while that reads, There's no such thing flT Myers calls herself CEO of Applegate lows with a quick chorus of multi- about 60 percent met or exceeded as no homework at Applegate. "We Elementary School. But at 8:15 on aplication tables as a third-grader standards. have a no-fault, no-blame environ- gray May morning, microphone in points to equations projected on a A scant three years later, Apple- ment. The children know that they hand, the principal greets the stu- screen in the corner. The volume gate's test scores bear no resem- may even have to keep an eye on the dents streaming into the cafeteria level in the room climbs. By the blance to those discouraging clock and wake their parents up, if with the pizzazz of a Las Vegas per- time the first bell rings at 8:45, the numbers. In both math and read- that's what it takes to get here on former. As the 50 percent of Apple- group that entered as a sleepy, dis- ing,not onechild at Applegate time. They have to take responsibil- gate students who are entitled to freeparate rainbow of faces has been tested low in 2002. In reading, ity for their education." breakfast pile cinnamon rolls and transformed. They leave for their nearly 88 percent of African Ameri- The overall framework of Myers's French toast onto their plates, Myersclassrooms alert, cohesive, and, to can students met or exceeded stan- educational approach derives, sur- sings over a taped accompaniment: use Myers's word, "jazzed" to learn. dards, while in math, 100 percent prisingly, from business. It's Total I The learning at Applegate today did so. Given a decade of budget cutsQuality Management (TQM), a '111 is impressive. But it was not always in Portland that have only intensi- strategy developed by statistician so. This elementary school, located fied in the last few years, how was and management consultant

I on the edge of industrial north Port- this possible? W. Edwards Deming, who used it land, was identified as one of 14 Under Applegate's previous prin- most notably to retool the Japanese As the food vanishes into hungry "crisis"schools in 1999 by the com- cipal, LaVerne Davis, test scores had automobile industry. Since 1981, mouths, kids begin to sing along. munity-based Education Crisis begun to climb upward. Myers, who many U.S. enterprises have also Between verses, Myers works the Team, which challenged the Port- took the reins in 2001, solidified adopted it. Myers first encountered crowd. "What's your purpose here land School Board to close the those gains with her own distinctive TQM while she was a Title I coordi- today, boys and girls?" she asks. achievement gap between affluent, approach, a combination of the re- nator at another struggling north "To learn!" pipe up a few voices mostly white schools and low-in- sults-oriented acumen of a busi- Portland school, Portsmouth Middle from the K-3 audience. come, largely minority schools. nesswoman, an ability to focus on School. There, where Myers was an

"That's right!" Myers says.To Applegate possesses the kind of de- everything from the big picture to integralmember of a faculty group learn and take responsibility for mographics frequently associated the smallest detail, and a tough-lovethat instituted TQM, she became your education," then lapses once with poor academic performance: approach. a believer. She finds the business more into song: nearly 80 percent of students hail The latter two qualities are evi- model an excellent fit for the educa-

The world is a rainbow from low-income families, a rising dent as Myers walks the halls, regis- tional mission. "As a teacher, you're number speak English as a second With many kinds of people... tering every desk out of place, every working toward a product, which is language, and only about 25 per- child straggling in after the bell. student learning," she says. "TQM "And what are our three school cent start and finish their elemen- "You're late, Jonathan," she says, allows you continually to make re- rules?" tary education at Applegate. In greeting a sleepy-eyed second-gradersearch-based modifications and This is a little harder, but hands 1999, fully 40 percent of the school'sby name, as she does every child. adaptations to produce a better shoot up, and all over the room African American third-graders "Can't be late!" product." voices rise in a ragged but enthusi- tested low or very low in math, with "We have high expectations of Among other things, a research- astic answer. another 40 percent meeting or ex- every student," Myers comments as based approach requires the con- "Very good," says Myers. "Safety ceeding standards. In reading, she walks past a sign on the wall stant collection of numbers about

CLOSING THE GAP Fir§t-grade teacher

Ja ice Claws is guiding her young charges toward success

pplegat performance. One of Myers's central innovations has been quarterly spreadsheets showing how each of Applegate's 215 students is performing. "If there's no improvement, we see it immediately and ask how to effect the change we need," she explains. "If a student shows effort, but testing demonstrates no gain, we ask, 'How can we change our practices?" The spreadsheets are supplemented by a display in the conference room, where tags representing each student hang in columns indicating the level of test he or she has passed. This helps teachers get a clear visual picture of what's going on so they can readily share ideas for improvements. "Then," says Myers, data can drive decisions." To produce this data, assessment is continuous. "The school staff here has decided that quarterly assessments are required to mark student achievement, and I assess them in between, which means each student is evaluated every three weeks," says first-grade teacher Janice Davis. Every day, Davis asks one of her 19 students to read aloud to her. "If there's no progress, I get busy!" Davis says. Depending on the problem, she invites the student to join her after-school reading program or asks instructional specialist Vivian Colvin to work with the child. :lath spreadsheets recently

CLOSING THE GAP revealed an alarming trend: Girls, Yet staff were not always so uni- point: from now on every aspect of of and where they want to improve, who were doing as well as boys fied behind a common vision. At the their work would be held up to in- and then devise strategies to accom- through third grade, were falling beginning of Myers's second year as spection and high standards. plish their goals. behind by the fifth. "So we created principal, she and the staff under- Myers also focused immediately Myers applies a similarly open a gender-based math club," says took a two-day workshop to do the on aligning curriculum with aca- approach to discipline. "We had two

Myers. Now girls' scores have risenhard work of developing a common demic standards, and instituting kids slapping each other recently" to parity with boys'." core of educational values. "We best practicesgiving feedback to she says. "I showed them the part of Child development specialist agreed on professionalism, respect, students, for example, and using the school manual on behavior and Barbara Pittman finds that having trust, commitment. By the end, ev- assessment results to guide instruc- left them alone to problem-solve. data on each student helps in her eryone signed on to these values," tional decisions. She organized the They came up to me later and said work, too. "I can see how many says Myers. Myers also asked staff to classes to ensure small size, and they realized I could suspend them, children I provided services to this place arrows on a board indicating began to hold professional develop- but they proposed lunch detention year compared to last," she says. "I their goals. Initially, the result re- ment workshops on site so that instead." She smiles. "I accepted can map out differences in attitudes sembled a weather pattern gone children could see that adults are their proposal." and behaviorlike how many sus- berserk, but by the end of the exer- learners, too. Last year, Myers had Myers works continually to build pensions we had, or how many stu- cise, all arrows pointed the same more partnerships and find more re- dents were sent home." Pittman direction. ONE OF MYERS'S OIT sources for the school. She and the runs Second Step, a violence inter- However, the process of truly REPEATED MANTRAS IS, staff have tapped a variety of vention program; EIA Bucks uniting all staff behind Myers's sources, for example: "CHANGE IS HARD, (Empathy/Impulse Control/Anger vision proved a little rockier. She Student teaches from the Management), a program that sup- expected that. One of her oft-re- CHANGE IS MESSY, University of Portland run the ports the Second Step curriculum; peated mantras is, "Change is hard, CHANGE TAKES TIME." 15-computer lab and Conflict Management peer change is messy change takes Run for the Arts brings in the helping and tutoring. The data at time." She notes: "When I came, teaches rate workshops and report Young Audiences program, which Applegate, Pittman says, show posi- SARAH also came," referring to an how useful they were; she put those brokers visits by visual and perform- tive change in all these areas. acronym for common reactions to data into a spreadsheet to help peo- ing artists and provides funds for art "The children's self-esteem has change: shock, anger, resistance or ple make more efficient choices in supplies improved," she reports. "And when rejection, acceptance, and, finally, the future. Members of a local church spent people feel good about themselves, hope. "SARAH was brutal last year," Like their teachers, students at a week painting the hallways they achieve more." she admits. Applegate encounter substantial Owners of a nearby McDonald's Staff dedication is a crucial A woman of prodigious energy support along with high expecta- sponsor assemblies and contribute element in Applegate's success. Myers cast a critical eye on virtually tions. Myers has invited all students coupons usable as incentives for the "There's lots of after- school work every aspect of how the school was to review with her the data that are students here initiated by teaches, students, run. For example, she read every re- accruing about them, from atten- AmeriCorps volunteers work with or their families," says Colvin, who port card teaches had written, cor- dance to performance, in their at-risk kids stays until 6 p.m. most nights. "We recting spelling errors when she cumulative record folders. With The Oregon Food Bank delivers find that even the kids are very will- found them. Not everyone appreci- Myers's help, they decide what ac- food for needy families ing to extend their days." ated such scrutiny, but all got her complishment they are most proud Through the Architect in the 4 NW ENCATION / Fall 2002 Schools program, an architect do- the teachers know each student, but and working parents, many grand- curriculum. That proposal was SE nated time over six weeks to work so do Colvin, Pittman, and the officeparents raising their grandchildren,"turned down. So at the moment, with students on projects relating staff. The small size of the school she says. "Plus, many parents never the community's vision remains a to his field helps make this possible, and the experienced school as a positive dream. But Myersever the opti- Several local doctors have administration works to preserve place when they were students. misthasn't given up. "We are "adopted" particular classes, buyingthat atmosphere. Within it, children We're working on creating a culture currently looking at any and all them materials, assemblies, and the prosper. "Students here are not just and climate that is friendly. It seems grant opportunities for funding," use of buses for field trips. meeting expectations, they're ex- to be happening. We have about 60 she says. The 1950's-era school building cited about possibilities," says percent coming now to our family As the morning's motivational also reflects the resources and effort Colvin. "I see openness, eagerness, nights." breakfast draws to an end, Myers that staff, parents, and children and confidence." Although improvement at Apple-leads a rousing pledge of allegiance have put into the school. Halls and Iverson believes that changes at gate has been significant, even stun-and one verse of My Country 'Tis of rooms are bright and clean, walls the district level have also been im- ning, Myers and her staff hope for Thee. She then looks over the crowd, covered with class projects, explana- portant in supporting improvement.still more. When the principal ar- waiting for quiet. Into the momen- tions, and reminders. Posters show "The institution of student report rived, she sent out a needs assess- tary hush she says, "Third-graders, what it was like on "Vehicle Career cards that are the same across the ment to discover what kind of future leaders of America, exit, Day" and advertise Chess for Successdistrict makes a huge difference," school the community wanted. The walking." and the after-school girls' club. she says, "not to mention the in- answer came back loud and clear: The kids move out with confi- But the primary way the childrencreased focus on standards and a center for arts and technology. dence. Maybe they don't have a are supported is by the intense atten-benchmarks. These help us know Today, several architectural draw- brand-new building or access to all tion they receive daily from staff, in what's going on with the children ings of a proposed two-story techni- the arts and technology possible. But class and out. "We all want to make and help us to keep them focused." cal center drawn by volunteers from they know they're getting a good ed- this a positive experience for the Iverson also appreciates the new dis-the firm of SERA Architects hang at ucationas good an education as kids," says Janice Davis. "Everythingtrictwide math curriculumInves-the end of the halla vision of anybody'. 0 fits together in our program. We col-tigations in Numbers, Data, and what the school could become. But laborate a lot. We're hearing each Space published by Dale Seymour the vision looks more and more like other. I'm always asking, 'How can Publicationsand the professional a chimera in the brutal, ever-tight- I better prepare my kids for that end development that prepared teachers ening budget squeeze that has been of the hallway ?" She gestures to- to use it. In general, staff develop- wringing programs and dollars ward the upper grades. ment has been crucial in encourag- out of the district for more than a Kindergarten teacher Jill Iverson, ing improvement. At staff meetings, decade. The total allocation for run- who has been at Applegate for 22 Myers keeps routine business at a ning the building this year is a scant years, agrees. "The emphasis here minimum so the staff can remain $15,000; a third of that is eaten up is on staff working together, and the riveted on educational concerns. by rental and service on a copy ma- administration supports that." Although parents are supportive chine! Last year, Myers wrote a grant As you walk the halls, it's clear of the changes in the school, Myers proposal to the Portland Public that at Applegate no child is anony- admits that they have been slow to Schools Foundation for money to mous. Not only do the principal and get involved. "We have many single plan an infusion of arts into the

t-. CLOSING THE GAP RIB11,09 INforgtonea recede into a deepening In this protected valley, among FROM The Flathead Indian violet haze to the east. the sage and the scrub, a little DIVISIONReservation rests'in the The Bitterroot, Salish, ciderblock school is moving moun- embrace of the moun- Cabinet, Coeur D'Alene, tains of another sort. Decades of Pro tains collectively known and Purcell mountains sub-par achievement among the VISION as the Rockies. To the blend and overlap, one Native children of the reservation 22 Achievement climbs at a passerby, the endless into another, in a nearly are, at last, on the upswing at Pablo reservation school high in towers of basalt seem impervious divide to the Elementary'School. Credit belongs the Rocky Mountains to merge together, mile west. To the reservation's to a wide-reaching mix of people after mile. People who north, icy Glacier Na- and factors. They include a re -. Story by Lee Sherman. search -based school reform model live here, however, dis- tional Park feeds the . Photos by David Spear tinguish individual river that rushes into the that matches local needs; :a. local ranges with names jewel of the valley, Flat= community dissatisfied with the staT, known mostly to the lo- head Lake, whose sur- tus quo; a district insistent on rais7 cals. The Mission, Flat- face changes from jade ing standards for all kids, and, most head, and Swan ranges green to deep amethyst critically, a tireless staff that tore as a storm gathers high headlong into an improvement in the surrounding plan with dogged deterMination. peaks.

__::::t-ly '1

. X Scores on standardized tests are dents travel beyond basic vocabularyroom Pablo Schooljohnson's par- on horseback and in scuba gear. up dramatically (more about that to poetic imagery. Discussions of ents and in-laws all trace their up- Clearly, she likes to come to the aid later). But there are signs of aca- plot lead students well past simple bringing to the farms and ranches of people in trouble. demic success that transcend num- story lines to complex interpretationof this valley That is a trait she sorely needed bers. A recent reading lesson for a of action, motive, and character. On "This was coming home for when she arrived at Pablo Elemen- group of third- , fourth- , and fifth- this stormy morning in mid-May, me," she says of her move into the tary where the problems seemed as graders during the schoolwide 90- there is, clearly, a whole lot of criti- leadership role of the struggling steep as the ski slopes of Blacktail 23 minute reading block, for example, cal thinking going on. school several years ago. "It helps Mountain on the west shore of the strides broadly across the intellec- if you have an understanding of the lake. Of the school's 260 students, tual landscape. From the particularsMOM CIF Ci':HITIGI3 community and the diversity and 65 percent are American Indian and of a piece of literaturetoday it's Pablo Principal Andrea Johnson's how everybody's interconnected." represent 32 distinct tribes. Achieve- "Dream Wolf" by Paul Goble roots run deep here. Back in the A less spirited person might havethent data showed a wide and per- students venture into local history, days when a barge ferried folks balked at the academic, behavioral, sistent achievement gap between Native lore, current events, environ- across Flathead Lake to Kalispell, and political challenges that were Indian students and white students mental issueswherever, in fact, Johnson's grandmother was one of inhibiting student performance in all subject areas. But the prob- the trails of ideas might lead them. the children who attended tiny two- at Pablo. Not Johnson. This is a lems were not limited to academics. Under the skillful guidance of vet- woman who often races through theTensions simmered not only be- eran teacher Carolyn Pardini, stu- Montana night in an ambulance as tween Native and white students, but an emergency medical technician, also among local Native kids (those rescuing people from car wrecks andhailing from the Salish and Koote- suicide attempts because she has nai tribes) and those whose parents insomnia and likes to "stay busy" came from other towns and reserva- She's also done search-and-rescue

rs 24 tions across the country to attend But Johnson, who's accustomed screaming and fighting, that's it With this ideal as a guidepost, Salish-Kootenai College in Pablo. to digging into twisted metal and I'm done." each district schoola high Behavioral referrals were too high. broken bones at car crashes, didn't But a gifted Missoula-based pro- school, a middle school, and two Some scuffles even came to blows. blanch at moving back to the reser- fessional facilitator named Virginia elementary buildingsthen under- Then a review by the U.S. Office for vation and bringing her own three Tribe, hired by the district, kept the took a comprehensive needs assess- Civil Rights found a disproportion- children to the school district. lid on the bubbling pot of friction. ment after receiving training from ate number of referrals among Na- The change process began five Over a yearlong series of meetings, the Northwest Regional Educational tive kids in the Ronan-Pablo School years ago when Ronan Public she helped to redirect the school Laboratory (NWREL). Not a stone District. The reservation's tribal gov- Schools administration, responding community's energies from division was left unturned. ernment, the Confederated Tribes of to tribal concerns for educational to vision. "We looked at curriculum and the Salish and Kootenai, demanded equity that coincided with new state "Virginia Tribe moved that po- instruction, we looked at achieve- reform. requirements for standards-based larized group to a cohesive, unified ment data, attendance data, school The picture was made infinitely reform, engaged the whole commu-group that set a real strong vision climateeverything we could look complex by thorny problems hidden nity in improving education on the for our district," Alger recalls. "In at about our kids from Grade One beneath students' low scores and reservation. the end, what's best for kids rose up up," Johnson says. "We asked the angry outbursts. Kids whose grand- "Our strategic planning came like cream off all the other issues." kids, 'Do you like math, do you like parents spoke a Native tongue, for about because of a huge rift between The district's eloquent vision lunch, do you like riding the bus?' example, might come to school the Indian community and our statement leaves no doubt about the We asked, 'What's your favorite sub- without fluency in either English school administration and school centrality of children's overall well- ject and why?' When we were done, or their ancestral language, makingboard," says Terrie Alger, who has being in the community's expecta- it was very clear what our needs literacy doubly tough to tackle in lived and taught in the community tions for its schools: were." the classroom. And a lot of the for 16 years. "We knew we needed to

students are descendants of family do something to put us back on the RONAN-PABLO PUBLIC STUDENTS WILL LEARN TO APPRE-

members who, early last century, right track." SCHOOLS AND THE COMMUNITY CIATE THE UNIQUE HERITAGE AND

were torn from their families at Yet when the principal asked JOIN IN PARTNERSHIP TO PROVIDE HISTORY OF THE FLATHEAD

young ages and forced into board- Alger to represent Pablo Elementary A SAFE, ATTRACTIVE, AND ORDERLY RESERVATION. THIS PARTNER-

ing schools where they were system- in the planning process, she at first LEARNING ENVIRONMENT. THIS SHIP STRIVES FOR A STANDARD

atically stripped of their language refused. POSITIVE CLIMATE PROMOTES OF EXCELLENCE WHERE ALL STU-

and culture. The resulting bitterness "I said: 'Not me. Conflict is not a HEALTHY LIFESTYLES WHERE STU- DENTS ACHIEVE THEIR HIGHEST

and suspicion among many Indian place where I'm comfortable."' Re- DENTS REALIZE THE IMPORTANCE PERSONAL EXPECTATIONS AND ARE people toward government-run luctantly, she allowed herself to be OF LIFE-LONG LEARNING, TAKE PREPARED TO BE SUCCESSFUL IN

schools is a persistent undercurrent persuaded to go to the first meeting. RESPONSIBILITY FOR HIGH PER- TODAY'S COMPETITIVE GLOBAL

in the dealings between parents She told Johnson up-front, however, SONAL STANDARDS, AND FEEL A SOCIETY. I[N THIS LEARNING ENVI-

and educators on the reservation. that "if everyone's yelling and GREATER SENSE OF SELF-WORTH RONMENT, STUDENTS WILL GRAD-

AND BELONGING. EACH INDIVID- UATE, PREPARED TO PURSUE

UAL WILL LEARN TO CELEBRATE THEIR LIFE CHOICES AND TO

AND BE RESPECTFUL OF OUR RICH ATTAIN THEIR PERSONAL VISIONS

MULTICULTURAL COMMUNITY, AND OF SUCCESS.

NW EDUCATION / Fall 2002 28 Adig 'Mita I -A111111tMailii

From that clarity four goals 25 emerged. The school set out to increase: Student achievement in language arts, reading, and math Attendance (to help boost achievement) Students pair up for reading, which is "sacred time at Pablo Elementary School. Social skills, anger management, and problem solving (to decrease violence) collaboration, they are often un- that tell them what the word means. Goble's story of a wolf who rescues Meaningful parental involvementcomfortable in competitive or highly They work in pairs to create sen- some children lost in the woods. She After visiting schools that are individualistic settings (see "Teach- tences about twilight. They collabo- uses the Success for All "Treasure using various "off-the-shelf" school ing to the Rainbow," Page 28). With rate to write, edit, and embellish Hunt" study guide, which poses a reform models and sizing them up Pablo leading the way, a number of their descriptions as a class. The series of probing questions about the against Pablo's goals, the staff de- Montana's reservation schools imagery that emerges captures not text, as a starting point. But Pardini cided almost unanimously to adopt Heart Butte, Browning, Poplar, only the poetry of that magical expands and localizes the discussion Success for All, a widely used pro- Lame Deerhave since adopted merging of daylight and darkness, wherever she can. Starting from gram developed by Robert Slavin Success for All. but draws upon the landscape of speculation about whether the wolf and colleagues at Johns Hopkins "The cooperative learning strate- northern Montana and the personal that visited Tiblo in the cave was University. (For more about this and gies are very culturally congruent histories of the children who live real or a figure in a dream, she other models, see NWREL's Catalog for Native American students," there. The students speak of owls draws the kids into talking about of School Reform Models at www. Johnson notes. "And cooperative hooting and coyotes howling. Of the "spirit animals" that people the nwrel .org /scpd/catalog/about.shtml.) learning is a linchpin of the Success frogs croaking and crickets "singingmythology of many Indian tribes. They liked its systematic reading andfor All program. Heart Butte was the song of the night." Of the eve- After a pause to marvel at a sud- language arts approach, and the ecstatic with their scores last year. ning star rising bright above the den snow flurry falling unseasonally solid research that seemed to vouch So we may have been the first, but mountains and of neighborhood late, even for Montana, outside the for results. But what really clinched we're not the last." friends "sneaking around in the classroom window, she moves on to the choice, according to Johnson, The cultural fit shows in the shadows" before running home recent news about the Ninemile wolf was that Success for All rests heavily comfort level of the kids exploring for dinner. pack that roams nearby Glacier on cooperative learning strategies the nuances of "Dream Wolf" in A discussion about the word cen-park. The pack, reintroduced in groups of kids discussing a piece Pardini's reading group. As.part of tury brings up images of ancestors northern Montana a decade ago and of literature, for example, or pairs oftheir study of the story's vocabulary and antiques and ancient trees. Sa- struggling to survive where wolves students deliberating over "mean- (words such as kinship, quantities, fara shares a sentence that reads, had been all but eradicated years ingful sentences" (they call the ac- incomplete, shelter, wounded, "My great, great grandmother had before, has stirred strong passions tivity "think, pair, share," or "buddyroamed), the mixed -aged class, a pair of moccasins that was 100 among environmentalists and buzz"). Studies have shown that be-fully engaged and on-task, looks for years old." ranchers in the area. "I think this is cause Indian children are raised in "inferential clues"hints in the Moving on, the teacher guides a little different story for us than for a culture of mutual support and surrounding words and context- the class through a talk about someone in St. Louis or even 29 CLOSING THE GAP was just talking with people yesterday about how we would describe a culturally responsive school environment. If you look at Indian education historically, it hasn't been a very bright picture for Indian people. There is still a very Funds of knowledge that Indian io it's an interdisciplinary curricu- vivid memory of the boarding school people have are just beginning to lum that provides an historic context 11 era So we are still dealing with a be valued. They weren't valued in the for understanding Indian people great percentage of the Indian corn- past, and people were told, 'Those today, that we're still here, we have munity that has a certain level of dis-aren't worth anything, you need to let a (tribal) government, we're involved trust for the school institution, and them go.' It was the assimilationist in managing natural resources. One for whether the school has the idea that was common educational of the things that draws people here, child's best welfare at heart. practice for generations. We're trying the pristine environment, is the re- !Dart of what we're doing is trying toto reverse that. We're saying, 'These sult of tribal management, of stew- change that perspective by offering funds of knowledge are important. ardship of the environment. The tribe things that include the community, They're part of the literacy of an has taken a leadership role in envi- but actively soliciting this involve- American citizen.' That literacy level ronmental law. The Salish and ment in something more meaningful is really low. Indian people are still Kootenai tribes were the first to es- than a bake sale or a chocolate sale probably the least understood mi- tablish a wilderness area. The reser- something that will actually im- nority group in America. There are vation has a cleaner water standard pact how their son or daughter feels still huge misunderstandings. than the statethat's an advantage at school dome of a culturally congruent ed- that people here share whether the other thing is that I feel all ucation is representing kids so they they're Indian or non-Indian. The children have a right to see them- feel like, 'This is my school. This school district participates in the selves reflected in the school. Kids school values and respects who I annual "River Honoring," where the should come to school and feel like am, my family, my history, and tribes host 1,000 kids for two loops it's theffschool. Indian students some of my perspectives, and is along the Flathead River, with eight have not felt that public schools are willing to share some of mystories.' stations on each loop. The kids do their schoolsrather, it's a place It's presenting a balanced perspec- everything from writing to art to hard they go that's very different from tive so that children are offered a sciencesmeasuring and testing their home and community, a place broader picture of the world and a water, looking at land management that sometimes tells them things that more inclusive curriculum. That's an and riparian zones, identifying native I are in direct conflict with what they'reobligation that the school has. Edu- and exotic fish species. The elders f I being taught within their community cators have an ethical obligation to go down and talk about the historical I I/ or family context. So there's a disso- offer their students the broadest per- and cultural significance of the river. If I nance that they experience as a spective that they can, because chil-ighe tribe has incredibly rich re- I. I II '4 young child, a disequilibrium that dren are going to create their own sources to offer schools for learning. may grow into conflict at the adoles- learning. We shouldn't be pouring Schools are just beginning to see in I II cent stage. We're looking at trying to it outgiving them a dish of it. We the Indian community an asset rather provide a supportive environment forshould be facilitating. We're mediat- than a deficit. That's what we had students who feel disenfranchised ing between the child and the learn- hopedthat rather than tolerance, I and for families that feel discon- ing opportunity, hopefully in the bestwe would look at celebration." nected and devalued. way possible with that child's interest at heart. Mitten we're doing life science and II I talking about trees, we talk about , 1/ tribal forestry and local tree species. I .00 0 "r I think it's great to learn about the ' II Amazon rain forest, but wouldn't it I I . II . be nice if kids could go outside and show you a lodgepole pine, a Pon- derosa pine, a Douglas fir, and explain the intergenerational impact of local land-use practices? Seattle," Pardini says, looking at thesuccess or struggle. If a child is ex- for example, the percentage of understand that when we're dealing 27 young faces, rapt before hen "We celling, she moves up to a more ad- fourth-graders meeting state stan- with our Native parents, what looks aren't going to have wolves runningvanced group. If she's lagging, she dards shot up from 50 percent to like anger toward us may really be through Pablo, but we could cer- gets a tutor until she catches up. No 80 percent. grief for all that they have lost as a tainly have them using the Mission student is left floundering or failing "We have seen a jump in every culture." Mountains to travel." She gestures in the back row. Teachers meet reg- subject area," says Johnson. "The toward the east where the range lies ularly with each student, and prob- data show that it's working, and obscured by the mid-May storm. lems are nipped in the bud. Fully 30 especially for the bottom half. Not "The wolves," she says, "are coming percent of first-graders, 20 percent only that, we have a lot of kids who back. Do we have them in our of second-graders, and 10 percent ofare now reading above their grade hearts and our minds?" third-graders at Pablo receive one levels, and that is exciting! We've got

to -one tutoring in reading. kids reading at the sixth-,seventh-, Tor uniEr At first, some of the teachers wereand eighth-grade levels." Reading is more than just critical at a little bit squeamish about Success "Discrepancies still exist," she Pabloit's sacrosanct. Nothing infor All's emphasis on systematic admits, "between white and Native terrupts the daily 90-minute readingphonics, used especially in the first American kids, but not in growth. block that immerses first-graders two grade levels when kids need to We continue to make more growth in Success for All's research-based grasp the raw mechanics of sound- as a school than is typical." "Roots" of reading skills develop- symbol relationships. Johnson, like The school is on track for meet- ment and launches them in second many other teachers, was trained ing its other goals, too. Attendance is grade on the "Wings" of reading in whole language at universities up by 15 percent. Referrals are down proficiency. (Roots and Wings is thewhere "phonics was the 'f' word," by 40 percent. And while significant companion reading curriculum for she jokes. But she stresses that pho- gains in parent involvement remain Success for All.) netics is just a means to understand-elusive, the staff is hoping to over- "The 90 minutes of reading is ing, and that comprehension come Indian parents' wariness over sacred timethat's what we call remains the primary focus and ulti- time. Terrie Alger advises new teach- it," says Johnson. "We don't have mate goal of the reading program. ers who are dealing with Native par- assemblies during that time, we "Kids need all the tools in the ents for the first time to "just listen." don't have field trips during that toolkits," Johnson asserts. "They In a heartfelt way, the longtime time. We want to have at least 170 need to be able to decode. They needreservation educator says: "I hon- days out of the 180-day school year phonological awareness, vocabulary,estly think the key to establishing when we have reading instruction." and fluency in order to be able to trust is to listen carefully and to ask Kids are grouped by ability for comprehend. But as soon as they a lot of questionsbasically, good reading instruction across grades. get the basic sounds, they're on to communication. Often we have par- But they don't get stuck or labeled. literature." ents who come in to speak to us who Rather, every eight weeks their read- Just two years into the new ap- appear to be very, very angry. Your ing skills are assessed and the proach, Pablo was already seeing a natural response may be to become groups are reformed to reflect either big payoff. Between 1999 and 2001, defensive. But I think we have to

CLOSING THE GAP Si. 28

TEACHING TO THE RAINBOW Washington State University plays a leading role in grooming new teachers to work with kids of color

We at the College of Education at Washington State University are firmly committed to issues of cultural and individual diversity. This commitment is reflected in the activities and policies of our Diversity and Facult), of Color Committees, dedicated to providing leadership in improving the educational experiences and outcomes of traditionally underserved populations both in the state of Washington and nationwide. "Within a College of Education, work related to diversity is such an important part of what we doperhaps the very most important part," says College of

NW EDUCATION / Fall 2002 Education Dean Judy Mitchell. Reservation community mem- 29 "We need to be continually bers to train both Native and mindful of our impact on future non-Native teachers in the cul- '1.1, generations as we prepare educa-turally unique socialization pro- tion professionals to work with allcesses related to the learning o the world's children. We must do styles of Native American chil- everything we can to honor the dren in order to improve their "Students: construct meaning from readingorthrough differences among us, to recog- outcomes in the classroom. . writing text first, and then move on to focus.on correct nize and value our diverse cul- Dr. Armando Laguardia, who language structures or genres." tural perspectives and heritages, chairs the Task Force on Diversity and to help others do the same." in the Teaching Force for the Asso- Here, some of our faculty ciation of Teacher Educators, replied, "I will then be a baseball members share a brief look at addresses the necessity for our SO KIDS CAN player." A bit frustrated, I inquired their work in addressing these is- national teacher workforce to LIVE THEIR some more by asking what would sues through teaching, research, mirror the changing demograph- DREAMS happen if he had some kind of and service to the community. ics across the United States. How schools can minor disability that would im- Dr. Gisela Ernst-Slavit of WSU- Laguardia, of WSU Vancouver, help English language pede him from being a profes- Vancouver's Department of describes his efforts to form a na- learners overcome sional athlete. This time, this tall Teaching and Learning docu- tional partnership to address the barriers to bright young man thought about his ments strategies for improving critical shortage of ethnic and futures answer and replied: "Well, I guess schooling for Limited English racial minority teachers in our there is always McDonald's." By Gisela Ernst-Slavit Proficiency (LEP) students that schools. Many students like Pablo enter again stress the importance of While the work of these In 1991, while I was working on schools in the United States with one unique culture in develop- researchers and scholars reflects my doctorate in Florida, I asked big dreams but little formal ing language skills, and advo- only a sample of what our fac- Pablo, a high school junior from schooling. The challenges for cates for a comprehensive ulty and programs are engaged Venezuela, what he would do afterthese students are colossal. They approach in responding to the in with diversity issues, they are graduation. He responded right must learn to read, write, under- diversity represented in Washing- demonstrative of WSU's strong, away using perfect English: "I stand, and speak English. They ton's classrooms. ongoing commitment to address- want to play professional basket- must develop academic literacy Dr. Michael Pavel of the Depart-ing issues of cultural and indi- ball." I then asked him what in English in order to make the ment of Educational Leadership vidual diversity throughout our would happen if he didn't grow transition to the labor force or and Counseling Psychology at College of Education. tall enough to make it. He re- into other educational programs. the WSU Pullman Campus, a Dr. Brian McNeill sponded, "I will play professional And they must become socialized Skokomish tribal member, de- soccer." I pondered and asked into American society during scribes the efforts of a partnership him what would happen if he adolescence, a time of major formed by faculty from WSU, didn't grow strong enough to be emotional, physical, and psycho- Northwest Indian Community a football player, to which he logical change. College (NWIC), and Gummi 33

CLOSING THE GAP 30 For Pablo, becoming socialized Draw on students' back- Engage students in theme- This comprehensive approach into American pop culture had not grounds and experiences. based curriculum. Organizing about good teaching strategies is been a problem: He was into sports, Lessons begin and revolve around curricular activities around inter- more likely to be successful than wore Nike shoes, and watched students' unique experiences, cul- woven and challenging themes is strict reliance on any one program plenty of MTV. He also had a great, tures, languages, knowledge, and especially helpful for LEP students or intervention. No single strategy almost-native English accent. Yet interests. because they can see the big picturecan by itself bridge the achieve- when it came to writing lab reports, Make learning meaningful; and recycle vocabulary, both of ment gap for LEP students. Provid- literary criticism, position papers, form will follow. Students con- which increase understanding ex- ing equal opportunities for all other conventionalized genres of struct meaning from reading or ponentially. students will depend essentially writing, or reading his textbooks, through writing text first, and then Follow the "whole-part- on the degree to which classroom he fared very poorly. In fact, Pablo move on to focus on correct lan- whole" approach. Lessons teachers are able to institute class- was in serious trouble academically.guage structures or genres. begin with whole texts (for exam- room practices and curriculum How can schools assist students Offer choices to students. ple, magazine articles, books, that systematically respond to the like Pablo? How could Pablo's When students have opportunities poems) to maximize understand- diversity represented in their class- teachers have provided more oppor-to exercise choice in selecting their ing, and then move to an analysis rooms. However, implementation of tunities so that he could have had writing topics, books, and research of reading process components these practices is in fact dependent another shot at learning how to projects, their interest and chances such as strategies, or smaller units upon supportive school staff and write a term paper? for success are increased. of language (e.g., spelling, punctu-programs, district guidelines, and Schools that meet the challenge Organize collaborative ac- ation, tenses), and end with a sum-state language policies that recog- presented by LEP students such as tivities and scaffold instruc- mary of major concepts within the nize language diversity as an asset Pablo follow practices that are con-tion. Design activities that will be text. and not a handicap. sistent with research on effective achieved jointly and "scaffold" Immerse students in lan- While the recommendations schools. Schools need to: provide supportso students can guage and print. The best way above are directed to classroom Have high expectations for eventually work independently. to learn a language is by using it. teachers, the responsibility needs to all students. Teachers, parents, Engage students in active Classrooms that are saturated with be shared by all those in the build- students, and communities need toparticipation. Most students print and with opportunities to use ing. Only when all the adults in a hold and communicate high ex- learn by doing, not by observing. language for a variety of purposes school talk about "our" students pectations for LEP learners so we Involve parents and com- become superb learning environ- rather than "those" students can have students who value schoolmunity. Parents, teachers, comments. when referring to the LEP students and value themselves as learners. munity members, and students can can all students achieve success. become a community of readers, researchers, and learners exploring topics of interest to the group.

NW EDUCATION / Fall 2002 Moreover, in our work with students, whites were found to be 31 school districts in Washington more competitive and, even when state, we have seen that Native chil-cooperative behavior was rewarded, dren of many different tribes also they still preferred to compete with avoid public performance of new classmates rather than cooperate. skills and are unprepared or ill- It is clear that assimilationist ed- child- rearing practices' of many tribes impress:- at-ease when pushed into doing so ucation policies aimed at changing 'upon children norms-such as generosity, sharing, without adequate opportunity for Native students' learning styles social interdependence; and cooperation." private practice. In our Native have failed. Given that the strength teacher preparation program, we of cultural identity is actually bene- feel that the steps involved in the ficial to Native student academic three major findings about their acquisition and demonstration of success, the only reasonable course WHEN learning behaviors and the condi-knowledge at home versus school of action is to address teacher CULTURES tions they typically encounter at are reversed. At home, observation, training to be more responsive CLASH school. private self-testing, and demonstra-to the needs of Native learners. A IN THE First, Native students from tion of a task for approval are widely accepted strategy to improve many different tribal backgroundsessential steps in the learning pro- American Indian and Alaska Native CLASSROOM learn best by processing visual cess. In school, Native children are student learning outcomes is in- Training in Native informationas, for example, expected to learn by responding creasing the number of Native and ways gives teachers they observe and then model the publicly to direct questions from non-Native teachers who are prop- the sensitivity to behavior of parents, elders, and teachers even if they are uncertain erly trained to meet the needs of work effectively older siblings. A curriculum of the answers, and opportunities toNative students. (See the Indian with Native kids development committee of WSU practice new skills privately before Nations At Risk Task Force final By Michael Pavel faculty, NWIC faculty, and com- performing them publicly are rare. report, Indian Nations At Risk: An munity members from the Lastly, Native children from nu- Educational Strategy for Action, Research has shown that Native Lummi reservation participated merous tribal backgrounds are so- U.S. Department of Education, students' culturally influenced in an effort to revise standard cialized to avoid competing with 1991.) learning behaviors, communica- teacher training curriculum to bepeers and are more likely to partici- Although Native Americans are tion styles, and values are often more sensitive to Native learning pate in classroom situations that one of the youngest and fastest misinterpreted in the classroom styles. We have found that our emphasize cooperation rather than growing segments of our popula- and clash with their teachers' students at NWIC have the most competition. The child-rearing tion, Native people make up fewer dominant-culture perceptions of difficulty acquiring new skills practices of many tribes impress than one-half of 1 percent of those how a "normal" student learns when they are taught only upon children norms such as gen- currently teaching and only 1 per- and behaves. Research on Native through verbal instruction. Un- erosity, sharing, social interdepen- cent of those enrolled in teacher students' difficulties in dominant- fortunately, verbal instruction is dence, and cooperation. In culture classrooms has yielded still the predominant mode of comparisons of white and Native communication in public school classrooms.

CLOSING THE GAP 32 training programs. As a result, It is our firm belief that both Na- Native students are denied valuabletive and non-Native teachers bene- role models as part of their educa- fit from training that focuses on tional experiences. Both statistical American Indian and Alaska Native and observational research suggest learners. At present, however, most that the absence of adequate num- mainstream universities provide bers of Native teachers and the lack little or no training pertaining to I . . of specialized training for both Native learners. As a consequence, . e . .I I Native and non-Native teachers teachers being trained today do not I I . may place Native students espe- necessarily know how to translate cially at risk for attrition. White stu-cultural sensitivity into teaching dents, too, are being deprived of the techniques proven effective with Minority teachers are more likely chance to learn from teachers of Native students, especially if those TOWARD to bring a critical social justice color who embody the increasingly students come from an array of A MORE orientation and consciousness diverse world in which they are different tribal cultures. EQUITABLE that stems from their experiences growing up. Teacher instructional styles with inequality. They are ideally This disparity led WSU and NWICdo have a significant influence on FUTURE positioned to communicate with to develop a partnership to train Native students' classroom partici- Recruiting teachers students from minority cultural more Native teachers. The partner- pation rates and academic success. of color is essential backgrounds in ways that encour- ship is founded on the belief that It is essential that teacher prepara- for reaching an age them to participate in their properly trained teachers can de- tion programs provide teachers increasingly diverse education, and are having a posi- velop trusting relationships with with the knowledge and experience student population tive impact on student achieve- students and make the difference of how to incorporate Native stu- By Armando Laguardia ment. And they tend to have a between promoting negative stereo- dents' learning strengths into class- greater sense of how to develop types and portraying realistic and room instruction. Teachers must be Recent studies are detailing the culturally relevant curriculum empowering views of Native peo- taught to build on Native students' significant impact that teachers ofand to understand the human, ples. It focuses on recruiting and existing learning repertoires in color can have on student perfor- social, and communal nature training Native teachers on or near ways that do not compromise their mance and institutional change. of teaching and learning. their communities because these cultural identities or spark their Their presence in our classrooms For these reasons, there is a students come into the classroom resistance. has untold potential power. (See strong need to encourage our col- with prior life experience with "The Power of Their Presence: leagues in teacher preparation Native language and culture. Minority Group Teachers and and the educational systems to set Schooling" by Alice Quiocho and as a professional goal increasing Francisco Rios in Review of Edu-the number of minority students cational Research, Winter 2000).interested in becoming teachers. America is facing a general teacher supply crisis. Administra- tors, policymakers, and legislators

NW EDUCATION / Fall 2002 are clamoring for "highly qualified A number of promising steps cial and ethnic diversity in our 33 teachers," while many principals have been taken in recent years to public school teacher workforce. A and personnel directors can't even begin closing this glaring gap. Be- plan for action and an implemen- find "warm bodies" to fill class- fore coming to WSU, I helped cre- tation strategy are being developed rooms. Last year, state legislatures ate the Portland Teachers Program,to sponsor local, state, and national passed more than 70 new laws im- a very successful minority teacher initiatives. pacting teacher quality: from new preparation program operated as a The need to bring the resources tests for licensure to signing partnership between Portland State that minority group members bring bonuses for new teachers. In the University, Portland Community to the teaching profession makes midst of this widespread teacher College, and the Portland Public the need to institute teacher prepa- shortage, the critical need to recruitSchools. (For more on the North- ration programs that recruit and more teachers of color and to bringwest Teachers Program, see North- support them a must for the future cultural competence to the teach- west Education magazine, "New of the American teaching force. ing profession is being largely Teachers: From Surviving to Thriv- overlooked. ing," Winter 2001). More recently, I Each year for the past decade, worked with several national orga- the public school student popula- nizationsincluding the Associa- tion has grown and become more tion of Teacher Educators, the diverse. According to U.S. depart- American Association of Colleges ment of Commerce data, about for Teacher Education, the Ameri- one-third of public school students can Association of School Person- are members of racial and ethnic nel Administrators, the American minority groups; by the year 2035, Council on Education, the National that number will climb above 50 Education Association and Recruit- percent. Unfortunately, we can't saying New Teachersin a partner- the same for our teacher workforce. ship to sponsor a national summit The teaching profession is losing on the issue. Convened in Novem- ground in terms of the parity be- ber 2001, the summit, Losing tween students of color and teach- Ground: The Crisis of Diversity ers of color. Fewer than 14 percent in America's Teaching Force, ad- of teachers are minorities, and pro-dressed the critical shortage of eth- jections anticipate a significant de- nically and racially diverse teachers cline. Astoundingly, fully 40 percentin America's schools and the lack of of America's schools have no cultural competence in the teach- minority teachers at all. ing profession. The summit initiated the process for formulating a national movement designed to successfully reverse the lack of ra- 37 CLOSING THE GAP rr\C-7

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NWEnrc_vrioN Fall 2.002 38 A Spanish immersion 35 trailer parks. economy shifted from oil-based to program brings Government Just off the main road, right nextservice-based, immigrants from Hill Elementary back from door to Elmendorf Air Force Base, Mexico, El Salvador, Guatemala, the brink sits Government Hill School, one Ecuador, and many other countries Story and photos by Judy Blankenship of 61 elementary schools in the An- were drawn to Alaska seeking job "Closing the achievement- chorage district. A sign in Spanish atopportunities in hotels, restaurants, gap absolutely can be done, the main entrance signals to a visi- and other tourism-oriented sectors. but it lakes well -trained tor that this is no ordinary school: One of the city's pockets of low-rent people with a vision, and "Dele a su hijo el regalo de dos housing where these families settled extra resources. l just can 1 lenguas," it says. "Give your child was Government Hill. By 1992 say that often enough." the gift of two languages." In the reduced to just 165 studentsit Carol Comeau, hallway on the way to Senora was on the verge of shutting its Superintendent of Zamora's first-grade room, a small doors again. boy who appears to be heading for "All the neighborhood parents ANCHORAGE, AlaskaEarly the bathroom, hall pass swinging who could had left the school, and on a frosty April morning, a five- from his wrist, greets a man walkingthose students who remained were minute dm e north from downtown in the opposite direction. "Hey, Car- for the most part from poor homes Anchorage takes one across the long los! What's happening?" the man in the largely transient population expanse of the C Street Bridge, span-says, stopping to hug the child be- of the area,7, recalls Carol Comeau, ning the 'tracks of the Alaska Rail- fore going out the exit. "Is that director of elenlentary education in road and the fishing docks of the your father?" a visitor asks Carlos. 1990-1993 and now superintendent Cook Inlet Straight ahead is Gov- "Nah," he says, "that's my friend of the Anchorage School District. ernment Hill, named in the era of Leo's dad." "We were having serious discussions the great federal government This affectionate encounter be- whether to close the school and put Alaskan railroad construction proj- tween a child and a parent would the students on a bus to some other ect, from 1914 to 1923, when thou- never have happened 10 years ago, school, or do something totally dif- sands of job seekers and adventurers according to anyone who remem- ferent and designate the school as poured into Anchorage. The'workers bers Government Hill school then, an alternative program." and their families lived up on this when parent involvement was nil, Fortunately for the neighbor- hill, out of the muddy lowlands of a series of principals had come and hood, and for the city, the second Ship Creek, as Anchorage was then gone, teachers fled after a year or option won out. called. Today, the area still has a less, discipline problems were high, Today, Government Hill is one transient feel, with strip malls of and test scores were rock-bottom low.of the great success stories of the launderettes, small stores, and The school had already closed once Anchorage district, with nearly 500 quick-food restaurants, and blocks in the late 1970s for meager enroll- students and an award-winning of low-rent apartment houses and ment. As Alaska's boom-and-bust Spanish immersion program that

2,0 7 36 has parents from all over Anchorage count, and coins to figure, all in Alaska's only dual immersion pro- teer five daa week and parents on the school's waiting list. In 1999, Spanish. "How many are absent gram is academic achievement at or become\ ,professiorial`staff? A schrool three years after the alternative pro- today? How many for hot lunch? above grade level in both languages.that attracts-2nd keepscreative gram was launched, the school was What's the date? What combinations Meanwhile, Denise Rosales is teachers? A school that is able to win recognized by the U.S. Department of dimes, nickels, and pennies can stationed at a table in a corner of multiyear, federal grants totaling of Education as one of several dozen we use to make the date? Talk to Carlos's classroom; pulling aside a more than a million dollars? "distinguished" Title I schools in your neighbor." Children huddle few kids at a time, she helps them Like many successful transfor- the country, and the only one in to discuss the numerical worth of finish a seasonal art project mations, this one began with a Alaska. By 2000, the school's Cali- a dime, some in English, some in ceramic casts of their hands for simple idea. Back in 1992, Janice fornia Achievement Test scores in Spanish, and some in "Spanglish," Mother's Day spoon-holder gifts. Gullikson, world languages coordi- reading, writing, and math had a creative mix of the two languages. Rosales, one of several professional nator for the district, had just re- made the biggest gains in the dis- "Espanol, por favor," Zamora, gen- staff who first came to the school turned from visiting immersion trict over a five-year period, and tly reminds those who slip exclu- as a volunteer, is a bilingual tutor, programs around the country Government Hill was honored as sively into English. trained to help meet the needs of and been particularly impressed the Alaska Bilingual Program of the Carlos and his classmates any child in the classroom, from be-with a dual-language school in San Year. In 2001, the school won na- about half are native Spanish speak-havioral problems to remedial En- Jose, California. Then she found tionwide recognition as one of only ers and half native English speakers glish. Rosales's three children have herself in a meeting discussing six schools in the country to be will spend the morning in gone through the immersion pro- the fate of Government Hill. "The awarded the National School Zamora's classroom, where every- gram. "The purpose of sending our school already had a large number Change Award. thing from the travel posters to iden-kids here is so they won't lose their of students who spoke Spanish," A LOTTERY IFOR tifying stickers on the furniture, and Spanish, so they can communicate Gullikson recalls, "so I suggested ENRICHMENT all instruction, is in Spanish. After with their grandparents in we start a dual-language program, Back in Marissa Zamora's class- lunch, they will go into the class- Guatemala," she says. where native Spanish-speaking stu- room, Carlos joins his classmates room next door, where Zamora's Helping Rosales is Gloria Te- dents would be actively recruited for the morning song of opposites. teaching partner, Nancy Morris, niente, who identifies herself as and seen as an asset." As Zamora points to the words in a conducts the afternoon lessons in "Wyatt's grandmother." She has Gullikson's idea met with enthu- big book, enunciating clearly in English. For the native English- volunteered in her grandson's class- siastic support from the principal at Spanish, the children sing and go speaking students, who are selected room five mornings a week since he the time, as well as the district and through the motions of high and through a lottery process, Govern- began kindergarten. She says, "I several PTA parents who were ready low, hot and cold, and in and out. ment Hill offers an enrichment pro- was a working mother when my to fight to keep their children in Zamoraan animated woman gram they are eligible to enter only girls were growing up and I didn't their neighborhood school. "We de- with smiling brown eyes who came up until Christmas of first grade. participate, so now I want to pay cided to go for a three-year, Title VII to Alaska from Oregon nine years For Spanish-speaking children, the back and help out the kids." bilingual grant because we knew ago because, she says, "I wanted to school is a high-quality bilingual A SIIMPILIE the funds were out there," Gullikson go somewhere where I can ski out- program, open at any level up to So how did a failing neighborhood continues, "and we built in a plan- side my door every day"moves sixth grade. Those who arrive with school transform itself into a high- ning year to allow us time to get rapidly on to practice with numbers,limited English are given extra tu- performing learning community ready." using speech, writing, fingers to toring. The goal for all students in a school where grandparents volun- After a year of preparation,

NW EDUCATION / Fall 2002 0

-QoverwusentHill launched its dual than 25 percent of the school popu- and Alaska Native students. By then 37 ' eXperiment with 50'stui lation but were benefiting from all the school had attracted a new prin- dents 2 \nt tiv&Spftnish sji-Okeri/sorts of new resources, plus highly cipal, Sandy Stephens, previously / and 25 English speakersin two motivated parentsand the neigh- supervisor of elementary special combined kindergarten and first- borhood children, who came to education. "In Sandy, we discovered grade classrooms. Recruitment of school with the same old problems: we had hired a tireless worker who students was a challenge in the be- poverty, transience, and unstable was able to galvanize the school," ginning, Gullikson recalls, because families. "The principal, Shirley says Leonard Cestaro, a sixth-grade of the school's reputation and its lo- Abrams, worked hard to build teacher who has seen Government cation. She gives a nod of gratitude bridges between the Government Hill through all its changes. to those "risk-taking parents" who, Hill community and the immersion Stephens, who had also been a despite misgivings, enrolled their parents," says Superintendent Title I migrant supervisor, knew the children and became solid backers Comeau, remembering the struggle school well, and she quickly took of the program. Many of those first of the first two or three years. "She the lead in working with the com- students are now in the Spanish im- also did a fine job reaching out to mittee. With their eyes on the prize mersion program at Romig Middle create school-business partner- a second Title VII bilingual School, and the district has plans ships." Volunteer reading tutors grant, plus a Title I grant for school- in the works to create a high school were recruited from AlasCom, a wide restructuringthe committee immersion program, as well. neighborhood business, and from met 30 times in the course of the Still, it was a rocky beginning, Alaska Railroad, which also spon- year. "We did a mission statement, remembers Kim Amaya, who started sored an annual back-to-school and goals and objectives for the as a parent volunteer when her barbeque. "As word got out," school, so we would know where daughter was in the first class. Now Comeau says, "more and more we've been, where we're going, a kindergarten teacher, Amaya says: Government Hill families began to and if we are achieving anything," "We were all still figuring out how come back to their neighborhood Stephens says. She notes with pride dual immersion works, and we school." that the planning process alone probably should have started out GALVAMZIING sparked change, and by the spring with just kindergarten. There was TEE SCHOOL of the following year students' stan- a lot of concern, especially among As the end of the three-year grant dardized test scores had already Spanish-speaking parents who were cycle approached, a group of ener- begun to rise. not convinced it was a good idea gized teachers, parents, district per- The hard work of the committee, for their children to be learning in sonnel, and community members with the help of an excellent Spanish, and some left." The next came together to develop a new vi- grantwriter, paid off in 1996 when year, kindergarten and first grade sion for Government Hill that wouldGovernment Hill won a five-year, were taught separately. encompass both the immersion pro-$1.2 million grant to realize its vi- The larger problem, however, gram and the neighborhood school sion of rebuilding a school where all was the divide between the immer- population, which had grown to children would achieve academic sion studentswho constituted less include Korean, Russian,h1banian, excellence. Five key strategies for q 1

I CLOSING THE GAP 38 change and academic revitalization ting all the information that other were to: children get, without missing out on Eliminate the fragmentation of anything," Stephens says emphati- federal and state services that pulled cally "If a child needs lower-level targeted children (Title I, bilingual, reading material, or a higher-level migrant, Indian, gifted, and special math lesson, we differentiate what 111111111ftik, ed) out of their classrooms, some- we do within the classroom by mod- 'Niue times several times a day, and inte- ifying the regular curriculum." To grate academic services to children pay for the new tutors (most speak through the creation of instruc- Spanish, but one speaks Korean and tional and tutoring teams another Tagalog), Stephens pooled Provide high-quality, ongoing state and federal money that would professional development for all normally be used to hire separate certified staff, paraprofessionals, specialists.

Aeik and parents Curriculum development was 4b40111.- Promote academic achievement another critical need. "In the begin- focusing on literacy and mathematicsning, we put in everything the dis- Foster bilingualism and bicultur- trict expected us to teach," says alism in all students Stephens, "and then we decided Support parents as partners in the what's important, and what's meet- education of their children ing standards. We don't have time, With the new grant in place, especially in the immersion pro- Stephens turned her attention to the gram with two language arts blocks, critical needs of the school: restruc- to do that lesson on chocolate, for turing the classroom culture, devel- example, if it doesn't apply to any- oping creative and challenging thing else. Rather, we focus on curriculum that would meet district making sure that what we teach is standards, recruiting staff, and pro- relevant, and hooking the kids in." viding ongoing professional devel- Teaching teams meet regularly to opment. craft and refine an immersion cur- The creation of the internationalriculum that is infused with the cul-

tutor position for each teaching tures of Spanish-speaking countries, Kindergartnerset goLaugh on sgmezathrOghcfliwgatirecord behaviorCOMM& team was central to the school's and teaches in the neighborhood turnaround, according to Stephens, program develop curriculum that because it eliminated the practice reflects the ethnic background of of pulling students out of the class- the student population. room for special services. "Students "We've been doing a curriculum need to be in the classroom and get-project for six yeas now," says

NW EDUCATION / Fall 2002 42 ity and poverty affect low-income "I love the feel of this school," 39 areas such as Government Hill. The Stephens says. "In my old job I went district has begun to address the around to the 61 elementary schools, problem by initiating a district- and I know all schools do not feel community task force to explore the same. It was really important to what can be done to support fami- me that this school feels good to ev- lies staying in place, at least eryone: parents, teachers, kids, and through a school year. Looping two people from the community." grades with the same teacher has also been effective, the district has found, because children are more

,11 engaged with school, and they pres- as ea sure their parents not to move. "There's no question the achievement gap has been narrowed at Government Hill," says Comeau, "and I think Sandy has done an incredibly good job of pooling and transforming all the state and federal programs into a coordinated, integrated model." Comeau continues cautiously, "This model can be duplicated, but it takes extra resources, and a staff committed to a vision and willing to stay put for awhile and really go through the struggle and challenges." But beyond achievement and test scores, Government Hill has become a vital educational hub that invites visiting, participation, and commit- Stephens, "and what's fun about it language program and 175 in the ment. It's a place where Leo's father is that it's never going to be done. neighborhood school, and standard-stoops to hug Carlos in the hall, It's the process that's important." ized test scores are in the top 10 where Wyatt's grandmother volun- HUNDRIED schools in the district. Bridging the teers five mornings a week, and STRONG divide between the two programs where one sixth-grade teacher in the Today, Government Hill has almost remains a challenge, however, and neighborhood school goes swim- 500 students: 325 in the dual- will continue as long as high mobil-ming on Saturdays with her students.

CLOSING THE GAP 4 3 " NOTHING BUT THE BEST At Grant Elementary, teachers expect their multiethnic students to strive for the top Story by Joyce Riha Linik

Photos by Kathryn Stevens

SPOKANE, Washington Stueckle: "Are you smart?" The singing, chanting, and juggling Students: "Yes." make Diane Stueckle's early-morn- Stueckle: "How smart are you?" ing routine seem as much theatrical Students: "Very smart." production as classroom warm-up. Stueckle: "What are you willing to give today?" But the second-grade teacher's daily Students: "Nothing but the best." ritual is designed with the latest Stueckle: "How do you treat an instructor?" brain research in mind. Her objec- Students: "With respect." tive: to bridge kids' corpus callo- Stueckle "If someone tells you that you can't learn, sum (the connection between the what do you tell them?" right and left cerebral hemispheres), Students "I determine what I can learn " thus engaging and readying these Stueckle "How do you walk through life?" second-grade brains for learning Students "With pride and confidence " The 20-minute warm-up includes a Stueckle "What road are you on?" lively recitationsomething like a Students "The road to college " pep-rally cheerbetween teacher Practiced every morning, these and her students: empowering thoughts are intended to take root in students' minds, enabling them to envision and reach for academic success, not just while they're in Stueckle's classroom, but in the years ahead For these children, this message is especially important because it's one they might not otherwise get

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An urban school in a socioeco- ment. "We're not going to make ex- High Expectations < ,-, As Maslow's hierarliof'neids 42 .---; ) ,------, ..)-,,,--,--; ,---A nomically challenged neighbor- cuses for these children," says first- Grant's remarkableimproverrrent "-theory points out, children will not ---:--) hood, Grant Elementary has a grade teacher Monica Lively. "We has come about through a collabo- be 2ible to attain higher brain func- student population of 570 that is must be a driving force to getting rative effort among school staff; par- tion until their basic life needs are one of the most culturally diverse in these kids to succeed, no matter the ents, and community. It began in met. "Unless they're fed, clothed, the state. Kids represent a huge sam-environment they come from." 1994-95 when an intensive needs and safe," Stueckle says, "they can't pling of ethnic groups, including Adds Principal Steve Indgjerd: assessment was conducted and, learn. So my main concern is help- Afghani, African American, Ameri- "Our staff has the belief that poverty based on that data, a comprehensiveing them to feel safe when they get can Indian, Asian, Chinese, His- does not determine intelligence. We schoolwide program developed to here. They may not be safe at home panic, Hmong, Russian, and need to do everything we can to helppromote the success of every Grant or on the bus, but they know that Ukrainian. More than 80 percent of these kids succeed." student. Key elements of the pro- when they get to school, they will the student body qualifies for free or And, despite the formidable ob- gram include setting high expecta- be safe and they can learn." reduced-price lunches. Sixteen per- stacles piled in their way, they are tions for behavior and academic Inevitably, a number of Grant cent are ESL students, many of themsucceeding. In the past few years, performance, providing early inter- students arrive with behavior prob- recent immigrants. The mobility student performance has risen vention services, and offering ex- lems rooted in anger, fear, and frus- rate currently stands at 30 percent. steadily at Grant. Back in 1997, onlytended learning opportunities. "We tration. "These kids are coming Many of these students have dif- 26 percent of Grant students passed use a variety of strategies to reach from poverty and sometimes scary ficult home lives. There are those the Washington Assessment of Stu- students," Indgjerd notes. backgrounds," says Indgjerd. "They being raised by single parents strug- dent Learning (WASL) in reading. "A lot of these kids come in feel- haven't had good models" to learn gling to provide even the basic ne- By 1999, reading proficiency had ing they can't succeed," says Lively. to deal with behavioral issues, "so cessities. There are those being risen to 46 percent. It jumped again "If you think a kid can't do it, they we developed a schoolwide behavior raised by grandparents while par- in 2000 to 55 percent. The numbers won't." The whole staff, she reports, plan where we teach them the nec- ents are serving time in prison or in math, too, are impressive. Grant "buys into the idea of high expecta- essary skills." living in unknown locations. Some fourth-graders topped the district in tions and the belief that every one A few basic rules guide student of Grant's children live in crowded the math portion of the Comprehen- of these kids can succeed." behavior at Grant. Along with fol- apartments with extended families sive Test of Basic Skills (CTBS) in But to set the stage for success, lowing directions and being where and multiple siblings. Some are 1999. It was the first time in eight teachers must take into account one is supposed to be, students are forced into the role of caregiver years that a high-poverty school the special needs of these students. asked to become "self-managers" themselves, left to tend younger outperformed other schools in Safety is a big concern. Beyond the that is, partners in their own brothers and sisters while their Spokane on the math test. In 2000, conflict, insecurity, and even vio- learning, accountable for behaving own guardians are at work. 52 percent of Grant students passed lence that many of these kids en- in school and striving to be good It would be easy to explain and the math portion of the WASL, dou- counter at home, the increasing students. When students demon- accept low scores by pointing out bling their 1997 scores and beating danger in the wider world affects strate that they are effective self- these harsh realities and citing the both the state and district averages. them emotionally, too. "These kids managers (as more than 90 percent well-known link between poverty andAs a testament to these steady gains, watch a lot of TV," Stueckle ob- do), they earn the coveted self- poor academic performance. But the U.S. Department of Education serves, "and they saw what hap- manager badge and the privilege teachers at Grant Elementary refuse honored the school nationally as a pened on 9/11. These children of qualifying for involvement in spe- to buy into that oft-bandied argu- Title I Distinguished School in 2001.are dealing with a lot." cial activities. One such activity is

131EST COPY AVAILABLE NW EDUCATION / Fall 2002 .4/011111

Drummers and Dancers, a musical' out conflicts wia mediator. behavior in"'s'chool8he goes on didn't tell the story in sequence. In ensemble of third- through sixth- The fact.that "all teachers have to suggest strategies to bridge the many families of poverty, according graders who sing, dance, and the bought into the consequence proce- divides. to Payne, several people typically play African drums. A longstanding dure" is a good thing, says Stueckle. "It is helpful to understand theirtalk at one time, interrupting each symbol of cultural pride for the "This gives children an added sense frame of reference," Stueckle says other and adding pieces to a story. community; the group is frequently of security in knowing that one of her students and their families. The result is a story that progresses invited to perform at local, state, teacher doesn't have a different "It makes us more cognizant and in a circular, rather than linear, and even national events. Activities standard than another." more sympathetic." For instance, fashion. like this give kids a powerful incen- Stueckle observes that parents don't "Anything we can do to under- tive to stick to the straight and nar- Understanding and Support always show up for conferences. stand the families and their situation row where behavior is concerned. To better understand their students' Although the parents may want to is critical," says fifth-grade teacher The thrust of the behavior plan needs, a contingent of Grant staff be there, they may not show up be- Paul Eide. For example, he says, is "more positive than negative," members attended a seminar spon- cause of transportation or child-care"some students come in and are very says Indgjerd. "That's especially im-sored by the state education depart- problems. loud and seem to want negative at- portant for these kids." The idea is ment focused on the ideas presented Indgjerd shares the anecdote of tention. That's characteristic of the to build a system in which students in the 1998 book, A Framework for a student who stopped him in the poverty class. They learn to be loud are rewarded for learning new skills Understanding Poverty by the na- hallway to tell him about somethingbecause there is so much happening and practicing good behavior. tionally known educator and authorthat had happened at home. Indg- at home that they need to be loud to For those students who need Ruby Payne. Back at Grant, the 11 jerd listened attentively, but couldn'tbe heard. Or if a kid comes to school extra help dealing with behavioral teachers and administrators guided make much sense of the boy's tale. without paper and pencil," he adds, issues such as anger management, the staff in a study of the book. "The story had no beginning, mid- "you don't make a big deal out of the Solutions Room offers them a Payne's book points out the "hiddendle, or end," the principal says. it. Some kids have a really rough place to get advice and counseling, rules" that govern how different "Instead, it went in circles." Payne'shome life so they need support in as well as the opportunity to sit social classes think and interact in book caused Indgjerd to suspect school. They need to feel like every- down at a "peace table" and work society, as well as how this affects there was a cultural reason the boy thing is going to be OK and that

CLOSING THE GAP 44 they have a shoulder to lean on." also praises them for taking initia- books to see where her students need Recognizing the importance Teachers at Grant offer their stu- tive in their learningfor example,assistance. "It's difficult to keep of literacy skills for their at-risk dents a great deal of support and consulting the dictionary for track of 22 students," she says, "but population, Grant instructors work positive encouragement. They know spelling or clarification during that's part of being a good teacher. extremely hard to develop accom- that these students need to believe research on a project. And these students need and deserve plished readers. Indgjerd reports that their teachers care about them good teachers." that staff members use "lots of and that what they're doing in Multiple Approaches At Grant, staff members employ strategies to teach literacy" and are school has relevance in the world. To ensure that every child learns, multiple ways of teaching to be sure always looking for ways to improve These messages are especially im- Indgjerd says, "we need to look at they're reaching all students. Teach-literacy instruction. Particularly portant to these at-risk children every child individually and assess ers like Stueckle make use of recent helpful, he says, has been a book because they may not be getting each one's needs." As a result, Grantbrain research to differentiate in- called Mosaic of Thought by Ellin academic support or encourage- teachers monitor students through- struction and create learning oppor-Keene and Susan Zimmerman, ment at home. out the school year to gauge where tunities for students of varied which suggests strategies for teach- "The relationship is key," says they are on the learning continuum learning styles. Additionally, all ing reading comprehension. Addi- Lively. She remembers a veteran and where they need to go. Assess- teachers report using a variety of in-tionally the staff is committed to teacher once advising her, "The first ments, tied to state and district dependent and cooperative learning providing early intervention for any thing is to get them to love you be- learning goals, are conducted at approaches in the classroom. student experiencing difficulties. cause, if they love you, they'll do the beginning and end of the school "Sometimes," Stueckle observes, "A lot of these kids don't come anything for you." Sometimes, she year from kindergarten through "students make the biggest strides from literate homes," observes Eide. says, when a child arrives below sixth grade. Additionally, teachers when they are working together." "People aren't sitting down and grade level at the beginning of the conduct classroom-based assess- She shares the story of Khou, an ESLreading. They don't have that mod- year, "that child has to do more ments throughout the year to student who spoke Hmong at home eling at home." As a result, Eide than a year's work during the year. identify areas of need for both indi- and wasn't very comfortable with ei-opens up large blocks of time for They're not going to do it if they viduals and the class as a whole. ther English or social interaction in reading and writing and tries to help think the teacher doesn't care." These frequent assessments assist school. "Khou was quiet and with- his students "make connections Stueckle says she asks herself, the staff in monitoring student drawn and shy," Stueckle says. "But to themselves, to the world, to other "How do I make them love to be progress, measuring instructional working with a partner helped her texts. This makes a huge differ- here every day?" The answer, she in- effectiveness, and setting goals for blossom and become a leader in- ence," he says, "when it comes to sists, is to make learning fun and to improving instruction. stead of a follower. She's gotten comprehension." In a recent unit, offer them lots of positive reinforce- "Even at first grade," Lively says, louder, more confident. Now, when Eide introduced his students to bi- ment. She tells her students, "We're "kids are at such different levels. she knows the answer, her hand is ographies of famous African Ameri- going to work hard, but we're going It makes my job trickier." To keep up high, waving in place. She's feel- cans, pointing out the struggles and to have fun." Additionally, she says, track of student progress, Lively tries ing good about herself, talking achievements of such notables as "I make sure they feel success." to meet frequently with each stu- more, laughing." Because many of Harriet llibman, Rosa Parks, and Stueckle makes her way around the dent. Additionally, each child keeps these kids need help learning social Martin Luther King. He hopes some room, giving kudos to individual a spiral notebook to record daily as well as academic skills, group of his students will feel a connection kids who have found the right an- notes about his or her reading expe-work can offer multiple advantages, to these figures, perhaps identifying swer or used the right approach. She rience. Lively then reviews the note- Stueckle notes. with their struggles to overcome

NW EDUCATION / Fall 2002 adversity. Eide attempts to offer his mathematics belongs to one staff for students," says Yamamoto. So grade students to receive training in 45 students minority role models other member. Karen Yamamoto, a vet- do her procedures for identifying the use of digital cameras, scanners, than the professional athletes and eran teacher with more than 30 numeric patterns and solving math computes, and software graphics musicians that so many children years of experience, was originally problems. Even skeptical teachers programs. Mentoring programs like idolize. He hopes to show his stu- enlisted to work with struggling have eventually been won over by Big Brothers Big Sisters offer needy dents that "reading is the road out" math students on a pull-out basis. her approach. kids additional attention and sup- of poverty. When those students' performance "We start out concrete, often port. There are ESL, Title I, special Lively notes that her first-grade rose above other students', people using manipulatives," says Yama- education, and Reading Recovery students arrive at school with "a took notice, and she became math moto, "then go abstract." Addition- specialists on staff to work with stu- lack of oral language. They haven't specialist for the entire school. ally she says, "We try to teach dents in need. been given much opportunity to While teachers employ math strategies so that students can do "We can't change their home converse," she says, "to talk or be textbooks aligned with state and dis-problems and self-correct their life or their economic status," says talked to. And in order to under- trict learning goals, they also rely own work." Lively, "but we can create an envi- stand written language, they have heavily on Yamamoto's approach to Because of Yamamoto's coach- ronment to help them succeed." to be masters of oral language." So teaching math. She moves through-ing, Stueckle says, "We use the same Lively gives them opportunities to out the building, guiding some terminology and concepts through- speak in class. Additionally, she says, teachers in math instruction and out the school." This benefits stu- "many of these kids don't have the team teaching with others. Her trav-dents. "Consistency and collabora- life experiences that other kids have. eling show includes a stuffed side- tion," she says, "have been key to And if you haven't had much expe- kick, the popular monkey Curious helping students at Grant succeed." rience beyond the four walls of your George, and a bag of tricks to help Grant offers a multitude of pro- house or your neighborhood, it's dif-students get a fix on math patterns grams to support students' learning. ficult to draw connections to what and find solutions to problems. In fact, the list of extra educational you're reading." For this reason, One such trick, called "Granny programs and support groups reads Lively plans educational field trips Subtract," helps students solve sub- something like a Chinese menu throughout the yearto a chil- traction problems by envisioning with a dizzying array of choices. dren's theater production, for exam-a scenario where Curious George There is the After-School Homework ple, or to a fish hatchery, or even to needs to travel "x" number of Center where K-6 students can a local pet store. This gives students blocks from home to Granny's tackle schoolwork or get tutoring. common experiences to talk and house. But his mothera working The Literacy Center provides one-to- write about. Additionally, it awakens mom whom the kids can identify one tutoring for second- and third- an interest in reading because stu- withcan only drive him partway. graders who need help with reading. dents return to school anxious to The students have to figure out how Lunch Bunch offers students the learn more about what they have many blocks are left to travel to chance to build their math skills by just seen. Granny's houseor to the bank playing educational computer According to Indgjerd and other two blocks past Granny's or to the games in the technology lab at teachers, much of the credit for grocery store two blocks beyond that.lunchtime. The Technology and Grant's impressive test results in This fun, practical approach "worksAnnual Club allows fifth- and sixth-

CLOSING THE GAP 49 Takinn Care of Business A strong work ethic -eeps three top students at "left" moving toward their goals despite the tribulations of their struggling urban high school

Story by LEE SHERMAN, photos by DENISE JARRETT WEEKS

PORTLAND, OregonWhen researchers Each of the three students interviewed here has go in search of big trends, underlying causes, orfound the inner drive to set and achieve his or overarching theories, the individual student is her academic goals. They offer their outlook often reduced to a hatch mark on a tally sheet. with intelligence, humor, honesty, and hope. To give our readers a glimpse behind the statis-The sophomore English and journalism tics, a trio of hard-working sophomores agreedteacher, who has just finished his second year at to share their perspective on life at Jefferson Jefferson, joined the conversation. Meet Shawn- High School in Portland's inner city. As one of tena Norman, Lamar Franklin, Bayo Arigbon, the metro area's most troubled schools, Jeff wasand Andrew Kulak: "reconstituted" a couple of years agoa new administration took over, the teaching staff was revamped, the curriculum was infused with new rigor. Now, staff and students are working mightily to rebuild their once-proud performing arts magnet.

NW EDUCATION / Fall 2002 t

Shawntena Norman: A lifelong Lamar Franklin: Raised mainly Bayo Arigbon: As the youngest of Andrew Kulak: The son of educa- Portland resident, Shawntena has in Anchorage, Lamar fooled around five siblings, Bayo grew up mostly tors, Andy Kulak knew early on that followed her three older sisters a lot in middle school, pulling D's in Portland (with a short stint in he would teach in the city. But this through some of the city's most and F's, not really caring. But when Stockton, California) with his mom young teacher of European Ameri- troubled schools. As a child, she the family moved to Portland last and dad. This African-American can lineage (Irish and Polish) experienced a lot of upheaval year, the young man with Samoan student is proud of the top grades wanted to pursue his calling in the "moving back and forth, here and ancestry decided it was time to hit he's been pulling in high school, multiethnic classrooms of a public there," often staying with her grand- the books. In spite of shifting familyplus he sees the practical slant to school rather than in the cloistered mother who, she says, "would al- ties (his mom moved on to Califor- doing wellscoring a scholarship environment of a private school like ways make a little spot" for her. "It'snia for a job, leaving Lamar and his to college. With an interest in com- Jesuit-run St. Ignatius, the high been tough, but it's cool," says the older brother in Portland with their puters, math, and business, Bayo school he attended in downtown African American sophomore, who stepfather), he achieved a 4.0 in his aspires to become an entrepreneur, Chicago. He taught in a suburban spends a lot more time focused on freshman year at Jefferson. He says:so that he can work for himself, area of Michigan before following the future than the past. With one "I miss my mom, but, you know, I make his own hours, basically "be his heart to the city of Portland two sister attending Alabama State Uni- still got to take care of business." the boss." In a tightly contested years ago. versity, Shawntena has set her He likes math and is considering race, Bayo was elected president sights on being the next collegian a career in engineering. of the student council for the in the family. She's pulling up her 2002-2003 school year. grades and participating in the school performing arts program, where she recently brought her acting and singing talents to the stage in a production of Hair.

CLOSING THE GAP Taking Care of Business

but we would be learning, too And when we did our vocabulary in En- know what I'm saying? she gave out candy (They laugh) glish class last year (with a different teacher), it was lust like, here's your BAYO: She was strict, you know I words, and you got to take your re- guess it was her making sure every- sponsibility, study them, and everybody got, like, ahead thing I did the studying, and then my mind would be blank on the test The way Mr Kulak does it, you KULAK: We talked about Shake- SHAWNTENA: I did Her name know, I still remember some of the speare as a person at that time in was Miss Heidelberg. She was my LAMAR: Mine was African words if I see them in the books we history. And we watched a documen- day-care teacher. Then she was my American. read. If we have a vocabulary word, tary, Al Pacino's Looking for third-grade teacher, my fifth-grade SHAWNTENA: Mine, too. we write it down and we write the Richard, to get a sense of how peo- teacher, she just always ended up BAYO: White. meaning and then we draw a pic- ple who work with Shakespearean

being my teacher She moved when . ture. If you don't know the meaning actors approach this and how they I moved right off the bat, you can just look atstruggle with it. Even people in the NW: 'What did you like about important is it for kids Of dif- the picture and you'll know, because movies who've made all this money her? ferent ethnic backgrounds to you're the one who drew the picture. and are very successful still have SHAWNTENA: She was strict, but have teachers from the same SHAWNTENA: It's like visual these issues with trying to under- she was cool And I knew her real background so that they unlearning. stand these words. Then when we good derstand their culture and LAMAR: I heard Mr. Kulak is a came to Macbeth, it was about NW: What do you mean when serve as role models? I'm really good teacher. I talked to some breaking it down. So first we looked you say -cool"? What makes ahearing you say that this is other kids about that book, Macbethat who the characters were, and teacher cool? important, but that there are you know, Destin, he's like, "You then we looked at the scenes where SHAWNTENA: One who can re- other important considera- should get Mr. Kulak, it's fun readingthings were going to be happening. late, who understands, who kinda tions as well. a book with him." Yeah, I wanted to We built journals togethercon- on your level, as a kid. Just down-to-LAMAR: Kids want someone to have his class, but I never got that verting things into your own words, earth, kinda. relate to. Like if you can understand opportunity. your own interpretation, and also LAMAR: There was one teacher in a kid, be their friend and their NW: What do kids like about keeping track of words that were my third grade that was real strict. teacher, then I think that kids would him? new to you and what context they Her name was Miss Richardson. For learn more and be easier to teach. LAMAR: He's fun. were in, what do they mean. We some reason I just liked her teach- NW: What do you think about NW: But at the same time I have people reading with partners ing, you know, it was balanced out Mr. Kulak here? think I'm hearing you guys right now, and then they have dia- and relaxed, and she made us stay BAYO: I can't stand him. (They all say thiiit you want to he chal- logue about what they've read. I'm on track and everything. laugh.) No. lenged. you don't want a floating around and answering BAYO: My fifth-grade teacher was SHAWNTENA: Good teacher. teacher to just come in and questions. There's a lot of self- pretty good. She was nice, but she Makes it interesting. be your buddy. discovery that happens. At the same could be mean. We would get proj- BAYO: He's fun, and he's nice, too. LAMAR: Yeah. But then it's good time, I have my objectives as a ects, they would be, like, real fun, One thing that stands out is that to have that relationship, too, you teacher, and I want to see them met.

NW EDUCATION / Fall 2002 -

NW (to Ku lak): Did you have improve their test scores and preparegot to do, take care of that. culture? 49 any trepidation about coming for higher education. BAYO: There's people that want to LAMAR: What you're saying is, . to a school with a student LAMAR: Yeah, like this year I have do good, they just need that person "Have I ever heard other people say population that's almost 85 Mr. Johnson for English. He's real to say, "Not this time, let's go to that we're acting white 'cause we're percent minority? tough. We're doing speeches, essays, class." They need that person to trying to succeed in life?" I never KULAK:Not the slightest. This is college stuff. First quarter I strug- force them to do their work if they'reheard of that saying. And if I heard the one school I wanted to work at gled to get a B. Next quarter I got a at home. it, it would probably never bother me. in Portland, so I was very pleased. high B. And last quarter, I finally gotNW: Do you have that person I heard, like, if you're doing your

, *- NW: Why did you want to an A in his class He's a really good at home! work and getting good grades, they work at Jell? teacher He challenges us a lot BAYO: No. (They laugh ) But I stillcall you a "dork" or something. KULAK: My father taught in NW: Do some kids get do my work. SHAWNTENA: I think right now Chicago Public Schools, and he discouragedby the level LAMAR: I would just say that some that we, as African American stu- 1#0, would take me with him and I liked of difficulty? people don't have that person to dents or whatever, that is showing the schools he worked in. The en- LAMAR: Yes, there are kids that guide them and give them that pushsome progress, it's not like we are ergy was very different from the (pri-moved out after the first quarter. and be a positive role model. trying to act white; it's just that we vate) schools I went to. To me, it wasThey felt they couldn't do that class. NW: Who's your role model? are starting to realize more, I guess, more of what high school energy Other students that started to make LAMAR: I don't really have one. to take it seriously. And I wouldn't was supposed to be. I always knew I good grades, like me, stayed in the But I just look at everything that's necessarily say "acting white" be- wanted to work in a city school with class and now everybody got used to going on around me, and I don't cause there's a lot of African Ameri- a diverse population, and not in a it. Everybody in the class right now want to be a bum. I want to go to cans out there doing the same stuff suburban school or a private school is hard working. college. right now that other cultures are where it would seem a lot more NW: What about the kids NW: Shawntena, do you have doing. We're starting to rise, if that's oppressive to me. who choose to drop out? someone at home encourag- what you want to call it. So that's an NW: f m sure you are all very BAYO: You see them all the time. ing you? accomplishment. We see what other aware of some of the recent They just be outside talking and stuffSHAWNTENA: Actually, no. But people are doingfor example, protests to the school hoard like that. But you don't see them in I know what I have to do. Halle Berry and Denzel Washington by the Education Crisis Team school, so you just put two and two NW: Researchers suggest that winning the Oscars. So it's making the community' members togethermaybe he dropped out, some minority kids Worm us want to do more in lifeif they N ho are concerned about lowor how many years has he been a that if they try hard in school can do it, we can do it.

performance at a number of senior? or something like that. and trades. their I k schools in low-income neigh-(Laughter) I just continue to do my borhoods. Jefferson is one work so that won't happen to me. of those schools. Do you feel LAMAR: There's a couple of people

that the education you're get-that want you to skip school. But I KULAK: I've noticed a very signifi- ting here is of high quality? feel like if you want to achieve, cant change in the school this year SHAWNTENA: Actually, I do. I graduate, go to college, it's not so over the last year One of the things I think we have some really good hard to do your work, come to see is leadership Last year we lost a teachers here. Students are trying to school. That's basically what you've principal, and prior to that we had

CLOSING THE GAP ,)r3 40 gone through a couple of principals, body who was able to providewhole yearand us still have the LAMAR: I had a friend who went and it has a drastic effect on how we -solidity" in the school. How85-minute block. here last year with us and he was communicated to the students as a important is it to have the KULAK (explains to the inter- real smart, you know He was real whole. This year, Jim Carlile was our right principal as the leader viewer): The plan is to do a modifiedgood in reading and in math, every- interim principal, and he did a mar- in the school? block of 55 and 90 minutes. So you thing. For some reason, this year he velous job. I know teachers felt a lot KULAK: Earlier in my career I would have 90-minute classes on stopped coming to school and when more comfortable knowing there never thought it was that important, two days of the week and then 55- we asked him why, he was, like, "I was this solidity in the building. I something I took for granted. I minute classes the other three days. just don't think it's worth it," or think it helps the teachers commu- didn't see the disarray that can be BAYO: I didn't like that. I like the something. So now he's at home nicate better with kids. It's happen- caused when a principal doesn't 85 minutes because, like, some of and he just sits there, but he reads ing on a subconscious level, but it's have it happening on all the levels, the time you pick up the assignmenta lot. I visit his house, and there are very much there. As far as the stu- or the administrative duties aren't real quick and you can just start stacks of books, but then I was, like, dents go, last year I noticed in my spread out evenly enough so that it doing it. And then some of the time, "You can do that at school and classes more students choosing to is an overload. I think that the solid-you don't pick up the assignment learn more stuff, you know" But it go into alternative ed or Job Corps ity is one of those things that when quick. And it takes longer for the is just weird to see him. It's a shame. or something else. This year, that's it's working, you know it's working teacher to explain to the student NW: So he hasn't said any- down significantly. What I person- because everything else is running how to do it the right way. That thing specific about why he ally am doing differently is keeping smoothly. But when it's not working,takes time, and if you got only 55 felt school wasn't worth his my students aware of what's hap- it's pandemonium, it's chaos. There minutes some of the time, you are time? pening in the press and how the are too many people who are feelinggoing to be rushed and not know LAMAR: He had told me that his media are portraying our school in their needs are not being met withinwhat to do. You are going to leave brother didn't graduate from high terms of test scores. And I tell them the building. It's strange, because I without a full understanding, and school, but now he got a good job. how numbers don't really reflect the could not outline for you the things that's going to be bad. That is just So maybe he figures that, you know, kind of learning and the strength that the principal does, but I do one of the arguments. I don't want he can drop out of high school and and integrity of students in the know when it's working. to give away my political secrets. We get a real good job. But I thought it building. And I think that has NW: Have you met the new got to set up a meeting. was better to get your education. an effect, as well. principal yet, Bayo? NW: Do you have a group of SHAWNTENA: Well, I have a lot NW: Will the interim principal BAYO: No. I still have to set up a kids who want to meet with of friends that are really smart. One return nest year? meeting with him about the bell him? friend went here last year, too, and KULAK: No. He only came in for schedule. I don't want it to change, BAYO: It's a group on the student she doesn't go here anymore. She one year. A new principal was hired, and I came up with a third-party council. always got good grades. But now, Larry Dashiell. He has worked in idea to present to him. It's good, too. NW: You all seem really it's, like, a money thing to her. She this building before, lives in the I was speaking to the teachers, and hopeful about the future. Do has to have money all the time. She community African American man, they seemed like their strongest ar- you have other friends who is one of them, "In school, I'm not and has years as an administrator, gument is they want to see the stu- think. "Well, ifs not going to making no money; so I'm gonna not as a principal but as a VP. dents for, like, the whole year. So I do me any good to work hardnot go (to school) and make some NW: You said that it made a was thinking how they can do that in school, because there's money" So then you got the girls big difference having some- see the students through for the nothing out there for me"? that's getting pregnant. Some of the

54 NW EDUCATION / Fall 2002 girls do make it. Some of them program that the English teachers Ci

have this child and are still going tostarted two years ago here I think A number of promising notions for strength- school and maybe have a good job this is making a tremendous differ- ening schools are embedded in the conversa- And then there's some that just enceI think it is paramount for tion with Jefferson High School sophomores don't, they're struggling But that's increasing literacy skills so that stu- Shawntena Norman, Lamar Franklin, and Bayo what they chose, so you can't really dents can read many different things Arigbon, and their English teacher Andrew say too much about itIt's really sad and gain information on their own, Kulak. Here's a ditill n if i to me. Then I know a lot of people detect biases, and all of that I think e that go to alternative schools, and it that is a large part of what more I. . 1 will be, like, you're going the easy successful teachers here are doing . I I route. I mean, it's cool you are still As far as changing things, what I see going to school, but you're not chal-as the most important thing is to 1 1' lenging yourself enough to really cultivate that spark of ability What make it in life. I would like to see is a way for stu- NW: Is there anything you'd dents to develop that inner voice, change about school to help that internal motivation that tells kids be more successful? them, "I want to be here, I need to S I BAYO: I think they should, like, be here " make it more convenient, start a lit- BAYO: You talk to people from tle bit later. That would take care of different schools and they put Jeff tardies. Then you could have SSR down They say, "Well, Jeff is easy, (silent sustained reading) for every-you should be getting those grades if body. That gives them a chance to you go to Jeff " And they say, "Well, read and catch up in the book Like it's real easy, and you guys still get now, only certain teachers do it in low ratings in the state " I think English. And it seems like when stu- schools need to reflect more of ev- dents don't want to learn, the teach- erything, not just testing I think ers are taking a lot of time to try to that's wrong to stereotype the school 1111 1'11. 1 . 1.1 '1 get them to learn And while this is because all schools are the same happening, other people need help school is school School is what e s So the teachers just need to, like, "If you make it If people want to go to I 1 I ' you don't want to learn today, there'sschool, they are going to get it right, 1 11. a whole bunch of other people who but if people don't want to go to do want to learn." If they don't wantschool and they don't want to pay to learn, just let 'em be attention, then it's gonna show up KULAK: I would like to add to the It can happen at any school It's just previous statement about attributingthe work ethic that people have increasing success to the SSR

CLOSING THE GAP 55 LETTERS

52 COMPASSION, NOT PRISON These youth do not need to be NOT JUST "EXTRAS" VOICE-ACTIVATED EQUITY I would like to thank you for your incarcerated, where they will blend Even though I am responding to My son Adam just completed his issue on causes and prevention with hardened and callused adult an old issue ("Opening Doors to senior project today, a requirement of youth-perpetrated violence murderers; they need to be in a Latchkey Kids," Spring 1999), the for graduation. His topic, which ("Learning in Peace: Schools Look therapeutic setting where they can concern is still the same in the year he spent the entire senior year re- Toward a Safer Future," Spring learn to love and trust. The adoles- 2002. There is the continued em- searching and preparing for, was 1999"). I think many people have cents who survive their burst of vi- phasis upon only those areas con- computer assisted literacy ("Forget been aware of the emotional prob- olence, their cry for help, are more sidered to be academic, with a Isolation, We're Online Now," Win- lems caused by bullying and poor often than not extremely remorseful devaluation of areas such as physi- ter 2000). He showed how voice family situations in adolescents, for the lives they have taken. They cal education, music, art, and the activated software can assist stu- but it seems that only recently, in are shortly thereafter able to recog- humanities. I am pleased to see dents with learning disabilities the wake of the school shooting nize the depressive state that led to that your organization has spent how vital a role it can play toward tragedies, has anyone decided to their explosion, and want to rem- time in researching and providing giving all kids a level playing field take responsibility for these chil- edy their situation. These are not information to the fact that all of and opportunity to be able to dren instead of condemning them the kinds of individuals who repeat these areas contribute greatly to express themselves. as monsters. their crimes. I strongly believe that academic success. As his mother, I can only say I wholeheartedly believe that the with help and love, these young It is my hope that your organiza- that this was a very appropriate children who commit these acts are people can overcome their tragic tion might provide this information topic to send him off into adult- the victims of situations that are out past and begin to heal their lives to superintendents and administra- hood. My son has dyslexia, and of their control. Children are not and hearts. tors around the country. The amaz- I have been his scribe and his able to defend themselves from Thank you for your efforts to help ing fact is that we struggle to raise reader since second grade. physical, sexual, and emotional these youths and to prevent these test scores, we continue to add It has been a very long and abuse and neglect. Perhaps most tragedies from occurring again. more and more academics, and yet lonely path for my son but none- important, they are not able to valuable help lies right within our the-less very challenging for us replicate within themselves the Jennifer Holcommidst. What always gets cut are the both. In the end, my son learned values and love that come from Teacher and homeschool momareas that could help to reverse the that he is an expert in a field that having family, friends, or other Warsaw, Indianatrend. most know little about. He has supportive persons who care for Again, thank you for being a taken it upon himself to educate them and teach them that they are LIGHTING THE WAY source of encouragement for what I teachers so that they may be able valuable and lovable themselves. The Alisha Moreland article do. There's not much going around to reach out to other learning dis- If a person, based on abuse and ("Shined by the City," Winter 1999) in the school systems. abled kids and offer solutions. neglect in his formative years, per- really touched me in a special way, Thanks for this beautiful article. ceives the world as dangerous and since I was one of her many class- Jane Collins filled with enemies, and if he has mates at Jefferson High School. Physical Education Teacher Kim Disbury no basis of love for himself and Alisha is so bright and outstanding Longfellow Elementary School Grant Writer/Researcher others, how can he be expected and I am truly honored to say that Columbia, Maryland Gig Harbor, Washington to react in a "normal" way to other I walked across the same stage at members of societyespecially the same ceremony as her. I am those who confirm that individual's glad that this article is available for pessimistic worldview? It is easy everyone to see how special she is. to see how, in a dark void of pain, Excellent article! merciless teasing, isolation, and fear, an individual with no hope of Tanesha Chiles-McCray a better existence and no relative Dental assistant and concept of love and support to dental hygiene student buoy him through hardship could Highline Community College make the decision to terminate the Des Moines, Washington life of himself and others.

NW Education / Fall 2002 NWREL BOARD OF DIRECTORS

John Pugh Sharon D. Parry (Chairperson) (Vice Chairperson) DM¢ATr00a Chancellor School Board Member University of Alaska Southeast Idaho Falls School District

NORTHWEST EDUCATION Henry Beauchamp Richard McCullough Executive Director/CEO Superintendent Yakima Valley Opportunities Snoqualmie School District (WA) Quarterly magazine of the Industrialization Center (WA) Northwest Regional Educational Laboratory Dr. Bill McDiarmid Dr. Teresa Bergeson Boeing Professor of Teacher Education Chief Executive Officer: Washington State Superintendent University of Washington Dr. Carol E Thomas of Public Instruction Dr. Elmer Myers Susan Castillo Editor: Superintendent Oregon Superintendent of Public Instruction Lolo Elementary School District (MT) Lee Sherman (Elect) David J. Parker Associate Editor: Jerry Colonna Elementary Principal Suzie Boss Superintendent Kalispell School District (MT) Redmond School District (OR) Issue Editor: Ted Popplewell Lee Sherman Dr. John Davis Principal Superintendent Oregon 'frail Elementary School Contributing Writers: Bering Strait School District (AK) Twin Falls (ID) Judy Blankenship, Joyce Riha Linik, Maya Muir Ruben Degollado Kay Purcell Teacher Principal Graphic Production: Hillsboro School District (OR) St. Rose Parish School Denise Crabtree Longview (WA) Dennis Haverlandt Graphic Design: (Secretary-Treasurer) Janice Rauth Dan Stephens Teacher Teacher Great Falls School District (MT) Longview School District (WA) Technical Editing: Dr. Shirley Holloway Lawrence Rigby Eugenia Cooper Potter Alaska Commissioner of Education Superintendent and Early Development Soda Springs School District (ID)

Dr. Marilyn Howard Barbara J. Riley A F INA/4 Idaho State Superintendent of Public Project Director Instruction Women's Opportunity and Resource THE ASSOCIATION Development, Inc. OF EDUCATIONAL Steven Jacquier Missoula (WA) PUBLISHERS.. Teacher Southwest Region School District (AK) -Rigor Roger G. Wheeler Businessman 4)- A CH LEN Dr. Michael Jaeger Pocatello (ID) (Immediate Past Chairperson) NORTHWEST EDUCATION Dean, School of Education and Business Estella Zamora Eastern Oregon University can be accessed on NWREL's Web site: District Court Interpreter/Coordinator www.nwrel.org/nwedu/ Caldwell (ID) Nancy Larsen Elementary Teacher This publication is based on work sponsored wholly or in part by the U.S. Department of Coeur D'Alene School District (ID) Education under contract number ED -0I- CO-0013. The content of this publication does not necessarily reflect the sinus of the department or any other agency of the U.S. govern- Richard Mauer ment. This publication was not printed with government funds. Articles and information in this publication are in the public domain and may be reproduced and disseminated School Board Member without peniassion. Please acknowledge NWREL as the source. Delta-Greely School District (AK)

Linda McCulloch

PRINTED ON RECYCLED PAPER Montana State Superintendent 4e of Public Instruction

57 Watch for coming issues

Winter issue Focus on Writing: With a Special Report on the Six-Trait Model EDUCATION Spring issue Back From the Brink: Saving Kids With Learning Disabilities From Failure Summer issue Discovery Learning: Lessons From Lewis and Clark

You are invited to send us article ideas, identify places where good things are happening, provide descriptions of effective techniques being used, suggest useful resources, and submit letters to the editor.

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EGIONAL EDUCATIONAL LABORAT FOCUS-ON-- LUS: SPECIAL SECTION ON6+1TRAITS M* ng

ARTICLES VOLUME 8 NUMBER 2 WINTER 2002 Permanent Ink 2 Learning to write is a lesson that lasts a lifetime. What have educators learned about the best way to create writers?

Keepin' It Real 1 Tapping the power of words, a gifted teacher and her students set out to change the world.

Ideas Worth Borrowing 12 Life Studies: Flathead Valley, Montana Tales of Triumph: Portland, Oregon Everybody Writes: Royal City, Washington Traveling by Post: Alaska, Washington, and sites worldwide Learning by the Book: Aberdeen, Washington The Roots of Nikiski: Nikiski, Alaska Riding "La Alfombra Magica": Medford, Oregon

ft. What They Remember ON THE COVER: Professional writers reflect on the writing lessons that have stuck In the Flathead Valley of Montana, with them. students have combined writing with visual images to create a series of community murals that celebrate local history. "Life Studies," COLUMN a story about the Mural Poetry Project, begins on Page 12. 34 What Do We Do When They Speak a Language No One Understands? PHOTOGRAPHS BY SUZIE BOSS

DEPARTMENT 36 In the Library

SPECIAL SECTION on 6+1 TraitTM Model of writing assessment begins after Page 36. Asmall -town newspaper [lasting lessons about writing in a San Francisco sub- are the focus of this issue of urb gave me my first Northwest Education. We've break as a writer. I was 15 approached the subject from and a bit on the nerdy sidea variety of perspectives, the only girl in an advanced drawing insights from math class, an aspiring stu- researchers, classroom jhis issue also includes a dent journalist, and a jock at teachers, and professional special section about the 6+1 a time when girls were ex- authors. You'll find examples TraitTM Writing Assessment pected to "glow, not sweat." of student writing woven and Instruction Model. Devel- At the end of a winning throughout this issue, too. oped by Northwest teachers tennis season, our coach p section called "Ideas Worthto provide students with use- pointed out that, while our Borrowing" gathers great ful feedback about key as- all-girl team had gone unde- classroom ideas, ranging pects of their writing, the feated, we had yet to receive from whimsical projects that model has spread to every any ink in the local newspa- use storybook characters and state and many other coun- per. Meanwhile, the boy's fairy tales to inspire young tries. The Northwest Regional football team dominated the writers to ambitious publish- Educational Laboratory has headlines, loss after loss. ing projects that use writing developed a variety of tools Her words inspired me to to connect students with the and publications to help knock on the editor's door world beyond the classroom. teachers use the traits to and ask for more balanced In "Keepin' It Real," a remark-promote better student writ- coverage. His response: Whyable teacher named Erin ing. We highlight some new don't you cover girls' sports Gruwell shares her experi- products along with some for us? He even offered to ence of coaching a group of old favorites. pay me-25 cents per col- students who call themselveschat gets your students umn inch. Waving the thick the Freedom Writers. They've excited about writing? As black pencil used for editing harnessed words instead of always, we invite you to share back in those days before weapons to make a differenceyour ideas and feedback with desktop publishing, he cau- in the world. In an article other readers of Northwest tioned against padding for called "What They Remem- Education. the sake of extra bucks. In a ber," professional writers Suzie Boss few curt sentences, he laid reminisce about their own out his rules to live by: Write classroom writing experi- tight. Meet your deadlines. encesfor better or worse. And never spell a name wrong. I've heard plenty of other advice about writing since then, but those early lessons still ring true.

Col ..

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Learning to write is a lesson that lasts a lifetime. But what brings out the best in young writers?

Story by SUZIE BOSS Photo by DENISE JARRETT WEEKS The visiting author had his audience of writing teachers in released in 1999, showed that most students have met the "basic" level thrall as he explained what he called "unpacking a scene." Go of writing achievement. However, only a minority of students-23 per for detail, he urged. Don't just write about someone entering cent of fourth-graders, 27 percent of eighth-graders, and 22 percent of a room and slumping into a chair. Paint each movement in 12th-gradershave advanced to the "proficient" level of achievement. words so that readers can see the character framed in the doorway, watch Only 1 percent of students performed at the highest achievement level, him make his way across the room. Let readers hear the chair slide againstwhich NAEP defines as "advanced." the floorboards and squeak with the weight of the character settling in. During the past decade, researchers and practitioners have focused A veteran teacher interrupted the hum of agreement coming from his on writing instruction as a subject deserving a closer look. Several colleagues. "If one of my kids wrote that a character slumped into a chair, forces have been at work: Teachers have worked hard to define what good I'd be elated," he said. "Slumping would be a big deal." writing looks like and how to give students useful feedback to improve And there it wasthe challenge that writing teachers face every day. their skills. The standards movement has prompted many states to de- How to take students from where they are now to where they might go fine what writing instruction should accomplish and how to measure stu- as writers? How to help them use all the tools at their disposal to com- dent progress toward meeting goals. The National Writing Project has municate, to argue, to explain, to connect? emerged as a model of professional development that helps teachers be- According to the Nation's Report Card on Writing issued by the come more effective writing coaches. Meanwhile, desktop publishing and National Assessment of Educational Progress, most students still have far the World Wide Web have created new opportunities for students to share to go in reaching their potential as writers. The most recent report card, their best work with audiences outside the classroom. And many schools

FOCUS ON WRITING (13 3 OW PA ,itS CA routinely open their doors to professional writers, creating opportunities for them to "unpack" the tricks of their '1' I .1 trade for the benefit of students and teachers alike. . II I 1 1 . 1 l '.1 1 1 111 1 PIECES OF THE PUZZLE Writers know more fully what they mean only after 1 1 11 1 111 .

I 1 1 1 I I having written it. I Sondra Perl I Although good writing instruction cannot be reduced to .1111 1 1 1 . 111 a formula, certain practices are apt to be found in a 1 I. I 1 1 .1 classroom where students are honing their craft and be-

1 1 I " dents' writing skills byy discussingdiscussing classroomclassroom studiesstudies withwith 181 o 1 1 I 1 1 their children and making reading materials available at I if home. (See sidebar at left.) so. .At. es What's the sum of these parts? Longtime researcher / 1 George Hillocks Jr. asserts that effective writing instruc-

t 1 1I . I 1 tion encourages students to think. "In the past 30 years," . he writes in his 2002 book, The Testing Trap: How State - Writing Assessments Control Learning, "researchers and theorists have come to know that teaching writing entails teaching thinking." Being able to write well is a lifelong skill, but it's essential to the work of learning. As Hillocks points out, "people learn through writing. Putting the ideas on the word processor or on paper clarifies them and enables us to think through what we really mean."

NW.fiducation / Winter 2002 -0 A TIMELINE: FROM PRODUCTturned in will be the only version." In contrast, the stages 5 TO PROCESS of the writing process are "more in keeping with the Hove getting up every morning and mucking aroundtrue nature of the act of writing," Cotton concluded. in sentences, playing with stories, trying to build my By the early 1990s, writing teachers were creating an- city of words. other tool to improve instruction. Giving students a sin- Ralph Fletcher gle score to assess their writing reflected the old product Forty years ago, a landmark report commissioned byapproach to teaching. An "A" grade might make a young the National Council of Teachers of English (NCTE) lam-writer proud, but it wouldn't point out what was good basted the state of writing instruction. Authors of the about the work and what could be better. Similarly, a low 1963 Braddock Report found "... the field as a whole grade would tell the student his work wasn't up to par, but is laced with dreams, prejudices, and makeshiftwould offer no guidance for improvement on the next operations." draft. Working collaboratively, writing teachers began to Hillocks, who conducted a meta-analysis of research develop analytical scoring tools for evaluating different as- on writing instruction in 1983, suggests that most teach-pects of student writing. (A special section about the ers never learned how to teach writing. "Teachers of En- 6+1 Traitrm Writing Model begins after Page 36). glish in the secondary schools have little or no training in the teaching of writing. They are, after all, graduates NEW ROLE FOR TEACHER of English departments concentrating on literature," he Write only from experience, but you must be one on points out in The Testing Trap. "Elementary and middle whom nothing is lost. school language arts teachers tend to have even less Henry James background in writing. They have tended to concentrate Classrooms that generate good writing tend to be active on reading." places. Students may talk in pairs or small groups, offering The field of writing instruction has evolved during the peer critiques about works in progress. The teacher decades since the Braddock Report. The 1970s and might be off in a corner, meeting with students for indi- 1980s saw teachers taking a cue from how writers ap- vidual story conferences or offering a mini-lesson to an- proach their craft. The writing process began to take swer a question that has just come up. And students who hold as an effective way to teach writing. The process ap- are actually putting words on paper might be working with proach encourages students to shape their wilting through pencil and paper, diagramming their ideas in story webs, a series of stages, typically including brainstorming or or writing and editing on computers. When it's time to prewriting, drafting, revising (often with benefit of feed- share writing samples, the teacher may volunteer himself back from teacher or peers), editing, and publishing. as a model, reading his own work aloud and inviting By 1988, when Kathleen Cotton of the Northwest Re- students to offer feedback to guide revision. gional Educational Laboratory took another look at re- Creating this atmosphere of a writers' workshop research on writing instruction, she found studentquires skill and flexibility on the teacher's part. It's a achievement to be higher when teachers emphasized new role for many teachers: being a writing coach (and writing as a process rather than written work as aprod- fellow writer), rather than the resident expert. uct. In what she called "product-oriented teaching," Cotton's research synthesis, although now more than teachers had focused on form and correctness, and "thea decade old, pointed to several practical suggestions that student has to get it right the first time because the paper have stood the test of time. Among her key lessons for

1) FOCUS ON WRITING 6 writing teachers: own writing during an intensive summer institute. Then, Grammar and conventions are ineffective when taughtthroughout the following school year, teachers reconnect in isolation from students' actual writing efforts. Instead, with fellow participants to continue brainstorming, prob- teach grammar in response to students' needs. lem solving, and providing peer support. Educational Peer editing and evaluation can be just as effective as Leadership has called the project "arguably the most teacher evaluation of students' work in progress. successful teacher network in the United States." Provide time for writingstudents need practice to Researchers Ann Lieberman and Diane Wood share become capable writers. their analysis of what makes the project effective in the Provide models to allow students to "get a feel" for good March 2002 issue of Educational Leadership. They writing. Reading experiences also enhance writing skills. write: "Because teachers engage directly in the learning Encourage good writing across the curriculum. process, they pay attention to the frustrations, fears, joys, An ERIC Digest that traces how writing instruction has and triumphs of being a learner. They can apply these in- evolved (Writing Instruction: Changing Views Oversights to their teaching practices." Two key features the Years, November 2000) also outlines several ideas to emerge from their study of NWP sites: "reconceptualize teaching" in the writing classroom. Au- A distinctive set of social practices that motivate teach- thor Carl Smith summarizes research suggesting thaters, make learning accessible, and build an ongoing teachers: professional community Allow students to take a more active role (i.e., let them Developing local networks that organize and sustain choose their own writing topics) relationships among these communities and produce Build on students' knowledge while introducing chal- new and revitalizing forms of support, commitment, and lenging new material (sometimes called providing leadership "instructional scaffolding") Such supportive learning communities for adult learn- Collaborate with students to help them solve ers mirror classrooms where students find time, effective problems instruction, and encouragement to develop into strong Encourage students to take increasing responsibility for writers. their own learning A recent evaluation of the National Writing Project by In many communities, teachers have taken the lead in the Academy for Educational Development found that promoting effective classroom practices. The National Writ- the project has "a profound impact" on participating ing Project (NWP), founded in 1974 at the University of teachers' beliefs and practices. NWP teachers make writ- California at Berkeley, has grown to include some 165 ing "part of everything we do." They tend to infuse writ- local sitesincluding at least one in each of the five ing throughout the curriculum and across subject areas, states in the Northwest regionthat help teachers improve spending more time on writing instruction than non- how they teach writing. Local sites also develop pro- participants. They are more likely to use exemplary in- grams that address particular needs in their communi- structional practices such as asking students to produce ties, such as effective writing assessment or strategies to more than one draft, write in journals, choose their own help students meet state writing benchmarks. topics, and use a computer to write and edit. (For more The grassroots project first engages teachers in the information about the National Writing Project or its learning process, giving them a chance to focus on their local affiliates, see sidebar on Page 8.)

NW Education / Winter 2002 TIWO SIDES 0 A COIN

vvhat is the single most important thing that Sharing the Wisdom of Practice: Schools That we as a profession know now that we didn't know Optimize Literacy Learning for All Students adds 30 years ago about the teaching and learning of another layer of understanding to the concepts writing in elementary school'?" presented in Many Paths to Literacy. Written by Researcher J.M. Jensen posed that question Novick and Amy Fisher, Sharing the Wisdom of to education experts in 1993, 30 years after the Practice takes an indepth look at the beliefs and critical Braddock Report. Their responses are practices of four diverse schools in the North- captured in these key points: west. The authors use examples from the region Writing in the early years is a natural gateway to present classroom strategies for promoting to literacy literacy among culturally diverse learners. All children can be writers Another recent NWREL publication, Learners, Understanding writing means understanding Language, and Technology: Making Connec- complex and interrelated influencescognitive, tions That Support Literacy, helps teachers un- social, cultural, psychological, linguistic, and derstand the role technology can play in early technological literacy. Authors Judy Van Scoter and Suzie We write so that both we and others know Boss outline classroom strategies to incorporate what we think a wide range of tools to enhance learning. Stu- Two new books from NWREL illustrate that dent publishing receives special attention, along especially during the early elementary years with projects that use technology to extend reading and writing are as inseparable as two learning far beyond the classroom. sides of the same coin. For information about ordering any of these Rebecca Novick, in Many Paths to Literacy: publications, see the NWREL Products Catalog Language, Literature, and Learning in the Pri- Online, www.nwrel.org /comm /catalog or call mary Classroom, draws on research and evi- 1-800-547-6339, ext. 519. dence coming from diverse classrooms to show, "when reading and writing are taught together, the benefits are greater than when they are taught separately." Like talking and listening, she asserts, "reading and writing are inseparable processes." Many Paths to Literacyoutlines a comprehensive program to help children build bridges from home to school, from oral language to written language, from letter decoding to reading comprehension. Novick, who has written widely on early literacy, integrates research findings with the insights, strategies, and classroom examples of effective teachers. NATIIONAL EFFORIT, LOCAL FOCUS

The National Writing Project, based at the In the Northwest region, NWP-affiliated pro- University of California Berkeley, provides programs offer a variety of resources for teachers, fessional development to improve the teaching including: of writing and improve learning in the nation's ALASKA: Alaska State Writing Consortium, schools. Teacher knowledge, expertise, and which involves school districts working to- leadership are the cornerstones of this model, gether to promote and improve the teaching which has spread to include programs in all of writing in the state. Web site: http://pec.jun. 50 states. alaska.edu/aswcpage.html. Every stateincluding the five states of the IDAHO: Northwest Inland Writing Project, Northwest regionhas at least one NWP- based at the University of Idaho. Web site: affiliated program that offers summer institutes www.uidaho.edu/ed/niwp1. where teachers examine their classroom prac- MONTANA: Montana Writing Project, based tice, conduct research, and develop their own at the University of Montana. Web site: www. writing skills. During the school year, the same umt.edu/english/mwp.htm. teachers continue to collaborate and provide OREGON: Oregon Writing Project includes one another with ideas, support, and more for- programs on several colleges' sites around the mal training in the "writing-to-learn" approach. state. For local contact information, visit the Local sites also develop programs that address NWP Web site (www.writingproject.org), then particular needs in their communities, such as select "Find a Local Site." effective writing assessment or strategies to WASHINGTON: NWP programs include the help students meet state writing benchmarks. Central Washington Writing Project (Web site: For more information about the National www.cwu.edu/-cwwp/e) and the Puget Sound Writing Project, start at the Web site: Writing Project (Web site: http://depts. www.writingproject.org. A variety of resources washington.edu/pswpweb/). and publications are available, as well as information about NWP activities. For example, NWP Interactive is a growing online community of teachers, writing project site directors, and staff members who share tools, resources, and strategies about teaching writing. A variety of other initiatives are being developed to help participants explore the intersec- tions of technology, writing, and learning.

168

NW Education / Winter 2002 9 WRITING FOR A PURPOSE Dixie Goswami, director of the Write to Change program I discovered the beauty of writingwhen one can pour at Clemson University and a faculty member of the Bread oneself onto a great white emptiness and fill it with Loaf School of English, outlines key principles of projects emotions and thoughts and leave them there forever. that take studentsand their writinginto local com- Zlata Filopovic, author of munities. In Writing To Make a Difference, she explains Zlata's Diary: A Child's Life in Sarajevothat such projects motivate students to: Capturing ideas on paper is hard work. Dr. Mel Levine, Become researchers: The writing process requires author of All Kinds of Minds, suggests that the process students to become active researchers, introducing them can break down for a host of reasons: memory challenges to the methods and purposes of inquiry. that interfere with the recall of vocabulary, content, or con- Become writers: Students learn to write and publish for ventions; fine-motor challenges that make it hard for thedifferent audiences and purposes as well as understand fingers to keep up with the flow of ideas; attention deficits relationships among critical reading, clear thinking, and that can get in the way of concentration, planning, and effective communicating. organization of ideas. Collaborate: Community-based writing projects en- What makes writing worth the effort? For many students, gage students in cross-generational and cross-cultural having a real audience provides motivation to overcomework. challenges and invest the time to shape, revise, and im- Master basic skills, and go beyond the basics so that they prove their writing. Teachers report using everything achieve cultural literacy. from e-mail exchanges to book publishing to connect Something else happens, as well, when students com- student writers with audiences outside the classroom. municate their ideas. Sharing writing with an audience puts Writing To Make a Difference: Classroom Projects for the writer to a test that may be more genuine than any Community Change (Teachers College Press, 2002) other form of assessment. As Hillocks explains: "The outlines the benefits of projects that connect student test of it is the extent to which it stimulates the reader's writers with their communities. Editor Chris Benson ex- thinking. [To be successful] it must re-create some of the plains that the topics students take on through such proj- thinking that went into it, not the twists and turns lead- ects vary widely from one place to another. But while topics ing to dead ends, but the sets of related thinking that must vary, he adds, "the process doesn't. Once students select underlie main ideas and messages." a topic that is relevant for them or for their community, When student writersindeed, writers of any age they set to researching it, compiling information, and or- are successful, their words resonate with readers. "We ganizing data. When they have a thorough knowledge of have all encountered that kind of writing," observes the issues, they analyze the needs of their audience andHillocks, "the kind that writes on the soul, that changes their purposes for the writing. Then they draft and revise forever the way we think about issues and people." a document for the community." ONLINE RESOURCES: Donald Graves, author of The Energy An important step, Benson reports, "is field-testing to Teach, offers advice about teaching writing (wmv.donald graves.org). Dr. Mel Levine shares insights on how young writ- the document on a real audience of readers. In field-test- ers can get stuckand unstuck (www.allkindsofminds.org/ ing, students gather more information about how read- library/articles/IgnitingTheirWriting.htm). National Council of ers actually useand misusetheir document, and theTeachers of English provides a wealth of online resources (www.ncte.org). Information about the Nation's Report Card students then use this information toimprove the usability on Writing is available from National Center for Education Statis- of the document through more revision." tics ( nces. ed .gov /nationsreportcard/writing/).

FOCUS ON WRITING FREEDOM WRITERS

11 DIARY "1)

I0 RIGHT OUT OF A FAIRY TALE, A ROOK E TEACHER FROM AN URBAN HIGH SCHOOL PLAYS FAIRY GODMOTHER TO HER KIDS' CINDERELLA STORY. HER MAGIC WAND? THE POWER OF WRITING.

la a flow a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them THE FREEDOM WRITERS wi 1

Erin Gruwell insists "there was hosted by the Northwest Regional painful one. people who had come of age during no master plan" behind her deci- Educational Laboratory in February While she was still a preppy- wartime: The Diary of Anne Frank, sion to assign journal entries as a (See end of this story for details.) As looking student teacher at Wilson for instance, and Zlata's Diary de- freshman English class exercise. Buta preview, she agreed to share with High in racially diverse Long Beach, scribing a childhood in Bosnia. "My what she heard in students' writing the readers of Northwest Education California, Gruwell experienced one students saw that these other kids, echoed the themes of literature: Loss some thoughts on her approach to of those classroom moments that living in real wars, had picked up and longing. Hope in the face of writing as a force for change. changes everything. She happened pens, chronicled their pain, and fear. A need to be heard. Courage to intercept a piece of paper that was made their story immortal." to dream of a better future despite making the rounds, leaving a ripple If the stories from Room 203 growing up in a setting that one of laughter in its wake. The paper were going to matter to anyone, boy compared to a war zone. held a crude caricature of a certain Gruwell told students, they had to Gruwell overcame steep odds black student with a bad attitude be honest. She assured students of herself in order to help these kids and worse disciplinary record. When anonymity, assigning each one a share their stories with an interna- Gruwell got hold of the paper, she number. Using donated computers, tional audience. In the process, stu- went ballistic, telling her students all used the same 12-point, Times, dents stopped seeing themselves as the thick-lipped cartoon was like the New Roman typeface. They all "rejects" and "unteachables," and propaganda the Nazis used during signed on to an honor code, worked took on a new identity: Freedom the Holocaust. Then a student asked out with the approval of the superin- Writers. Their remarkable saga is her, "What's the Holocaust?" In thattendent and lawyer for the district. chronicled in the students' own 68: instant, a new curriculum was born. Among themselves, they called their words in The Freedom Writers Today Ms.Gruwell assigned a new Gruwell recalls, "I immediately de- truth-telling "keepin' it real." Diary: How a Teacher and 150 writing project. We each are going cided to throw out my meticulously Previously, students had been Teens Used Writing to Change to choose one of our favorite jour- planned lessons and make toleranceinhibited in their writing. Now, Themselves and the World Aroundnal entries and combine them the core of my curriculum." cloaked in anonymity, "they were

Them. The class writing project mayinto a classroom book.... Ms. Tolerance can be a tough sell to liberated. It was cathartic. They got have started small, Gruwell admits, Gruwell wants us to pick an entry students who have to dodge bullets into controversial topics," Gruwell "but it took on a life of its own." about an event that changed our on their way home. The challenge tosays, including drugs, guns, sexual Gruwell will be sharing high- lives. In my case, there is only one Gruwell seemed urgent: "How could abuse, harassment, abortion. "It lights of this story when she delivers that really sticks out, but I want to I motivate them to pick up a pen was a wellspring." the keynote address at the Educationforget it. Not because it is embar- instead of a gun?" She introduced Although the writers remained Now and in the Future Conference, rassing, but because it is the most them to books written by young anonymous, students took turns

7, 0 NWEDUCATION /Winter 2002 reading aloud each others' entries. meats I do for Ms. G's class requireimprove their writing. A favorite Gruwell. "They're kids who changed 11 "I constantly used their stories to draft after draft until everything isclassroom metaphor: the hamburger.their personas," and, just maybe, teach," Gruwell says. "We read perfect. I can't begin to imagine "We talked about a hamburger vs. the world. "Education is the great aloud, edited aloud. I could take how hard Nancy Wride has it a cheeseburger vs. a double double. equalizer." As one student shared in something from a journal and com-when she goes through everything The plain burger is just meat and The Freedom Writers Dial)), Day pare it to a story by T.C. Boyle or over and over to finish a story. bun. What makes the double double 177: "Days like this create memories Amy Tan or Gary Soto. We could Mat's what she does, she tries to so special? It's the meat and the bun worth living for." look at the work side by side, juxta- make her work perfect for the Los and the sauce and the cheese." Writ- Education Now and in the posing themes or comparing literaryAngeles Times. Nancy Wride is a ing can be plain or delicious with Future will take place February techniques. It's an authentic way to wonderful reporter who just wrote details, too. Gruwell used all kinds 10-11,2003, at the Portland teach." a story about us.... When Nancy'sof props to make sure her message Hilton, with researchers and Authenticity was another key les-slog was published, it felt as if the got thoughincluding, of course, practitioners addressing a wide son. "We talked about being real vs. entire world had read it and then "lots of burgers." range of topics. Erin Gruwell dramatizing. You can't embellish," decided to call Room 203. Not only did students have free- will deliver her keynote address Gruwell says, "or it takes away from It takes not only honesty but, dom to explore tough topics in theirduring lunch on February 11. the sincerity." often, many drafts to produce pow- diaries, but they were free to "break The same afternoon, she will Gradually, Gruwell and her stu- erful writing. That's another mes- away from the five-paragraph frame.participate in a workshop dents realized the importance of sage that Gruwell's students learned I encouraged them not to use the called Our Lives in Our Own sharing their work with a larger au- while honing their diaries into pub- standard format. I didn't want themWords, which will explore the dience. "It's much more real when lishable pieces. She learned to teach to feel so confined that they'd wind power of personal narratives read by others," she says. In the tra- the writing process while a graduate up bitter about writing." for academic and personal dition of the Freedom Riders of the student, and coached her students Instead, the Freedom Writers growth. Conference informa- 1960s, they called themselves the through the steps of drafting, revis- wound up becoming ambassadors tion and registration materials Freedom Writers. They began reaching, peer editing, and more revising.for tolerance, winning national are available online at www. ing beyond the confines of Room She brought in professional writers recognition, and having their di- nwrelorg/enf. To receive a con- 203, sharing stories and touching to talk about their own process for aries published as a book. A film is ference catalog by mail, e-mail lives all around the world. Eventu- producing polished work. And she in the works. They have been heard a request to enf @nwrel.org or ally, their stories brought them face- used herself as a model, writing and by politicians and entertainers, and cal11-800-547-6339, ext. 187. to-face with their new heroes: Zlata revising right alongside her students.helped by generous patrons. Many Starting February 12, Port- Filipovic, author of Zlata's Diary, Many students were struggling are now in college-30 of them are land State University's Graduate and Miep Gies, who gave shelter to academically when they arrived in back together this year with Gruwell,School of Education is offering Anne Frank. Gruwell's class. She used exercises to only this time it's at California State more indepth training on engage all types of students, includ- University at Long Beach where Gruwell's tolerance-based writing auditory, visual, and kinesthetic she's a distinguished educator. ing curriculum. For it I didn't realize writing was so learners. "I used a number of "They're such a unified family. about the continuing hard. It's very tedious and over- modalities to encourage writing. They feel infallible," she says of education course, see the whelming, but satisfying at the We did a lot of hands-on things," to her community of young writers. online description at www. same time. The writing assign- give students experiences that would "They aren't rock stars," adds ceed.pdx.edulfreedom.

FOCUS ON WRITING IDEAS WORTH BORROWING hat motivates students to write? As the following stories from Northwest classrooms illustrate, inspiration is everywhere: in the science lab, in family fairy tales, in local history. Examples vary in grade level and approach, but they share common themes: asking students to write about subjects that matter to them, providing time and opportunity for feedback and revision, and connecting young writers with readers by having them share their work withan audience.

LIME OFIJIIDIIIE5 education effort called the Mural- MONTANA STUDENTS Poetry Project. TELL THE STORY Founder Laura Keller, an artist OF A PLACE AND and poet herself, launched the non- ITS PEOPLE profit project on a shoestring five

By SUZIE BOSS years ago. Her early glimmer of an idea has grown into a bright vision FLATHEAD VALLEY, of what education can accomplish MontanaThe paintings catch when it connects young minds with your eye firsta weathered saloon, seasoned citizens, when it integrates purple mountains, winding road, the telling of stories with the making cascading stream. But it's the words of art. that draw you in and encourage you The murals draw inspiration to linger there on the city sidewalk, from local history, with students in- reading and learning about a place terviewing older residents to gather and its people: ideas for their poems and accompa- / sit and listen nying images. So far, students rang- As he paints the pictures ing from fourth-graders to high Of a time long ago school seniors have completed Upon the canvas of my mind 14 murals in the communities of Eric HerrigesWhitefish, Kalispell, and Eureka. In Laser School, Kalispell, Montanathe process, they are creating a new Across the Flathead Valley, face for their communities to show poems and pictures are sprouting the world, and a new way for young on the sides of theaters and restau- people to view their hometowns, their rants, banks and title companies. neighbors, and even themselves. The vibrant collection of murals is Keller, 43, started the project in the work of a community-based her adopted hometown of Whitefish, 7,2) NW EDUCATION / Winter 2002 I111 4.1.,71., t44 ri F.." *he'

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where her own daughter is now a se-subject doesn't hear well, or smells hair and wrinkled brows. poetry "They try to capture the heart nior in high school. Aware of how funny" Students know from the start of their person in a poem," MacKen- full teachers' days are already, Keller The goal, Keller explains to stu- that this is no classroom exercise. zie explains. worked with the school district cur- dents, "is to breach barriers so you Their writing will appear in public Moving from research to prose riculum director to determine how can get at the heart of the question: and be read by a broad audience to poetry is a powerful lesson in how this new project could mesh with ex-Who are you? What can you share not only by passing tourists, but also language can serve many purposes. isting learning goals. "We explored with me about your life, your gener- by their subject and his or her fam- When Keller guides students "deeper the whole question of curriculum. ation, your experiences?" Students ily members. Their work must not into the writing process," she might How could we justify this project in tape record the conversations, which only be accurate, but also "honor ask them, "Tell me the depth of the the classroom?" As they looked at take place over several days. Many ofthe person they're writing about. person in your poem. Tell me what standards, they found a natural fit the tapes are later added to oral his- This is the ultimate respect of a per- you saw when you looked into her in the content areas of language tory collections of local historical sona tribute to someone's life," eyes." Brevity is important, given the arts, history, and visual arts. societies and museums. Listening to MacKenzie says. limited physical space of the mural Before students sit down to inter- the tapes, Keller says, "You can hear Once they have conducted their panels and the concise nature of po- view longtime community residents, when a student connects with an interviews, students write an oral etry. Keller encourages young writers they talk in class about "what makes older person." history that's factually accurate. to hone their ideas, using action a good question. What should you Whitefish High School language They may need to do additional re- verbs to tell a story in short, punchy not ask? How do you open a conver- arts teacher Norma MacKenzie has search in the library, sifting throughstrokes; using metaphor to carry an sation and draw someone out?" been involved in producing four old newspapers to get a better sense image; using emotion to transcend Keller explains. Because many of murals so farthree with her ad-. of a distant decade, or reading his- a mere recitation of facts. Do all the interviews take place at nursing vaned junior and senior students tory books to learn more about an that, she promises, "and then you homes and extended care centers, and one with a class of freshmen. event such as World War II. Context come down with poetry" students also talk about fears or dis- Some of the students go into the in- becomes an important part of story- Examples abound: A fifth-grader comfort they might have about en- terviews "expecting to have nothing telling, and also reminds students offrom Edgerten School in Kalispell tering the environment of the elderly in common" with their subject. how the Flathead Valley is changing wrote of a woman whose smile and infirm. The younger students "But the older people grow in the as the economy tilts toward tourism. "glows like a million-volt light

are candid, Keller admits. "They . kids' eyes," she observes, as students Using their prose as a founda- bulb." A classmate described a man want to talk about what to do if theircoax out the stories behind the gray tion, students next move to writing of advanced age as being "almost to

73 FOCUS ON WRITING a

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the place the cowboys go after the words and see the brush strokes. You can't buy it ITELIE5 ®IF ITMEIPIE last roundup." At Laser School, an alternative You can't steal it FAIRY TALES WEAVE After writing their poems high school in Kalispell, art teacher You can't swallow or smoke it CONNECTIONS compressing life stories into a few Linda Tutvedt has enjoyed watching It springs from a lye of passion BETWEEN spare linesstudents expand from her students "step up to be leaders" Happiness is doing GENERATIONS words into visual art. of the art-making part of the proj- what you love Story by LEE SHERMAN

Typically, class members read ect. One mural involved interviews Passion. is loving what you do Photos by JUDY BLANKENSHIP their poems aloud and listen for with many of the artists, musicians, These words now hang from "Me realm of fairy -story is wide common themes and concrete im- and writes who thrive in Flathead the side of an old movie theater in and deep and high and filled ages. Keller asks them to consider, Valley, a place were the scenery Kalispell, drawing the eye of curious with many things: all manner "What do you see when you hear seems to nourish creativity. Laser newcomers and those who have of beasts and birds are found these words?" Students begin by studentsmany of them nontradi- spent their whole lives in this valley. there: shoreless seas and stars sketching. Individual sketches are tional learnersmade a strong When Keller sees people lingering touncounted; beauty that is an shared with the group, and students connection with these kindred cre- read the lines, she hopes they man- enchantment, and an ever-present decide collectively how the parts ative spirits. "They came in and age "to see both generations repre- peril; both joy and sorrow sharp should make up the whole. shared their work, told us about sented here. In these words, you can as swords." The actual painting of the muraltheir lives," the teacher says. The hear those at the beginning stages J.R.R. Tolkien often occurs outside the school words and images students gener- of communication connecting with grounds, in a place chosen so that ated in response created "a lot of the wisdom of their elders. You see PORTLAND, OregonWith the public can observe the process pride," intvedt says, and reminded both innocence and experience." a sleepy toddler tucked under her and interact with the young artists. others in the community of the gifts When that happens, she knows that arm, a mother murmurs the nurs- Students have painted their murals these young people have to offer. students have succeeded in their ery rhymes she learned from her in the basement of the Hockaday A Laser student named Tyler goal as writers, "to use the power own mother so many bedtimes ago. Museum, in shopping malls, in hos-Stephens wrote a poem to capture of words to connect with their A grandfather delights in embellish- pitals. The finished product is then the life story of a local painter community" ing a ghost story for his pajama- installed on the side of a building named Karen Leigh. "What Is For more information about the clad grandson huddled, wide-eyed, chosen so that pedestrians can walk Happiness?" begins: Mural-Poetry Project, e-mail Laura under the covers. Beside a glowing right up, close enough to read the Keller at [email protected]. woodstove, an ancient auntie gath-

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ers her nieces and nephews to her vites the students' parents to write Ngoc Le standing at her side. The words for "hello," "goodbye," and knee for a centuries-old story from and read aloud a story they've car- first-graders listen attentively, taking"thank you." the Old Country. ried with them from their homelandnotes as Mrs. Le reads a traditional In preparation for the parent Such scenes play out each eve- of Mexico, Russia, Ukraine, Vietnam,Vietnamese tale from a handmade presentations, the Whitman first- ning in every village, every city, the Romania, or the Philippines. The "book" she has written in her nativegraders have been studying the con- world around. Storytelling is as uni- goals of bringing family members Vietnamese. As the mother recitesA struction and conventions of stories. versal as bread, as human as love. into the classroom are to: Bunch of Chopsticks, about a dying First, they read the whimsical tales At Whitman Elementary School, Actively involve parents in their father passing on a priceless lesson of beloved children's author Leo a teacher is mining the rich potentialchildren's education to his children, Amy translates each Lioni to learn not only about plot, of the most enduring of story forms Give parents a chance to publicly sentence, reading from the English setting, and characterfirst-grade fairy talesin her classroom of demonstrate their knowledge of version she has written in a hand- literacy benchmarks in Oregon's English language learners. Starting culture, language, and literature made book of her own. From the statewide standardsbut also to with such classics as Rumplestillskin Show students that speaking a story, the students learn that family infer themes and conflicts. Next, they and Cinderella, ESL teacher Lilia second language is not a deficit members, like chopsticks, are read "trickster" stories from Mexico, Doni leads her diverse first-graders but an asset stronger when they stick together where most of the students' roots are. on a worldwide literary adventure "I'm always looking to connect in a "bunch" than when they stand Finally, the students delve into the that not only meets benchmarks in the parents to their children and givealone. riveting narratives of struggle and literacy (reading, writing, and pub- them ways to support their children's As part of their presentation, triumph that we call fairy tales. In lic speaking), but integrates geogra-education," Doni says. "I send lettersmother and daughter show a two- the book Snow White, Blood Red, phy, social studies, drama, and home in their language, asking foot-tall paper "heritage doll" that writer Terri Windling explains the foreign languages, as well. them to share their favorite stories. they have dressed in traditional garb,psychological grip of this timeless The project's impact, however, By bringing the parents here and explaining the usefulness of the genre: "The fairy tale journey may doesn't stop there. Reaching even valuing them as experts, we cause conical hat for warding off hot sun look like an outward trek across beyond these critical academic sub- the children to value them more and the frequent tropical rains that plains and mountains, through jects and standards, this end-of-year and to see their importance. They pelt the jungles and rice paddies of castles and forests, but the actual culminating unit taps the familial feel pride in their cultural heritage." the Southeast Asian nation. Point- movement is inward, into the lands ties by which stories are transmitted, Lam Nguyen Le sits at the front ing to Vietnam on a big world map, of the soul. The dark path of the generation to generation. Doni in- of the classroom, her daughter Amy Mrs. Le teaches the students the fairy tale forest lies in the shadows

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of our imagination, the depths of Seven Little Goats, the mother goat that have stood the test of time for Parent participation in Whit- our unconscious. To travel the wood,slices open the wolf's belly while he'scenturies," says Doni, a native of man's fairy tale project reached a to face its dangers, is to emerge sleeping, frees the (still living!) kids, Moldova who is conversant in Span-phenomenal 100 percent last year, transformed by the experience." and replaces them with big stones; ish and fluent in Romanian, Rus- thanks, Doni says, to the phone calls Exploring the origins of fairy when the wolf tries to drink, the sian, French, and English. "It is she and the school's pool of transla- tales, Doni's students study legendarystones drag him into the well where appealing to both adults and chil- tors made to each family "Provid- storytellers and folklorists, such as he drowns. In the Chinese version, dren because it deals with love, life ing translation is one part of the Brothers Grimm of Germany the kids and their mother toss the and death, loss, fairness. Everybody'sworking with families," she says. and Charles Perrault of France. wolf down the well. The Romanian thinking about these big values." "But making personal contact They learn the elements of the fan- version features just three goat kids, In overcoming extreme circum- that's the most important part. tasy genrea long-ago setting, a and the mother goat gets revenge by stances, the fairy tale protagonist Having parents on our side as our heroine or hero, a villain ("bad inviting the wolf to dinner and set- grows and matures, Doni explains. support and as their children's guy," beast, criminal), a problem ting a booby trap that causes him to "This 'test' makes the character support helps us a lot." and solution, and a "motif" or burn at the bottom of a pit. triumph or rejuvenate," she says. Little Amy Le's pride in her mom theme. They look at five such motifs Some key features of fairy tales "They change from poor to rich or is evident in her face as she listens that appear in fairy tales: magical repetition and rhythmare evi- from weak to strong. They change to Lam Le read the story from her objects, wishes, trickery, separations, dent in the various versions of this emotionally and psychologically." homeland. Says Doni: "The chil- and transformations. Then they tale. For example, the wolf's plea, Child psychologist Bruno Bettle- dren felt so proud of their parents, compare two stories. "Open the door, my children, your heim, argues in The Uses of En- because they were the heroes." Certain fairy tales cross cultures, mother is home," is repeated severalchantment: The Meaning and The Web features many sites on popping up in all kinds of countries. times throughout the Chinese ver- Importance of Fairy Tales not only folk and fairy tales, including the The students explore one of the best-sion. The Grimm version contains that fairy tales are expressions of our PEARN Folk Tale Project at wwwnsc. known of these international tales, this verse: "What rumbles and tum- cultural heritage, but that they "rep-ru/folk/, Scholastic's Myths, Folk- about a wolf who tricks a family of bles / Inside of me. / I thought it resent in imaginative form what the tales, and Fairy Tales Internet proj- baby goats into opening the door was kids, / But it's stones that they process of healthy human develop- ect at http: / /teacher.scholastic.com/ while their mother is out, where- be." These techniques are powerful ment consists of ... (and) make writewit/mff /, and Folktale, Myth, upon he gobbles them up. In the vocabulary builders, Doni notes. great positive psychological contri- Legend, and Fable at http://falcon. Grimm Brothers' version of The "Fairy tales are classic literature butions to the child's inner growth." jmu.edu/ ramseyil/tradmays. 76 NW EDUCATION / Winter 2002 Students saw that 17 their teacher was no longer up in front of the class but sitting among them, shaping and revising his own writing.

IEVIERYBOIDW English. Writing cuts across all sub- high-powered scientific and techni- We never did real science." WIRIVIE0 jects. In this classroom, everybody cal equipment. He also has expanded As he sought ways to engage his ENGLISH LANGUAGE writesincluding the teacher, the his own knowledge base in biology, students in the high school class- LEARNERS DISCOVER teaching assistant, and even the botany, and biotechnology so that room, he was attracted by the hands- THEIR VOICE principal if he stops to visit. he can guide students through the on nature of doing "real" science.

By SUZIE BOSS "Writing is the key when it comesprocess of scientific inquirywhich,When students peer into a micro- to getting kids more involved in of course, they write about. scope or gaze at the stars through a ROYAL CITY, Washington class," Godoy-Gonzalez says. Godoy-Gonzalez's approach to telescope, they experience the thrill His Chilean accent offers the first Fostering student engagement teaching science has earned na- of discovery. That can be a spring- clue that he didn't grow up amid was a priority when he was asked to tional attention, including honors board for developing their language the farms and apple orchards of develop the English as a second lan-from the National Environmental skills, as they seek to communicate eastern Washington. Like most of guage program nine years ago. An- Education and Training Foundationwhat they have observed. his students at Royal High School, other teacher was already working and a $10,000 Toyota Tapestry grant He also appreciated the chance teacher Mario Godoy-Gonzalez with ESL students at the middle for a curriculum on ethnobotany. to show students that their 44-year- began life in another country, school level, "and trying to keep The Migrant Teacher of the Year for old teacher was learning alongside speaking Spanish as his first lan- an eye out for them when they got Washington state in 2000, Godoy- them. A summer institute in life guage. But it's his message, not his to high school," he explains. But Gonzalez insists he's an unlikely science, offered at the University of accent, that gets students excited even though the local population candidate to be guiding students Washington and sponsored by the about learning. of Spanish-speaking children was through the DNA analysis of wheat Howard Hughes Medical Institute, In his two-year classroom for growing, "most of these kids were or the extraction of chemicals from gave him a foundation in scientific English language learners, Godoy- quitting school after the eighth herbs grown on local farms. methods. He has continued seeking Gonzalez teaches students to har- grade. There was nothing for them "I'm a teacher of English. I like opportunities to learn alongside sci- ness words to amuse, to enlighten, at the high school." history, and I know a little math. entists willing to serve as his mentor. to inquire, to persuade. He teaches These days, Godoy-Gonzalez's But science was scary to me," he The Science Education Partnership "six subjects in two languages," students find a world of learning admits. "After high school, I never Program at the Fred Hutchinson using English and Spanish to teach opportunities awaiting in his class- took another science class. And in Cancer Research Center offered "an- math, physical science, biology, room. The teacher has leveraged his high school, it was: read the book, other great science learning experi- world history, and two levels of many awards and grants to purchaseanswer the questions, take the test. ence." Science, Godoy-Gonzalez has

FOCUS ON WRITING Mario Godoy-Gonzalez immerses his students in scientific inquiry, which becomes a springboard for writing. Photo by Torsten Kjellstrand.

learned, "is a never-ending story." we can do this. We can write about Leaving the city, going away. might write poems from the point of In his classroom, writing has science," he says. "For many of my Go! Find a better place to view of a pharaoh. "This makes been the key to unlocking students' students, writing an essay seems too breathe. writing not so hard. It becomes understanding of science. Many of hard. It takes so many words," many Always eager to add more di- more like a game." his students arrive from Mexico and of which are technical. By the time mensions to his teaching, Godoy- Once students gain confidence other countries with little formal they look up a scientific term in the Gonzalez shared ideas about writing as poets and learn to improve their schooling to build on. "They may dictionary, "they have lost the sense poetry that he had learned through work through the process of revision not have been to so many places yet,"of where they wanted to use the wordthe Central Washington Writing and peer editing, they are ready to the teacher notes, or had classroom in their writing." Project, affiliated with the National tackle longer pieces. By their second exposure to scientific concepts. So With poetry, however, students Writing Project. He showed students year in his classroom, Godoy- when he was launching into a found their voice. "Poetry gets the how poetry can take many forms Gonzalez's students are busy polish- unit on environmental science, he brain and the heart working to- haiku, acrostic, quatrain. Working ing letters that they send to recipi- started at the beginning. "I asked gether," Godoy-Gonzalez says. Whenin peer groups, students offered one ents in the "real world." He explains: them, what do you think the envi- students asked him if they could mixanother feedback for revision and "I have them present ideas, make ronment is?" He drew a planet and English and Spanish words in the improvement of their poems. And arguments, or request information encouraged them to share ideas. same poem, he granted them artis- they were learning another lesson: by writing letters. They state at the "We talked about good and sad tic license. "I tell them, it's your "Writing never ends. You're always top of their letters: I am an ESL stu- things about the Earth." The con- heart writing. Find the words to improving, revising, expanding." dent, working to improve my lan- versation picked up steam as these express what you feel." What's more, students saw that guage. I need someone to read what farm workers' children shared their And they did, as these elemental their teacher was no longer up in I've written, and would love to get firsthand knowledge of soil, water, poems illustrate: front of the class but sitting among a reply" Frequently students do re- air. On an impulse, he took their Water them, shaping and revising his own ceive feedback, and it often includes words and created a rhyme. "Then Water, vital liquid writing. "Kids saw that I became the encouragement to keep writing. I thought, maybe we should all Rejuvenate us, take away our part of it. I was their partner. We all After two years in the ESL pro- write poetry as a way to express our thirst got into it," the teacher says. gram, Godoy-Gonzalez's students concerns about the environment." Keep us fresh and clean. Amen. Ever since, he's been using po- enter mainstream classes. Many are That broke the ice. Writing Air etry across the curriculum. When thriving there, meeting graduation poems "made these students realize,Air looks pale and sick, students study ancient Egypt, they requirements and preparing for

NW EDUCATION / Winter 2002 7g I3EST COPY AVAILABLE college. One former student is study- It's the last of these feats that has tures in a journal, then return him ing to be a doctor. Another has re- INDOIT captured the imaginations of hun- and his travel journal to his home ceived scholarships to fund her "PAPER EXCHANGE dreds of schoolchildren throughout classroom. Hubert hoped to inspire dream of becoming a teacher. Since STUDENTS" EXPLORE the Northwest and around the globe kids on both ends to read and write he launched the ESL program nine THE GLOBE who are creating Flat Stanleys (es- letters, improving literacy skills in years ago, the number of Hispanic Their real-life counterparts learn sentially, paper dolls modeled after the process. students graduating from 300 writing skills and a lot more. the storybook character) and other When Flat Kirsten arrived in student Royal High has been on the By JOYCE RIHA LINIK "flat people" (similar representa- an envelope at Bainbridge Island's increase: eight in 1994, 20 in 2000, tions created in their own images Captain Charles Wilkes Elementary nearly 30 last year. Being squashed flat by a large heavy and bearing their own "flat" names)School, third-grade teacher Alice As a member of the Latino/a object can have its advantages. Just to travel as exchange students to Mendoza was puzzled. She had Educational Achievement Project, ask any kid who's read a whimsical destinations near and far. Although never heard of Flat Stanley. Fortu- Godoy-Gonzalez is now lobbying thechildren's book by the name of Flat Jeff Brown's book was published in nately, the paper girl arrived with a state legislature to expand financial Stanley. In the story, when young 1964, this practice has only become letter explaining the project and re- aid so that more of these students canStanley Lambchop is turned into a widespread in recent years due to thequesting that Mendoza's students go to college. To legislators and any human pancake by a falling bul- development of an organized Flat show her what life was like on this others who will listen, he delivers a letin board, he doesn't despair. In- Stanley Project with a home on the Northwest isle, far from her Mid- passionate message: "These kids arestead, he makes the best of the World Wide Web. western home. Mendoza thought it here to stay in our communities. situation as he discovers the benefits The project (http://flatstanley. seemed like a fun opportunity and They are working hard to earn good of being a mere half-inch thick. eneoreo.ca) is the brainchild of Dale introduced the visitor to her class. grades and meet the standards we These include slipping down a streetHubert, a Canadian schoolteacher One at a time, student volunteers have set for them. Colleges and uni-grate to retrieve his mother's lost who saw the potential for Flat Stan- took turns hosting Flat Kirsten for versities are willing to admit them, ring, posing as the subject of a pas- ley to become a vehicle for class- an evening or a weekend, taking her but their families need help paying toral painting to catch art thieves at room instruction. Hubert's idea was along on such routine outings as the cost of college. High school can- the Famous Museum, and folding to have kids send their Flat Stanleys softball practices and shopping trips, not be the end of the road for these himself into an envelope so that his to other schools with a letter asking as well as on sightseeing excursions students. We can't share just part of parents can afford to send him to a host class to show the flat visitor around Bainbridge Island and to the American dream with them." visit friends in California. around and record his daily adven- Mount St. Helens. A number were

FOCUS ON WRITING I3EST COPYAVAIIABLE 0 0

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inspired to record Flat Kirsten's ad- to a particular audience and how to "We started with our 'sloppy questions, Mendoza showed her stu- ventures not only in writing, but include details to make writing morecopy'," explains nine-year-old dents a video on cultures around the with a camera as well; they sent thisengaging. The writing process in- Chelsea, "and then looked at punc- world and engaged them in a dis- documentation with their flat friendcluded creating multiple drafts, un- tuation and spelling and if we cussion of what cultural elements when it was time for her to be mailed dergoing peer and teacher reviews, needed to add anything to make it they might be interested in learning back home. The experience was suchand revising and editing work until make sense. I tried to make mine as more aboutfor instance, infor- fun for the students that Mendoza a final, polished letter was ready to good as possibleI did, like, four mation on the food and clothing of decided to integrate the project into be mailed. drafts to get it perfect." a country or how the arts might be an interdisciplinary study of Pacific "We discussed what constitutes a "In my first draft," says class- celebrated. Mendoza says, "I seed Rim cultures, incorporating learn- quality letter," says Mendoza, "and mate Sasha, "I wrote too much stuffthe conversation by asking the kinds ing goals in both language arts and put the standard on a chart" for and misspelled things and was miss-of questions that help students learn social studies. easy reference. The list included re- ing punctuation, but now I write about another culture." After creating paper representa- minders to make good use of para- much better letters." For example, Once their letters were finished tions of themselves, Mendoza's graphs, pay attention to spelling andSasha notes, "Instead of just saying, and their flat people tucked safely students set about writing the all- punctuation, and employ descriptive`She likes something,' Mrs. Men- inside, students walked their en- important letters that would accom- language. Mendoza also provided doza helped me put better words, velopes to the school office to mail pany their flat alter-identities on examples and modeled writing a let-like 'She loves doing this and does them to distant lands. Flat Sasha set their journeys, introducing them to ter to guide her students through theit all the time.' It makes the person off for Japan. Flat Nicholas flew to their hosts and asking for the kind process. "Make your writing matter," who's reading it really understand. the Philippines. Flat Chelsea was on of information that would make Mendoza told her students. "Make I think I put more details into my her way to Alaska. their study of Pacific Rim cultures it something someone will want to work now" And then the students waited. come alive. For third-graders, this read." In addition to sharing some- While not everyone got a re- involved such basics as learning how Because students could see the thing about themselves and where sponse in the ensuing weeks, Men- to write in correct letter format and real-world value of the assignment they were from, students wanted to doza reports, the majority did. And how to address an envelope. It also (after all, a good letter would be be sure that their hosts would send of those returning envelopes, Men- included learning the nuances of ef- more likely to elicit the kind of re- back information about their own doza says, "Wow! Kids got back fective communication, including sponse they desired), they took the life experiences and culture. To help photos and memorabilia with won- such things as how to target writing assignment seriously. her students learn to ask effective derful letters and stories" of each

NW EDUCATION / Winter 2002 80 If

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flat person's adventures. The stu- And other learning goals were met. coded string so that they can keep writing for different audiences elicits dents mounted this material on dis- "If you take the time to look at a track of their own traveling flat peo- a different response from students. play boards and made presentations project like Flat Stanley, " Mendoza ple as well as those visiting from afar. Bain says this provides good practice to their classmates. says, "you can make the project To address language arts and in the difference between public and A year later, students are still work for you and see how it can be social studies learning goals, Bain private writing. "If students are writ- talking about each other's presenta- tailored to meet EALRs [Essential follows an approach similar to Men- ing to another classroom," she says, tions. Jaimie remembers Michael's Academic Learning Requirements, doza's. Her students take part in a "the letter is more formal. If they're presentation on Thailand, complete the Washington state standards]." writing process, preparing multiple writing to Grandma, it's more per- with photos of colorful papier-macheIn this case, she says, "there were drafts with both peer and teacher re-sonal. Kids are more serious about dragons in red and green and gold EALRs met up and down the ladder."views, and asking probing questions it when it's going to another class- parading down the streets. Sasha Mischelle Bain, a third-grade to learn about how people in differ- room," she says, whereas "Grandma was astounded by Nicholas's Philip- teacher at Kasuun Elementary in ent places live. Since Bain's project probably wouldn't critique it." pine Island photographs of an ex- Anchorage, Alaska, agrees that the is not tied to a specific geographic From a social studies standpoint, otic market where vegetables were Flat Stanley Project is "a great way region, her students are free to send Bain says the project has been en- stacked beneath strings of "fish and to meet curriculum requirements." their flat people wherever they'd like lightening for her students. Because dead pigs hanging and all sorts of She has found ways to address to friends or relatives, for exam- many of these pupils come from strange meats." learning goals in language arts and ple, or to another classroom in the poor economic backgrounds, they "I was really overwhelmed," sayssocial studies, and even in math andUnited States or another country. have few opportunities for travel. Mendoza, regarding the quality of geography. For example, in math, Writing for an audience has This project allows them to learn the work throughout the project. students calculate the distance that given purpose to the process of about places far from home, includ- "High motivation equals quality their flat people have traveled to learning to write, Bain says. "Stu- ing the lower 48. Bain smiles when products," she explains. Students reach other destinations and the dents are interacting with people in-she shares the story of one student were so excited about the project thatdistance that other children's flat stead of with an English book," she who wanted to send his flat person they were willing to do the work. people have traveled to reach their explains. "They're not just formu- way down south to Texas, but wanted "We learned so much from this classroom in Alaska. To reinforce lating a sentence to write a better to know if they spoke English there. project," Mendoza says. For starters, geography lessons, students mark sentence; it's for a purpose. This re- "The project broadens their hori- "the kids' writing improved because these journeys on a large bulletin ally makes connections for students." zons," she says. they were held to high expectations."board map with pins and color- Additionally, the practice of The trip to Anchorage is also 81 FOCUS ON WRITING I . 1I I . I I ss I 1 . I I

enlightening for some of its virtual similarities: Her host family in- 11,11FAIRRIIIRIG those classrooms was that of English visitors. They are sometimes sur- cluded a father, a mother, and kids, EV TEE IIMDOK teacher, David McKay, the 2002 prised to learn that Anchorage's citi- much like any family here, and the STUDENTS PUBLISH Washington State Teacher of the zens are not living in igloos, Bain father worked in an office with com-A SERIES OF LOCAL Year. says. When a flat visitor returns puters like many an American dad. BESTSELLERS In the aftermath, the school home, Bain tucks in a postcard of And she adds: "The house was dif- By BRACKEN REED scrambled to find classroom space. Anchorage's skyline, lined with tall ferent on the outsidethe roof was McKay was given a seldom-used buildings like any other big city. stone shingle and there were differ- ABERDEEN, WashingtonIn basement room near the school's But she also tucks in postcards of re- ent kinds of plants, but inside it the early morning hours of January auditorium. "It smelled awful," regional wildlife, including bears and looked similar, like it could have 6, 2002, the oldest building on the calls Loyal, one of McKay's students. moose, as well as Alaska's famous been here." Aberdeen High School campus went "I think he went through the rubble Northern Lights. Mendoza says her students have up in flames. Built in 1909, the and pulled out whatever he could "Kids see the differences," Bain gained a world view that extends far Weatherwax building was, for many,find. He had papers spread out all notes, "but also a lot of similarities. beyond their Puget Sound island. the heart and soul of both the schoolover the room, trying to dry them They're often surprised at how muchThey have gained "a connection to and the community. Within its clas- out. It smelled like smoke for we have in common." Bain calls thisthe world," and have come to see sic red-brick walls was a storehouse weeks." McKay's senior teaching the "hidden curriculum" of the Flat both the similarities and differences of communal memorya copy of assistant, Jason, nods his head in Stanley Project. While learning aca- between other world cultures and every annual in the school's history, agreement. "He's so dedicated," he demic goals, children from different their own. "In a pluralistic society," decades-old trophies displayed next says with a smile, "he's crazy." places are also learning to accept Mendoza says, "it is critically impor-to the newly won, murals and pho- McKay's dedication, passion for and appreciate each other. tant for children's eyes to be opened tographs reflecting nearly a century teaching, and ability to rise to the Sasha, now a fourth-grader, says to the cultural realities beyond their of school and town history. When challenge are the hallmarks of his that she learned a lot about Japaneseown." Especially after 9/11, she says, the fire was finally extinguished, the success. He's known throughout the culture when Flat Sasha came home"the project has been a wonderful school's library, textbook depository, school for his intensity, good humor, last spring. "I got an idea of what way for kids to realize how much computer lab, Special Education de- and ability to engage his students. Japan looked like," she says, observ- we have in common versus what is partment, English language learn- His style of reading out loud, for in- ing that "it was different than here."different." ers department, counseling offices, stance, complete with facial expres- Still, she notes, there were striking and 22 classrooms were lost. One of sions, gestures, and voices for each

NW EDUCATION / Winter 2002 82 They buy in to the idea 23 that they are making bookssomething that will last a long time, be found in homes and local libraries, be read by people they know.

character, is legendary. "My first standards to another level." school's administration, McKay sent secured $10,000 toward the publish- couple weeks in his classI thought The next step for McKay was to his students into the community to ing costs, but the book immediately he was nuts," says Loyal. "I was like,choose a subject that would not onlyinterview their parents, families, andpaid for itself. Another 500 copies `What is this?' But pretty soon it was engage the students, but also be community members who had grad-were ordered, and they, too, sold out. my favorite class. He definitely gets a meaningful contribution to the uated from either high school be- It was an enormous success with the you into it, because he's so into it." community and a financial success. tween 1906 and 1973. Students went community. With more than a decade of "We do a market study to determine into assisted-living centers and local It was also a hit with students. teaching experience behind him, how many books to publish for eachrestaurants to get as much firsthand "It was fun, and it was really chal- McKay has never stopped looking forproject," he says. "It's very impor- information as they could about the lenging," says Leslie, now one of new ways to challenge his students tant to be accurate. The sales need early days of the rivalry. In the end, McKay's senior students. "You wanted and himself. During the 1999-2000 to cover the cost of making the they had gathered more than 100 it perfect because you knew people school year, he decided to take a books. Without sales, projects in oral histories. From there, McKay were going to be reading it. It defi- deeper look at his writing instruc- the future might not happen." sent students to the library. They nitely wasn't something you were tion. Frustrated with his inability to McKay wanted something that looked in old newspapers and school just going to do in one night to get a get all his students motivated to do would tap into the deep community annuals, double-checked the facts, grade." For Jason, the subject matter their best work, he decided to try spirit and colorful history of Aber- and collected articles and photo- made it interesting. "Pretty much something different: a yearlong deen, a community of about 16,000 graphs. Every student was required anything went," he says. "Some project to research, write, publish, located on Grays Harbor, about to submit a written document. pretty colorful stuff has happened and sell an entire book. "I needed 50 miles west of Olympia. McKay McKay then chose one Junior En- over the years, because of how strong an assignment that would take stu- quickly recognized a good subject. glish class to compile and edit all the rivalry is, but he [McKay] let us dents to a higher level," McKay says. The tradition of a Thanksgiving Daythe materials into a professional- keep it in. As long as we had a source "Being published is attractive to football game between Aberdeen and quality manuscript. for it, it went in." Loyal agrees, "It many students. They buy in to the neighboring Hoquiam dates back to When the manuscript was com- was interesting stuff you actually idea that they are making books at least 1906. "This is the most in- plete, McKay sent it to a nearby bookwanted to hear about. Everyone something that will last a long time,tense rivalry I have ever seen," says publishing company and ordered could relate to it." be found in homes and local librar- McKay, "and the entire community 1,000 copies. Within two months, For McKay, success has led to ies, be read by people they know is 'in on it."' the first run had sold out. With the success. Sales of the book added up It challenges them to raise their With the full support of the help of the district office, McKay had to twice the investment for printing.

83 FOCUS ON WRITING Phoenix Edition Personal Essays Written by Students of Aberdeen High School utefisk 24 Flit __, tOr the (jD C,rd t Soul Two volumes (at right) from "Vichvun yew moots Aberdeen High vants da lutefisk?" School's

rWhich one of you mutts wants the MAW") student writers.

secured $10,000 toward the publish- Profits were put into a general fund seamlessly into McKay's overall ITIHIE MOTO ing costs, but the book immediately that has supported further projects, teaching strategy. "The projects are GEE 1filli1101(11 paid for itself. Another 500 copies including The Grays Harbor one part of a broad process," he says.ALASKAN STUDENTS were ordered, and they, too, sold out. Count), Book of Wisdom (2001) "We use the six traits (of writing DISCOVER THEIR It was an enormous success with the and Lutefisk for the Bobcat Soul: assessment), study grammar, build HERITAGE AND community. Personal Essays Written by Stu- vocabulary, have writing workshops, LEAVE A LEGACY It was also a hit with students. dents of Aberdeen High School and do a lot of other things, but I OF THEIR OWN

"It was fun, and it was really chal- (done annually for the past three like using project-based learning. If By JOYCE RIHA LINIK lenging," says Leslie, now one of years). Each project has been self- you look at the state standards, this McKay's senior students. "You wantedsustaining and met McKay's goal of addresses many of the bullets, but it NIKISKI, AlaskaHere on it perfect because you knew people increasing student motivation and also mirrors how we all have to op- the northeastern edge of the Kenai were going to be reading it. It defi- raising the level of their writing. erate outside of school. It helps stu- Peninsula, blankets of evergreen nitely wasn't something you were "It's clearly more difficult and dents understand that the beginningdrape the hillsides, frothy waves slap just going to do in one night to get achallenging for the students than of a process is as important as the against the rocky shore, gulls and grade." For Jason, the subject matterjust writing a paper," he says. "Theyend. When you add the element of raptors dance overhead. Across the made it interesting. "Pretty much understand that the stakes are high. working with others, it really be- Cook Inlet, the mountains of the anything went," he says. "Some Because publishing is permanent, comes applicable and beneficial Alaska Range can be seen raising pretty colorful stuff has happened accuracy and correctness are ex- in temis of lifelong learning." their snowcapped heads to the sun. over the years, because of how strongtremely important. Almost all of Still working out of his tempo- It's easy to see the allure, to under- the rivalry is, but he [McKay] let us them rise to the challenge, and some rary classroom, McKay continues to stand why early homesteaders were keep it in. As long as we had a sourcego fartherthey discover that they teach his students not only writing willing to face wild animals, arctic for it, it went in." Loyal agrees, "It are writers and have something to skills, but also the discipline needed winters, and the absence of any was interesting stuff you actually offer other people. They are extremely to weather adversity and complete creature comforts to settle here. wanted to hear about. Everyone proud to be published authors, and demanding projects. Their most re- When Nikiski's first homestead- could relate to it." they learn a great deal about how cent, the Phoenix Edition of Lzdefiskers came to this area in the 1950s, For McKay, success has led to writing can affect people's lives." for the Bobcat Soul, shows students there was little more than a tire- success. Sales of the book added up This attention to both the big again rising to the challenge. track road winding through the to twice the investment for printing. picture and the small details fits trildemess. Early residents had to

BEST COPY AVAILABLE NW EDUCATION / Winter 2002 25

Young and old were working together, creating something real and important.

foodswere trucked in along the Nikiski. ciation for the environment in steader, "Almost any sourdough in beach. The same truck would then The community seemed like the which they lived. Because teachers Alaska has one or two bear stories to be filled with fish to head back to ideal subject for the interdisciplinaryhad already been engaged in an ef- tell ...." This claim is borne out in the canneries. study, says Scott Christian, the En- fort to create a community of learn- numerous accounts of interactions These stories would likely be lost glish teacher who oversaw the proj- ers, they saw a prime opportunity with "brownies,"as well as confronta- if not for a recent eighth-grade project. For starters, students didn't knowin a project that would involve com- tions with others of the four-footed ect at Nikiski Middle School. The much about the history of their munity members, young and old, variety, including porcupines hiding interdisciplinary projectbridging community. And while all took part in a joint effort to preserve a bit of in outhouses, squirrels invading social studies, language arts, science,in outdoor activities, most had neverNikiski's heritage. cabins, and stubborn moose block- and mathfocused on the local stopped to ponder the natural trea- The first part of the project in- ing trails. Students were as happy community as a subject of inquiry. sures that surrounded them. What volved preserving the oral histories to hear and record these stories as The effort, aligned with state and they saw as teens, many of whom of notable residents. Many students their elders were to share them. district learning goals, involved had lived in Alaska all of their life, sought out original homesteaders, "An important byproduct of weaving writing throughout the was a small, rural town in the mid- often a grandparent or neighbor. In-these interviews was the genera- curriculum and including action dle of nowhere where nothing muchterview topics included such subjectstional interaction that cannot be research as part of the writing pro- was happening. "The students had as reasons for moving to Alaska, in- achieved by field trips to the senior cess. Students assumed roles of his- a real chip on their shoulders," says cluding jobs, love, and adventure; citizens' center for Christmas carols. torians, writers, scientists, and Christian, now the director of the the challenges of early homestead- Here, the young and old were work- statisticians, working on projects Professional Development Center at ing; natural events affecting the area,ing together; creating something real ranging from recording oral histo- the University of Alaska Southeast such as the devastating earthquake and important," Christian writes ries and composing poetry to prepar- in Juneau. "Students thought that of 1964, blizzards, and drought; andin Writing To Make a Difference: ing scientific field reports and places like California and New York shifting employment opportunities, Classroom Projects for Community summarizing mathematical studies.were cool, but where they lived was including the shift from commer- Change, a book he co-edited with The culmination of the project was boring." cial fishing in the early days to oil Chris Benson. "Time after time," a 70-page book written by the stu- Teachers saw the community drilling and production in more re- he adds, "the interviewees expressed dents for and about the community: study as an opportunity for students cent times. Additionally, as eighth- how delightful it was to sit down and Away From Almost Anything Else: to learn about the heritage of their grader Mario noted while recording have a meaningful conversation An Interdisciplinary Study of unique town and gain some appre- the oral history of an early home- with a teenager." Christian asserts

FOCUS ON WRITING 26

Photo of a snowy cabin accompanies a young writer's poem in Away From Almost Everything Else

that, despite bad reports in the The idea of writing as a process school identity is what happens in even found peer acceptance. At the media, "teens today are capable of was new to most of Christian's stu- middle school. They really decide outset, "Jason did not see himself complex, sophisticated work of high dents who were well-practiced at fill-who they're going to be," Christian as a writer," Christian says. "He was quality." To help them achieve this, ing in the blanks on worksheets, but observes. "Poetry is a way to process very quiet and saw himself as an he says teachers must employ prac- intimidated by the directive to ana- what they're thinking and feeling." outsider." When classmates expressed tices "such as cooperative learning, lyze a rough draft and see how it He adds: "One way or another, they'llhow impressed they were with his authentic assessment, integrated could be improved. Because they express themselves. This is a positive,poem, telling him, "You're like technology, and interdisciplinary were motivated to produce a quality directed way to do it." Shakespeare," there was a real teaching." publication, they saw the value of At Bishop Creek, "kids picked up transformation. "That was his entry While writing was integral to the honing their work to create the best images and connected them to their into the eighth-grade group." study of all subject areas, language piece of writing possible. lives," Christian says. "That was Writing scientific field reports arts were front and center during the Christian helped by modeling thrilling to see." Jessica, for exam- turned out to be more of a challenge second part of the project when the the process of writing. He subjected ple, saw two bald eagles perched in for students. Because these reports environment became the inspirationhis own rough draftsmistakes a tree and compared them to herselfwere factual and objectivede- for poetry. Students first studied and allto his students' criticism, and her mother, using the metaphorscribing the step-by-step process by works by several poets, including and revised his work to make im- as an opportunity to explore this re- which they collected samples of Robert Frost and e. e. cummings. provements. "If it's OK for the teacherlationship. When Jason saw trees' plant life from a two-by-two-foot Then they took a field trip to nearby to make mistakes and do five revi- roots exposed and dangling over the plot of land at Bishop Creek and Bishop Creek, a salmon-rich water- sions," he says, the students decide, creek bank "grasping for life, wish- then cataloging and identifying the way that winds through a heavily "It's OK for me." He adds: "There's ing to be on rich soil," he compared speciesstudents had to learn to wooded area and feeds into the Cooka very different environment when this natural erosion of the environ- write in what seemed another lan- Inlet. They spent time observing the teachers are writingwhen teach- ment to the process of human life guage entirely "It was hard for kids," natural wonders and scribbling ideasers present themselves as writers andwhere, he writes, people move says Christian, after the first-person for their own poems. They then re- show kids the idiosyncratic nature of"closer and closer to death/ And narratives of the oral histories and turned to school for a monthlong writing. It makes it more real and those who grow on the edge/ Will the emotive, imagistic language of process of writing, engaging in peer accessible." fall early" poetry "It's like using a different part and teacher reviews, and editing Poetry turned out to be a perfect A number of students found a of your brain," he says, "writing in multiple drafts. medium for these teens. "Their voice through the process, and somea new voice, to a new audience."

;81'13 NWEDUCATION /Winter 2002 _ 1 ' 1 1 1

Summarizing statistical data for thebookstore. No doubt, it will serve as who are part of Lovato's bilingual math portion of the project was sim- a valuable resource for generations "ILA AILIFORZEIRIA class at Wilson Elementary. One of ilarly vexing. But students rose to theto come. miksi[a" her objectives is to teach these sec- challenge and created a body of work Christian reports that the publi- ESLSTUDENTS ond- and third-grades to read and in which both teaches and studentscation of Away From Almost EXPLORE THEIR write in their native language first, could take pride. Everything Else was "a great way ROOTS THROUGH and then help them transfer these Clearly, the Nikiski project rein- to celebrate student work," as well WRITING skills to English. This approach bet- forces the value of authentic work as an effective motivator that By JOYCE RIHA LINIK ter enables them to one day become for engaging students. "I don't think "helped them take their work to bilingual adults who have retained kids are used to doing sophisticated, another level." MEDFORD, OregonWith legsties to their cultural heritage, at- complex, professional work in As important, the project helped crossed and arms loosely folded, 23 tained fluency in two languages, school," says Christian. Through these teens gain a sense of pride in seven- to nine-year-olds settle on "laand learned to navigate successfully projects like this, students are moti- their community. The process helpedalfombra magica," ready to travel in American culture. vated to learn because they have a them to see that "there was real his- wherever teacher JoAnna Lovato Instead of seeing her students' real purpose. He adds: "Middle tory right here," Christian says, "andmight be steering them today. Their sociolinguistic background as a bar- school students can smell B.S. a that where they lived was pretty cool "magic carpet," bright with primaryrier to instruction, Lovato celebrates mile away. Their mantra at this age after all." colors, is always fueled up and readyit and uses it to forward her students' is, 'Why are we doing this? They to go. From the front of their class- education in not just one, but two want to know what value an assign- room, these students journey languages. "The stronger the liter- ment has in the real world. The through stories to places where their acy foundation they have in their Nikiski project, which provided the family roots run deep countries fist language," says Lovato, "the community with the first written like Mexico, the Dominican Repub- more they will have to transfer over history of the area, gave them a job lic, Guatemala, and Colombia to English, as supported by re- with real-world value. The book was and then back to this country where search." She adds: "Building a not only distributed among the stu- their lives now branch out. strong literacy foundation in my dents and their families, but was The magic carpet seems the per- students' first language helps ensure also made available for sale to the fect imaginary transport for these academic success and heightened public via the local post office and children, all native Spanish speakers, self-esteem." In short, she argues, it 87 FOCUS ON WRITING 28

Throughout the layers of the wheel, illustrations highlight details of the student's prose, resulting .0e in a wheel that reflects the child's life in words and TV4 pictures.

helps them succeed in life. decided to adapt the project for her mon metaphor for life," she ex- he was a young child in Mexico. To engage her students, Lovato own second- and third-graders. plains. "Each of us is like a tree, He tells how his father moved first to says she tries to employ "projects Earlier in the year, Lovato had and what we encounter in life the U.S. to find work so that he could that are not only authentic, but cul- engaged her students in a project our experiences and so forth send money for food and clothing turally appropriate," making use where they read published autobi- yields fruit." home to his wife and children. Shar- of students' prior experiences as a ographies by others with multicul- Like the complexities of life, ing like histories is empowering for springboard for learning. "Students tural backgroundsJust Like Me: each wheel is layered. The top layer these kids, reports Lovato. In a main- are not blank slates," she says. "I Stories and Self-Portraits by bears an illustration of a road, sym- streamed classroom, they might not find it so important to tap into what Fourteen Artists, edited by Harriet bolic of each student's path through have the confidence to share these the students bring to the classroom." Rohmer, and Family Pictures by life, and includes a clear laminate stories of struggle, but here they find One such project is called the Carmen Lomas Garza, for example triangular "window" which, when their voice. Tree of Life. Lovato got the idea at and watched Lovato model writ- rotated, reveals slices of the layer be- In "present" poems, many stu- the 2002 California Association of ing her own autobiography. They neath. Featured on the top layer is a dents focus on their school and Bilingual Education conference then immersed themselves in writingthree-stanza autobiographical poemteacher, as well as their wish to be- early last year. Educators and au- their own autobiographies and fam-written by the student. Each stanza come bilingual. Already, it seems they thors Yvonne Freeman, David Free- ily stories, from rough drafts, throughof this poem begins with the words grasp the value of being at home in man, and Sandra Mercuri delivered peer and teacher reviews, revisions, "Yo soy" ("I am") and the student's both Hispanic and American cultures. a presentation on their book, Clos- and ultimately to "publication." first name, and then continues on In "future" poems, students re- ing the Achievement Gap: How to Through the Tree of Life project, to respectively reveal stories of the flect on their dreams and ambitions. Reach Limited-Formal-Schooling Lovato saw an opportunity to rein- student's past, present, and future. Many plan to go to college, prompted and Long-Term English Learners, force earlier lessons and take learn- Among this group of bicultural stu- not only by their teacher, but also by and on the Tree of Life project dis- ing a step further. The project has dents, similar themes often appear. parents who see that education is cussed therein, whereby students each student create a colorful lami- For example, in "past" poems, the key to opportunity for their chil- explored their family trees, cultural nated paper "wheel" that carries thestudents who have immigrated oftendren. A girl named Kimberly writes: traditions, and ultimately their own stories and images of his or her life. write about their lives before and "All of my life, I am going to make identities through writing. Although Lovato compares these 11-inch- after coming to the United States. good decisions. I am going to con- the project was originally intended diameter wheels to the fruit borne Olegario, for instance, writes about tinue being a good student in school, for middle school students, Lovato on trees. "The tree serves as a com- the poverty his family endured whenso that I can go to the university. I

NW EDUCATION / Winter 2002 (8 8 want to study to be a doctor." out of a little store in her home. in the quality of student work. language by former NWREL assess- The second wheel reveals stories The final layer of the wheel, visi- "Writing is such a powerful mode ment specialist Will Flores, as being of four significant events in the ble from the opposite side, includes of expression," she says. It "truly useful in her approach to teaching child's life. Many focus on familywritten descriptions of four "arti- empowers students and heightens writing. Flores "utilized rich Span- important for all children, but espe- facts" from the child's life. These their levels of learning when given ish language to describe each trait cially in Hispanic culture. Students can include physical objects, such a opportunities to go through the en- and also provided great ideas and write about holidays spent with ex- favorite gift, or things more esoteric, tire writing processbrainstorm, many resources for writing in both tended families or the day a youngerincluding advice passed down from pre-draft, rough draft, peer confer- areas of instruction and authentic sibling was born. "When my sister an elder. Anaibett writes: "My great ences, revisions, teacher-student assessment that I continuously use," Marisol was born," writes Adilene, grandfather gave me a chain [neck-conferences, and final draft for Lovato says. She displays the traits "it was a very special day for my lace] that had a picture of my great publication." on a classroom wall and says, whole family and also for me be- grandmother and me and my great Lovato models each part of the "These are a great reference and cause before I didn't have anyone grandfather. He gave me this chain project on a large easel at the front guide for my studentsand myself to play with." in Mexico. I put it in the drawer of the classroom, while her students to read and use over and over. Often, events center on religious where I put my clothes and there is gather on the magic carnet. "I modelFurther, the Spanish traits are not holidays or celebrations. Students where I left it in Guayameo, Mexico, everything," she says, noting the a translation. They were developed write about "Las Posadas," the in my favorite country." Julie, on theimportance of showing her students in Spanish for Spanish writing, and nine-day celebration leading up other hand, sees her family membersthat "we are all writers." She also take into account the differences to Christmas, or about a sister's as "gifts from God." shows her students books that have that exist in Spanish writing." "quinceanera," a celebration mark- Throughout the layers of the been issued in second and third Lovato makes a point not to cor- ing a girl's 15th birthday, when she wheel, illustrations highlight detailseditions, evidence that even profes- rect too much in students' writing, becomes a young woman in the eyesof the student's prose, resulting in a sional writers and editors go back especially early in the process. "Fix- of her community. Students often wheel that reflects the child's life in to revise and improve their work. ating on grammar can create road- write about visiting family in their words and pictures. Lovato also credits "Las carac- blocks" for students, she explains. or their parents' home countries. "Writing needs to be engaging, teristicas de la buena escritura" The important thing is for them to Julie, for example, writes of a trip empowering, meaningful, and fun,"(known more commonly as the learn to express themselvesto to see her grandmother in Mexico, says Lovato. That this project mea- "Spanish Traits") developed by build on strengths and then go back who owns three dogs and sells sweetssures up on Lovato's scale is evident NWREL and tailored to the Spanish See MAGICA, Page 35

FOCUS ON WRITING But what happens in real life? In remember best the lessons they spent a high school class of 21 students in years unlearning. Stephen King, I Valier, Montana, the red-headed son in On Writing, recalls an early en- of a ranch hand gets a strange no- counter with a teacher who accused tion in his head, and "makes up his him of wasting his talent on writing mind to be a writer of some kind." "junk": As Ivan Doig recalls, the inspiration I was ashamed. I hare to write came from wanting to es- spent a good many years cape the drudgery of ranch work. sincetoo many, I think He grew up to write Dancing at the being ashamed about Rascal Fair, This House of Sky, and what I write. I think I was NORTHWEST AUTHORS LOOK BACK other fine books that capture the forty before I realized that ON THE LESSONS HAVE LASED spirit and people of the West. Writer almost eveiy writer offic- By SUZIE BOSS and Anne Lamott recalls in Bird by Bird DENISE JARRETT WEEKS tion and poetiy who has how it felt to have her words read ever published a line has aloud for the first time. She was in been accused by someone the second grade: of wasting his or her God- "It was a great moment; given talent. If you write the other children looked ... someonewill by to at me as though I had make you feel lousy about learned to drive.... I it, that's all. understood immediately The Northwest region is blessed the thrill of seeing oneself with many fine writers, a few of in print. It provides some whom agreed to reflect on the writ- sort of primal verification: ing lessons they rememberfor you are in print; therefore better or worse. you exist." Eudora Welty, in One Writer's Beginnings; reports of her education: "I was always my own teacher." Others recall classroom experiences that improved their craft, and some

BEST COPY AVAILABLE NW EDUCATION / Winter 2002 31 BILL SHERWONITJOHN HAINES ness or the social and political envi- SHERWONIT IS AN OUTDOORS AUTHOR OF THE OWL IN THE ronment of the city and of people. As JOURNALIST FOR THE ANCHOR- MASK OF THE DREAMER (1993), many of my later poems can illus-

AGE DAILY NEWS AND EDITOR AND OTHER BOOKS OF POETRY, trate, the art fed the writing and in

OF DENALI. A LITERARY HAINES IS A FELLOW OF THE one way or another continues to.

ANTHOLOGY. ACADEMY OF AMERICAN POETS I have for long understood the

In school, I was never much into AND A RECIPIENT OF A LIFETIMEconnection between our language, writing, though I had good teachers ACHIEVEMENT AWARD FROM THEour use of words, as well as the forms who taught me the basics of telling LIBRARY OF CONGRESS, AMONG we choose in our various arts, and a good story through the written MANY OTHER HONORS. HE NOWthe fundamental forms and move- word. I was more of a science and LIVES IN MISSOULA, MONTANA, ments of what we call Nature. I have math guy and eventually got a mas- BUT RETURNS REGULARLY TO over the years given a good deal of

ter's degree in geology. But, after HIS ALASKA HOMESTEAD. thought to the subject, and I owe to my years of life in the Alaska wilder- THE OWL IN working awhile as a geologist, I de- I did not learn to write as a student cided I didn't want to spend my life in a classroom or a typical "work- ness as well as the reading I've done, THE MASK doing that, so I returned to school shop." My student background the understanding I've come to in OF THE and got interested in journalism was primarily in the visual arts, in my later years. \:,* DREAMER and discovered I loved it. Sports painting and sculpture. My back- Great poetry, great music, great COLLECTED writing was my first passion, then ground in literature is founded on art take account of all the potential variety in nature: image, sound, POEMS BY outdoors writing. Nowadays, I'm the reading I did as a boy and a increasingly interested in creative young man. I was introduced to rhythm, the play of mind, the play JOHN nonfiction, especially the personal books by my father who was a good of ideasall that is like the play of HAINES essay. It allows me to explore my re- reader and who read to me from an light, of shadow, of leaf and water in 41`.414, Os- lationship with wild nature and bet- early age. I had also one very vivid the great world. So that it becomes ter understand my place in the world.experience as a junior in high possible to speak of the mind as a Though I don't have vivid mem-school, when our teacher introducedkind of imitation, or reflection of ories of learningor lovingto us to Chaucer and The Canterbury the world. write when I was young, I know thatTalesin Middle English, not my teachers gave me the strong translation! Those opening lines foundation that allows me to earn a from the Prologue to the Tales have living from writing, while also help- never left me. ing me, through my stories, to better It is true that my years of study understand my relationship with and work in the visual arts had con- people and the natural world. siderable influence on my vision as a poet and writer, in helping me to see, to define in a visual sense the physical world in which I was involved, whether in the Alaska wilder-

BEST COPYAVAIIIIABLE FOCUS ON WRITING 32 MOLLY GLOSS enter contests in the Weekly Reader last word, with a note in the margin MOLLY GLOSS, AWARD-WINNING and Scholastic. I entered really bad about always needing to use "and" AUTHOR OF THEJUMP-OFF poems about horses that jumped before the last in a series. This was CREEK, WILD LIFE, AND MANY over the moon and.things like that. for fiction, mind you. When I took SHORT STORIES AND ESSAYS, I don't remember being taught how the paper up to him later and talked GREW UP IN WHAT WAS THEN to write at all, not at all. to him about thatdon't I have A RURAL NEIGHBORHOOD ON In high school, I had an English some freedom here to experiment? THE OUTSKIRTS OF PORTLAND. teacher I liked a lot when I was a he said: "No. There are certain SHE PLANNED TO BECOME A junior. She was youngish and had rules of grammar. You have to fol- TEACHER BUT BAILED AFTER trouble controlling the class. There low them. This is one of them." A MISERABLE THREE MONTHS was a lot of pandemonium, but I There were lots of incidents like that IN THE CLASSROOM. NOW, SHE think she was very motivated. She during the term. TEACHES ADULT WRITING had us writing a short story in col- How did you react? CLASSES AT PORTLAND STATE laboration, in groups of three or That one fiction class pretty much UNIVERSITY. four. I was frustrated by the process, stopped me from writing for several Growing up, did you dream because I didn't have control of it. I years. I felt, I must be wrong, then. of becoming a writer? felt like the story could have been a My ear which wanted to hear this I never met a living, breathing lot better if I could have written it certain kind of rhythm must be writer when I was a kid. I thought myself. wrong. It took me a long time all writers were dead. So it wasn't Somewhere in there between yearsthinking back on that to something that occurred to me to dosixth and eighth grade, I became figure out that he wasn't right. That for a living. When I was a girlI'mvery shy about my writing. I was no I wasn't wrong. That I wrote well. almost 58the smart girls could longer willing to share it or show it. You really stopped writing? become either teachers or nurses. How about college? I went underground. When I got I fainted at the sight of blood, so I I went to Portland State University married at 21, right out of college, I planned to become a teacher. I was and was studying to become a didn't tell my husband that I wrote. in my thirties before I met a living, teacher. I took a beginning fiction And I was still writing a little bit. I breathing, published writer. Nowa- class when I was a freshman or wasn't finishing anything. I would days, it's really common for writers sophomore. The teacher tried to literally hide pieces in the under- to be in the schools, teaching work- shape all of us into his own pattern. wear drawer. Eventually, I admitted shops, meeting with kids. But not What I specifically remember, one that I was writing these little things. when I was growing up. particular thing, was that I had He wasn't appalled. He didn't say, What do you remember aboutwritten a piece and, for the sake of you think you can be a writer? I being taught to write? the rhythm in the sentence, I had don't even think I thought I could I know that I loved to write in ele- wanted to use a string of things and be a writer at that point. mentary school. And I wrote a lot. I not use the word "and" before the You've written about teaching wrote stories, poems. I volunteered last thing. For instance: red, white, yourself to write by challeng- to share them with my class. I wouldblue. He wrote in "and" before the ing yourself to finish a novel

NW EDUCATION / Winter 2002 BEST COPY AV4. I to enter in a contest. Was thatDo you think that's a good ent styles, including West- reader of that field, and actively 33 how you learned? idea? erns, science fiction, and writing it and wants to be a writer, I really do feel that I taught myself It's risky. When I was a teenager, I fantasy. What advice would that's a student you should be en- to write by writing. Not through my was really shy. I remember showing you offer teachers whose couraging. That student may be education. I think of writing that a story to a classmate when I was in students want to experiment embarking on something that actu- [first novel] as my apprenticeship. late high school. And I was just dev- with different genres? ally could lead to a career. Is there a lesson in that for astated because she said, "Oh yeah, Often, students writing in those gen-Any last thoughts? writing teachers? this is really good but ...." I couldn'tres are not writing original work As far as the few, the handful who I don't think writing can be taught. handle that. I wasn't ready for cri- based on a background in strong are gifted, those students are going But it can be learned. You learn it by tique at that point. There's a certain reading. Instead, they're writing to be good writers no matter what, the old-fashioned method of prac- risk attached to peer critiques. It scripts from television and film. If eventually They just have to get a ticing a lot. But a teacher can pro- could stop some kids from writing they're writing stories that look like certain age before they have any- vide the time and motivation, and forever. Even in the classes I teach they could have been ripped right offthing to say. Mostly, teachers need to a teacher can show you ways to get for adults, I make it optional if they the television, they need to be drawnbe focused on the mass of students to your goal sooner. She will show want to share their work. up short on that. You should be who need to be able to write a good you the pitfalls. The things you can What other advice would you pushing books in their direction paragraph. That's a skill they'll need avoid. Kind of steer you back onto offer writing teachers? that would send them off in a liter- for the rest of their lives. As for the the road if you're starting to drive offI know there's a lot of emphasis nowary direction rather than a media gifted ones, they're going to survive into the ditch. Teachers can be use- in teaching writing on the editing direction. There are lots of fantasy all kinds of teaching and become ful. I certainly benefited from one process. And revision. The idea is younovels out there they would love, good writers. writing teacher, at least. In 1981, I should write a rough draft quickly. if they knew about them. It's a big But at the least, do no harm? took a writing workshop from Ur- And then revise. That's fine. And kidsmistake to be afraid of the fantastic Exactly! That's the moral of the sula LeGuin [acclaimed Portland need to know that you don't have to imagination. You can toy with story. author]. get it right the first time. But I'm themetaphor way out on the edges of What did you learn there? sort of writer who revises as she goes.things in a way you cannot do in Ursula was a model for how to I don't write a rough draft. I've neverany other genre. It's why I write in teach. I learned some things about been able to do that. I revise every that genre from time to time. I can editing and revision and close read- bit as I'm working so when I get to say things and play with ideas in a ing of work. I learned by the mere the end, I'm really at the end. I haveway I cannot do in any other field. fact that it was set up as a peer cri- a polished piece. So I think that Even though there's a lot of bad fan- tique group, so I was forced to try teachers who emphasize so much tasy out there, there's a lot of really to articulate what worked and what the rough-draft process and then theinteresting, good stuff going on as didn't work in other people's writing. editing need to make a tiny bit of al-well. It's valuable literature. And to That improved my own writing lowance for a writer who's like me. be a writer of fantasy and/or science tremendously. Who may not be able to work like fiction is probably the most amena- A lot of teachers, as early as that. Teachers should keep that in ble field for a new writer today. You elementary grades, are using the back of their mind. can break in more easily. If you the writer's workshop model.You've written in many differ-have a student who's an active

FOCUS ON WRITING 34 son in her family to graduate the never-ending referral of students Simply, behavior is language; and a from college. In 2000, she for placement into prograrnQ for stu-powerful language, which few can earned a master's degree. Now, dents with behavior disor They translate. in addition to coordinating wonde Ay it is that refer- Their stories make my heart Northwood's JAG Program, ralsmiriti the .,ational statistics: ache. Students who enter my pro- which stands forJustAchieving male, student. solor, single- gram have very little desire to be in Greatness, this Special Educa- parent household, and of lower school. The common threads that tion teacher and behavioral socioeconomic status. This is fol- run through all the stories are pain, specialist is enrolled in the lowed by the question: "Why?" rejection, isolation, and academic Education Leadership doctoral I have no solution to the larger failure. When our team convenes program at Seattle University. problem. But I know why. Most edu-an intake meeting, these students At one time or another, they have cators, parents, administrators do view me uneasily and with a great been in every classroom in this na- not understand that these students amount of distrust. I ask them what tion. Voices in the staff lounge carry are speaking loud and clear. Their their previous educational experi- What Do We Do the stories of frustration and anger language, however, is not under- ence has been like. Students usually When They Speak in dealing with "them." They are stood by many. They tell a teacher end their stories by looking directly the bane of the educational system. Monday morning when they arrive in my eyes. They search to see what a Language No Who are they? They are students at school that their father has beaten my eyes tell them. I just smile and One Understands? with behavior disorders. them over the weekend. How do theynod with deep understanding. Oh, the stories I have heard aboutcommunicate this? This is a dialogue What they hear next is "the these students. At various times, that I recently had with a student: promise." I promise each student =REPI MAE educators, administrators, and the Monday morning 7.30 a.m.: who enters my program that every EDITOR'S NOTE: Katherine Mc- public have offered numerous com- A male student 15, walks day they enter my classroom they Neil teaches in a self-containedments and solutions to what ails through my classroom door are guaranteed four things: classroom for students with these students. One educator told "Good morning. How did 1.They will be loved and told they severe behavior disorders at me, "The only thing these kids need your weekend go?" He looks are loved by myself and my staff. NorthwoodJunior High School is some good ol' butt whippin' to at me with lire in his eyes 2.They will be cared for and told in Renton, Washington. Her straighten them up." When I told and replies, "Fu*"' You, they are cared about by myself innovative, award-winning him that most of these students have Bith." My heart sinks as I and my staff. approach draws on her own been verbally, physically, and sexu- reply to him in a quiet voice, 3. Each day is a new day... a history. Through high school, ally abused and that corporal pun- "I'm sorry you're angry You chance for a do-over. Nothing she was a struggling student ishment has accomplished little, he know that language is not is held against them. whose teachers called her "lazy, just said that if they come into his appropriate, but I am here if 4.1f my staff or myself ever makes unmotivated, and immature." classroom, they will either shape up you need someone to talk to." a mistake that impacts them, we Not until age 33 did she gather or he will ship them out. This student rarely spoke to me will publicly apologize to them. the courage to enroll in college. Another time a teacher told me in this manner, but I understood his Over the past three years as I have There, she discovered that she that no teacher should be made to language all too well. You see, I used made these promises, I have seen has profound learning disabili- teach "those" kids. "I don't have to speak in his language. He behavedcold hard stares replaced by quizzi- ties and attention deficit hyper-enough time as it is to deal with in this manner every time his mothercal looks or even with ones of hope. activity disorder (ADHD). She `regular' kids. I don't know what let his father move back in. The These are students whom other also learned that "with tremen- they need. But they are not going to family has a history of verbal and teachers do not want, and they know dous effort, I could learn." She come into my classroom and screw physical abuse. Being the oldest, he this. I welcome each and every one has been learning ever since. In it up for the others." Sitting with ad- has home the brunt of his father's of them to my program. Yes, there 1992, she became the first per- ministrators, some teachers lament drug- and alcohol-induced rages. have been students who have en-

NW EDUCATION / Winter 2002 EST COPY AVAILABLE tered my program with what I can provides. However, each student in reading and writing in English as 35 only describe as having wild behav- a class of 15 now has a computer to well. Of course, reaching grade-level iors. I have been bitten, kicked, hit, facilitate his or her learning. That Continued from Page 29 proficiency is a long process for ELL spit at, and threatened. However, I means they don't have to wait their and address the nits in revisions. students, taking several years, Lovato never lower my expectations for aca-turn at the computer to capture an A parallel can be drawn to helping notes. But she adds, "First language demic and behavioral excellence. I idea in words or revise their writing will never, ever give up on any stu- until it's in polished form. They these students learn to express literacy is what opened the door, and dent. I know all too well that their don't have to go to the computer lab themselves in their native language truly makes all the difference." behavior is language. They speak where, in a less structured environ- first and then weave in English, loud and clear about the injustices ment, behaviors can escalate. In ourrather than force them to commu- that they have had to endure duringclassroom, they learn history from anicate in English at the outset where their brief lives. These young men variety of primary sources. They are they will likely find the new lan- and women should be celebrating able to read, understand, and write guage to be a barrier to expression. the joys of life, but many just try to about the plays of Shakespeare by survive the ravages of verbal and using technology to support their "The writing process seems long sexual abuse, dysfunctional fami- learning. And through grant writ- at times," Lovato says, "but it is well lies, substance abuse, and absent ing, we have assembled the equip- worth it. My students learn so much." parents. ment they can use to build and At the end of the Tree of Life This program is different. When program robots. project, Lovato hangs the student a student steps into the classroom, Children are guided by the adults wheels from a large construction the first thing he notices is how this in their lives, and these young peo- paper tree in the breezeway outside environment is drastically different ple need to have hope that there are from any other BD classroom he adults who understand and care the classroom during the school's may have been in. It has been my adults who have a plan for success "Celebration of Learning" so that experience that most BD classrooms in their lives, adults they can trust. other students and visiting parents are filled with broken tables and Children live up to the standards can enjoy and appreciate her stu- chairs. The curriculum consists of that are set before them. In a caring,dents' hard work. "One of the beau- cast-offs from out-of-date district secure environment these students ties of this project," she surmises, "is surplus items. And in many in- can once again reach for the sky, de- that it fully embraced my students stances, there is no regular Special spite their backgrounds, disability, Education teacher, only a revolving and previous learning experience. their language, culture, and door of substitutes. All of these situa- To learn more about North- family traditions. They loved it be- tions give the students the message wood's JAG Program, visit the pro- cause it was about them, and they that they are not worth the invest- gram Web site at www.seanet.com/all took great pride in their projects." ment. It is my heartfelt belief that kmcneil/JAG. To read more Of the year's work, Lovato says, the needs of these students have about how McNeil has used tech- "It was a huge success in that nearly been put off for way too long. nology to help her students under- half of my students were either not I refuse to wait any longer for stand and write about the plays of funding to meet the needs of my William Shakespeare, check out reading or writingor were at the students, even if that means spend- www.intel.education/odyssey beginning stagesin any language ing my personal funds. During the (Day 209). at the beginning of the year." By the past three years, I have purchased end of the year, she reports, all were computers with my own money to reading and writing in their native supplement the two that the school language of Spanish, and most were

FOCUS ON WRITING IN THE LIBRARY

36 THE TESTING TRAP: How State ESSENTIAL INGREDIENTS: Writing Assessments Control Recipes for Teaching Writing by Learning by George Hillocks Jr. Sandra Worsham (Association for (2002, Teachers College Press): Supervision and Curriculum Devel- This provocative new book from a opment, 2001): Award-winning longtime researcher on writing in- teacher Sandra Worsham makes a struction takes an indepth look at /lb powerful case for teaching young writing assessments in five states: writers to appeal to the senses, Illinois, Kentucky, New York, Ore- make use of their sense of place, gon, and Texas. Hillocks starts from I - - draw on their memories and per- the premise that writing is not a lin- sonal stories, and be willing to ex- ear proposition but rather a recur- periment with new approaches to sive process of refining ideas. In make writing better. She follows his view, the writer moves not in a her own advice in Essential Ingre- straight line from start to finish but dients, which weaves together rather cycles back to make revi- classroom-tested advice about sions and improvements that in- writing instruction with stories (and corporate additional ideas, data, recipes) Worsham remembers from or analysis discovered through the her mother's kitchen. Along with writing process. The strategies of ideas for writing assignments and inquiry, he suggests, "are the same many examples of student writing, strategies that writers need in pro- she includes a chapter on creating ducing the content of writing." a classroom atmosphere that's Hillocks suggests that effective "right for writing." writing assessments encourage students' development as writers CRAFT LESSONS: Teaching rather than restricting their work to Writing KB by Ralph Fletcher and formulaic, five-paragraph essays Joann Portalupi (Stenhouse, 1998). that must be produced without ade- A perennial favorite among lan- quate time for revision. Kentucky's guage arts teachers, Craft Lessons use of a writing portfolio for as- outlines 78 mini-lessons to guide sessment provides "a model for Hillocks concludes with sugges- projects to include the step of field-student writers through the writing imitation. It avoids the formulaic, tions for improving writing instruc- testing. Field-tests show students process, from brainstorming treats writing as a meaningful and tion by providing adequate time andhow readers actually use their doc- through revision and on to editing serious pursuit for students, en- resources for teachers to teach ument. This feedback guides revi- a final draft. Lessons are arranged genders a rich writing program, writing well. sion to create a more effective piecedevelopmentally (K-2, 3-4, and and provides for the professional of writing. 5-8). Each lesson includes guide- development of teachers who must WRITING TO MAKE A DIFFER- Editor Chris Benson suggests lines for teachers to consider, do far more than teach students to ENCE: Classroom Projects for that writing for the community has including a brief discussion of fill out schematic diagrams." Community Change, edited by an additional benefit beyond encour- reasons for teaching a particular Oregon's writing assessment also Chris Benson, Scott Christian, aging good writing: "This method element, a "how to teach it" sug- receives praise for including a vari- Dixie Goswami, and Walter Gooch gives students a voice in their com-gestion, and a listing of resources ety of writing styles, including nar- (Teachers College Press, 2002): munity....Writing is the motor that to support the concept. An appendix rative, imaginative, expository, and Many teachers have noticed that pushes activism and advocacy. includes examples of student persuasive. Such variety "signals students are motivated to write well Without articulate writing or speak- writing. a richer, more diverse writing pro- when they know their words will ing, activism and advocacy amount Suzie Boss gram," Hillocks concludes. Oregon reach an audience beyond the to no more than wish-making." also includes voice as an element classroom. This new book goes worth scoring, another factor that deeper with the idea of writing for guards against formulaic writing. the community. Chapters describe projectsincluding some from the Northwest regionthat engage students in community research as the starting point for writing. The writing process expands in such

NW Education / Winter 2002 113 EST COPY MAILABLE orthwe-gAGeionalEdueationaa oratory

1110D00¢6N110009

9 7 ) A SPECIAL SECTION FROM: SPEC AL SECT k.

® ®OD rQ T 0 O 68 161+ Tat ofitng Assessment

ARTICLES

On the Same Page The Vanguards work to maintain consistency of the model and share ideas about what works.

Serving Diverse Audiences The Indiana School for the Deaf adapts the model for the needs of its students.

Wishing on a Star In Anchorage, Alaska, a school facing a host of challenges works to build writing skills, and so much more.

Products To Guide the Writing Process The family of resources continues to grow. What's new? And what's withstood the test of time? Section Editor: Suzie Boss

Contributing Writers: Denise Jarrett Weeks, Catherine Paglin

Graphic Production: Denise Crabtree

Graphic Design: Dan Stephens

Technical Editing: Eugenia Cooper Potter elcome to this specialE ince those early days, the section of Northwest 6+1 Trait1M Writing Assess- Education, focusing ment and Instruction Model on the 6+1 TraitTM Writing has gained popularity around Assessment and Instruction the globe. Teachers in every Model. state and in many nations use h e model began to take the traits to help their stu- As the line of products contin- shape nearly 20 years ago, dents become better writers, ues to grow to meet demand, sparked by the collaborative confident about their ability one thing hasn't changed. UV effort of dedicated teachers. to improve their own writing Promises Culham: "Teachers These pioneers in writing through careful revision. Sev-remain our inspiration." assessment knew that there eral states also draw on the Lihis special section provides was more to teaching writing model for statewide writing a behind-the-scenes look than simply grading grammarassessments. at the 6+1 Trait."' Writing and other mechanics. They Ifilhe Northwest Regional Edu-Assessment and Instruction also knew that giving a stu- cational Laboratory has playedModel. We introduce you to dent's paper a single score a central role in supporting the Vanguards, a group of a holistic gradedidn't the effective use of the 6+1 veteran teachers who are provide much in the way TraitlM Writing Assessment invited to meet annually to of specific feedback that a and Instruction Model. share ideas, keep their mes- young writer could use to NWREL publishes a growing sage consistent, and maintain revise and improve her work. collection of materials to sup-the grassroots spirit that has Teachers wanted an analytic port the effective use of the been part of this model since model that would assess spe-traits in the classroom. In ad-the beginning. We accom- cific aspects of student writ- dition, NWREL experts pro- pany Culham to a school in ing. But what might such a vide training institutes aroundAlaska that is using the model model look like? the country, and sometimes as part of schoolwide im- These determined educators far beyond our borders, to provement efforts. We de- began by tackling a basic explain how to use 6+1 Trait'scribe a brand-new effort to question: What is good writ- rubrics and scoring criteria, modify the model for use at ing? One group of teachers integrate writing assessment the Indiana School for the met regularly in Beaverton, into everyday instruction, and Deaf, an example of how the Oregon. Another got together use teaching strategies that traits can be adapted to serve to brainstorm in Montana. connect the model to the specific populations. And we They compared reams of world of the developing highlight the newest products, student work and discussed writer. all designed to help teachers, the qualities or traits that puth Culham, NWREL's lead- students, and parents share a all "good" writing samples ing 6+1 TraitTm expert and common vocabulary to talk shared. Six traits emerged as author, has been helping to about the writing process. the cornerstones of quality shape and refine the model writing: ideas, organization, since those early days, and voice, word choice, sentence has seen interest skyrocket in fluency, and conventions. recent months. To meet rising Later, presentation was addeddemand, NWREL has entered to the list. Eventually, scoring into new partnerships to pub- guides, or rubrics, were de- lish and distribute 6+1 TraitTm veloped to assess the level materials. Culham has written of proficiency in each of the a comprehensive teacher's traits. guide to the traits, released this fall by Scholastic Inc. (See Page 2 for more details.) 0060116 BOO 11101V1 tint DICE POU1E

J-n Contrary to popular myth, there are no involved, Culham says, the network of six-trait police roving the world's class- experts "helps keep our message on 1 rooms, enforcing the proper way to as- point."

sess word choice, organization, and all This collaborative approach to qual-

the rest. Instead, a select group of vet- ity control is in keeping with the grass-

eran writing teachers and trainers works roots spirit that led to the development H collaboratively to keep the 6+1 Traitim of the traits two decades ago. As Cul- WRITING Writing Assessment and Instruction ham recounts, teachers who taught ASSESSMENT Model "on the same page," whether it's writing back in the 1980s were growing VANGUARDS being used in Delaware or Denver, Texas frustrated with multiple-choice assess- MAINTAIN or Tokyo. ments that tended to focus only on me- CONSISTENCY Since 1994, the Writing Assessment chanics, or holistic assessments that FROM COAST TO Vanguards have been convening for an graded the overall impact of a piece of COAST. annual invitational summer conference. work but failed to give specific guid- This year's event in Portland, Oregon, ance for improvement. Teachers who By SUZIE BOSS was a typically enthusiastic affair, with sought a better model began by asking,

Vanguards traveling from all corners of "What is good writing? What are the

the country to share ideas about what parts and pieces, the criteria of quality

makes for good writing assessment. writing?" Working on similar tasks in

Participants describe the annual ses- different communities, teachers from

sion as a shot in the arm, invigorating Oregon, Montana, and elsewhere com-

their teaching with fresh ideas and giv- pared reams of student work and dis-

ing them a chance to reflect on their cussed the qualities or traits that all

own evolution as educators. "good" writing samples shared. Six

Ruth Culham, who coordinates six- traits emerged as the cornerstones of

traits assessment for the Northwest quality.writing: ideas, organization,

Regional Educational Laboratory, says voice, word choice, sentence fluency,

assembling this team of expert teachers conventions. Later, presentation was

and trainers is essential, "because all added to the list.

of a sudden, the whole country is doing During the two decades since then,

6+1 Traitsr". We're seeing an exponen- as the 6+1 Traitim framework has spread

tial leap, so it's more important than from Oregon to every state and to many

ever to connect and reinforce what we're countries around the world, maintaining

doing." Culham and Janice Wright from consistency has become a challenge.

NWREL's assessment program maintain Culham and her Vanguard cohorts often

a busy travel schedule, conducting in- find themselves debunking myths about

stitutes on the traits all over the country. the traits. Most common: mistaking the

To meet increasing demand for training, traits for a program to teach writing. Far

Culham often refers local school districtsfrom it, Culham stresses. "They are a

or state agencies to her colleagues from tool to use with your writing program,

the Vanguards. With so many players which we believe ought to be firmly 1 CA NW EDUCATION / Winter 2002 aligned with the writing process." has given me concrete things I can do model how she did a similar project. 3

One of the highlights of the annual in-the classroom," he says. That shows the middle-school student conference is the chance for Vanguards To give preservice teachers more op-that "any finished piece has been to share examples of how they are see- portunities to put theory into practice, through a long process, including re- ing the traits used effectively in the real Blasingame helped launch an after- vising and editing," notes Blasingame. world of the classroom. David Pelto, school writing club at Fees Middle "It's important for kids to see that tutors who recently retired after a career of School in Tempe. Here, his college stu- do the same steps, and sometimes even teaching high school in Alaska, summed dents tutor middle-schoolers who vol- struggle a little." up his experience of using the assess- untarily come to the club to work on For the college students, the hands- ment model over the long term: "I can writing projects. The club is part of on experience is a confidence booster. look back at student writing samples the school's 21st Century Community As one ASU student shared in an evalu-

I've been collecting since I started using Learning Center and also has been sup-ation of the program: "My limited this model and see how my students' ported by a seed grant from Motorola. preparations to be a teacher had never work has improved. The level of excel- JIM DILASEIX.88N.E. "It's a laboratory for new teachers to before involved actual students. So a lence has steadily gone up in their work. TEACHING FUTURE see what works," Blasingame explains. large part of what I have learned from As a teacher, I have changed along with TEACHERS TO LOVE "They come up with ideas for writing this project is what real students are ca- my students." THE TRAITS activities, then go over their plans with pable of. They are creative, and funny,

As the following examples illustrate, Jim Blasingame first bumped into the me or my graduate assistant. We look and have a unique perspective on the there's no shortage of good ideas for 6+1 Traits'"' of writing assessment a for potential hazards or obstacles. Then world." Added another: "It was exciting using the traits to complement a well- decade ago. "It was a coincidence," they try it, with real-live kids. Any roughto watch students who were uninter- designed writing program. "Once teach-admits the Arizona State University spots present themselves quickly." ested and apprehensive about writing ers know the traits well," Culham points English professor, but a fortuitous one. Young writers benefit, Blasingame blossom into eager writers as the out, "the link to instruction becomes He went on to write his doctoral disser- says, when they are coached to use "a semester came to an end." clear. This is where the real fun begins." tation about the traits and now helps nice, smooth sequence of steps" to im- Veteran teachers often make similar

future teachers understand the role of prove their writing. "First, they need observations when they take a training

effective assessment in developing the something interesting to grab their at- session to learn about the six traits.

skills of young writers. A former high tention at 2:30 in the afternoon. Usually Blasingame summarizes teachers'

school English teacher, Blasingame also it's a product from the real world, some- most-common reactions:

consults with school districts and pro- thing for them to sink their teeth into "When they hear about the traits, they

vides indepth training sessions to teach- a travel brochure, poem, menu, creative agree: This is what makes good writing.

ers interested in learning how to use the story." Calling themselves the Fees Fire Vivid details, a lead that grabs the

traits to improve their instruction. Writers, they have even launched a reader's attention, voice that takes a

In an ASU course called Methods of school newspaper, which provides the riskthese are descriptions they al-

Teaching Writing, Blasingame devotes added motivation of writing for a real ready use, or know intuitively. What

about half the term to teaching about audience. they see is that this is an organized sys-

the 6+1 Trait'"" model. ASU students Typically, the ASU tutor presents tem for using those concepts about

most of them preparing for teaching a writing activity that highlights some good writing. careersare enthusiastic when they facet of the traits, such as voice or word "The traits don't replace or usurp

begin to see how the traits support choice. Instead of just making an as- anything. Teachers realize that they can

sound writing instruction. "They tell signment and turning the student loose use this model with what's already in

me: This is the first class I've taken that to write, however, the tutor takes time to their curriculum. It adapts to what

'.;.01 6+1 TRAITS 101 4 you're doing already and makes you traits along with her. At Hart ly Elemen- Despite her success, White was

more effective as a teacher. tary near Dover, Delaware, where she eager to continue learning more about

"This gives teachers concrete things was hired in the fall of 1998, "no one the traits. She and a Delaware colleague

to do with their students. Many teachers had ever heard of the traits." White's new attended an intensive three-day training

say they've never taken a class on how principal stopped in her classroom to taught by Ruth Culham. They drew on

to teach writing. As a result, many observe and found a roomful of third- their deeper understanding as they

avoided it or have been frustrated in graders deeply engaged in the revision began to deliver 6+1 Trait'!" training

figuring out how they can help kids process. "My principal was amazed at throughout their school district. White

be better writers." my kids' ability to take a piece of writing also was serving on her district's En-

One of the most useful aspects of UASUU USFIWIti] that was weak and move it to something glish and Language Arts Committee,

the assessment model, Blasingame SHARING 'ANA!' stronger, using the strategies and vo- and found herself sharing examples of

says, "is that it provides teachers with a MOMENTS cabulary of the traits." The principal how the model had helped in her teach-

method for teaching revision that's not Ursula White had been teaching elemen- called White in for a follow-up confer- ing and in her personal development as

just about conventions. Students tend tary school for about three years when ence. "She could see the benefits this a writer.

to think that rewriting is about correct- she first encountered the 6+1 TraitTM offered to the whole staff." After another family move this year,

ing spelling or fixing grammar. With the model. At the time, she was teaching With her principal's blessing, White White decided to give up her own class-

traits, you can walk through the revision in the Clover Park School District in wrote a grant to cover the cost of 6+1 room and devote her time to training

process with a model that students can Washington. A class on the traits was Trairm training materials and books for fellow teachers. Through the Delaware

understand. When they're polishing a offered as part of a summer profes- the entire faculty, and led her new col- Professional Development Center, she

piece, they can go down the list," look- sional development institute. That intro- leagues in an introduction to the traits. has delivered 6+1 Trait"' training to

ing for ways to improve on each of the duction left her eager to start putting the Teachers began meeting after school to teachers from across the state. She's

traits. As a result, he adds, "You get traits to work in her own classroom. "It talk in more depth about the assessment often in their classrooms, too, coaching

meaningful revision instead of just just made sense to me," she recalls, "It model. At staff meetings, the principal and modeling for other teachers as they

proofreading." was an 'Ahal' When I went back into my encouraged teachers to share examples gain experience using the traits with

Both struggling writers and students classroom, I started dabbling." of how they were using the traits across their students. "Teachers need repeti-

who are producing more polished work White's enthusiasm spread to the grade levels. "It became a team effort," tion and classroom examples. You can't

stand to gain from such informed feed- next classroom, where a colleague also White says, "not just me on a pulpit. get it all from a workshop," White says.

back, Blasingame adds. "If reluctant began experimenting with the assess- And then it really took off." Teachers She has credibility with other teachers

writers can be more successful, these ment model. Their district gave them began inviting her into their classrooms "because they know I've been in the

students become less reluctant to write. both time to observe teachers in the to model a lesson or coach them in the thick of it, in the classroom. I know how

An activity that focuses on using a trait Kent School District where the traits use of rubrics. "That's when I realized busy teachers are. It took a lot of work

or two can help them enjoy that success. had been implemented districtwide. they were on board." and development for me to learn about

And for students who turn in work that's Says White, "I could see the value of It didn't take long for word to spread the traits, and other teachers appreciate

wonderful, the teacher might focus only using the same vocabulary to talk about beyond the school. When statewide that."

on the misspelled word and not reward writing across grade levels." She and writing assessments were tallied that Although it's been years since her

the student for other aspects that are her colleague needed no more convinc- year, Hart ly Elementary third-graders first introduction to the traits, White still

good." The six-trait model "gives teaching of the model's value. "We just had the highest scores in the state. And gets excited when she sees another

ers a way to recognize what's good in a grabbed on and made it our own." when the scores were broken down to teacher experience the same "Aha!"

piece of writing and what needs more When a family move took White to the classroom level, White's students that ignited her own passion. And she's

work." the other side of the country a few years emerged as the highest-ranking young thrilled when she sees a student take on

later, she took her enthusiasm for the writers in Delaware. more independence and confidence as 102 NW EDUCATION / Winter 2002 O

a writer. Parents share their enthusiasm

for the traits when they hear their chil-

dren pointing out the excellent word

choice in a storybook or focus on im-

proving the sentence fluency in the sto-

ries they write at home. "Parents can

see their children becoming more con- i fident writers."

In a recent training session, White

happened to meet a seventh-grade

teacher who had been hearing about the

traits from his own students. It turns out

that several of them had been in White's '

class in elementary school. They were

eager to talk about word choice, voice,

organization, and other elements of a good writing as they tackled assign-

ments in middle school. This will carry with them," White says. "It's a lifelong

skill."

6+1 TRAITS 10, ritmffraenowntaram 6 INDIANAPOLIS, IndianaAs a vet- something called the six traits. That made being a signed version of English, ASL 2E eran trainer with the Northwest Regional them curious. Through further investi- has its own constructs and patterns. Educational Laboratory's assessment gation, they learned how the 6+1 Trait'"" "It's grammatically different from En-

VE program, Janice Wright has traveled the assessment model enables teachers to glish. Deafness is a culture, not a dis-

country to teach teachers how to use give students specific feedback about ability. Deaf kids are ELL kids. That's WHEN THE INDIANA the 6+1 Iraqi"' Writing Assessment and their writing. Guided by the traits, stu- really important." SCHOOL FOR THE Instruction Model. She's explained the dents become more confident writers, NWREL has a track record of adapt- DEAF SEEKS HELP TO model in big cities, small towns, class- better equipped to reach for excellence. ing the 6+1 Trait'"' model to fit the needs IMPROVE STUDENTS' rooms, conference centers, just about Mowl's research led him to NWREL, of English language learners. Native WRITING SKILLS, IT everywhereor so she thought. which provides a wide variety of materi- Spanish speakers, in particular, have DISCOVERS THE 6+1 This fall, Wright received an invitation als and training to support the use of been served by an adaptation of the TRAIT' MODEL. THE to present a 6+1 TraitrM training session the 6+1 Trait'"" model. And he also found traits for effective Spanish writing. REST IS HISTORY. for teachers at the Indiana School for Wright. "It was by mere coincidence Wright borrowed from this research the Deaf (ISD). Wright recognized the that Janice had background in Deaf base, which supports teaching students By SUZIE BOSS opportunity to help make history. "This Education," he explains. Together, they to write well in their native language

would be the first time we've introduced began mapping out a two-day work- first, then take those skills into writing

the model for use with deaf students," shop for ISD's language arts teachers. in English.

she explains. By coincidence, Wright ADAPTING THE MODEL Because the workshop would be a also has experience in Deaf Education. Going into the workshop, Wright knew pilot project, Wright asked Mowl and

She was a student teacher years ago at that she would have to rethink some his colleagues to be patient. "This in-

the Oregon School for the Deaf, and aspects of the 6+1 Trait'"" model. Deaf volved a lot of learning for me," Wright

later was an itinerant teacher for deaf students, she explains, tend to be quite admits, "and they were willing to work

students in Central Oregon. She was literal. "Things that play to the ear with me to help me change and adapt

excited by the chance to help adapt the word playmay not make sense to the model so that it will work for them

model to meet the learning needs of them." Children who are deaf or hard of and their students."

this special population of students. "It hearing may not have large vocabular- POSITIVE RESPONSE

seemed like a wonderful opportunity." ies. "Often, they didn't get read to as When it was time for the two-day work-

The Indiana School for the Deaf, a young children," she explains, which shop, Wright found herself in front of

320-student residential school, serves means they may have missed opportu- an audience of about 20 teachers, plus

students from preschool through 12th nities to build their vocabulary and other two interpreters. "They had to remind

grade. Teachers and students use literacy skills. From experience, Wright me to talk more slowly, and to really

American Sign Language. also appreciated the importance of slow down when reading aloud," she

Gary Mowl, chairperson for school using visual models rather than audi- says. There was plenty of give-and-

improvement planning, explains that tory examples in the workshops. take, as well, with Wright asking the

the school has been seeking to improve Perhaps most important, she under- teachers for input about how the model

student performance in the area of lan- stood that deaf students share many of could be modified to better suit their

guage arts. When members of the lan- the characteristics of English language students' needs. Overall, she adds, "it

guage arts committee began exploring learners. At the Indiana School for the was a wonderful experience."

how other public schools in Indiana Deaf, "they teach the students using Mowl says teacher response was

have made strides in improving student their first language, American Sign Lan- "superb." Teachers were enthusiastic

writing, they kept seeing references to guage," Wright explains. Rather than about the concepts, the materials, the

NW EDUCATION / Winter 2002 11.01- videos, and Wright's presentations. the workshop on the 6+1 Traits'"" that I Before long, Wright had transformed how I've always taught writing, or is this 7 Many have already started using the had a better understanding of what rubric her teaching style. "We turned my class really the best way for kids?" traits in their classrooms. systems are all about! This workshop into a writing community. We were all MORE QUESTIONS AHEAD Carol Keller, a middle school lan- has actually opened my eyes in terms of doing publishingstudents and teacher The successful introduction of the 6+1 guage arts teacher, said after the ses- how to review my son's writings. For my alike. And we were all respecting each Trait'"' model at Indiana School for the sion: "The ideas in the notebook were son and me, English is our second lan- other as writers." The 6+1 Trait'"" model Deaf has opened the door to new ques- wonderful and very helpful. It will be guage. Ah, I am much, much older than offered students a common vocabulary tions and new research. Wright, Mowl, beneficial for both the teachers and stu- he is and have had plenty of practice. for giving one another helpful feedback, and ISD Principal Robert Kovatch are dents to learn and work on these traits I was never too sure how to go about she says, "so we could build on our now working together to gather exam- one by one. Our students have always looking at my son's writing and how to strengths." ples of "authentic student writing by been weak on peer tutoring, and this go about 'correcting' his grammar. This Wright's early experience in Deaf deaf and hard of hearing students for will give them a good base for assess- tool has given me a very, very nice way Education also shaped her classroom further analysis," Mowl explains. ing themselves and others." In the past, to approach him in our discussion. No style. "You have to break it down into The examples of student writing typi- she says, she has had to skip over peer longer do I really have to focus on his steps, chunk it out. You can't assume cally used in 6+1 Trait'"' training "look review during the writing process. "Now, grammar, which I know will develop over deaf students know what you mean," nothing like what deaf students are pro-

I'm hoping to incorporate this skill in time. This workshop has taught me other she says, "when you talk about conven- ducing," Wright notes. "It's not like what my lessons." areas of more importance to discuss." tions or word choice or conclusion. You teachers see in class," at schools work-

Sharon Baker, a high school lan- LESSONS THAT LAST have to explain the concept, give a mini- ing with deaf students. Developing a guage arts teacher, began introducing Such positive responses resonate with lesson so you're sure they understand." larger sample of work by deaf students the traits to her students right after the Wright, who remembers her own intro- Looking back, Wright can see how should help these pioneering teachers training session. She says: "Using the duction to the traits a decade ago. She "being a teacher of deaf kids made me develop effective classroom strategies, traits in class has shown to be quite was teaching in a small school district a better teacher of hearing kids, too." and turn their school into a community useful and beneficial for me, as well as when Oregon adopted the model for Now, when she's training other of capable writers. my students. It lessens the burden of statewide writing assessment. Wright teachers to use the 6+1 Trait'"" model, checking for every single problem within was called on to revise the language Wright often draws on her own class- their writing. Now we can focus on one arts curriculum and thought to herself, room experiences. "You don't hand a or two areas at a time, and it is a little "Here we go again ...." paper back to a student and say: 'Revise less overwhelming. Students are not But far from being a passing fad, the this.' You might say: 'Let's look at how getting a paper that is full of red circles 6+1 Trait'"' model offered her lasting in- often you used this word. Is there an- because they know we are working on sights into how children learn to write. other word you could substitute?' Or: one specific area at a time." "I taught myself to use the traits, and 'Let's took a look at the lead paragraph.

As part of her visit to Indiana, Wright they changed the way I started teaching. How could you bring the reader in bet- also conducted an evening workshop to I saw wonderful results for my kids," ter?' Once you finish, it's going to be so explain the 6+1 Trait'"" model to parents. she recalls. "The key was respecting kids much stronger."

Mary Dall is a mother of three children, as writers, giving responsibility back to When she sees teachers getting ex- two hearing and one deaf. She explains them. If the teacher stops being the kids' cited about using the model to inform why she found the session so useful: editor, they will take on that responsi- their instruction, Wright also knows that

"My older hearing children always had bility for themselves. I also began to see big changes may be in store for them. some kind of rubric tool to measure the value of encouraging them to write "It causes you to examine how you their writings. They always seemed to for an audience, for a purpose, for their teach. You may wind up asking your- do just fine. It was not untilI attended own reasons." self, 'Do I teach this way because it's

1- 6+1 TRAITS" 105 nirmagrawirantan 8 I12

C)'3 MANY ARE HOMELESS. A THIRD ARE LEARNING ENGLISH AS A SECOND LANGUAGE. MOST ARE GROWING UP AMID POVERTY. AT AN ANCHORAGE ELEMENTARY SCHOOL WHERE STUDENTS FACE EXTRAORDINARY CHALLENGES, TEACHERS FOCUS ON WRITING AS A SKILL THAT CAN TRANSFORM LIVES.

Story and photos by Writing opens a two-way portal between cultures, says bilingual teacher Enrique Quintero.

DENISE JARRETT WEEKS ANCHORAGE, Alaska It had the Quintero and other students had re-

taste of melted toothpaste. He spat it belled noisily against the military dicta-

out as he looked again at the label on torship. His parents had sent him here,

the bottle. It read "beer," an English to the University of North Carolina at

word he readily recognized, but it was a Chapel Hillout of harm's way

bottle of root beer he'd chosen from the where, an impassioned idealist, he was

college cafeteria, not the cerveza he'd going to study political science. Yet

grown up drinking with his family at the here he sat, his first day at college,

dinner table. A proud young man, he withdrawn and uncertain of his place.

nevertheless felt the hot discomfort of He hadn't even been sure where to sit;

embarrassment as he sat, alone, in the all the black kids were sitting on one

crowded cafeteria. side of the room and all the white kids

It was the 1970s, and Enrique Quin- on the other. He'd taken an empty seat

tero had just arrived in the United States in the middle.

from Ecuador. Back home in Quito, Quintero, now 51 and a bilingual

the capital of that country, the young teacher for some of Anchorage's poor-

NW EDUCATION / Winter 2002 11 OG est children at North Star Elementary gual] students, but writingmore than guages as well. Board member Harriet Drummond. Her 9 School, laughs, remembering that day. speakinggets closest to meaning. "The guiding concepts around which sons were students at North Star Ele-

It's a funny story as he tells it, but he's You can get closer to a person through you organize the writing process are mentary in the mid-1990s, when home- making a point. Even coming from rela- his writing than by talking with him." applicable for any language," Quintero lessness and other family misfortunes tive privilege and having English skills, That's because the act of writing says. This transferability has been vitally contributed to a student mobility rate he'd felt frustrated and isolated behind enriches your thinking, Quintero says. important here, in one of the most lan- topping 90 percent. She recalls her a language and culture barrier. It cut an When you write, you make all kinds guage-diverse schools in an increas- youngest son having a hard time mak- indelible impression in his memory, and of choicesabout vocabulary, ideas, ingly diverse school district. Children ing friends because he didn't know who he thinks of that episode sometimes organizationthat reveal your deeper living in Anchorage, a city of about would be there from day to day. Home- as he teaches some of the youngest thoughts and personality. You layer 260,000, are increasingly from Mexico, lessness, like the language gap, con- who've found themselves strangers in meaning, connect ideas, make revi- Korea, Vietnam, Ukraine, Romania, tributes to students' sense of isolation. a strange land. sions, all with the building blocks of South Americafrom any place in As PTA president, Drummond saw first-

"Children adapt faster than adults to words, grammar, and syntax. And this the world. In four years, predicts the hand the determination of the then-new new cultural settings, but that doesn't artifact of your thinking is evidence of Anchorage School District, ethnic mi- principal, Myrna Moulton, to slow the mean they don't go through hard times. who you are. nority students may well comprise the turnover by caring for the needs of her

This is a huge school," he says of North Even if they speak minimal English, majority of the student population. students at every front.

Star's 530-student population in which bilingual students can use language A WELCOMING PLACE "Myrna has made it a warm and wel-

29 different languages are spoken and their home language as well as their While a third of North Star's students coming place," she says, "and they two-thirds of students live in poverty. emerging English skillsto share their do not speak English at home, many do have a wonderful number of innovative

"Most of these [bilingual] students come own stories and ideas in the classroom. not have homes at all. Fifty children of programs" that are helping to improve from a rural place. Some have never This speeds them along their way to homeless families are attending North student achievement and lower mobil- been to school before. Everything is mastering English and taking their Star Elementary this year. They are de- ity, now at about 60 percent. The school different, from the way the classroom places in society, says Quintero. livered to the school's door each morn- was honored for its successes by the

looks to the clothes, the food, and the At North Star, Quintero and other ing by vans from local homeless U.S. Department of Education in 2000, sounds. Then, they go home to some- teachers use the 6+1 Traitim Writing shelters or by city bus, their tokens paid when it chose North Star as a Distin- thing that's no longer the way it used to model, a nonprescriptive approach for by the Anchorage School District's guished Title I School. "Even if parents

be, either." for teaching and assessing writing that Child in Transition/Homeless Project. have to move out of the school's atten-

TELLING THEIR STORIES draws on students' own ideas and expe- The program, run by the district's Title I dance area, she makes it possible for Perhaps more than others, bilingual riences. The model, developed by class- program and housed at North Star, them to keep their kids at North Star," children struggle with identity. "Teach- room teachers and writing experts from serves about 1,000 children each year says Drummond. ers need to be aware of that and to open the Northwest Regional Educational in schools throughout the district. It Drummond lives a few blocks from spaces in their classrooms for these Laboratory (NWREL), has helped to cre- helps to coordinate services provided North Star in a well-to-do enclave of

kids to have existential identities," says ate a common vocabulary in the school by community agencies, the district, Spenard, one of Anchorage's oldest

Quintero, "which is difficult when you for talking about the aspects of good and schools, including transportation, and, some say, notorioussections of are out of one culture and not quite in writing. From kindergarten through sixth counseling, purchasing of school sup- town. Neighborhood bars like the popu-

the other culture." grade, students and teachers know what plies, tutoring, family activities, and lar "sourdough" saloon, Chilkoot's, and

Allowing children to tell their own is meant by these traits: ideas, organi- parenting classes. the more hip Fly By Night, a hot spot

stories, particularly in writing, is one zation, voice, word choice, sentence In a recent count, the district had for jazz and poetry slams, like to tout

of the surest ways to help them reveal fluency, conventions, and presentation. more than 1,500 homeless students. Spenard's old reputation as a red-light

their true selves, he says. "Writing is This common vocabulary not only Obviously, it's a big problem in this district. But today, the area is a richer

the most difficult thing to teach [bilin- crosses grade levels, it crosses Ian- far north city, says Anchorage School mix of corporate and mom-and-pop

6+1 TRAITS 10 commerce, high- and low-income

housing developments, littered alleys,

and pristine parks.

The students at North Star, naturally,

are just as diverse. While many struggle with literacyeither because English

isn't their native language or they come from poor, "print-deprived" homes

others come to school with good reading

and writing skills. Closing this literacy

divide in the classroom is something

Principal Myrna Moulton and her staff

members have made a priority.

NO MORE REVOLVING DOORS The first thing they recognized was that

pull-out programs weren't working. So Children's picture books provide excellent examples ofgood story telling that can inspire the youngest writers. many children needed bilingual and

special education that classrooms had their homerooms. The language center Bilingual students who are more cious hours for professional develop-

"revolving doors," with children coming allows Quintero, who designed the pro- proficient in English spend the whole ment from staff meeting times, inservice

and going all day long to attend supportgram, and four bilingual aides to pre- day in their homerooms, receiving indi- days, and support classes, using the

classes down the hall. So they scrapped pare monolingual students to go beyond vidualized support in the classroom from time to hone their instructional strate-

the pull-out programs. Instead, Title I, mere survival English and begin mas- bilingual aides. Afternoons, students gies in reading and writing.

special education, and bilingual teachers tering "academic" language. of all language abilities are together in The school is in a five-year partner-

all began supporting students' learning "Students are able to learn what we their homerooms. ship with NWREL, which is helping it

in their homerooms, collaborating with call 'social' English quite fast" because WORKING TOWARD GOALS to devise efficient ways to work collab-

the regular classroom teacherevery day. it's highly contextual, says Quintero, Moulton brings a lot of resources to oratively toward school priorities. All

"We just have a huge need here and but academic language is about ab- bear on supporting students' language teachers now serve on committees that

providing services directly in the class- stract ideas that require more complex acquisition. By coordinating some spe- help the school meet its goals in writ-

room, rather than pulling out a bunch of language skills. Mastering these skills cial programs, she and her staff have ing, reading, math, technology, safety,

kids from the classroom several times can take five to eight years, he says. But been able to create block time in read- morale building, grant writing, science

a day, meets their needs better," says by teaching English through writing and ing and language arts, as well as and social studies, student discipline,

Amy Lyman, a Title I teacher. reading, rather than solely through mathematics. They're continuing a suc- and fine arts. Authors Night is one pop-

There's one important exception: vocabulary drills and rote exercises cessful reading incentive program in- ular activity organized by the writing

the language center. About 40 students traditional methods of bilingual ed volving parent volunteers, as well as committee, providing a forum in which

of all grade levels who need intensive Quintero and his colleagues are trying First Steps Reading, a model linking students read from their own stories to

bilingual education because they have to shorten that period of time. classroom instruction with child devel- an audience of parents and families.

scant, if any, English skills, spend "At the same time that they're learn- opment. Rotary Readers, volunteers All of these efforts have helped boost

mornings from nine to noon together in ing how to speak English, they're learn- from the Anchorage International student learning, Moulton says. Though

the language center. They learn English ing how to read and write in English, so Rotary, tutor students in reading and high student mobility makes it very dif-

largely through writing and reading. Af- it has an immediate value in their regu- sponsor activities and book purchases. ficult for the school to show consistent

ternoons, they rejoin their classmates in lar classrooms," he says. Moulton and her staff carve out pre- gains in student achievement scores, 108 NW EDUCATION / Winter 2002 11

Teachers at North Star Elementary gather on an early fall morning to hone their skills in using the NWREL 6+1 Trait' Writing instruction and assessmentmodel in their classrooms.

tests show that students who stay at the Palatini and Richard Egielski's picture Heart and soul revealed to the world. ings of Donald Graves, author of Writing: school for a full year before a test are book, The Web Files, and, later, furi- Voice is when the writer seems to Teachers and Children at Work (Heine- scoring increasingly higher in reading, ously penning poems about the traits speak directly to the reader in a way thatmann, 1982), for ways to help children language arts, and mathematics. of good writing. is individual and compelling. But, like come up with ideas to write about. She

RECOGNIZING GOOD WRITING The traits, Culham says in the intro- unheard cries from a deep well, the likes to share this quote from Graves's

It's August, just days before school duction to her book 6+1 Traits of Writ- "voices" of children who aren't native book with the teachers in her workshops: starts, and Quintero and a group of fel- ing, recently released by Scholastic, English speakers are often trapped in- Children who are fed topics, story low North Star teachers are gathered are characteristics that make a piece side themselves. So, how do you help starters, lead sentences, even this morning in the language center for of writing work. The traits and scoring these students to use their emerging opening paragraphs as a steady a day of staff training. It's a bit too warmrubrics in the 6+1 Trait!'" Writing model English skills to express their own ideas diet for three or four years, right- in the room, and everyone would rather, provide "a vocabulary teachers use to and experiencesin ways that reveal fully panic when topics have to truthfully, be back in his classroom ar- describe their vision of what good writ- their "hearts and souls"? come from them. The anxiety is ranging learning centers and going overing looks likeany kind of writing," "Many of these kids don't live in a not unlike that of the child whose lesson plans. whether it's a story, essay, or persua- print-rich world, but they haven't been mother has just turned off the

But Ruth Culham, one of the devel- sive article, she says. living in a vacuum," says Culham. television set. "Now what do opers of the 6+1 Trait!'" Writing instruc- Just now, a group has come out of a "They have observations of life. They I do?" bellows the child. tion and assessment model and a huddle to read from a poem the teach- have their life stories. What is it they al- To prompt students to draw on their

NWREL trainer, is a rousing speaker. ers have written describing the impor- ready know? They may not have English own experiences, Culham cites Graves's

In short order, all eyes are trained on tance of "voice"the hardest trait to language, but they know a lot of stuff." suggestion to observe a child during her and the colorful picture books she teach, some say: You can help children's language de- his or her day and ask her questions: holds up, examples of good storytelling The important thing about voice velopment by talking with them, reading "Why did you ...?" "How did you ...?" that are bound to inspire young writers. Is that it is YOU, your sparkle, with them, and asking them lots of "I notice that you ...," and "What will

Soon, she has them up on their feet Your personal passions and emotions. questions about their lives, she says. you do when ...?" performing characters from Margie It's tantalizing and unique; YOUR Culham frequently looks to the writ- Such questions not only call on a

6+1 TRAITS 1 W) 641TRAITS OF WRITING ASSESSMENT

12 SHINING BRIGHT: STORY AND PHOTO BY DENISE JARRETT WEEKS

gathering of book buyers the six- way to learn to use the model, says trait approach to teaching and as- Culham, is during workshops with sessing writing. She and the book certified trainers. But Culham, her were a hit, but the fan whose opin- colleague Janice Wright, and the ion she most cared about was Sam, dozen or so trainers they have her 26-year-old son who'd come working for them in various re- along for the big event. gions can't be everywhere at once. "At first I thought, great! Sam So, the guide is meant to give will come with me and we'll spend teachers a good start in learning some time together, but then when how to use the traits to teach and it came time for my workshop, I assess writing. 117 got stage fright having him there. It LOVE OF LANGUAGE Ruth Culham coulduse a poem was scary!" she says with a laugh. More than anything else, the book now, a few lines from her Uncle "But, he said the sweetest thing: project has made Culham feel an DonDon Emblen, poet laureate `Mom, you were so good!'" even stronger tie with her poet for Sonoma County, California, and Culham's success in teaching uncle. "I see what an influence his a retired professor at Santa Rosa others how to use the trait-based love of language has had on me," Junior College. Now and again, approach to helping students learn she says. While her mom always he sends poems to his niece and to write well has not only made her was an avid reader and modeled other family members, always just a trainer in demand, it's helped the joys that could be had from lit- at the right time, with just the right make the videos, books, rubrics, erature, "the real love of language perception and encouragement. posters, and other 6+1 Trait'"" Writ- came from him." Not unlike the "He writes these beautiful ing paraphernalia developed by the graduate who returns to visit his poems and gives them to his fam- Northwest Regional Educational professor in Emblen's poem, "A ily, at different times in our lives," Laboratory hot commodities. The Philosophy Major Comes Back To says Culham. This particular time 6+1 Trait'"" products have long beenWish Me a Happy New Year" in Culham's life is moving swiftly NWREL's number-one sellers "Yet, returneth he / to find out between great satisfactions and (available from the NWREL Prod- whence he comes"Culham re- high anxieties. She's just moved ucts Catalog Online at www. turns to his chapbooks now and into a new home and is still un- nwrei.org/catalog/). They've also again with renewed appreciation. packing; she's booked around the become some of the most popular During childhood, Culham's country to train teachers in the 6+1 items sold by Carson-Dellosa Pub- family moved a lot, from one town TraitT" Writing model; and her lishing Company, Inc. (www. to another in California and Arizona. book, 6+1 Traits of Writing: The carsondellosa.com), an educational By the time she was to start high Complete Guide, has just been publisher that contracts with school, her mom put her foot down: released by Scholastic, Inc. It's NWREL to produce 6+1 Trait"' They were staying put in Pasadena. Culham's first book, and she can't posters, organizers, sticky notes, Her dad, a watchmaker, could not help but wonder what readers will and other classroom materials and still his "wanderlust" and so kept think of it. Will teachers find it sell them through local dealers all moving. With hindsight, Culham helpful? Will reviewers think it adds over the country. credits her mom for getting her something of value to the profes- Culham's book is the first time into the best high school she could, sional literature? the Laboratory's model has been by renting a house in affluent South Last week, Scholastic flew her todistilled into a guide to help teach- Pasadena where she believes she Las Vegas for the official release of ers implement the approach in received a "world class education." her book and to demonstrate for a their own classrooms. The best See BRIGHT. Page 14 child's language skills, but they let the for the first time, 13 had learning dis- me. It makes it so easy to explain to has worked like a charm," she says. 13 child know that it matters what she abilities, and some were living in students what good writing looks like," The school also bought a number of thinks. That validation can be power- homeless shelters. says Brannon. Having yet to teach the books from a series that connects math fully motivating to a student who's Sometimes, simply creating an expe- same grade level twice, Brannon has and literature. The series groups litera- grappling to master a new language andrience in the classroom becomes grist found it invaluable that, at every grade ture books by math concept and grade fit into a new culture. Teachers can also for storytelling. Last year, Brannon level, North Star students learn about level and, as teachers use the books in help her bridge her home life with piqued her students' storytelling in- the six traits of writing. Students be- their classrooms, they file their lesson school, says Culham, by asking such stincts by delighting them with theatrics. come savvy users of the traits, she says, plans in the library for others to use, too. things as: "What are your jobs at home?" She came to class one morning as "Lucy able to tell anyone, for example, that In fact, Moulton and her staff feel the and "What's the first thing you do when Mae," costumed as a Southern belle sentence fluency is when "words flow time is right to shift their schoolwide you get home?" with a hat, smile, and drawl wide enough on the page" or that focused ideas will focus to math, particularly teaching kids

"These are all very tangible ideas for the Kentucky Derby. grip the reader's attention. how to bring their writing skills to math about their lives" that they can draw on "One of the writing lessons is on Sometimes, she writes along with problem solving. as they develop English language skills. providing details, so I asked them to her students to a writing prompt, inten- "It's crucial to make connections be-

As teachers, says Culham, "we've got to describe Lucy Mae. I told them, don't tionally crafting a boring opening or tween math and writing" in the class- get inside these kids' experiences." just say she wore a hat. Describe what making a couple of common writing room, says Amy Lyman, because in

OUT OF THIS WORLD kind of hat, with what kind of flower and errors. "That helps more than anything problem solving, "you don't just write What did you do on your summer vaca- feathers. Some created a whole world to say, 'Here's my story. What do you down the answer as '11; you explain tion? It's a timeless back-to-school for her. Their writing became very de- think?'" she says. why your answer is '11.'" writing prompt that brings forth pencil- scriptive, even if they only wrote a few Last year, Brannon co-taught a THE GREATEST GIFT smudged papers on visits to Disney- lines." blended fourth- and fifth-grade class For children whose lives have been dis- land and camping trips. But what do Lucy Mae's slow stroll into the class- with another teacher. They each would connected in one way or another, writ- you write about if you've never been on room "was a very big deal to them," write along to prompts, beautifully il- ing can be a through-line that connects a family vacation? Or if you've barely Brannon says with a laugh, and it in- lustrating how two very different pieces their inner and public lives, their under- been to school? How do you write about spired them to make some "spectacular" of writing can both be successful. "Our standing of the world with new knowl- your life when it seems to differ in every word choices. "One student wrote that writing was completely different, and edge, their individualism with identity. way from the stories your classmates Lucy Mae 'sauntered' into the room, so, the kids could see our different styles So when Ruth Culham asks the teach- are telling? sooner or later, everyone's characters and see, 'Oh, I don't have to write like ers in her workshop on that fall day in

Teacher Peggy Brannon had to ask were sauntering and sashaying into the everyone else.'" Anchorage, "Literacy, is there a greater herself these questions the first fall she room." Using money from a grant, North Stargift you can give someone?", the ques- taught at North Star Elementary. The Reading and writing "takes them has bought scores of children's books tion rings true. writing exercise was a perennial hit at out of their world," she says, even when that exemplify the traits of good writing. Enrique Quintero hadn't planned to her previous school in relatively affluent they're writing about that world. From Brannon and several other teachers kept be a teacher. Rather, he'd prepared to

South Anchorage, but her fourth-graders an outside-looking-in vantage point, track of the books they selected for each be a sociologist with hopes of changing at North Star looked at her as if she had they can see the possibility of escape lesson in a particular trait, and placed the world. But here, giving the gift of two heads. to a brighter future. Well, to a teacher, their lesson plans and matching book literacy, he may be making the biggest

"It went over like a lead balloon," nothing tops that. It's what keeps Bran- titles together in folders in one of the li- difference of all. "It is an honorable pro-

Brannon recalls. "Most of the kids had non coming back to these students, to brary's filing cabinets for others to use. fession. It is a profession that denies never been out of Anchorage," much throw them a lifeline out of the deep She dipped liberally into that treasure you certain kinds of satisfactions, but less on a grand vacation. The majority well of isolation. trove herself. gives you other ones," he says. "I feel of her students were learning English "The six-traits writing just did it for "Every single one of those lessons good about what I do."

6+1 TRAITS 111 CHI TRAITS OF WRITING ASSESSMENT

14 vocabulary lists, and penmanship. fluency, conventions, voice, and BRIGHT Instead, she urges them to connect presentation. "It was like going Continued from Page 12 language learning with other as- to school, working with them. I She went on to earn, first, a degree pects of the school day by integrat- learned so much." in education, then a master's in ing reading and writing with other Stiggins went on to found the English, from University of Mon- subjects, and encouraging dialogue Assessment Training Institute tana in Missoula and a doctorate in by asking children open-ended in Portland, and Arter joined him education from the American Uni- questions about their ideas and there. Spandel now works for versity of Asturias in Spain. Her reasoning. Houghton Mifflin's Great Source graduate adviser, Beverly Ann Chin, When assessing students' writ- Education Group. Under Culham's a past president of the National ing, she advises, assess one trait care over the past 11 years, the Council for Teachers of English, at a time, respecting students' Laboratory's 6+1 Trait1M Writing is still a close friend and wrote the drafts by not marking every single model has been developed into a foreword to her book. error. "Squeeze it once, and let it leading professional development For the next 15 years, Cu lham go," she says, passing on a favorite and assessment model that is being chosen Montana's English phrase of the author Ralph Fletcher. used across the United States and Teacher of the Yeartaught mid- There's ample opportunity, throughabroad, and is the basis for some dle school in Missoula, and got the revision process or in another state writing assessment tools. married and had a baby. When her writing assignment altogether, to "I feel like I've done a lot in 11 husband was offered a job in Port- address other things that need years," she says. What will the land, Oregon, she accepted a posi- attention. next decade of work look like for tion with the Beaverton School "As a trainer, you've got to vali- her? Scholastic already wants her District, teaching high school En- date teachers' good work, but also to write another book, a 6+1 Trairm glish. She was in mid-career, at a give them something they can use Writing guide for primary teachers. time when burnout can easily set to move on to another level," says There's a NWREL study underway in, but she was coteaching with Culham. "I try to find a way to help of schools that have been using a beginning teacher who kept her them tap into that energy they had the model successfully. Culham "energized" and open to new ideas. when they started teaching. They would like to help determine what Now, this is what she tries to do didn't go into teaching for the strategies they're using to make for other teachers at her workshops. money or the summer vacation; the model so effective in their "When you start teaching, there's they went into it because they schools. And it's time to update a kind of missionary zeal that you wanted to help kids." Picture Books, an annotated bibli- have; you believe that you have ography of picture books catego- something to offer the next genera- Culham came to the Laboratory rized by the traits they exemplify. tion, and that sustains you for a in 1991, joining a team of people But there are two others things while," she says, "but for so many who'd begun to develop, with the Culham's always wanted to do: teachers, by mid-career, they've help of classroom teachers in write a children's chapter book, gotten dragged down by politics, Montana and Oregon, a model for and start a school that could be a by demands of their district. teaching and assessing writing. demonstration site for best prac- "To be really good, they have "When I came to the Laboratory,tices. Perhaps another well-timed to rediscover their talents and their there was all of this positive work poem will give her just the lift she zeal for teaching. And that's what I going on by Rick Stiggins, Judy needs to make these wishes come try to lead them back to, by creat- Arter, and Vicki Spandel. I came in true, too. ing opportunities for them to redis- as someone with the most class- "The stars are shining bright," cover themselves as teachers." room experience among us. So I she says with a smile. Culham says she gives them started working on what I knew To order 6+1 Traits of Writing: "permission" to let go of some of best, developing classroom The Complete Guide, contact the old chestnuts of teaching lan- lessons" that focused on each key Scholastic, Inc. at 1-800 guage arts, such as relying overly trait of good writing: ideas, organi- SCHOLASTIC. on spelling tests, memorizing zation, word choice, sentence 1.12 112-- The 6+1 Trait'"" Writing Assessment and discussing countless student papers, TEACHING THE TRAITS 15 ZUCEM Instruction Model has spawned a small these teachers arrived at the six traits, Teachers of young writers, however, industry at the Northwest Regional Edu- which have been gradually refined over need not put the traits on hold until such r EU cational Laboratory. While the inhouse the years. Culham also reviews research time as Culham puts pen to paper again. writing-trait gurus haven't added a night studies which show that writing improves Seeing With New Eyes: A Guidebook

shift, they do stay busy conceiving and at the classroom, school, and district on Teaching and Assessing Beginning USA_Uila crafting the 6+1rm Trait resources teach- levelswhen students learn how to as- Writers brims over with tips for using ers need and demand: everything from sess their own writing using the traits. the traits in the primary classroom.

PTEM customized sticky notes to training The guide's second chapter explores New Eyes traces the development of FROM BOOKS TO videos to an assessment model for the link between the traits and the writ- children's writing, beginning with scrib- VIDEOS TO VISUAL Spanish writing. More than 40 such ing processprewriting, drafting, bles and dictation, through experimen- AIDS, A GROWING items are now available. sharing, revising, editing, and publish- tation with letters, to multiple sentences COLLECTION OF The latest product out the door is ing. Subsequent chapters focus on each and an expanding vocabulary. We see MATERIALS Ruth Culham's 6+1 Traits of Writing: of the traits: ideas, organization, voice, that the writing traits manifest them- SUPPORTS THE The Complete Guide, published by word choice, sentence fluency, conven- selves in students' earliest writing ef- 6+1 TRAIP MODEL. Scholastic, which bills it as "everything tions, and presentation. Each chapter forts, and even in pictures. Are students By CATHERINE PAGLIN you need to teach and assess student defines a trait, reviews problems and putting a title at the top of the page or

writing with this powerful model." The highlights of the trait, provides assess- filling a page with text or pictures in a

Complete Guide includes writing sam- ment practice, and explores why each visually balanced way? Those are signs

ples, scoring rubrics, student guides, sample paper is scored as it is. of a sense of organization. Do students

and hundreds of lessons and activities For each trait, the book provides nu- know that English and Spanish prose

for grades three through 12. merous teaching activities as well as usually moves from left to right and that

"Scholastic wanted this book be- suggestions for adapting the activities people usually read from the top to the

cause publishers see how widespread to different grade levels. If, for instance, bottom of the page? Does a student

the use of the traits is, from classrooms a teacher finds her students need to work enthusiastically place a period after

in every state, to the influence of the on the trait of "organization," she'll find almost every word in his writing? Such

traits on state assessment," says Cul- help in lessons on writing leads, mak- knowledge and practices show an

ham, unit manager for NWREL's ing smooth transitions, sequencing main awareness of conventions.

Assessment Program. points logically, pacing the presentation, New Eyes discusses how the writing

Filled with real-life examples and and closing with a satisfying conclusion. process works at the primary level, how

anecdotes, The Complete Guide is writ- Scheduled for release in December to teach the traits to beginning writers,

ten in a personable, lively style reflect- 2002, the 304-page paperback is part of and how to use reading to teach writing.

ing Culham's infectious enthusiasm Scholastic's Theory and Practice line of An entire chapter is devoted to answer-

about good writing. An easy-to-read, books, devoted to current trends in ed- ing teachers' frequently asked questions

practical format and children's drawings ucation. Culham anticipates it will be such as, "Do students need to write

about the traits complement the acces- used for staff development sessions, every day?" and, "How do I know when

sible prose. by practicing teachers, and in college students are successful?" A companion

Before diving into the traits in detail, classes. She has agreed to write another video of the same name shows young

Culham relates how they grew out of book for Scholastic using the same students at work in classrooms where

teachers' need to define the elements of format and focusing on the primary teachers use the techniques presented

good writing. Through comparing and grades. in the book.

113 6+1 TRAITS 16 For older as well as younger students, bilingual classroom. Not a mere trans- SPREADING THE WORD compelled to point out all the errors

using picture books in the classroom lation of the English version, the Span- NWREL staff members haven't had to and defects they see in a child's work.

can bring the writing traits to life. That's ish traits grew out of real bilingual go door-to-door to convince teachers to What is the result? Frequently it's not

the premise of Picture Books: An Anno- classrooms, authentic student writing try the 6+1 Trait' Model. Instead, every an improved piece of writing, but a

tated Bibliography With Activities for samples, and research on how students week they field hundreds of e-mails and sulky, angry, even tearful child. Dear

Teaching Writing by Ruth Culham. The learn to read and write Spanish. While phone calls concerning the traits. The Parent: A Handbook for Parents of

bibliography describes more than 200 the traits are similar in Spanish and En- Laboratory disseminates the model to 6-Trait Writing Students suggests ways

first-rate children's books, grouping glish, the Spanish version reflects char- teachers, administrators, and staff de- parents can respond positively and con-

them by the trait they illuminate best. acteristics particular to Spanish. For velopment experts through school structively to a child's efforts, as well as

For example, for illustrations of strong instance, Spanish writing may have a workshops and training institutes held encourage more reading and writing.

sentence fluency, teachers might turn greater number of long sentences than around the country. Workshop topics Just phrasing suggestions differently

to The Table Where Rich People Sit by English; organization of Spanish writing include 6+1 Trait'"" writing assessment, may make a big difference in how a

Byrd Baylor, Slugs by David Greenberg, may not be as linear as that of English integrating writing assessment and in- child reacts, the booklet points out.

The Great Migration by Jacob Lawrence, writing; and Spanish spelling, grammar, struction, using the traits with begin- Dear Parent also explains the traits,

or River Dream by Allan Say. and punctuation conventions are very ning writers, tips for administrators, the scoring rubric, and the revision pro-

Following the bibliography, more different from those of English, poten- and using the Spanish writing traits for cess. It answers frequently asked ques-

than 50 teacher-written lessons and ac- tially causing difficulty for bilingual stu- instruction and assessment. Advanced tions such as, "What about invented

tivities, also grouped by trait, suggest dents. This guidebook contains scoring institutes and workshops train experi- spelling?" and, "Is a 5 the same as an

ways to integrate the traits and the books rubrics, sample papers, and the 6+1 enced users of the model to spread the A?" and, "If my child writes on a word

into writing instruction at all grade lev- Spanish traitstema e ideas, organi- word back at their own school or district. processor, what differences will this

els. A related NWREL productthe zaci6n, tono y estilo, uso del lenguaje, For those who can't attend a NWREL make?" A Dear Parent companion

training video Picture This: Using Pic- fluidez, gramatica y ortografia, and training event, a video series, produced videotape features teachers, parents,

ture Books in Middle and High School presentaciOn. by NWREL and distributed by Carson- and students discussing the 6+1 Trait."'

To Teach Writinggoes inside real Like its English counterpart, Spanish Dellosa Publishing, may be the next model.

classrooms to observe teachers using Picture Books identifies high-quality best thing. The eight videotapes and as- 6+1 TRAIT"' SPIN-OFFS picture books as models to help stu- children's literature to enrich the teach- sociated materials in 6+1 Trait Writing: Like a popular movie or television show,

dents with ideas, organization, and ing of writing. An annotated bibliography A Model That Works help maintain con- the 6+1 Trait' Writing Model has in-

other facets of writing. lists by trait more than 50 books either sistency and quality in the 6+1 Trait'"' spired a raft of what one distributor dubs

THE LANGUAGE OF THE TRAITS written in or translated into Spanish. training process and content. Each "coordinating products." No, students

Spanish-speaking English language Books like Pelitos by Sandra Cisneros eight-minute video (one on each trait, will not, any time soon, be dressing as

learners are a significant and growing and El Viejo y Su Puerta by Gary Soto plus an introduction) features a defini- Conventions or Sentence Fluency at

population in U.S. schools. What is a illustrate strong word choice or uso del tion of the trait, a student skit, teacher Halloween, or toting their sandwiches

fair and reliable method for assessing lenguaje. La Toililleria by Gary Paulsen interviews, and sample assessments. in 6+1 Trait'"" lunch boxes. Teachers

these studentsone that promotes as and La Lagartija y el Sol provide exam- The facilitator's guide gives tips for can now buy numerous items to en-

well as measures learning? The authors ples of the trait of organizacidn. English using the videos and sample overheads hance their use of the 6+1 Trait'"" Model.

of The Traits of Effective Spanish Writ- books that celebrate Spanish language to best advantage. Charts and bulletin board sets focus

ing believe the answer lies in assess- and Latino culture also are included. When a school begins using the on the traits and the writing process.

ments that parallel those in English, but Thirty sample lesson plans written in 6+1rm Trait Model of Assessment and The "Wonderful Writers" bulletin board

are developed in the native language. Spanish present ideas on how to use Instruction, parents shouldn't be left out set, for example, gives teachers an in-

The Traits of Effective Spanish Writ- the books for teaching particular traits. of the loop. Unfortunately, with the in- structive way of displaying strong stu-

ing brings "las caracteristicas" to the tent of helping, parents sometimes feel dent writing. Writing trait icons such as

NW EDUCATION / Winter 2002 1 a light bulb labeled "Bright Ideas!", an in different ways. Some sentences are E 111111111111111111111111111111111111111111111- 17 eraser labeled "Correct Conventions," short and some are long. It just sounds and a dictionary labeled "Wonderful good as I read it aloudit flows. My eel atNEW EYES Word Choice" call out the trait in which sentences have power and punch. I have ,(4,/ a particular student work excels. 'sentence sense.'"

Teachers can keep the model upper- What new classroom aids, instruc- most in their students' minds with the tional materials, books, videotapes, and

"Traits of Good Writing" bulletin board publishing partnerships lie in the future? set. The set includes a checklist for each One thing is certain. Whatever they are trait, blank charts for brainstorming, a and however popular they prove to be,

6+1 Trait poster, a large pencil charac- their raison d'être is not someone's 1111n1111110.1 ter for drawing attention to student work, desire to sell a million widgets, but the a and a bulletin board header. needs and requests of teachers and stu-

Sticky notes are a fixture on desktops dents. "Teachers and kids firstprod- everywhere. Now, they are even more ucts second," says Culham. indispensable to teachers with the avail- For ordering information, see the ability of 6+1 Trait sticky notes in sev- NWREL Products Catalog Online, eral handy forms: a revision checklist, www.nwrel.org/comm/catalog/, or an editing checklist, a scoring guide call 1-800-547-6339, ext. 519. with room for comments, and a "Think

About Your Writing" notepad with room for teacher comments or student self- evaluation.

NWREL produces several writing assessment posters for different audiences: one for the primary classroom, one for the upper elementary grades, one with the Spanish 6+1 Traits, and a seven- poster set for middle and high school classrooms.

The seven posters in the middle and high school set form the exclamation

"Write!" when hung in sequence. In these posters, each traitsound ideas, good organization, individual voice, powerful words, smooth fluency, and correct conventionsexpresses its characteristics through both words and graphic design. The words in the poster for "smooth fluency," for example, form a graceful spiral: "My sentences begin 115

6+1 TRAITS Northwest Regional Educational Laboratory

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i tN NWREL BOARD OF DIRECTORS

John Pugh Sharon D. Parry R4 (Chairperson) (Vice Chairperson) IlADQ0Caff0D&S Chancellor School Board Member University of Alaska Southeast Idaho Falls School District

Denise Crabtree Ruben Degollado Kay Purcell Teacher Principal Graphic Design: Hillsboro School District (OR) St. Rose Parish School Dan Stephens Longview (WA) Dennis Haverlandt Technical Editing: (Secretary-Treasurer) Janice Rauth Teacher Eugenia Cooper Potter Teacher Great Falls School District (MT) Longview School District (WA)

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OF EDUCATIONAL Dr. Marilyn Howard PUBLISHERS.. Barbara J. Riley Idaho State Superintendent of Public Project Director Instruction )1111117/ Women's Opportunity and Resource ACHIEN Development, Inc. Steven Jacquier Missoula (\VA) Teacher Southwest Region School District (AK) NORTHWEST EDUCATION Roger G. Wheeler Businessman can be accessed on NWREL's Web site: Dr. Michael Jaeger Pocatello (ID) www.nwrel.org/nwedu/ (Immediate Past Chairperson) Dean, School of Education and Business Estella Zamora Eastern Oregon University This publication is based on work sponsored wholly or in part by the U.S. Department of District Court Interpreter/Coordinator Education under contract number ED -0I- C0-0013. Site content of this publication does Caldwell (ID) not necessarily reflect the views of the department or any other agency of the U.S. govern- Nancy Larsen ment This publication was not printed with government funds. Articles and information Elementary Teacher in this publication are in the public domain and may be reproduced and disseminated Coeur D'Alene School District (ID) without permission. Please acknowledge NWREL as the source. Richard Mauer School Board Member e-aPRINTED ON RECYCLED PAPER Delta-Greely School District (AK)

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I The Holden 31sabli When Bright Children Struggle To Learn VOLUME 8 NUMBER 3 SPRING 2003 ARTICLES

"Why Can't I Read?" An overview of the latest research on learning disabilities sheds new light on the neurological clues that help explain dyslexia and other learning problems, and suggests promising strategies for parents and teachers.

Meeting the Challenge 9 A collection of profiles on individuals immersed in the field of learning disabilities reveals the human side of this complex and often-painfuleducational Mt. Everest. 0 Evoking Some Hope Student Bryan Lewis

O From Personal Advocacy to Public Activism Parent Activist Betsy Ramsey

ON THE COVER 0 Seeing Yourself Sitting There Alexandra "Ali" Johnston, a fifth-grader at Portland's Alameda Elementary School, works on language skills Teacher Dan Tibbetts weekly with her tutor, Kay Kaplan of Language Skills Therapy (see the story about Kaplan on Page 22). ® Letting Kids' Gifts Shine Through The daughter of Ronda Williamson and David Johnston of Northeast Portland, All brings her beautiful Tutor Kay Kaplan singing voice and emerging acting skills to performances with the Northwest Children's Theater and other local dramatic groups. O Revealing the Secrets of the Brain PHOTOGRAPH BY JUDY BLANKENSHIP Researcher Virginia Berninger

I Double Dose 3`--)1When skyrocketing special ed referrals began to alarm teachers and administrators in Oregon's Bethel School District, they set out to nip learning disabilities in the bud.

DEPARTMENT 36 Principal's Notebook Ifelt guilty making Michael dad (then a single parent try- go off to school every ing to hold things together morning. He would cry alone) accepted the first- and and dawdle and complain second-grade teachers' assur- about an aching head or an ances that Mike would "catch upset stomach. He looked up." When Mike wasn't read- so miserable as he slouched ing by third grade, the school Bridge, Portland glowing in off to the bus stop wearing a assigned him to the resource the morning sun. "I'm going backpack bulging with booksteacher for a half-hour of to go to Harvard," he said. that he was unable to read, remediation each day. Pretty "Great!" I said. despite being a fifth-grader. soon, Dad was running Mike "And Stanford," he added. I had a lump in my throat as to additional remedial classes I smiled. A few minutes later, I called out hopefully, "Have evenings and summers. Whenhe said, "I'm going to be a a good day!" I started dating Mike's dad, doctor. And a lawyer." This Ehen came the day he ex- I'd drive up to their house was the kid who only a few ploded. For weeks, kids at his on school nights and spot weeks before had complained, new school in Northeast Port-the two of them through scowling, about facing a land had shunned him in the the kitchen window, heads certain future as a garbage lunchroom and called him a together at the old Formica collector. "dummy" because he had table, Mike's forehead 'Dike stayed in the ILC through never learned to decipher scrunched in concentration seventh grade. In those three written language. Finally, his over a schoolbook. years, he soared from zero rage and shame spewed out Still, he couldn't read. reading skills to advanced in a spasm of violence. He After Mike's blow-up at reading skills. He's a sopho- punched another kid in the school, we kept him home more, now. School is still a hallway. When the principal and insisted that the district struggle. But just this week asked Mike to write down his find an appropriate placementhe landed a job tutoring a version of what happened, for him. Testing revealed a couple of neighbor kids his explanation looked some- huge discrepancy between whose grades are suffering thing like this: "gdncldmedm-his IQ level (normal) and his after their parents' divorce. ndihthm." achievement level (some- hen I dropped Mike off at At home that night, Mike sat where between first and school this morning, it was on his dad's lap and cried bit- second grade). He showed he who called out cheerfully, terly,-sobbing as though his classic signs of dyslexia, "Have a good day!" His chin heart was broken. "I hate such as failing to link letters was up, his shoulders were my life,I hate my life," he with sounds. Finally, we had astraight. He can read the moaned, tears streaking his diagnosis: Mike had a learningbooks stuffed in his back- pale cheeks. "Dad, get a gun disability. Serendipitously, thepack. The appropriate place- and shoot me. Just shoot me."school district had just that mentone that employed Et's five years later now, but year launched its Intensive teaching methods proven to this scenea sturdy 10-year-Learning Center program, work with LD kidsnot only old boy folded limply in his geared for kids like Mike made a difference for Mike. daddy's arms, wailing in de- bright children whose brain We believe it saved his life. spairis clearer in my mind wiring doesn't respond well to Lee Sherman than this morning's traffic jam.traditional teaching methods. she rmanl@nwrel. org Fn hindsight, it seems obvi- As I drove Mike across town ous that Mike was struggling to his first day at his new with a problem much deeper school, he looked out the than simply lagging behind. window while our minivan But in the beginning, Mike's cruised across the Marquam

121 ti 4,4 /1. '' # 0#7.#V1,4,t1#4.404.,ft WANISIMAmok IMP I. Oedi 41. a a a *a' 4S. v.1, V Zo.;. VA', V - ou : *MP a a gib V ..41/;.1 ii a a I .14 '\ ,NN\ a 1/ 04' 024SVO 1 he new teacher was alarmed to abilities have been discredited. Among the ideas that sci- 3 discover that so many of his third- ence has trashed: That learning disabled (LD) kids see graders were hapless readers backwards or upside-down and hence are more likely to seemingly stymied by the written reverse letters and numbers (not so, researchers now say). word. But he was certain that won- That boys are more likely to be LD (girls just don't get derful stories, engagingly told, could unlock the myster- identified as often because they tend to behave nicely). That ies of print for any child. So he lavished upon his students learning disabilities stem from poor parenting or laziness the riches of literature, steeped them in the magic of good (not a whiff of truth). That LD kids will "grow out of it" books. When June rolled around, however, he was deeply (in fact, learning disabilities are lifelong conditions). dismayed to find that the very same children who could Ever since learning disabilities were officially recognized barely read in Septemberfully one-third of the class by the federal government in the late 1960s, researchers were no less lost as they headed home for summer break. have been chipping away at the myths. But suddenly, in the "Their reading remained slow and effortful, the time it mid-1990s, a couple of scientific advances coincided to took to read text was so great that they could not remem- revolutionize the field. Powerful new technologies have let ber what they read, and their spelling was still lousy," the research teams at the University of Washington and Yale teacher recalled several decades later. "The only change I capture real-time images of the brain at work. And the mon- could discern was that their motivation to learn had waned, umental Human Genome Project, which mapped the and their self-esteem had suffered substantially" infinitely complex genetic code, has helped unmask other The teacher felt he had failed his young charges. He clues for these and other NICHD-funded teams. abandoned the classroombut not the profession. Today, Learning disabilities, it turns out, stem from faulty he is a leading voice for science-based interventions forwiring in the brain. II) kidsfar from slacking off are struggling readers. working mightily when they tackle even the simplest lan- G. Reid Lyon of the National Institute of Child Health and guage tasks. In fact, in a 1999 test involving word pairs, Human Development (NICHD) told the story above to they used nearly five times the brain area as other kids, Congress in 2000 as he made a case for more and bet- the UW team found. The brain imaging tools reveal a clear ter research on how kids learn to read and why so many"neural signature"that is, a distinct pattern of brain bright children can't crack the code. The big challenges, activity for disabled readers. "If you have a broken arm, he says, are twofold: one, to unravel the secrets of learn- we can see that on an X-ray," Yale researcher Sally Shay- ing disabilities that keep kids shut out of literacy. And two, witz told Education Week in September 1999. "These to overcome those disabilities with proven interventions. brain-activated patterns now provide evidence for what In a world driven by the written word, the damage done has previously been a hidden disability." by untreated reading problems can be devastatingto The other big new finding: Learning disabilities have a kids, to families, to society. genetic link. Just as kids can inherit olive skin, migraines, "Reading disability is not only an educational problem," or musical talent from Grandma, so, too, can they inherit Lyon wrote in the Washington Post in 1996. "It is a her learning disorder. Of the 20 genes associated with the major public health and economic concern." reading process, UW researchers Jennifer Thomson and Wendy Raskind recently singled out several possible sites A "COCKTAIL" OIF DISABILITIES on five different chromosomes that have been implicated In recent years, a lot of old. theories about learning dis- in reading and writing disorders.

THE HIDDEN DISABILITY r1 2 4 These discoveries constitute a death blow to the widelylooking numbers, letters, shapes, objects, and symbols; held notion that learning disabilities don't really exist problems may include habitually skipping over lines of text Children that kids with normal intelligence who struggle to learn Although learning disabilities have distinct names, theyhumiliated by just aren't trying hard enough or aren't getting enough sup- typically occur in clusters rather than in isolation. Peo-their inability to port from Mom and Dad. As knowledge about learningple who have trouble reading, for instance, very often haveovercome their disabilities has grown, so have the numbers. Fewer than trouble writing, too. Other problems, such as attentionlearning problems 800,000 kids were identified as LI) in the mid-1970s. But deficit disorder, complicate the picture even further. Foralso tend to by the middle of the 1990s, that figure had swelled to 2.5 example, 30 percent of people with learning disabilitiesdevelop behavioral million, according to the U.S. Department of Education. also struggle with ADD. "Disabilities don't fit into neat cat- and emotional By the new millennium, LD kids accounted for half of all egories," Pat Wingert and Barbara Kantrowitz explain indisorders. Kids placements into special ed. a. 1997 Newsweek piece. "They are more likely to be awith learning The ways kids can be disabled vary. In her classic cocktail of disability types and associated problems." problems are twice book, Learning Disabilities: Theories, Diagnosis, and as likely to drop BRAIN WAVES Teaching Strategies, Janet Lerner, a professor of education out of school; a at Northeastern Illinois University, identifies several types Of the various disorders, dyslexia is by far the most com-disturbingly high of learning disabilities: mon (hence, the most widely studied and well under-number end up Dyslexia: Unusual difficulty sounding out letters and stood). Estimates of dyslexia among students range fromwith criminal confusing words that sound similar; the most common 5 to 20 percent, nationwide. Shaywitz, who conducted arecords. form of disability long-term study of 450 Connecticut kids beginning inPat Wingert Dysgraphia: Difficulty expressing thoughts on paper 1983, categorized 20 percent of the children as readingand Barbara Kantrowitz, Newsweek Oct. 27, 1997 and with the act of writing itself; characterized by prob- disabled. That's one in five kids, adding up to at least 10 lems gripping a pencil and unreadable penmanship million children across the U.S. The University of Wash- Dyscalctilia: Incomprehension of simple mathemati- ington, in a 2000 press release, puts the proportion of cal functions; often, a child won't perceive shapes and will dyslexic kids at between 5 and 15 percent of all students. confuse arithmetic symbols Many researchers posit a continuum of disability. Lerner then goes on to describe several related prob- Where each child falls on that continuum depends on a lems that tend to turn up in the same kids: unique blend of genes, environment, and what Thomson Dyspraxia: Difficulty performing complex movements, and Raskind call "stochastic processes"what most of including muscle motions needed for talking us term "chance events." Lyon contends that among the Auditory discrimination: Trouble distinguishing typical 20 percent of troubled readers (those who have similar sounds, or confusing the sequence of heard or "substantial difficulties" learning to read), only about half spoken sounds are truly dyslexic. And that's where a grey mist rolls in to Attention deficit disorder: Extreme hyperactivity and cloud the landscape of diagnosis and treatment. With distractibility; many children with learning disabilities this "disability," hidden behind the facade of a smart suffer from ADD as well child who is very often clever and creative, the designa- Dysnomia: The inability to recall the names or words for tion of "11)" can be tough to make. And what about nor- common objects mal IQ kids who struggle to read, yet don't have that telltale Visual perception: The inability to differentiate "neural signature"? Sorting out the infinite gradations of between foreground and background, as well as similar- learning difficulties can boggle the best of teachers.

NW Education / Spring 2003 Lyon and others argue that countless kids are being mis- both the truly disabled as well as the chronically con- 5 Learning takenly labeled as disabledthat with the right instruc- fusedlack a skill that is absolutely essential to the read- disabilities tion at the right time, these at-risk students would being process: phonemic awareness. Simply put, it's the encompass spared the trauma of special ed placement and all the emo- ability to hear the individual sounds in spoken words. The a wide range tional baggage it carries. Unnecessary special servicestypical disabled reader can't distinguish those sounds of disorders can be a costly drain in this era of budgets worn thin by (called phonemes), so she fails to make the next leap in listening, tax revolts, slumping markets, and rising energy prices linking sounds to letters. Without these basic building speaking, an era when many schools are hard-pressed to fund sep- blocks, the rest of the reading skillsdecoding, word reading, writing, arate programs for lagging learners. Timely teaching with recognition, and reading comprehensionare all but and mathematics scientifically supported strategies can negate the need for impossible. that are frequently pricey intervention for all but the most disabled. Researchers point to this deficit as the missing piece accompanied "Researchers suspect there's a window between the ages in the puzzle of dyslexia among children who have by...deficits of five and seven when the underlying skills of reading are "average or above average intelligence, robust oral lan- in attention most easily learned," Kantrowitz and Anne Underwoodguage experience, and frequent interactions with books," and social wrote in a 1999 Newsweek article. They note that a kin- to use the language of Lyon. He notes that many of the chil- behavior. dergarten teacher can accomplish in 30 minutes what adren studied under the NICHD-funded research have

G. Reid Lyon, National fourth-grade teacher would need two hours to do.been read to regularly since infancy, have well- Institute of Child Health and Extrapolate those figures to the sixth or seventh gradesdeveloped speaking vocabularies, and "can quickly Hunian Development the time when many LD kids finally start getting helpunderstand and discuss in rich detail" the content of and you begin to get a sense of the costs of waiting. Notes text read aloud to them. Yet they "flounder" when they try Lyon: "Unless children are identified and provided with to read age-appropriate material on their own. appropriate interventions by the second or third grade, The nub of the problem lies in whether kids can grasp their chances of 'catching up' in reading are reduced dra- the "alphabetic principle" on which the English language matically. This does not mean that we cannot succeed with rests. To read the language, Lyon explains in the Washington older students. We can, but the cost in both time andPost, one must "unlock the relationships" between 40 money is essentially tripled." sounds and 26 letters. A decade of NICHD research has Read the research literature about what kind of inter- taught us, he says, that "in order for a beginning reader to vention LD kids need, and you'll find two words turning learn how to map or translate printed symbols (letters and up again and again: "early" and "appropriate." No one letter patterns) to sound, he or she must intuitively really argues about what "early" means. As noted above, understand that speech can be segmented, and that seg- the jury is in on third grade as the pivot point for long-term mented units of speech can be represented by printed reading proficiency. But when you take up the topic of forms"an awareness that to most of us seems "so easy what's "appropriate," you'd better put on a heat shield. and commonplace that we take it for granted." But recent That's because you've dropped a match into the most findings in university laboratories have turned up a juicy explosive cauldron of educational philosophy: whole lan- tidbit: It is not the ear that helps children understand that guage versus phonics. The decades-old debate about a spoken word like "cat" is divided into three sounds and direct instruction versus discovery learning crystallizes that these sounds can be mapped onto the letters /c/ /a/ clearly in the field of reading disabilities. Here's why: A and/t/ Rather, it is the brain. "In many individuals," Lyon mounting body of evidence shows that struggling readers says, "the brain is not processing this type of linguistic

THE HIDDEN DISABILITY 6 phonological information in an efficient manner." riculum that is all phonics and no context ("real reading A study from Yale published in the July 15, 2002, issue in real books") is a loser. Just as the National Research There of the journal Biological Psychiatry found that dyslexia Council stressed in its important 1998 report, Prevent-are chemical is linked to a particular region of the brain, which showsing Reading Difficulties in Young Children, "balance"differences in disruptions in affected children. The researchers found is the place to be. "A number of N1CHD studies being con-brain function that dyslexic children compensate by learning to read with ducted at different research sites have all reported that aof dyslexic and other parts of their brains. "Dyslexic children can't use balanced instructional program composed of directnondyslexic the highly specialized area (of the brain) that is activated instruction in phonological awareness, phonics, andchildren during in good readers and therefore don't read automatically contextual reading is necessary for gains in reading skillssound-processing or fluently," lead author Bennett Shaywitz told Hannahto be achieved," Lyon says. "Without a doubt, we havetasks.

Gladfelter Rubin of Education Daily in July 2002. found that teaching methods that are based upon only oneUniversity of Washington "Because they develop compensatory systems on the philosophy, such as 'the whole-language approach' or 'thepress release, May 24, 2000 front and right side of the brain, they read more accurately phonics method,' are counterproductive for children over time, but remain slow readers." with reading disabilities. No matter how bright the child Based on these and other findingsincluding the and how interesting the reading material, a child will not report of the National Reading PanelLyon and col-learn to read unless he or she understands how print is leagues argue convincingly for early reading instruction that's translated into sound. Likewise, no matter how much rich in lessons about the soundletter relationship. phonological awareness and phonics knowledge a young- "Disabled readers must be presented highly struc- ster has, the child will not want to engage in reading and tured, explicit, and intensive instruction in phonics rules writing unless it is meaningful and interesting and taught and the application of the rules to print," he says. "Lon- in an exciting and vibrant fashion." gitudinal data indicate that systematic, structured phon- DYSLEXIA AND THE THREE TIERS ics instruction results in more favorable outcomes in reading than does a context emphasis." On the green-treed UW campus under the grey skies of Contrary to the old-style "drill-and-kill" approach to Seattle, Professor Berninger's team has come up with a phonics in which kids sat at their desks, dazed by mind- promising plan to help schools teach all learners to read. numbing flash cards and other rote exercises, instruction Along with her UW colleague Scott Stage, as well as in the soundletter link can be developmentally appro- Donna Rury Smith and Denise Hildebrand of The Psy- priateeven fun. Researcher Virginia Berninger, who chological Corporation, Benninger recommends a three- directs the Multidisciplinary Learning Disabilities Center tier model designed to prevent, diagnose, and treat at the University of Washington, has developed a package reading problems. The model, which translates the lofty of materials with The Psychological Corporation called PAL findings of researchers into everyday classroom practice, (Process Assessment of the Learner). Published in 1998 seeks to cut off most reading problems at the passthat by Harcourt Brace & Company, the PAL Guides for is, stop them before they gather momentum. The idea is Intervention: Reading and Writing offer a collection ofto blend scrutiny of students and instruction in a contin- research-based "sound games" and "looking games" uous tapestryassess and intervene, assess and modify, for first- and second-graders that take only about 10 assess and treat. This tightly woven fabric of assessment minutes and boost kids' word skills significantly. and instruction aims to keep nonreaders from slipping Researchers are in agreement, though, that a cur-through school unnoticed, year after year. Under this

NW Education / Spring 2003 plan, most kids will conquer reading in the regular class-whether the child qualifies for special ed; to diagnose 7 Although room; only the most disabled readers will require diag- based on current scientific knowledgewhy the stu- biologically nosis and special ed placement. dent is having trouble; and to design a systematic, based, dyslexia As described in the 2001 Handbook of Psychoedu- coordinated treatment plan. and dysgraphia cational Assessment published by Academic Press, the "Many reading and writing disabilities could be pre- are treatable model works as follows: vented or reduced in severity if a three-tier model of disorders. Tier 1Screening for early intervention: Every assessment for intervention were implemented in schools," Virginia Berninger, K-2 student in the school is screened to ID those who are Berninger and company assert. "The learning outcome University of Washington at risk for reading and writing problems. The screening for students with dyslexia and/or dysgraphia will be much measures are brief, but research-based. At-risk children better if schools do not wait until students fail for several get early interventionbut not just any intervention. It years before beginning the process of assessment for should be "science-based," Berninger and her colleagues intervention." insist. By that they mean the real McCoya "theory- To figure out which kids are at risk and need inter- driven experiment in which competing hypotheses are vention in the Tier 1 phase, the researchers recommend tested" in search of "empirical evidence that an inter-short screenings like the two-minute tests developed by vention is effective in improving student learning out- Marilyn Jager Adams of the Harvard Graduate School of comes." (See the UW brain imaging study cited below as Education or the Texas Primary Reading Inventory dean example.) veloped at the University of Texas-Houston Medical School. Tier 2Modifying the regular instructional pro- (For more examples, see the online "Reading Assessment gram and monitoring the progress of students: Database for Grades K-2" compiled by the Southeast The classroom program is modified for students who Educational Development Laboratory, wwwsedLorg/pubs/ don't respond well to Tier 1 intervention. That modifica- catalog/items/read02.1011.) Beminger, too, has developed tion might take a number of forms: adding curriculum an assessment instrument as part of the Process Assess- components, changing teaching practices, revising mate- ment of the Learner package, the PAL Test Battery for rials, and/or providing extra skills practice. The goal of Tier Reading and Writing, which can be used at each tier of 2 is to determine whether all the essential curriculum the model. pieces are in place and being delivered effectively. To At the Tier 3 stage, kids who haven't made gains despite monitor progress, schools can use curriculum-based the special help offered under Tier 1 or the curriculum measurements. The process is guided by a multidisci-tweaking done during Tier 2, should get an indepth plinary collaborative team using a problem-solvingassessment for learning disabilities. Berninger recom- approach to make ongoing changes as needed. Because mends using what she calls a "multimodal" approach, one learning problems cut across disciplines and specialties, that draws on many sources, many toolsfor instance, a team might include the school psychologist, the special interviewing parents. Scouring student records. Giving all educator, the speech and language pathologist, the social sorts of tests (standardized, normed, and criterion- worker, the nurse, the principal, the Title I teacher, andreferenced). Meetingwith the student. Looking at port- the general ed teacher. folios and work samples. Tier 3Diagnosis and treatment off referred chil- "A MESSAGE OF HOPE" dren: Students who failed to respond well to the first two tiers get a thorough assessment. The goals are to decide A small but burgeoning body of research backs up the tiered

THE HIDDEN DISABILITY 8 approach. A statewide pilot project tested at 18 Washing- ton schools, the Student Responsive Delivery System, is a Tier 2 model sponsored by the state office of public instruction, the Washington State Association of School Psychologists, and the Washington State Speech and Hear- ing Association. The model has reaped impressive gains, based on findings from the 1998-99 school year. Of the 215 students who participated in the collaborative problem- solving process, 138 students (64 percent) needed no further intervention. Their academic and/or behavioral troubles were resolved. The number of students who needed a full-blown assessment for special ed was axed by a staggering 73 percent across the pilot sites. Ultimately, only 28 students (13 percent) were placed in special ed. Another study out of UW not only offers compelling evidence of promising strategiesit exemplifies a new generation of education research that rivals the rigor of medicine and other "hard" sciences. Fifteen 10- to 13- year -old boys in two matched groupseight dyslexics and seven nondyslexicsparticipated in a yearlong treatment program designed by Berninger and her colleague Todd Richards to improve their skills in understanding and using the sounds of language. Reading instruction was blended into a hands-on workshop exploiting the boys' love of science. Images of their brains taken before and after the treatment found that the dyslexics' brain chemistry had changed significantly. At first, they used about four times the brain energy of their nondisabled counterparts to process sounds. Afterwards, they used only 1.8 times the brain energya huge leap in efficiency. The dyslexics also made big gains in reading. They all started out well below grade level. Yet, by the end, all but one could read grade-appropriate passages. "This research offers a message of hope," Berninger said in 2000 when the findings were released. "Parents of the boys in the study told us that children who didn't read independently before are now picking up books on their own and reading them."

NW Education / Spring 2003 TR IDE LD kids have an ever-widening network of support and expertise in the Northwest

By LEE S H E R MAN Photos by JUDY BLANKENSHIP

The Student The Parent Activist The Teacher The Tutor The Researcher

ven for kids with no special problems, school can be pretty rough going. But add a learning disability to the mix. Suddenly, attending school can feel like climbing Mt. Everest without crampons or oxygen. It's not just a matter of mastering math and reading, or taking high- stakes tests, or vying for college admission when your brain isn't wired for literacy. It's also about confronting the cliques and the bullies when you get pegged as a "dummy." Gortunately for today's LD child, the network of support is expanding. Growing numbers of parents and professionals throughout the Northwest are committing their time and expertise to making sure these students not only survive the academic and emotional rigors of K-12 education, but also reach the pinnacle of their potential. Di this section, Northwest Education shows you the human face of learning disabilitiesthe individuals who have dedicated themselves to changing outcomes for kids who might otherwise fail to find success. We profile a learning disabled student who has channeled his enormous energy into art and community activism. A parent who took on the mantle of advocacy as she strove to help her own dyslexic son. A teacher whose personal struggles with dyslexia have given him compassion for his LEI students. A tutor who has made LD students her lifelong mission. And a researcher who has devoted decades to solving the cerebral mysteries of learning problems.

THE HIDDEN DISABILITY [1 Evoking Some Hope By his example, student Bryan Lewis demonstrates that the sky's the imit for LD kids

Bryan Lewisjustsort of off the page with 3-D realism or of Bryan's school and community shrugs off his lifelong troubles with paints bold abstracts with unflinch- accomplishments, you'd never guess literacy skills. From Bryan's perspec- ing colors. Or his steady gaze as he that anything was amiss. From the tive, his learning disability is no speaks of things that matter in a Portland Public Schools arts mag- more or less important than other tone of quiet surety nets he attended in elementary and traits that characterize himhis "The disability doesn't play muchmiddle school, he went on to tackle brown skin, his tall frame, his long of a role in my life," the Cleveland one of the district's most demanding hair, which he sometimes twists, High School junior class co-presidenthigh school programsthe inter- strand-by-strand, into a dramatic says matter -of- factly. "I've kind of national baccalaureate. And, follow- inane. No more significant than his surpassed it. It's not something I ing a family tradition of activism, artistry with pencils and brushes think about." he has dived deeply into local social the way he sketches objects that pop To look at the nine-page résumé and political causes. Nearly every 130

NW EDUCATION / Spring 2003 night of the week, he wedges some a tireless school advocate and afternoon. "It was OK to be as you NORTHWEST EDUCATION: 11 kind of civic meeting into his sched- volunteer who serves on the district'sare. Because of the nature of the Can you briefly describe your ule. He's on the coordinating com- Special Education Advisory Council arts-infused curriculummusic, home life? mittee for the Multnomah County insisted from Day One that beingdance, drama, and artthose stu- BRYAN LEWIS: We live in the Youth Commission and on the steer-LD was only a small bump in the dents felt very comfortable with eachAlameda district, near the ridge. It's ing committee for the county's Take road, not a barrier. They made sure other and they felt very comfortable a quiet community, pretty peaceful, the Time youth-enhancement projectBryan got appropriate accommoda- to take risks with each other. And theypretty nonviolent. My younger funded by the Commission on Chil- tionsmore time for assignments, had wonderful, loving teachers." sister is in the pre-law program at dren, Families, and Communities. a quiet space apart for high-stakes The special ed teachers, in Franklin High School. My dad is a He volunteers for the Portland Art tests, small-group remediation once particular, have been standouts in PE and health teacher who spends a Museum and writes for The Orego- a day. They joined the Reversals Juanita's estimation. "Bryan has lot of time trying to build commu- nian newspaper through its Minoritysupport group at Lewis & Clark Col- been very fortunate since second nity, talking about the necessity of High School journalism Program. lege (for more on Reversals, see the grade to have outstanding special education, bringing parents into the In 2001, when the city named Bryansidebar on Page 13). Perhaps most ed teachersteachers who are school, trying to be a role model and "Youth Volunteer of the Year," the significantly, they taught Bryan to wonderful human beings that bring a father figure to the students. My mayor herself was on hand to pre- advocate for himselfto speak up, strong values and work ethic and mother focuses mainly on my sis- sent him with the prestigious Spirit to make sure he was clear on assign- love for children to their jobs," ter's and my existence. She regularly of Portland award. In response, The ments, to seek out help when he Juanita says. attends the Reversals support group. Ammer; a respected newspaper needed it. Says Juanita: "The dis- Whether from nature or nurture, it's been a driving force for her to serving Portland's minority commu-ability has made him stronger, givenat Bryan's center rests a calm core understand what's going on with nity, ran a big, front-page photo of him the confidence to say, 'This is of unshakable confidence. Being me and how to overcome stereotypes Bryan posed in front of City Hall: how I am.' I have said to him many learning disabled causes him no about students with disabilities and The headline read "Local Hero." times over the years, 'Your brain shame. His current special ed teacher,academics and going to college. Despite a struggle with languagetakes in information differently and whom he sees once a week for con- 6 6 skills that led to a second-grade processes it differently. It has nothingsultation, recently told Juanita that You can do whatever placement in special ed, Bryan to do with your intelligence or your when her other students pass her in you want, be whatever managed to escape the emotional abilities."' the hall, they look uncomfortable you want, even with this trauma and self-esteem pummeling The arts magnet schools he and avoid her gaze. "They don't learning disability. 51 that so many LD kids experience. attendedBuckman Elementary want their friends to know they're The little boy was inoculated, it School and DaVinci Middle School receiving services," Juanita relates. NW: Do you remember what seems, by a solid pyramid of support. --were ideal places for nurturing a Bryan, on the other hand, "never your earliest years in school At the base of the pyramid were his gangly, gentle, creative kid whose flinches" when she approaches him,were like? mom Juanita and his dad Mark inner drum beat out a unique ca- always greeting her cordially. He LEWIS: Usually, I was goofing Willamette University graduates whodence. "Buckman promoted indi- treats her as a partner, not a pariah. around or spacing out. At the begin- fell in love in grammar school and viduality," says Juanita, who has Recently, Bryan shared his views ning, I didn't see a reason for learn- have been in love ever since. Mark been clearing away the last of the and experiences with Northwest Ed-ing. I didn't really pay much a teacher at Portland's Ockley Christmas trim in the family's cozy ucation. Below are some excerpts attention because I didn't under- Green Middle Schooland Juanita Portland home on a drizzly January from that discussion. stand that I needed to. When I was

13.1 THE HIDDEN DISABILITY 12 paying attention, when I was takingderstand that teasing was just how vide for myself. There are things I NW: Do you expect to expand the information in, it was gone the those kids got out their aggression. care about, and if I want to do thoseyour activism beyond the next day. NW: It sounds like you kind things, I'll have to get a job and local community? NW: What was the diagnosis of sailed through school have an income. I'll need an educa- LEWIS: One of my goals is to start you got in second grade? without many storms. Does tion to do that. So I basically started an international activist network, LEWIS: They said I had a learning your experience match the paying attention. where those who are heavily involved disability involved with language. experiences of other LD kids NW: Why did you choose the in activism have a place to go and NW: How did the disability you know? international baccalaureate rally with others. It would be a start- play out in your classroom LEWIS: No. They had very differentprogram, knowing that it ing point for those who are just be- experience? experiences. They have told me very would be pretty tough? coming enlightened about what's LEWIS: The paragraphs on the distraught stories. I know many LD LEWIS: For the intensityI knew going on in the world of government page, the text, didn't really form kids who are just now, in high it would prepare me for college. and politics. lettersthey formed shapes. They school, understanding their self- Initially, there was some skepticism NW: What are your plans for were whatever my imagination worth, understanding how they fit about whether or not I could performafter high school? made them. into the big picture. because of my disability. But my firstLEWIS: I have standards for where NW: You mean that you expe- NW: In your early years, you year in high school proved to any- I want to go to college, but I haven't rienced the blocks of text as were pulled out of your core one who doubted that I could cer- chosen any particular place. I'm visual patterns on the page, classroom once a day for tainly do it. My GPA was a 3.7, and looking at Stanford, Evergreen State rather than seeing discrete remedial work in a resource I made many friends and contacts. College, Lewis & Clark, Willamette, letters and words with room. Do you think that I did what I was called upon to do. and Seattle Pacific. I'm looking for meaning? approach was helpful to you?NW: What's your biggest pas- a college that has room for me to LIEWIS: Yes. LEWIS: It took a lot of time out of sion outside school, besides grow, room for me to decide what NW: Was it your choice or the class, out of the curriculum, andyour art? I'm going to do. I'm looking for a your parents' to enroll in I think I actually suffered a little LEWIS: Most of my time is con- true environment, a real environ- the arts magnet? because of that. Some would say, sumed with activism. Sometimes it ment, and a bustling city with cul- LEWIS: It was my choice, but my `What's the point of taking a student isn't a lot of funlong meetings, ture and politics. parents supported me in it. I was out of the curriculum to catch them rallies, organizing, canvassing. But NW: What message would good at art, and it was fun up to it?' I would tend to agree with I do it not only because no one else you like to share with other pleasing. I felt I was accomplishing that. is going to do it, but because it's LD kids? something. Art was the one way that NW: But you're doing well the right thing. There's a meeting LIEWIS: I really think that if kids I understood to express myself. now. You made the honor rolltonight for planning how to rally understood that you can do what- NW: Did other kids hassle your first semester in high voters and youth for Measure 28 to ever you want, be whatever you you about your learning school. So clearly, you have try to save the schools. [EDITOR'S want, even with this learning dis- problems? caught up. NOTE: Oregon Ballot Measure 28, ability, it would evoke some hope. LIEWIS: They teased me, but it LEWIS: A lot of the catching up which would have raised income didn't really have anything to do with that has been done has been done taxes temporarily to address a state- my concept of myself, with my self- by me. I realized that I'm going to wide funding crisis was defeated by worth. My parents helped me to un- need to take care of myself and pro- voters in January.] 132

NW EDUCATION / Spring 2003 13 "I'VE SEEN IT WORK MAGIC"

When Juanita Lewis found a month. the "fearless leaders" For more information on the out that her son Bryan's (teacher education students Reversals groups, call (503) struggles in school stemmed from Lewis & Clark College, 228-4455 or 1-800-530-2234, from a learning disability. she many of them learning dis- or visit the Welcome to discovered a haven of hope in abled) meet with younger Reversals Web site at the Reversals parent support LD kids for age-appropriate www.lclark.edu/-reversal. group, sponsored by the Ore- activities. At the same time. gon branch of the International the group's coordinator Dale Dyslexia Association. It was Holloway meets with parents therethrough lectures. dis- to share resources, strate- cussions. and video presenta- gies. and support. tions--that she came to better Holloway, Coordinator of Stu- understand the nature of dent Support Services at the Bryan's special way of college, sets out the program's processing information. guiding philosophy as follows: "Reversals is very comfort- People who learn differently ing.- Juanita Lewis says. -11's are not in any way "inferior" wonderful to talk to other par- to others ents and get their perspective.- They are at an advantage Through the group, she also when they learn about and ac- got to know LD students who cept their learning differences have made it to the university They benefit when they despite their learning prob- learn to take responsibility lems. They gave her heart. for their own learning She saw that all doors were They benefit when they use open for her child's future. their unique ways of looking "I knew that at some point at the world in positive and along his journey. someone productive ways was going to tell him that he'sBryan, now a towering high not measuring upthat he school junior who stands can't go to college. that he 6 -feet. 5-inches tall, has been won't make it," Juanita says. involved in Reversals since he "I've said to myself. 'Thank was just a little guy. He knows God for Reversals,' because its power firsthand. maybe I'd have believed that "I've seen it work magic," On Saturday afternoons once he says. UST COPY AVAILABLE From Personal Advocacy to Public Activism In her quest to help her dyslexic son, Betsy Ramsey found a calling for all LD kids

Twenty years ago, Ramsey, a half-time cancer re- their concerns as he entered kinder- as Betsy Ramsey's firstborn child lay searcher at the Oregon Health Sci- garten. But by the end of his first- cradled in her arms at Portland's ences University, and her engineer grade year in a dual-language Kaiser Hospital, she wondered about husband Don Ruff, had no reason toSpanish immersion program, the the world of possibilities within that suspect a problem with their smart, little boy still couldn't decipher the warm little bundle. What she could funny, active son Jon, who relished symbols and sounds of the printed never have imagined was that her the storybooks his parents read to word. When reading continued to bright-eyed baby boy would lead her him daily. But the couple started elude him well into second grade, to become a major Oregon voice for to worry when, despite an all-day, the school placed him in a resource kids with learning disabilities. enriched preschool program, four- room for one hour, twice a week, for At first, all seemed well in the year-old Jon's prereading skills were help overcoming what they termed family's solid, inner-city home. nil. A teacher's reassurances quelled a "specific learning disability." 134

NW EDUCATION / Spring 2003 It wasn't until Ramsey and Ruff Education on allocation of federal you have this perfect childhe hascially in the general classroom. They 15 had the child evaluated by a special-funds under the No Child Left Behindall 10 fingers and toes and sparklinghave very, very little background in ist with Portland's Language Skills Act. The governor appointed her to eyes. He's walking at the right age how to teach kids who learn differ- Therapy tutoring program that the Oregon Advisory Council to Spe- and talking at the right age. You ently Sometimes, these kids learn so they got a precise diagnosis: Jon hadcial Education, which she chaired have all these dreams and aspira- differently and think so differently "dyslexia," a barely familiar term to last year. And she's now serving a tions for him. And then all of a sud- from the way the teacher thinks that them in those days. (See Page 22 fortwo-year term as president of the den it hits you, and you have to faceshe can't even imagine how they more on the Language Skills Ther- Oregon Branch of the International the reality that what you thought learn. Teachers need to take an in- apy program.) The disability was Dyslexia Association. you had, you don't have. You just quiry approach to problem solving moderately severe, the specialist As for her child, the little boy have to change your thinking. You around that kidtrying different said. So for the next four years, who couldn't read is now majoring have to accept this person for who he things, measuring progress, and Jon's parents paid for thrice-a-week in international studies and Spanishis and then set about to make him then trying something else if that private tutoring to supplement the at the University of Oregon. Nearly as successful as his potential will doesn't work. help he got at school. fluent in Spanish, Jon Ruff is spend-allow In our case, as in many cases, NW: Is it realistic to expect In the meantime, Ramsey had ing his junior year in Cuernavaca, that potential is far greater than you teachers to address all these started to educate herself on the Mexico, fulfilling his degree require-can imagine when you see all the learning styles? complexities and vagaries of special ment for study abroad. hurdles ahead. RAMSEY: It's a very, very difficult educationthe research, the termi- Sitting in the family's 1910 NW: Was the twice-weekly job. Teachers have many, many kids nology, the lawand the current Craftsman-style bungalow, recallingpullout with a resource with many, many needs in their strategies for teaching kids with the road she has traveled with her teacher an adequate inter- classrooms. But it goes to the whole learning disabilities. As part of that son, Ramsey recently shared her tra-vention on the school's part? idea of multiple intelligenceswe process, she dove headlong into an vails and hard-won insights with RAMSEY: No. Jon needed specific all have strengths and weaknesses. activist role. Serving on the school Northwest Education. instruction in reading, writing, Dyslexics happen to have weaknesses district's parent advisory council in spelling, and math. And he needed in readingone particular task special education for more than a NORTHWEST EDUCATION: it every day. But we didn't know that's hard for them to dowhich decade, she also chaired the local How did you feel in those enough about the special education happens to be a crucial skill in our site councils at Ainsworth Elemen- early days when Jon was laws at the time to argue with the culture. Because reading is some- tary and Lincoln High School and struggling in school? school that he should have more thing that is so integral to success in did a stint on the citizens' budget re-BETSY RAMSEY: You feel kind than he was getting. People at the our society today, people who can't view committee. Her growing exper- of desperate when your kid's really school were really nice and well- do it have great difficulties in life. If tise put her in demand outside the hurting. You feel panicked because meaning, but they didn't know that we lived in a hunter-gatherer culture, district, as well, where she has servedyou know he only gets to go throughmuch about working with LD kids it wouldn't matter. In fact, people on such statewide bodies as the Ore- schoolthrough childhoodone and I think we had some of the like Jon might have certain kinds gon 21st Century Schools Council, time, and it's all messed up. You better-trained teachers out there. of advantages in their thinking that the Oregon Reading Consortium don't want it to be all messed up for One of the big problems in the field would actually make them highly and, currently, the Oregon Reading him. You want to fix it. When your of learning disabilities is that teach-successful in a nonreading culture. First Leadership Team, which is ad- child is born with a learning disabil-ers are very poorly prepared in the I've often used the example of music: vising the Oregon Department of ity, it's a hidden disability. You think current system to deal with it, espe- What if musiccarrying a tune- 1 3 5 THE HIDDEN DISABILITY 16 was the skill you had to have to be and go to college, because it didn't until much later. problem with the current system successful in life? Musical ability is really look like that was possible at RAMSEY: Most dyslexic kids aren't and this is beginning to changeis just another set of neurological the time. Meanwhile, I kept reading identified til third, fourth, fifth grade. that there's this "wait to fail" policy. skills that some people come by nat- to him every night through middle That's too late. The research shows My son had to fail to learn to read urally How many of us would suc- school. We also started him on a that if you're not reading by third before he could get help. Over and ceed if that were the standard? regular program of listening to booksgrade, you're going to have a lot of over again, we ask these kids to fail, NW: You mentioned the neu- on tape from the Oregon State trouble. And the longer you wait, theand when we see that they've failed, rological roots of dyslexia. Library for the Blind. I would check more emotional problems you have we'll try something else. What will Brain research has recently out the print version of the book at to deal with. There are basically two serve us better is when we can iden- shed a lot of light on this dis-the county library, and Jon would kinds of kidsthose whose behaviortify these kids when they're four or ability, which until recently read along with the tape. It really brings them to attention and those five years old and start working with has been poorly understood. improved his vocabulary, syntax, who fake their way through. The them thenand then, all the way RAMSEY: Yes. For many years and fluency. We had a Spanish- kids who act out tend to get identi- through school, accommodate their and still, for many peopleit was speaking friend who read his Span- fied earlier. But a lot of other kids, learning differences. They'll never considered a moral failing of the ish-immersion textbooks aloud to especially girls, will fool the teacher. develop these emotional problems individual: They're not trying, they him, and other people taped text- They'll memorize passages ahead ofbecause they will be successful from could do better if they only worked books for him. A lot of people helpedtime, for instance, and then when the start. If they have early interven- harder. Yet in fact, they're working out. it's their turn to read aloud, they'll tion, many of them will actually be harder than anybody else because ofNW: What about the pretend to be reading. Jon tells a storyable to go on and do standard work. the wiring in their brain. (For more nonacademic arena? about being in SSR (silent sustainedThis approach is being talking about on current brain research, see the RAMSEY: Parents need to find out reading). He'd sit there with his in Congress with the reauthorization interview with University of Washing-what their kid is good atto make book, pretending to read, looking of IDEA, and there's also a lot of this ton researcher Virginia Berninger onsure he's successful at something. around at the other kids and won- thinking in the Reading First pro- Page 26.) For my kid, it was music. He played dering, "How do they do it?" I feel gram enacted as part of the federal NW: In addition to hiring a the string bass. But his high school so bad for these kids! No Child Left Behind Act. It's much tutor, were there other thingsdidn't have an orchestra program, NW: Can you talk about the easier to turn things around when you pursued on Jon's behalf? so I started an orchestra as a before- emotional damage that hap- kids are little than to wait til they fail. RAMSEY: Right after We hired the school club. We had 20 kids. I hired pens to kids who struggle NW: How can schools identify tutor, Don happened to meet a dys- a director and raised money throughalong without appropriate learning disabilities in very lexia expert who told him about a the booster club to pay her. I did all intervention? young children? support group at Lewis & Clark Col- the attendance and organizing. Jon RAMSEY: If you've got a kid who's RAMSEY: There are two testsa lege for LD kids and their families. went on to play in the Portland acting out, he needs a thorough phonemic awareness test and a letter- It's called Reversals. We started goingYouth Philharmonic for five years. evaluation to see if the problem is naming testyou can give to five- as a family and learned all about NW: So Jon was pretty lucky. really an underlying disability. You year-olds that will predict pretty IDEA and all the things you need He got a lot of specialized really have to look deep to see what'sclosely how they're going to be read- to do to be a good parent of an LD help and support starting in troubling him. If you don't deal withing at third grade. Each test takes child. That's where we gained the second grade. Many LD kids, the disability, you'll never properly about five minutes. Some districts in expectation that Jon could succeed however, don't get identified address the emotional issues. The Oregon are screening all kindergart-

NW EDUCATION / Spring 2003 1,43C ners. You will over-identify a few kids, but it's really worth it to find A LITTLE HELP FROM MY FRIENDS those kids who have those weak-

nessesbeforethey start learning to My buddy Trevor yells at meto go to the resource room for and thin. To this day, they still read. Then you can give intervention from the kitchen. "Jon, read "special" help. The kids were give me as much support as asthey're learning to read. The me the label of the bottle jealous that I got to get out they can. But it was also the Bethel School District in Eugene you're holding." of class until they found out help of teachers, counselors, has applied this principle, and 95 I, in a not-quite-confident where I went and what I did. and friends that ultimately got percent of their kids are reading at voice, begin to read out loud, Then they just laughed. It me through. a third-grade level by third grade. stumbling over every other wasn't laughter like me and By Jonathan Ruff They're working on the other 5 per- word."Man-ufa-ctu-red in my buddy Trevor share when University of Oregon cent right now (See the article on Colombia with co-mpon-ents we discover my little oddities, Bethel's approach on Page 30.) from.... but a hurtful laugh because it NW: You and your husband Trevor laughs. "Jon, still can't was at me. were able to afford to pay for read." But kids are cruel. right? Deal- tutors and other help for Jon. I laugh back. "Hope.still can'ting with my learning disability But what about families with- read." was hard for me when I was out resources? This occurrence at age 20 withyounger, not because I was RAMSIEY: I'm involved right now two-thirdsof my college de- doing horrible in school and with a group that's doing tutoring gree done is funny, because still couldn't read but because at Humboldt Elementary, Jefferson of course I can read.I got a I was different from the rest. High School, and a couple of other 3.5 GPA last semester and am It's funny now looking back schools in low-income neighbor- fluent in Spanish. But when I on it because I could have hoods. It's an outreach project of the was in elementary school and turned out to be a cry-y eyed, Oregon Branch of the International truly could not read, some- depressed young man. But I Dyslexia Association called One-on- thing like that was not so didn't. If you were to ask any One Works. We got an $8,000 grant funny. School at that time of my friends or professors from the Collins Foundation to pay in my life was not interesting now, I don't think they would highly trained tutors to work with and challenging, like I find it describe me like that at all. those kids. But it's sort of a drop in now. but rather something that I wish I could put my finger

the puddle. 1=1 made me cry.I remember sit- on the one thing the helped ting through SSR (silent sus- me appreciate myself and tained reading) for 30 minutes,allowed me to be successful, bored out of my mind because but Ican't. It was a combina-

allI could do was look at the tion of many factors. Of words; I had no concept of course, I'd have to give most what they meant. I also re- of the credit to my parents. member the embarrassment who never gave up on me and of getting called out of class supported me through thick

THE HIDDEN DISABILITY Seein* Yourself Sitting There Teacher Dan Tibbetts raws upon the wounds he got and the wisdom he won growing up with dyslexia

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Hell-benton discovery, rigs powered by batteries and imagi- diploma, he still couldn't read for Danny Tibbetts couldn't wait to ditch nation. Those were his happy hours.comprehension. his books and head out after school. His classroom hours, however, Danny's story, however, doesn't Lying on his stomach in the reedy were agonizing. Danny got off to a end with a low-wage job at a car marsh near his suburban home, the bad start, failing to nail down his wash or pizza parlor. This most un- little boy learned firsthand about theABCs and having to repeat kinder- likely candidate for college, deeply habitat and life cycle of frogs. Tinker- garten. Things never got much determined not to be "a loser," evening in the dusty half-light of the better. After years of pullout remedi- tually made his way to the university. garage, he uncovered the inner ation and private tutoring, he gainedAnd the boy who couldn't decipher workings of small engines. Scaveng-the ability to decode words up to a even the most basic basal readers ing scraps of wood and metal, he de-third-grade level. But when he left ended up in the most unlikely of signed and built all sorts of wheeled high school at age 18 without a placesback in the public school

NW EDUCATION / Spring 2003 classroom. This time, though, lie bibliophile. Now 40, he pores vora- scriptsbuilt-in programs that effective with validated data. 19 stands at the front of a class full of ciously over print materials of all come back and play out under stress. NW: Why is direct instruction kids he understands as well as he kinds, particularly biography, philos-NW: What kinds of strategies so unpopular among many understands himself. That's because, ophy, and current eventswith a did the school try out in an educators? like him, his students in the Intensivespecial love for the history of rock 'n' effort to get you on track? TIBBETTS: It's dry. But it works. Learning Center at Portland's Beau- roll. In another wry twist of destiny, TIBBETTS: In second grade, a spe- It's a method of disciplined instruc- mont Middle School are all learningTibbetts this year wears the coordi- cialist from the University of Oregon tion based on mastery learning. You disabled. nator's hat for the school's talented came in to teach a phonics-based don't go on to Step 2 till you've "These kids often come in at the and gifted program. At Beaumont program using flip charts for teach- mastered Step 1. You start at the stu- first-grade level, across the board, in Middle School, where he passes on ing phonemes, sounds, blending, dent's skill level, correct errors right their language arts skills," says Dan his hard-won wisdom to his emo- mastery words. They would pull out away, review as you go along, and Tibbetts, catching a brief respite at tionally bruised LD students, his wifea couple of kids and take us over to fill in any gaps. It builds a real his desk while his 12 students, mostly Rebekah also teaches kids with spe- the corner of the classroom. It was strong foundation. boys, labor over sentence construc- cial needs. Here, Dan Tibbetts tells embarrassing, because everyone tion. "They can't read a lick, they the story of his personal and profes- could hear us. They probably would 66Psychologists call can't write a lick. Somehow, they sional struggles and successes. have gotten 80 percent more out of these negative behav- got to sixth grade. They should have me and the other kids if we'd been iors that LD kids get been in a program like this a long NORTHWEST EDUCATION: off in a place where other students caught up in `schemas.' time ago." Do you remember how you weren't watching us or listening to They're scriptsbuilt-in The "program like this" blends felt as a young child who us. No one wants to flaunt their direct instruction in the skills of couldn't master reading wounds in front of their peers. programs that come reading and writingbeginning skills? That's one of the problems with the back and play out under with the fundamental building DANIEL TIBBETTS: Oh, man, inclusion model, where LD kids are stress. blocks of letter recognition and it was so tough on me, and pretty served in the regular classroom. phonemic awarenesswith lots rough on my parents. I was hurt by NW: So you don't think it's NW: Were other strategies of behavior management and one- the whole thing. Kids teased me, so possible effectively to serve tried? to-one attention. The curriculum I acted out. LD kids in the regular TIBBETTS: I had all the bells and draws on the very strategies that NW: How did you to act out? classroom? whistles growing up as an LD kid. turned things around for Tibbetts TIBBETI'S: I was very goofy. HikedTIBBETTS: I believe that there are By my third-grade year, my parents when, at age 19, lie enrolled in a getting attention for being funny I methods of instruction that can be got me a tutor. In fourth grade, I got program at Portland Community got in trouble for everythingit used that will catch all of the kids into the Chapter 1 reading program. College for nonreading adults. "The didn't matter what class I was in. I pretty well in the regular setting, but NW: Why didn't the resource curriculum was based on Correctivecouldn't memorize; I couldn't recitethey're not used. They are methods room approach work for you? Reading from Science Research As- the flag salute. I got in trouble for such as direct instruction that are notTIBBETTS: Kids who have darn- sociates," lie says. "Boy, that's when not paying attention. I got spankingspopular. But if you use them, and usenear grade-level skills and just need things really kicked up for me." from the principal. Psychologists callthem right, a couple of hours a day someone to help them close that lit- Once the trick to reading clicked these negative behaviors that LD kidsfor the elementary years of a kid's tle gap in their regular schoolwork in, Tibbetts became a committed get caught up in "schemas." They'reschooling, they have been proven need a resource teacher to help them 113S

THE HIDDEN DISABILITY 20 achieve their mainstream goals. Button of confidence. I said to myself, Oregon College (now Southern Ore- able to categorize, draw analogies, when you have a kid who's several "If I can do this; I know I can do gon State University). It was in the compare and contrast. You have to yeas behind, they can't keep up, no other things." early, early '80s. I was, believe it or apply temporal concepts, measure- matter what, in that regular class- NW: You didn't receive a high not, one of the very fist LD adults to ment, math, and social skills. By far room. I know from personal experi- school diploma, yet you went get to college and have advocacy the most phenomenal task the brain ence; I know because I hung out to college. How did that comebehind me. With my documented does is to comprehend what you with those kids growing up; I know about? learning disability, I got accommo- read. You have all these different because I've been a professional in TIBBETTS: When high school was dations under the Individuals with brain centers going on simultane- the field for 15 years and I've read over, I had this sense that, "Man, I Disabilities Education Actextra ously. But LD kids most likely don't tons about it. Full inclusion is inef- don't want to be a loser." I thought time for tests and assignments, more have all those little filing cabinets in fective for remediating basic skill about it for a year, and I knew I had attention from instructors. Mean- their brain with labels like "tempo- deficits. I can tell you that when a to do something. I knew the first while, the university started up a ral conceptsbefore, now, after" kid is way behind in their skills in thing I had to do was learn to read. student disability unionback then,all the things that have to touch each reading and writing and general So one day when I was 19, I got to- they called it Handicapped Student other. I have to teach the kids all that knowledge, they're not going to be gether with my aunt, who's a teacher,Services. I was hired to assist the di- stuff. I use the comprehension strand able to keep up with their average and my dad, and I said, "I can't rector. I didn't know anything about of the Corrective Reading curriculum peers. It's embarrassing and frus- read." My aunt had a friend at Lewiscomputes when I started, but I called "Basic Thinking." trating for everyonethe student, & Clark College, an instructor in thehelped put together a computer lab NW: What do you like best the teacher, the parents. Students school psychology program, who with Commodore 64s and in the about working with LD kids? with severe learning disabilities evaluated me and diagnosed my process learned to use the computer. TIBBETTS: I get my rewards by nearly always require intensive indi-learning disability. She steered me toThat's what really helped me get seeing the little, teeny bits of progress vidual or small-group instruction Portland Community College, wherethrough college. the kids make each day turn into big for at least a portion of the day. they had a specialist who was teach-NW: What are the most im- progress over time. Using this ap- NW: Were there bright spots ing LD students to read, write, and portant skills that you strive proach, and using it right, I've al- in your school experience? spell. I relearned all of the phonemesto impart to your LD students most never had a kid who hasn't TIBBETTS: When I was in middle from scratch. I worked hard at itat Beaumont? made good progress. (See the side- school we moved from Beaverton to man, I worked really hard. They metTIBBETTS: The National Institutesbar on Page 21 for comments from Hillsboro (Oregon). It was a smaller with you every week, they phoned of Health research (see "Letting Kids'parents of.Tibbetts's students.) school, 400 kids, with a lot of really you, they helped you get the credits Gifts Shine Through," Page 22) great teaches. Although I wasn't you needed. And wow, things just re- found that kids who have reading learning a lot of skills in reading ally started turning and really cruiseddifficulties don't decode well. It's and math, I was gaining a lot of for me. I became independent very hard for them to break words down knowledge. In high school, I got intoquickly, within a year. I always made and link them up, chain them to- a vocational program where I got sure I got an A or a B. I got enough gether. And you also need the ability credit for work experience in a musiccredits to go to a four-year university.to think, not just call back facts from store selling band instruments. I NW: Where did you go to the texts you've read. You have to learned to play the guitar and got college? be able to use basic logic, induction, into rock and roll; that gave me a TIBBETTS: I went to Southern deduction, inference. You have to be 14 ,0 NWEDUCATION /Spring 2003 21 "THANK YOU, MR. TIBBETTS"

Hereare a few of the com- implementing it in a way that ments from parents of stu- enabled him to succeed in dents who have been placed areas he found impossible, in Dan Tibbetts's Intensive and providing the care and Learning Center at Portland's support of a safe and enrich- Beaumont Middle School: ing learning environment." "The difference this program "Our son has made excellent has made in my son's life is headway this year in Dan Tib- beyond measure. In one year, betts's class." he has gone from terrified to "I will walk, send letters and triumphant." e-mails, give speeches, carry "Prior to the ILC. our son banners, contact anybody and was beginning to lose his everybody to assure a future self-confidence. feeling over- for and expansion of these whelmed by school demands classes." and beginning to believe that he was stupid. To see him beginning to fall apart was very difficult for us. Having the opportunity to work with Dan Tibbetts has completely re- stored our faith in the educational system. Excellent teachers who know how to work successfully with learning disabilities really do exist! Perhaps even more importantly, Dan Tibbetts has helped our son reestablish the confidence he once had by providing an appropriate curriculum that really works,

13E511' co AVAIIIABLIE Letting Kids' Gifts Shine Through Under Kay Kaplan's tutelage, dyslexic children can free their intellect and creativity from the constraints of disability

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On the daya third-grader the rarified realm of genius. But his "bottom of the barrel," Kaplan named Matt sat down for his first brilliant brain wasn't wired for the recalls. The staff called them the private lesson in sounds and letters, printed word. After two decades of "eight/nines," a reference to their Kay Kaplan's career had, in a sense, work with dyslexic children, Kaplan abysmal reading levels on standard- come full circle. This little boy knew just what to do to help this ized tests. who couldn't read a single word de- child fulfill his huge potential. "Here I was, ready to teach plot, spite doing first grade twicehad, But there was a time when she and most of these kids were at the quite unexpectedly, brought her backhadn'tknown what to do. first- and second-grade reading to the professional goal she cher- Her first assignment in a "really level," Kaplan says, sipping tea as ished, but lost, some 20 years before: bad district" in New York was to she reminisces in the English litdor to teach gifted children. teach language arts to the lowest- home she shares with her biophysi- Matt had an IQ that hovered in performing eighth-gradesthe cist husband in Old Portland. "I had

NW EDUCATION / Spring 2003 :142 no clue what to do. They couldn't lage, he "just soaked it up he was they're not very smart." She just were talking about what a sorry lot 23 spell, they couldn't write, they didn'tlike a sponge," she recalls, relishing basically dismissed them. About Jan-they were, and they said something know the alphabet, so they couldn't this story of student success. In fifth uary, I looked up the IQs of these 15 mean about Dennis. I said some- even put the spelling words in alpha-grade, despite being unable to mem-kidsthey were all boysand it thing in his defense, and they said, betical order." orize his times tables, Matt got the was an epiphany. It was this life- "Well, he's a vegetable." I was so, so After a few months of frustration,school's highest math score on the changing event, because what I horrified. And they said, "Well, have she rummaged through her students'district standardized test. "He could discovered was that my two star stu- you gotten any work from Dennis records looking for clues. What she read the math problem and look at dentsthe ones who read the best anything besides a piece of paper found stunned her: The worst readersthe four possible answers," she says. and wrote the best and spelled the with his name at the top?" I had to and spellers in the bunch had the "His reasoning was so good that he bestwere in the 80 range for IQ. admit that I hadn't. highest IQsnormal and above. could just estimate what it was." And the worst students had average NW: What did you do then? But it wasn't until she returned Matt earned straight A's in mid- or above average IQsin some KAPLAN: A couple of days later, I to her hometown of Portland a few dle and high school, and went on to cases, quite high. had the students write paragraphs years later that she finally, serendip- graduate summa cum laude fromNW: So what did you do then? a description of a place they loved. itously, came upon an answer to the California Maritime Academy in !KAPLAN: I went back to visit the I parked myself right beside Dennis. enigma. A young woman sitting Vallejo, where the boy who couldn't reading expert and tossed this infor- He had written his name at the top beside Kaplan on a city bus told her memorize his times tables not only mation at her, and she looked at me of his paper, and that's all. I said, about a teacher named Dorothy received an award in math, but was as if I were totally crazyas if to say, "It's really hard, isn't it?" He said, Whitehead in the Beaverton School voted "most likely to succeed in "What are you talking about?" I was"I can't." I said something about District who was getting great resultsmarine architecture." trying to get her to explain what thiswriter's block. He said, "No, I can't with LD kids using a method called Kaplan ran into Matt's mom andmeantwhy is it that the lowest- do it." Finally, I said, "Dennis, you Orton-Gillingham (see the sidebar dad not long ago. Her face lights up ability kids were the best readers? mean you literally don't know how on Page 25). After volunteering at when she shares their news; to her, it She just absolutely blew me off. But to write?" He said, "No." He was in the school for a year, Kaplan joined feels pretty personal. "Matt," she says,it was the question that stuck with the eighth grade. So I said, "You tell Language Skills Therapy, a Portland- "wants to teach." me from then on. me what to write, and I'll write it based group of professional tutors Sitting in her elegant blue-and- NW: So you felt that the schooldown for you." So he said: "I love to founded by Whitehead. Today, white living room, surrounded by was making no effort to un- go fishing. I love the feel of the moist Kaplan coordinates the nonprofit the Japanese art she collects, Kaplan derstand or help this group earth under my feet." That was not organizationthe first of its kind tells the story of the career she has of kids? the work of a vegetable. I said, "Den- in the countrywhich employs 25 dedicated to dyslexic kids. KAPLAN: I had a boy in my eight/ nis, that's really descriptive! You're a tutors. nine class named Dennis. He was onepoet!" A big smile came over his face. When Matt's frantic parents NW EDUCATION: What did of the better-behaved little boys in the I taught for a few more years in New found Kaplan, the child was enrolledyou do in those early days to class, and I liked Dennis. One day, York and then in California, and I in the Talented and Gifted program try to help the "eight/nines"? some of the other teachers were sit- kept running into kids with the same at one of Portland's top elementary KAY KAPLAN: I went to the read- ting in the teachers lounge talking syndromekids with a similar kind schools. Yet, the third-grader's only ing specialist in the district and askedabout the eight/ninesone of the of profile. I just kept trying to figure literacy skill was the ability to write her about them, and she said, "Oh, teachers had them for social studies them out. his name. But under Kaplan's tute- they come from bad homes, or and one had them for math. They NW: Had you received any

1 4 THE HIDDEN DISABILITY 24 training in college about deal-to have the anomaly that stands outbefore they fail? that came in like a tidal wave several ing with learning disabilities?the most. There may come a time KAPLAN: In the ideal world, schoolsdecades ago argues that because all KAPLAN: When I was in school for when we can treat it by manipulat- test kids for phonemic awareness in normal children learn to talk by my education degree, I was specifi- ing genes, but right now all we can kindergarten, and then get a highly being in a rich environment of lan- cally told there is no such thing as a do is help them learn things in a phonemic reading program that is guage, all children will learn to read learning disability. They called it a different way. tiered. If kids have problems, they and write in exactly the same way. "wastebasket" term. NW: But the teachers you ran get special help, up to and includingYou just surround them with won- NW: Once you got into the into in New York, at least, private tutoring in a method like derful literature. Because of this tutoring program, however, didn't believe that these kids Orton-Gillingham or Alphabetic wonderful brain that these children things started to turn aroundcould learn. Phonics or Slinger land (see sidebar),have, this wonderful capacity for for you. KAPLAN: Very often, teachers don't one-to-one, if necessary. If we did language, they will automatically KAPLAN: Dorothy Whitehead had have a good working definition of this, we would save huge amounts learn to read and write. Wonderful adapted the Orton-Gillingham what dyslexia means. Often, they of money. I look at the money the things came out of this belief: "lan- methodthis great system for think the kids just aren't very bright school district has spent on special guage experience," for example, teaching LD kids for use by volun- even though dyslexia is absolutelyeducation for students I tutor where kids in kindergarten would teers. She was training people to use irrelevant to IQ. I've worked with thousands and thousands of dollars tell you stories and you would write it at Barnes Elementary School in dyslexic kids who have an IQ of 135, a yearand in many cases, if the it down. Instead of these boring, dull Beaverton. I drove out to Barnes for and I've worked with dyslexic kids school had done the appropriate phonics pages, there was a rocking a year and worked with a little boy who have an IQ of 80. There's no thing in first grade, they wouldn't chair and pillows and the carpet and named Danny. It worked. He learnedconnection. Yet, many teachers see even qualify for special ed. the I3ig Books. And you had "guess to read. It was such a wonderful these kids as just being "low," period. NW: Is there a body of and go" spelling. All of that is ter- thing finally to have a technique NW: And the kids tend to buy research findings to back rific. Kids with good visual memory that would actually help these kids into this perception of them- up this approach? for words and kids on the top end of instead of just keeping them busy. selves, right? 'KAPLAN: What the National Insti- the scale for grasping the phonemic NW: Advocates point out that KAPLAN: What they think is that tutes of Health studies on reading code took off. But the other kids who learning disabilities are neu- they're dumb. They tend to general- have found is that kids who strugglewere often just as brightor even rologically based, yet the so- ize their problem. It's often a huge in reading need to be taught phonicsway brighterwho had weak visual lution is educationally based. leap for them if you can actually putdirectly in a systematic way (For memory for symbols and could not Does this put unreasonable a name on it and say: "These are themore details on these findings, see attach letters to the code were dead expectations on teachers? things that will probably cause you the 2000 report from the National in the water. Still, people kept saying, KAPLAN: Education changes the problemsfor example, reading, Reading Panel titled Teaching Chil- "They'll get itit's developmental, neurology of the brain for all kids, writing, spelling. But in the other dren To Read: An Evidence-Based just like speech." I probably would so teachers are doing that all the thingscreativity, problem solving,Assessment of the Scientific Research have bought the whole-language time. It's just that these kids have thinkingyou're probably better atLiterature on Reading and Its Im- thing had I not met the eight/nines. a somewhat different neurological it than most of the rest of us." You plications for Reading Instruction) Because of those kids, I absolutely makeup than others. I'm convincedcan honestly say that to them. This is the exact opposite of what knew it wasn't true. I=1 that all of us have at least one learn-NW: What should schools most teachers have been taught to ing disability. These kids just seem be doing to catch these kids do. The whole-language movement i4 NW EDUCATION / Spring 2003 25 SWITCHING ON THE LIGHT OF LITERACY

Beginning nearly 80years ortonacademy.org. search findings in a broad ago, researchers and practi- Slinger land. The Slinger land array of fields, including edu- tioners have worked to devise Multisensory Approach is cation, neurology, psychology, methods for teaching language an adaptation for classroom and sociology. The program's skills to dyslexic children and use of the Orton-Gillingham goalto develop rapid and adults. Among the most widely method developed by Beth accurate word recognition, known approaches are these: Slinger land, who first received reading comprehension, and Orton-Gillingham. Devel- training in Orton-Gillingham in spelling skills"is achieved oped by neuropsychiatrist Montana's Glacier National through direct and systematic Samuel Orton and educator Park in 1935. She went on to instruction using language and Anna Gillingham, beginning found the nonprofit Slinger- literature-rich lesson plans,- with Orton's studies of dyslexic land Institute for Literacy in according to the Neuhaus kids in the early 1900s, the Bellevue, Washington, where Education Center, a nonprofit Orton-Gillingham approach teachers are trained to "pro- foundation in Texas that trains is a structured. multisensory. vide the specialized instruction teachers in Alphabetic Phon- language-based method that needed for children with dys- ics. For more information. allows students to experience lexia to unlock the rich world contact the center by phone at a high degree of success in of written and spoken lan- (713) 664-7676, by e-mail at every lesson. "Teaching ses- guage." For more information, [email protected], or on the sions are action-oriented with contact the institute by phone Web at www.neuhaus.org. auditory. visual, and kinesthet- at (425) 453-1190, by e-mail ic elements reinforcing each at [email protected], other for optimal learning," or on the Web at www. according to the Academy of slingerland.org. Orton-Gillingham Practitioners Alphabetic Phonics. Also and Educators based in New derived from Orton-Gillingham, York. The method. designed Alphabetic Phonics teaches for one-to-one tutoring, forms reading, handwriting, spelling, the foundation for many other verbal and written expression, approaches, including those and comprehension by blend- described below. For more ing visual, auditory, and kines- information. contact the thetic learning. Designed for academy by phone at individual or small-group use (845) 373-8919. by e-mail at by staff in the neurology divi- info4ortonacademy.org, sion of the Texas Scottish Rite or on the Web at www. Hospital, it incorporates re-

13IEST COJFY AVAITLAIII,IF Revealing the Secrets of the Brain Neuropsychologist Virginia Berninger studies brain images before and after instruction for clues to the mystery of learning disabilities

Grim as they were, lege and ready for a stint in the real three decades later. "I had kids who the ghettos and barrios of America world before heading back to aca- didn't return from vacation because looked better than the jungles of demia as a graduate student, they were killed or they died of en- wartime Vietnam to a lot of univer- Benninger spent a year teaching cephalitis, things like that. It was a sity students in the early 1970s. 50 African American and Puerto real eye-opener." Under a federal program aimed at Rican third-graders in the heart Evenings, she took classes at filling a desperate shortage of inner- of Philadelphiano bombs, no Temple University, where she delved city teachers, young men and womennapalm, but a jungle just the same. into the psychology of reading could opt to serve their country in "We had police escorts because a natural for a psychology major the 'hood. of the gangs in the streets," she says,who'd had a lifelong fascination One who answered the call was recalling the rawness of the chil- with how the brain processes the Virginia Beminger. Just out of col- dren's lives with fresh force some written word and why some children 116 NW EDUCATION / Spring 2003 struggle to learn. around the nation (including Yale this in their teacher education pro- to tell you that this is a very homo- 27 Beminger's graduate education and Georgetown), is engaged in re- grams. That's one of the reasons we geneous group. These kids all learn at the Johns Hopkins University was search on brain imaging, as well as wrote our textbook (Beminger, VW, to read. You're not going to find a in experimental psychology focus- genetic clues to learning disabilities. and Richards, T.L, Brain Literacy lot of variation here." Well, surprise, ing on the three areas she thought The UW brain imaging team, headedfor Educators and Psychologists, it was just incredibly diverse. I don't "held the clue to figuring out what by Todd Richards and Elizabeth Ayl- Academic Press, 2002). Neurosciencethink the public, the politicians, to do with learning disabilities" ward, has discovered, for example, has been around for about 150 years, parents, teachers understand how cognitive psychology, psychobiology, that dyslexic children differ from and we're getting to the point where much diversity they're dealing with and psycholinguistics. Her postdoc- good readers in brain activation as- there are certain general principles inside the minds of learners. I stayed toral work took her to Boston Chil- sociated with several language tasks, that are givensa body of shared in touch with the psychologist at dren's Hospital, where she taught but these differences disappear after knowledge. Not that we fully under- that school, and she said: "Ginger, with a group of physicians from all instructional intervention. (For morestand the brain by a long shot. But you were right on. All the kids you over the country about child devel- on Beminger's research and writings,if you don't understand these princi-flagged for us in first grade who were opment and learning disabilities see "Why Can't I Read?" beginning ples, you're going to remain a naive at risk because they couldn't do tasks and worked in clinics serving chil- on Page 2.) consumer of this information. based on phonological awareness dren with developmental and learn- Sitting in her office among teeter-NW: If learning disabilities they couldn't segment words into ing disorders. ing paper towers of research reports occur in only about 10 per- phonemes and they couldn't write Eventually, she and her husband, and scholarly journals, Beminger cent of the population, as their alphabet letters from memory Ronan organic chemist turned shares a sampling of her knowledge many experts suggest, why dothese are the kids who continued biomedical research scientistcameand experience with Northwest general education teachers to have difficulties in high school." west, after each received a job offer Education. need to concern themselves in Seattle on the same day "Our with this? 6 I find that teachers families thought we were nuts, be- NORTHWEST EDUCATION: BERNINGER: We have learned are hungry for informa- cause both our families have been onWhy is it important for teach-that there's an incredible amount of tion about the brain.515' the East Coast for generations," she ers to study the brain? normal variation in learning pro- says, and then jokes, "A lot of peopleVIRGINIA BERNINGER: I find cesses among the general popula- NW: You have done a lot of felt we went to another country." that teachers are hungry for infor- tion. We did a study in a very large investigation into the connec- Now a widely published professormation about the brain. Yet, there's school looking at kindergartners andtion between reading and in the University of Washington Col- so much bogus infoimation out first-graders. We started with inten- writing difficulties. lege of Education School Psychology there. It's very easy to be naiveto sive, one-and-a-half-hour testing ofBERNINGER: I couldn't help but Program and director of the UW not be a critical consumer of what's each child at the end of kindergarten.notice that the kids with reading Multidisciplinary Learning Disabili- out there. There are a lot of people Then we followed them to the end ofproblems generally also had writing ties Center, Beminger designs and who are capitalizing on this gap in first grade, going back five times to problems. Writing disabilities are oversees cutting-edge research on the teachers' knowledge. It also concernstest all of these kids on reading and less understood, even, than reading brain-based learning disorders and me because teachers are expected to related skills. So I really had a disabilities. One of the first grants I strategies for addressing learning help kids learn and develop, and thechance to look at this longitudinal got was looking at individual differ- differences. The center, one of several major organ for that is the brain. unfolding of the process. When we ences among children in their abili- such centers housed at universities Yet, they are given no training for started, the teachers said: "We need ties to write letters, words, sentences, 147 THE HIDDEN DISABILITY 28 and texts. The sample populations where there isn't a lot of explicit in- factorsgenes, brain wiringit at curriculum first? were local, but they were collected tostruction and attention to transcrip- doesn't mean they can't learn. It's BERNINGER: What we really be representative of the U.S. population. Journal writing doesn't get at just that for them, it really matters should be doing when we design in- tion in terms of ethnicity and par- the social partsharing your work what kind of instruction they get. It tervention plans is to start by assess- ents' educational levels. I was which is often what motivates needs to be explicit. This doesn't ing the curriculum, not the child. looking for the early developmental kids. And journal writing doesn't give mean you have to drill them to We need to ask, given what we know origin of writing problems, instead them topics. Where a lot of kids havedeath. It means that you have to from research, what are the neces- of waiting until the upper elementarytroublebeyond handwriting and make it really clear and obvious to sary instructional components that or middle school years after years of spellingis planning. So first you them. You have to take all these need to be in place? Let's not blame chronic failure. We think we found need to teach kids how to write the skills and break them down into the teachers. Let's not blame the it: It's handwriting and it's spelling. letters, and then you need to give their little pieces and help them families. Some people still think LD And, more importantly, it's hand- them something to write abouta learn all the processes. Using a lot ofkids are from dysfunctional families writing "automaticity"how auto-planand let them read it out loud.statisticswith the able assistance and have a motivational problem matically the student can make Maybe other people can't read their of Robert Abbott, a professor of because they don't produce. That's those letters so they're not drawing handwriting or spelling, but they can statistics and chair of educational not the case. These kids don't come them. It needs to be automatic so still share. We tell them that great psychologywe were able to identifyfrom dysfunctional families any you're not using valuable mental authors like to read their work to which processes were the best predic- more than anyone else. So let's look resources for making the letters, andother people. Sharing is definitely tors of handwriting and which were in the classroom, let's see what's been you have more room to think aboutthe motivational link for reluctant the best predictors of spelling. From tried, and see if we can help the what you want to say and how you'rewriters. I think the whole-language that, we developed a battery of assess- school tweak it, add some things, going to say it. In the beginning approach may have created a lot of ment measures that can be used for delete some things, modify some stages of spelling, it's not truly vi- writing disabled kidskids who arescreening and identifying those kids things. sual. It's a way of representing the curriculum casualties, not biologi- who are most at risk and for diag- NW: How does the teacher sound system of spoken language. cally based writing casualties. nosing persistent writing problems. know whether her approach So children who have trouble with NW: But curriculum design We spent the next seven years doing is working on an individual that sound system, with those pho- doesn't hold all the answers, instructional interventions to validatebasiswhether each child is nemes and translating or mapping does it? what works to fix the kids at risk. Wemaking sufficient gains? those phonemes onto letters, are the BERNINGER: We knew it wasn't wanted to cast our net widely and BERNINGER: It's got to be an in- ones who have the spelling difficulty. totally curriculum, because let's be help as many kids as possible, so we tegrated assessment-intervention We really emphasize that the hand- honest, there are an awful lot of kidswent into first-, second-, and third- approach. You need to build in daily writing lesson is not independent out there, even with whole language, grade classrooms and found all the progress monitoringa way for the seatwork. It must be teacher led, be-who do pretty well. So our study also kids who were low achieving in vari-child to get a little sense of progress. cause part of the secret is that you'relooked at writing from a neurodevel-ous writing and reading skills. But You need to quickly get the kids to constantly naming the letters for the opmental point of view: What brain we designed interventions based on feel like, "I can do it"to feel like kids. But teaching these systems ex- processes were causing the hand- what we had learned about the neu-they're readers and writersbecause plicitly is not the prevailing way thatwriting and the spelling to break rological processes that might be motivation is such an important writing is taught. Most schools use down? Although some children are breaking down. part. You need to set goals and mon- whole language and journal writing,at risk because of biological risk NW: So schools need to look itor progress weekly, monthly, and 148 NW EDUCATION / Spring 2003 twice a year using a variety of modesthere is. That's where the profession- I don't think we should be drilling 29 of assessmentcurriculum based, alism of teachers comes in. I don't those kids who can figure it out on criterion referenced, norm refer- think each teacher should be a robottheir own or who got help from their enced, portfolios. A lot of teachers following the leader's instructions. parents in figuring it out. just aren't comfortable with the as- But we need to make sure at each NW: Have schools in general sessment role, and they don't do it. grade levelwhere individual chil-made progress in working That's why they don't know that dren are developmentallythat with ID kids? some kids aren't making it. If a kid the critical component skills are in BERNING]ER: In the '70s most sits there smiling or is socially ap- place in the curriculum. And then teacher education programs had propriate or says cute things, the let the teacher use her own creativity. very little formal instruction on how teacher just doesn't realize there's I think teachers need a toolbox, a to teach readingwhat kinds of a problem. collection of tricks of the trade in things you should do in your class- NW: What strategies have you their repertoire. If one thing doesn't room. I think that's changed in some developed that help ensure work, you need to try something places, but it hasn't changed every- that all kinds of learners else. Underneath it all, you have to where. I don't want to fault any one grasp reading in the early understand conceptually why you'regroup. I just think as a nation, we years? doing it and what the goal is. still have not come to terms with the BERNINGER: We have found that NW: Is it really possible to fact that there are both biologically kids' word recognition gets better blend whole language with based and culturally based learning when they work on both the alpha- direct instruction in sound- differences. It has nothing to do with betic principle and comprehension letter patterns? skin color; it has to do with what's that you really need to teach all BERNINGER: If I were helping inside people's heads. We're not of it. So we've tried to integrate the schools evolve, I would have tracks adequately preparing teachers in a best of the skills approach with the where you cover the same kind of practical sense for what they can do, best of whole language. From the material with all kids in an intellec- day to day, in their classroom to deal research, we've learned that you needtually engaging way, but some kids with this diversity. phonological, orthographic, and get more explicit instruction. In the morphological awareness to learn old days, there were a lot of work- to read and spell words. You need to sheetsskill-and-drill stuffthat work on vocabulary, morphology, turned people off. But you can make and syntax to develop sentence-level the alphabetic principle explicit understanding. To develop text dis- without doing drills. But I do think course, there's text structure and textwe need to make alphabetic princi- processing. We know these general ples explicit to students, and it's not principles. But is there more than always been happeningnot the one way to teach orthographic, pho- way that I think a lot of kids need it. nological, morphological aware- Some kids need that explicitness; ness, and text structure? Of course others can figure it out on their own. 14 THE HIDDEN DISABILITY 30 DOUBLEDOSE Bethel School District's intensive reading program adds beefed-up instruction for at-risk readers I I from Day One By CM-IF:RINE PAGLIN

EUGENE, OregonBrandon Brandon is on target to be- is a busy and capable kindergart- come a reader. But if he'd been ner. One morning before Christ- in school five years ago, he might mas, he kept right up with his well have been on track for spe- classmates at Clear Lake Elemen- cial education instead. That's tary as he counted the 67 days because he started kindergarten of school he's attended so far, re- showing clear signs of reading cited a poem about the five little difficulties. An assessment found Santis, and made a construction- that he was having trouble with paper wreath. When his work such tasks as identifying letters was done, he settled on the floor and recognizing or reproducing to play with trucks and blocks. the initial sounds in spoken Brandon also knows quite a words. Most telling, he was mak-

few letter sounds.That one says ing little or no progress after a lb/ and that one says /a/," he tellsfew weeks in school. The school's a visitor, pointing at the large let- old approach wasn't geared to ter cards hanging over the black- dealing with reading problems board. As he speaks, lie gets up quickly and systematically. A learn- e from the rug. "I have to stand up ing disability label and a referral to do it,'' he explains. Demon- to special ed might have been the strating his expertise in the alpha-outcome for this bright boy. betic principle, it seems, takes But luckily for Brandon, an Brandon's full concentration. innovative approach adopted by "That one's /r/ and that one says Bethel School District several ///," he continues. "And that one years ago rapidly intervened with 111101....J is ix. And /s/," he announces strategies tailored to his needs. proudly with a prolonged, snake- The results have been stunning. like hiss. Today, only 2 percent of kids

sI tr 1'

32 leave first grade as nonreaders What they were doing instruc- out to build a reading program that cational assistants in using the cur- phenomenal for any school, and tionally was, as at many districts would be effective for all students. ricula and assessment measures especially given the low socioeco- across the country, "a recipe for dis- They joined forces with University of Research shows that the "wait- nomic status and high mobility aster," says Cole, particularly for Oregon's Institute for Development and-see" attitude toward reading rates of Bethel students. a student population in this low- of Educational Achievement, di- problemscommon at many Before the initiative, the num- income community where transient rected by nationally known reading schoolsis a mistake. Instead, bers were discouraging. In those hotels and homeless shelters are researchers Drs. Edward Kame'enui Bethel takes an "as-early-as-possi- days, 15 percent of kids left first plentiful. Because the district had a and Deborah Simmons. A four-year, ble" approach. In the second week grade unable to read. Second-grade site-based approachallowing $700,000 grant from the U.S. Office of school, a building assessment special ed referral rates were soaringeach school to choose its own read- of Special Education Programs was team (typically, the Title I and spe- hitting 17 percent at one school ing programthere was no consis- committed to the development, im- cial ed teachers, plus educational in 1996-97. Worried, the district tency from school to school, grade plementation, and evaluation of assistants) tests kindergartners for began analyzing its approach to to grade, room to room. Different Bethel's reading initiative. initial-sound fluency and letter- reading. Recalls Carl Cole, special textbooks were in use across schools, "The amount of support we had naming fluency, using a set of indi- services director, "We were concernedwithin schools, and even within was phenomenal," says Cole. Besidescators and benchmarks developed about the high number of kids iden-grade levels at the same school. bringing in the expertise of Kame' at the University of Oregon. The tified as learning disabled, and when Also, the district's half-day enui [say ka-may-ah-NEW-ed andDIBELS (Dynamic Indicators of you're talking about kids who are kindergarten was mainly a social- Simmons, the grant paid for staff Basic Early Literacy Skills), which learning disabled, you're almost readiness program, not an instruc- development and a new position each take about three minutes per exclusively talking about kids with tional program. Had Brandon reading coordinator. student to administer, are reliable reading disabilities." entered a Bethel kindergarten back Today, Bethel's approach to read-predictors of later reading perfor- Looking into the matter, the dis- in the old days, he would not have ing is more than an instructional mance, according to research find- trict found that the problem was notbeen tested and monitored regularly modelit's also a prevention model,ings. Based on these assessments as with the assessments and identifica- on indicators of progress toward designed to head off many learning well as subsequent teacher observations of the referred students. They reading. His exposure to letters and disabilities at the pass. The model tions, students are placed in small were accurate. But assessments of letter sounds would have been inci- includes: groups in one of three categories: kids were not tied to what was hap- dental, not direct. If he didn't seem Measurable district goals for each "benchmark," which means on pening in the classroom, instruc- to be catching onif, for instance, grade level track to meet district goals and ulti- tionally. Sometimes the evaluation he had nothing to contribute when Regular and frequent assessment mately state standards; "strategic," team referred kids to special ed to his teacher asked the class to brain- and monitoring meaning progressing but behind; make sure students would get in- storm for words that start with a b Research-based curricula that in- and "intensive," meaning at risk of struction of a kind not available in his teacher would have concluded volve direct, explicit, and systematic failing to meet goals, a category that the regular classroom. "When it wasthat he was just "not ready for instruction embraces the lowest-performing 20 discovered that kids were discrepant reading." Protected time for reading percent. readers, we didn't use that informa- District administrators became Instruction in small groups at By the beginning of October, the tion to say, 'What are we doing in- convinced that most kids ID'd as each child's skill level at-risk kindergartners are getting an structionally that's causing this?'" learning disabled are actually "in- Leadership role for principals extra 30 minutes of reading instruc- Cole recalls. structionally disabled." So they set Training for all teachers and edu- tion. They also get progress moni-

NW EDUCATION / Spring 2003 152 toring with .DIBELS twice a month and / to each child. In front of each twice as often as their classmates.child is a laminated strip printed The extra instruction is not a pull- with a row of three squares. The out but an add-on. At Clear Lake, teacher holds up a picture card. the additional time is sandwiched "This iscat,"she says, then between morning and afternoon asks, "What is this?" kindergarten. A van collects and de- "Cal,"they chorus. livers the afternoon extended-day Then, following her instructions, kids early, and takes the morning the students move their index fin- group home half an hour later than gers along the strip, pointing to their classmates. each square as Sterett slowly says

The curriculum for this extended each sound:Ik/,laaal,It/. kindergarten (playfully named the "Where is V" she asks. The "Reading Raccoons") is Early Read- students point to the last square. ing Intervention (ERI), developed "That's right,It/is the last sound in by Kanie'enui and Simmons and cat. Now find the letter for the sound field-tested in the Bethel district be- and put it in the last square." The fore being published recently by Scottplastic tiles clink as each child finds Foresman. During the half-hour les-the "t" and places it on the strip. son, the instructorsteachers and Each daily lesson offers many educational assistantsmove al- chances for children to respond in- b most seamlessly from one activity to dividually and as a group. Though the next, hardly wasting a breath. ERI is highly scripted, experienced Speaking smoothly and sometimes teachers often fit in even more op- rhythmically they deal out and portunities for responses, while still sweep up manipulatives such as let- delivering the program as intended, ter tiles, erasable white boards, al- says district reading coordinator phabet and picture cards, tracing Rhonda Wolter, who along with Cole cards, game boards, pencils, and is a reader for the U.S. Department paper. As they do, they model and of Education's Reading First grant test children on very specific phono- proposals. The 126 lessons take stu- logical skills, for instance, the abilitydents along a skills continuum PAGES 30-31: First-grade teacher Vivian Ewing leads her class in a lesson on letter sounds. LEFT: Kindergartners write letters during small-group literacy instruction. to isolate particular initial and final from learning letters and sounds to ABOVE: First-graders gesture when Ewing calls out words with the long i sound. sounds. segmenting and blending phonemes Teacher Jane Sterett's group of in sequence to reading words and, five Reading Raccoons is all atten- finally, to reading sentences and sto- tion as she passes out yellow plastic rybooks. Each lesson includes writ- letter tilesclink, clinkA /,s, ingand spelling activities as well as

-1 7- THE. HIDDEN DISABILITY 1 53 34 activities for phonological aware- marks or are in danger of losing tiles because the kids have been ing were pretty outspoken in the ness and alphabetic understanding. ground over the break. "They're coming in late. Are they in a group questions that they askedWhat Another research-based curricu- kids that we're not sure how much too large? Is the program being usedabout the pressure that's being put lum, Open Court is the core reading support they're going to get over the with fidelity?" on kids academically? What about program at Clear Lake and most summer, whether anybody's going Going down this checklist usu- the whole developmental approach of the district's seven elementary to get them to the library, so we give ally roots out the problem. Some- to teaching kindergarten?" she says. schools, where it is used for daily them the opportunity to continue times, it's found in surprising places "They were tough questions. And whole-group instruction, K-3. Dur- practicing their skills," says Wolter. literally. Last year, a doctor turnednow my kindergarten teachers are ing the small-group instruction that The district's commitment to up foreign objectsa bead and a some of the most dedicated to the follows, three educational assistants reading is paying off. For children twisted piece of aluminum foilin program, and the results they're get- join the teachers for instruction who have been in the Bethel readingthe ears of a boy whose progress in ting are really good." geared to the kids' skill levels. The program since kindergarten, second-extended kindergarten had stalled. The change, she says, came when "strategic" group gets ERI. The grade special education referrals are teachers began seeing the hard data "benchmark" group might read now between 4 and 6 percent, even FLIP OF A SWITCH after the first half-year. "It was like decodable or leveled books. And the though students are actually enter- The reading initiative has wrought the flip of a switch," she remarks. "intensive" group gets a "double ing school with lower prereading changes on a lot of levels. At the dis- Kindergarten teacher Elizabeth dose" of reading, reinforcing the skills than before. trict level, it broke down a dividing Radke notes that "having more in- same concepts they encountered in "I think one kind of kid we catch line between regular and special ed- tentional instruction and more di- ERI, but with different materials. is a kid who has trouble paying at- ucation. These days, Colethe spe-rect instruction to their levels was The extra instruction for at-risk tention," says Wolter. "We have a lot cial ed expertmight run a generalhelping" the strugglers. readers continues through the pri- of those kinds of kids. In a big group,curriculum meeting, while Braun The other thing that changed mary grades. "Part of what has beenthey start losing out on what's goingthe generalistmight facilitate kindergarten teachers' minds, be- really successful with our model is on. By doing our small groups, we've a special ed meeting. "It's just a sides the data, was the depth of the that for kids who need interventions been able to capture those kids, keep continuum," says Braun. "We've district's investment in the program. like this, we always try to make it in them in a structured setting, and taken a lot of the bags of tricks of "We couldn't do it without all the addition to the regular program," work with them." special education and put them in support," says kindergarten teacher says curriculum director Drew Some kids, despite the research- the regular classroom because they Linda Tindal. "It wouldn't work if I Braun. "In the past, it was 'instead based curricula, the twice-monthly work really well." had to try to run four reading groups of.' For example, when you broke assessment, and the early and extra Kindergarten teachers were resis- by myself. But our district is very into reading groups, if you were intervention, still don't make prog- tant at first to the new instructional committed to it, and it's wonderful." Title I you went to Title I. Now Title Iress. In that case, says Wolter, "a methods and assessments when the With students entering first grade and other services are a second dose whole series of checks" happens. program began to phase in spring more prepared, they catch on more for those kidsnot instead of, be- "Has the student been absent a lot, of 1999. quickly. To accommodate those cause kids are not going to get caughtdoes the student have health prob- "It was very, very difficultI stronger learners, teaches are mak- up unless we give them extra." lems, has their vision been checked, got my phone unlisted," Cole jokes. ing adjustments. Reading coordina- Another "extra" is the district's their hearing?" Wolter says. "Maybe Clear Lake Principal Betsy Fer- tor Wolter had to scramble for five-week summer school for stu it's in the instruction. Maybe the in- nandez, too, recalls some tension. appropriate reading materials when dents who are not meeting bench- structor's been shaving off five min- "Some of the teachers in my build- the first wave of better-prepared stu- 154 NW EDUCATION / Spring 2003 .1 I. .I. I

117111117-1- 31

% 4** dents hit first grade Duke "They're really challenging " r "Most of the kids come in, if Still, Duke likes the new continuity they've been here, knowing the between special and regular educa- majority of their letter names and tion For instance, she uses the same sounds," says first-grade teacher DIBELS system of progress monitor- lf') 1, Vivian Ewing "They're really ready ing that the regular teachers use, to take off with the reading It's just more frequently Sometimes amazing to see, because it used to beteaches are using the same direct that out of a class this size, a third ofinstruction programs with their low them knew all the letter names and readers as she does in the resource rectly in one minuteis a reliable havior "Previously, kids were start- sounds, a third of them knew about room. And when she mainstreams predictor of how well a student will ing to misbehave because they were 10, and a third of them hadn't had a child, various interventions, such do on comprehension tests, such as having difficulty with skills," says any experience or they'd had experi-as an oral reading fluency lab, are the Oregon State Assessment.) At the Wolter. "By putting them in a small ence but it wasn't consistent available in the regular program, beginning of first grade, there's a group, by getting them right where enough." allowing the child to keep working significant difference between the their skill level is, we alleviate some Wolter has seen the same effects. on key reading skills. groups, says Braun. By spring, the of those problems. They start feeling "Even Title I classrooms don't have "The teachers are working to- new kids have not caught up. They good about themselves, and they as many kids in them as they used gether and the whole system is so are still 10 words behind in oral don't have to act out." to," she says. "And the kids are doingfluid that we can move kids in and reading fluency. For kids who enter Clearly, Brandon is one child higher skills"not the typical Title Iout of programs," she says. the district in second grade, the end-who feels confident in his abilities. work. Another outcome, she says, is Meanwhile, to determine how of-year difference is 22 words per He likes to tell about the letters he's that many Title I first-graders are best to help the kids who are not re- minute. learned and show off how fast he new kids moving in who haven't hadsponding adequately to the reading "Kids who have been here are can spell his name. "There's a lot of an academic kindergarten. "So," sheinterventions, the district is involved reading 25 percent faster than kids stuff I do in Reading Raccoons," he says, "we need to start all over with in federally funded research studies who came in at the beginning of says. "We do Writer's Warm-Up, and them." with the University of Oregon. second grade," Braun reports. Late- that's hard. But," he reports with A major impact of the program entering students, in fact, are Bethel'spride, "I can still do it." has been in special education class- "I CAN DO next challenge, particularly with its rooms. "They used to get instruction-The most dramatic changes in Bethelhigh mobility rate. Between the be- ally disabled kids," says Cole. "You'dare in student performance. The ginning of kindergarten and the be- put good, sound, instructional pro- statistics tell part of the story. Com- ginning of fist grade, the district grams in front of those kids and pare, for example, the first-grade loses about 22 percent of its original they'd start moving along. Now they oral reading fluency scores of kids kindergarten class and gains about have the really difficult kids." who move to the district in the fall 20 percent in new students in first Because of the reading project, of first grade with scores of kids who grade. most kids in special ed are truly enter in the fall of kindergarten. Scores and statistics, however, learning disabled, agrees Clear Lake's(Oral reading fluencythe num- don't tell the whole story. Changes special education teacher Linda ber of words a student can read cor- have shown up, too, in student be- n' r- THE HIDDEN DISABILITY A 0.0 PRINCIPAL'S NOTEBOOK

36 A PLACE OF CALM Alcohol Spectrum Disorder). After music, and life skills. Science, too, By Richard Erdrich a two-day inservice on FASD, the would be a separate class because teachers, counselor, and I were of required lab activities. But the

KETCH I KAN,ALASKAMost struck by the similar profiles of our students would all move to science seventh-graders make a quick ad- struggling students and FASD chil-class together. Instruction in class- justment from the self-contained dren. Many kids diagnosed with room skills and organizationa classroom of elementary school to FASD are overlooked and untreated. particular challenge for this group the hectic pace of middle school. Often identified as "conduct disor- of kidswould be an important They move from class to class, dered," these kids occasionally are component of the curriculum. subject to subject, with relative picked up under the umbrella of Based on research findings on ease. But for some students, the special education, but they don't small schools and middle schools exciting newness of middle school have a special designation under that show the importance of rela- Principal Richard Erdrich fades into confusion as they travel federal disability laws requiring tionship-building for adolescents, Schoenbar Middle School from one room to the next every appropriate accommodations. this program would give students a 46 minutesbumping shoulders We learned that students with chance to bond with one academic on the carpet or plop into beanbag with 400 other students surging FASD have a greater need for rou- teacher instead of trying to forge a chairs to work or listen. through the hallways, adjusting to tine and structure in their educa- relationship with three separate It wasn't long before math scores a new teacher and a new group of tional experience than other children. subject-area teachers. And transi- started to rise. Students began read- classmates every period. Every- But we were very aware of the flip tions from subject to subject would ingand enjoying it. Self-esteem thing becomes blurred, distracting. side of the coin: That we need to be accomplished without frequent was up. One eighth-grader with a Finally, as the D's and F's pile up, make our classes active and en- four-minute dips into hectic hall- "Linus syndrome"he needs to be many of these students drop out in gaging to hold students' interest ways and the constant struggle to wrapped in a blanket to feel safe discouragement. and attention. As teachers, we were be in the right place at the right time. had a place where he could cocoon Staff members here at Schoenbar being pulled in two directions. Subject matter would not be wa- without ridicule. Of last year's orig- Middle School were all too aware While part of the class needed tered down: In keeping with district inal group of 20 seventh-graders that academic failure loomed large stimulation, the other part of the curriculum and state standards, ac- who got only 12 weeks in the for many students who entered mid- class was being pushed over the tivities would be challenging and program because it didn't get off dle school unprepared to function edge because we were overlooking goals would be high, yet reachable. the ground until spring-15 moved in a multiperiod, multiclassroom the need for quiet and calm The students would still have a top-to the eighth-grade program. This environment. We were retaining an tough to achieve with 32 middle quality educational experience de- year's group should do even better average of six to eight students a schoolers. signed and delivered in sync with after a full year in the program. year at both the seventh and eighth the unique needs of this population. The program has been partially gradesfar more than we were A SEPARATE PEACE. We set To identify students for the pro- funded by a FASD grant from the willing to accept. about to design an alternate envi- gram, a referral form was developed state education department. To be In search of solutions, we set out ronment for these students who so to serve as a rubric. Staff, students, sustainable, however, it will need to identify traits that are congruent clearly learn differently from others. and parents were asked to rate stu- financial support from other out- among these students. They: We talked to local agenciesGate-dents in 10 areas, including atten- side agencies. Our hope is to even- Lag behind grade level by one way Center for Human Services dance, organizational skills, work tually provide training to other to two years and Ketchikan Indian Corporation habits, learning rate, ability to follow educators, parents, and paraprofes- Frequently fail classes in basic that might partner with us, and directions, social skills, distractibil- sionals who want to implement a subjects sought their input specifically re- ity, and tardiness. Two key ques: similar program for their students. Struggle to complete work garding how students with FASD tions were also asked: Was the If we as educators are to be suc- Have poor organizational skills, learn. We also got inservice train- student more than one year below cessful with a student population often failing to turn in work that ing on techniques geared for this grade level? Was the child likely to with diverse educational, emo- they have completed population. fail academic classes without the tional, and physical backgrounds, Have poor attendance and With those techniques as a focal assistance of the program? we must make changes in our frequent tardier point, we decided on a home-room delivery. It took many months of Are likely to have been retained model for our FASD kids and oth- SECURITY BLANKET. The pro- thinking outside the box to come in an earlier grade ers with similar learning problems, gram that emergedStudents Tak-up with a program geared to stu- At about the same time, the some with identified learning dis- ing Academics Responsibly (STAR.) dents who can't cope with the Alaska Department of Education abilities. They would spend three provides a self-contained class- stresses of a traditional school and Early Development, in cooper- periods in a core classroom for room for up to 20 students with a environment. We believe this pro- ation with community organiza- reading, writing, math, and social full-time teacher and instructional gram sheds a new and promising tions, began working with school studies. They would then transition aide. The atmosphere in class is light on serving students with districts to combat FASD (Fetal to other subjects, such as PE, shop, comfy and nurturingkids sprawl learning disabilities. UI 156 NW Education / Spring 2003 NWREL BOARD OF DIRECTORS

John Pugh Sharon D. Parry (Chairperson) (Vice Chairperson) Chancellor School Board Member University of Alaska Southeast Idaho Falls School District

NORTHWEST EDUCATION Henry Beauchamp Richard McCullough Executive Director/CEO Superintendent Yakima Valley Opportunities Snoqualmie School District (\VA) Quarterly magazine of the Industrialization Center (WA) Northwest Regional Educational Laboratory Dr. Bill McDiarmid Dr. Teresa Bergeson Boeing Professor of Teacher Education Chief Executive Officer: Washington State Superintendent University of Washington Dr. Carol F Thomas of Public Instruction Dr. Elmer Myers Susan Castillo Issue Editor: Superintendent Oregon Superintendent of Public Instruction Lobo Elementary School District (MT) Lee Sherman (Elect) David J. Parker Associate Editors: Jerry Colonna Elementary Principal Lee Sherman, Denise Jarrett Weeks Superintendent Kalispell School District (MT) Redmond School District (OR) Contributing Writer: Ted Popplewell Catherine Paglin Dr. John Davis Principal Superintendent Oregon Trail Elementary School Bering Strait School District (AK) Graphic Production: Twin Falls (ID)

Dr. Shirley Holloway FINALA9 Lawrence Rigby Alaska Commissioner of Education Superintendent and Early Development THE ASSOCIATION Soda Springs School District (ID)

OF EDUCATIONAL 0 Dr. Marilyn Howard PUBLISHERSO cr Barbara J. Riley Idaho State Superintendent of Public ZC44347 Project Director Instruction Women's Opportunity and Resource ACHI Development, Inc. Steven Jacquier Missoula (WA) Teacher Southwest Region School District (AK) NORTHWEST EDUCATION Roger G. Wheeler Businessman can be accessed on NWREL's Web site: Dr. Michael Jaeger Pocatello (ID) www.nwrel.org/nwedu/ (Immediate Past Chairperson) Dean, School of Education and Business Estella Zamora Eastern Oregon University This publication is based on work sponsomd wholly or in part by the U.S. Department of District Court Interpreter/Coordinator Education under contract number ED-01-00-0013. The content of this publication does Caldwell (ID) not necessarily reflect the views of the department or any other agency of the U.S. govern- Nancy Larsen ment. This publication was not printed with government funds. Articles and information Elementary Teacher in this publication are in the public domain and may be reproduced and disseminated Coeur D'Alene School District (ID) without permission. Please acknowledge NWREI. as the source. Richard Mauer School Board Member PRINTED ON RECYCLED PAPER Delta-Greely School District (AK)

Linda McCulloch Montana State Superintendent of Public Instruction Watch for coming issues

Summer issue Discovery Learning: Lessons From Lewis and Clark Fall issue Information Central: The School Librarian in the 21st Century Winter issue Compound Interest: Business and Philanthropy in Education Reform

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VOLUME 8 NUMBER 4 SUMMER 2003 ARTICLES

Historical Inquiry When kids study history like historians docharting some of their own learning by reading primary documents, visiting historic places, and pursuing investigations of their own theoriesthey find history to be alive with meaning.

Course of Discovery ODEISi6aDUEMOICS3 oC4r.. 0,(13MOSPOCC 8 All along the Lewis and Clark trail, teachers and students are using 21st century technology to explore their communities' past and present discovering the changes that have taken place since the Corps of Discovery journeyed by 200 years ago.

On the Trail of History in Montana 14 Crossing great distances of time and place, six rural teachers and their At, students plunge together into the enduring lessons of Lewis and Clark.

ON THE COVER: Right Under Their Noses Montana's Square Butte with insets of the statue of Nose-to-needle, finger-to-leaf, students in a Portland ethnobotany class Sacagawea with child in Portland's Washington Park, learn about native plants of the Lower Columbia River region by tending yucca flowers from the Missouri Breaks, and portrait of Montana teacher Charlie Brown as Corpsman "Joseph their own native plants garden, studying Meriwether Lewis's journal and Fields" by Denise Jarrett Weeks. Inset of sketches from other sourceseven putting canoes into the Columbia RiVer to explore one of the Corps of Discovery journals is courtesy of the the flora of its banks. Lewis and Clark National Historic Trail Interpretive Center, Great Falls, Montana.

Quotations of Meriwether Lewis and William Clark that Native Plants, Native Knowledge appear throughout the magazine are from the 13-volume 4An Indian education specialist and expert herbalist, Judy Bluehorse The Journals of the Lewis and Clark Expedition Skelton goes into classrooms and fields with students and teachers, edited by Gary E. Moulton and published by University sharing her broad knowledge of native plants and their uses. Along the of Nebraska Press in 1983, as well as the online version of the same title (http://lewisandclarkjournals.unkedua way, she helps them gain a deeper understanding of Native American cultures and knowledge of the natural world.

Expeditions in Learning 26On the Washington side of the Columbia Gorge, high school students are taking part in a new project-based courseThe Lewis and Clark Expeditionthat administrators see as the leading edge of the school's wall-to-wall reform. Many Nations 30A Canadian teacher and his multicultural students in Woodburn, Oregon, are learning about Lewis and Clark's passage across the continent, where people of many nations were shaping history.

DEPARTMENTS 34 Resources 36 First Person The stories of the Lewis Hawthorne's, says historian and Clark expedition James P. Ronda in his clas- draw many of us in as in-sic, Lewis & Clark Among the exorably as the Corps of Dis- Indians. For Ronda, a book covery paddled and pulled itsset him onto a new course canoes across the continent. of scholarship. After reading Poi- me, the first good tug Passage Through the Garden:of them he wrote. It seems was reading Stephen Am- Lewis and Clark and the just about anywhere along brose's book, Undaunted Image of the American North-the trail to Lewis and Clark, Courage. which spun Lewis west by John L. Allen, he fo- you'll find McClure's foot- and Clark's journal entries cused his research on the prints: in classrooms, at into a gripping narrative. Not roles Native people played in workshops, and trailside. at all a history buff, I bought the expedition. "Books makeEihe book that started it all for the book because newspaper a difference; reading changes McClure was Lewis & Clark: reviews had made Ambrose's lives," Ronda says. The Journey of the Corps of storytelling sound irresistible.Ighile the course of my life Discovery: An Illustrated His- It was. I read it at bus stops didn't change, I did begin to tory by Ken Burns and Day- and lunch breaks. I read it in cross paths with others who ton Duncan. the evenings; in the morning were also drawn to this story. started writing in the mar- with my coffee. I read pas- Later, joining the editorial gins about all of the things sages to my husband: team of Northwest Education,we teach in school that fit "Honey, listen to this: The I "inherited" this issue of the with this story," he says. men's labor was...such that magazinewith its Lewis andThink of President Thomas each private ate as much as Clark themefrom former Jefferson's 16-page instruc- nine or ten pounds of meat editor Suzie Boss. Though tions to Meriwether Lewis as per day.' Can you believe moving on to a new job, she today's education standards. that?!" was easily persuaded to write The math, science, writing, I jhe high adventures the the lead feature story on Pageand social skills the Corps Corpsmen described in their 8.I met with NWREL's Patri- members needed for the suc- journalscapsizing boats, cia Nida, who helps teachers cess of the mission aren't attacking grizzly bears, integrate expedition stories dissimilar to the skills kids thrilling encounters with Na- into classroom learning, and need today to succeed in life. tive peopleare page-turners,she told me about the redis- Think of the teamwork and but it is the small detail that covery of 100-year-old student leadership. The cultural diplo- brings the humanity of the portfolios that commemo- macy and understanding. trek to me most vividly: their rated the centennial of the Igo me, you can take just any meals, their stomach upsets, expedition. Nida has written part of the story and make it Lewis's careful ministration ofabout these treasures on leap back into the curriculum," Sacagawea's "female trouble," Page 36. says McClure. "It's reality- the power of an old Nez Perceliken I fell in step with Larry based learning." And what woman to reassure her tribe'sMcClure. He's education liai- makes the story of the expe- men that Lewis's small band son for the National Council dition most real are the jour- was peaceful. of the Lewis & Clark Bicen- nals, those books that Ilhe images stayed in my tennial, a member of the Ore- changed the course of history mind long after I'd finished gon Chapter of the Lewis & and, 200 years later, are still Ambrose's book. Clark Trail Heritage Founda- changing lives. jow many a man has dated tion, and recently retired from Denise Jarrett Weeks a new era in his life from the NWREL. Many of the story jarrettd@nwreforg reading of a book?" ideas in this issue of North- Uhe question was Nathaniel west Education are his: two "History educates in the deepest sense...teaching us those virtues once reserved for the- ologythe virtue of humility in the face of limits to our knowledge and the virtue of awe in the face of the expanse of human history" Sam Wineberg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999

By Denise Jarrett Weeks

I I. . I I . I 'II I I

162 "literary expedition" is how President Thomas Jef- HISTORICAL INQUIRY ferson envisioned Meriwether Lewis and William The diverse stories surrounding the history of the Lewis AClark's mission, writes James P. Ronda in his and Clark expedition, and the ever-increasing availabil- classic Lewis & Clark Among the Indians. ity of primary source documents on the Internet, create "Lewis and Clark were to gather material for ... the an exciting catalyst for change in the way history is taught, empire of the mind, the kingdom of knowledge," he some say. And none too soon. writes. "Jefferson wanted the expedition to make a last- Historian Ira Berlin states bluntly in an essay for the Or- ing contribution toward the scientific understanding ofganization of American Historians (www.oah.org/pubs/n1/ North America." 2002aug/berlin.html) that the nation is experiencing "a Guided by President Jefferson's list of questions aboutdeep crisis in history education." all manner of phenomena they would likely encounter, the Student performance on the U.S. history portion of captains prepared to investigate the indigenous people, the National Assessment of Educational Progress (NAEP) plants, wildlife, and weather of the regions they would be in 1988,1994, and 2001 has been consistently poor. On passing through. the latest NAEP, more than a third of fourth- and eighth- They charted their own ethnographic and scientific graders, and nearly 60 percent of 12th-graders, didn't course, gathering data and interviewing primary sourceseven achieve Basic, the lowest level ranked. of information: Indians, trappers, and traders. They used The NAEP results come after at least a decade of vigorous the most advanced technology of the day. They consulted debate and research about how history should be taught scientific literaturelugging a small but precious li- in the schools and what content should be included in the brary with them every step of the trek. And through it all, curriculum. In 1987, the Bradley Commission on History they wrote and wrote. in the Schools spurred a reform movement in history ed- To read the journals and jottings of the diarists in the ucation. At the same time, an increasing number of Corps of Discovery is to be pulled into the gale of time, researchers in diverse fieldshistory, education, psy- to the rivers and their banks of 200 years ago. Their chologywere beginning to study the teaching and learn- writing is descriptive, immediate, often humorous, and ing of history. In 1992, the National Council for History alive with human feeling. Standards was established, and after rancorous dispute The journals of Lewis, Clark, and Corps members about how best to represent the nation's history, voluntary Charles Floyd, Patrick Gass, John Ordway, and Josephnational history standards were released. Whitehouse invite students of history to "discover" the past Yet, none of these developments has addressed a per- by doing historical inquiry as historians do. sistent problem: a great number of teachers teaching Across the country, teachers and students are taking thehistory when they haven't formally studied history them- opportunity of the bicentennial of the Lewis and Clark ex- selves. Too many are struggling to cover simply what's in pedition, 2003-2006, to rediscover their nation's early the textbook and are unable to "bring history alive" for history and the changes that have occurred during the past students. 200 years. Through historical inquiry they are learning Indeed, students by and large think history involves about the events of the Lewis and Clark expedition and thememorizing a textbook's facts about people and events that consequences of it for Native people, the environment, and have no relevance to their lives. Yet, historical inquiry, as westward expansion of the new nation. it's practiced in the profession, is anything but that. It is

1G3 DISCOVERIES IN LEARNING 4

rather "an act that engages the heart," says researcher Sam Wineberg in "Historical Thinking and Other Unnatural with the results of other studies that indicate that teach- Acts" (Phi Delta Kappan, March 1999). ers with greater historical knowledge are better teachers To teach history wellto help kids see the "fun" andof history. Yet, Wilson cautions in "Research on History the meaningfulness in ityou have to know history well,Teaching," a chapter in Handbook of Research on says Diane Ravitch, former U.S. assistant secretary of ed- Teaching (2001), that the link between "good" teaching ucation who was a key player in the development of theand student achievement is yet to be firmly established. national history standards. If Ravitch, Wilson, and Wineberg are right, however, as "It seems a truism that students will not learn much his-teachers' knowledge of history grows, their overreliance tory unless their teachers know it," Ravitch writes in on textbooks should diminish. Who Prepares Our History Teachers? Who Should Pre- "They are peculiar things, textbooks," says Janet Bixby, pare Our History Teachers?, a 1997 paper published by assistant professor in the Graduate School of Education at the National Council for History Education (http:// Lewis & Clark College in Portland, Oregon. She and others 63.70.163.70/nche/RavitchSpeech.html). "It should be from the college are organizing a series of institutes and many self-evident that those who teach history should themselves other professional development opportunities for teachers have studied history." on teaching the history of the Lewis and Clark expedition. But Ravitch points to a 1996 report by the National Cen- "Historians don't read textbooks. Most of us read pri- ter for Education Statistics that showed "over half of allmary historical accounts and weigh and analyze them our- public school students enrolled in history or world civi- selves." Students should have plenty of opportunities to lization classes in grades 7-12... weretaught by teach- study history in the same way, she says, because "textbooks ers who did not have at least a minor in history." don't invite the student to create questions." With so many teachers teaching history without even a Textbooks effectively shut down historical inquiry says minor in the subject, it's no wonder, says Ravitch, they tendWineberg. While historians cite documentary evidence rel- to lean heavily on the textbook and are "unlikely to raise evant to their findings; disclose opposing views; and re- questions or pose issues or develop activities that give the veal their own judgment, emphases, and uncertainties, spark of life to the words in the textbook." textbooks do none of this, he says. Rather, they present history as a singular and incontrovertible story And this A WORLD OF DRAMA discourages students from questioning and challenging As far back as the Bradley Commission, historians and his- the content, posing and testing their own theories, and ex- tory educators have been saying that "students should enter tending their learning beyond the textbook. `into a world of dramasuspending [their] knowledge Questions "are the tools of creation," he says. Ques- of the ending in order to gain a sense of another era tions "dwell in the gap between [one's] present knowl- a sense of empathy that allows the student to see through edge and the circumstances of the past." Wineberg uses the eyes of the people who were there, says Wineberg. a wonderful phrase to describe those who are adept at his- Wineberg has worked with Suzanne M. Wilson to study torical inquiry; they are "expert at cultivating puzzle- the link between teachers' content knowledge of history ment," he says. and students' achievement in history. Their findings agree But there's another obstacle to creating "puzzlement" in

NW Education / Summer 2003 1C4 the classroom, says Bixby. "Teachers are under terrible pres- of the college's History Department, believes even young sure to cover a broad range of topics. But coverage is an- students are capable of historical inquiry. tithetical to deep historical inquiry in which you ask your "History lends itself to hands-on experimental and ex- own questions and come up with theories to pursue." periential investigations," she says. "Students can be en- Researchers Virginia Causey and Beverly Armento say, couraged to pose the questions, encouraged to hazard a "A more indepth approach would allow for more inter- guess, and then sent off to available sources to attempt to disciplinary content and encourage the development ofconfirm or correct their hypotheses." more critical thinking skills as students grow to under- The Lewis and Clark journals offer particularly rich op- stand the complex causes of events." portunities for such historical investigations, she says. "An In their chapter "Strategies for Increasing Achievement interesting topic is to get students to figure out what we in History" in the 2001 book More Strategies for Edu- learn about Sacagawea from the journals themselves and cating Everybody's Children, they write: "An indepth ap- to compare it with some of the popularizations of that proach would also facilitate the use of primary source story," she says. It's a project that her first-year college stu- documents and the exploration of social, political, eco-dents have done to good effect. nomic, and cultural aspects of events and issues." "The modern version of the Sacagawea story actually dates from the Lewis & Clark Exposition in Portland in the FROM THEORY TO PRACTICE early 20th century when supporters of women's suffrage Lewis & Clark College has moved to the forefront of saw in her a figure they could use to help celebrate scholarship about the Lewis and Clark expedition with the women in the Lewis and Clark story," she says. acquisition of several major collections of primary doc- And the historic places along the Lewis and Clark trail uments related to the Corps of Discovery, the release ofalso create wonderful opportunities for experiential an important new book for scholars, and the marshaling learning. Causey and Armento urge teachers to use the of resources and professional development opportunities community as an historical resource, saying, "The local for K-12 teachers (www.thejourneycontinues.org/). community provides opportunities for field experiences The college has partnered with the Oregon Council for that use historic places to bring history alive." the Humanities to provide a series of annual institutes and "Places have powerful stories to tell," writes Marilyn other activities for teachers during the Lewis and Clark Harper in her paper, Including Historic Places in the So- bicentennial. Teachers will be engaged in the kind of cial Studies Curriculum, for the ERIC Clearinghouse on historical inquiry that historians do: reading primary Social Studies/Social Sciences, October 1997 (www. sources, interviewing people with specialized knowl- ericfacility.neVdatabases/ERIC_Digests/ed415178.html). edge, doing fieldwork, evaluating the context of histori- Harper is an historian at the National Register of Historic cal documents, consulting multiple sources to gain deeper Places of the National Park Service. understanding of historical events and people, commu- "These places provide physical evidence of how broad nicating their findings to colleagues, and fostering a pro- currents of history affect even small communities. Sup- fessional community. plemented with primary or secondary written and visual Planners hope that these experiences will inspire teach- materials, they also teach such skills as observation, ers and better equip them to engage their own students working with maps, interpreting visual evidence, evalu- in such historical inquiry. It would mark a big shift in the ating bias, analysis, comparison and contrast, and prob- way students usually learn history, but Jane Hunter, chair lem solving." tf? 165 DISCOVERIES IN LEARNING THE MANY STORIES OF HISTORY what has happened, not just the successful outcomes. "At a certain level writing is an act of rescue," says Ronda. Knowing the 'underside' of history may help the suc- "Historians rescue and restore lost voices. The Lewis ceeding generation to cope better with the challenges and and Clark journals make that kind of rescue and restora- problems that confront society." tion possible." But he cautions: "What has so often been Indeed, Bobbie Connor, co-chair of the Circle of Tribal recounted in terms of high adventure, national triumph, Advisors for the National Council for the Lewis & Clark Bi- and male courage needs to be told again as a complex centennial and director of the Tamastslikt Cultural Institute human story." in Pendleton, Oregon, says flatly, "There is little that is cel- While the story of Sacagawea has been romanticized to ebratory about the expedition from Native perspectives." mythic proportions, much else about Native people's Speaking to a group of teachers assembled by video- contributions to the Lewis and Clark expedition as well conference for the first Lewis & Clark Weekly Showcase as their history, culture, and influence in human devel- for Teachers presented by the Oregon Public Education opment on this continent has been obscured. Network and partners, including the Northwest Regional It is here that primary historical sources can open Educational Laboratory (wwwopen.k12.or.us/oregon/lcb/ more accurate portals to the past. lcb03d.html), Connor continues: "It is in fact the case that "Again and again Corps of Discovery journal keepers the Lewis and Clark expedition is the harbinger of all ad- recorded what Native people told them about everythingverse change that will come subsequent to the mapping from plants and animals to geography and relations withand charting of our homelands." tribal neighbors.... It isthose voices that give depth and She urges teachers to find alternative sources of in- richness to the Lewis and Clark story," says Ronda. "Most formation, apart from textbooks and popular narratives, who write about the expedition now acknowledge that Na- to learn more about "the indigenous people who inhab- tive people were at the heart of the enterprise. Withoutited these homelands as homes rather than as the un- those Indian voices and views the story is at best only half charted wilderness of Thomas Jefferson's imagination." told." A good place to start, she says, is by exploring Native Historian Stephen Dow Beckham wrote the essays for peoples' "first-contact stories." Native oral histories in- and edited The Literature of the Lewis & Clark Expe- clude stories of ancestors' first encounters with white peo- dition: A Bibliography and Essays, a beautifully boundple in general, not just Lewis and Clark. "It's important book about the library's special collection at Lewis & Clark to start there," says Connor, "because we didn't all meet College. He believes that students need to learn about all our first white person at the same time. We weren't stand-,, the important stories of history, not just the glorified ver- ing on the banks of the river waiting for the explorers to sion of the making of the nation. arrive so that we could be 'discovered."' "Euro-American settlement of the American West is usu- In fact, Ronda says, "Just as Lewis and Clark explored ally presented as a great success story" of transforming the lives and cultures of Native people, so too did Indi- the "wilderness," he says. "While it is true that these ac- ans explore Jefferson's travelers and the things they car- tivities contributed to the building of a national economy ried with them....What happened from the Missouri to and have afforded prosperity, they were achieved with the Columbia was mutual discovery, shared moments of costs. Students need to weigh the costs with the benefits. exploration encounter." The responsibilities of teachers today are to try to have students see the larger context and the consequences of 1 6 (3

NW Education / Summer 2003 "EXCITING, INTERESTING, AND ENGAGING" ingfulin a word: fun. 7 Ira Berlin and other historians and history educators see In this issue of Northwest Education, you'll read cause for optimism in a major initiative ushered into the about teachers and students who are engaged in just national spotlight by senior Senator Robert Byrd of West such history learning. Whether designing model keelboats Virginia: the Teaching American History Grants Program. like those used by the Corps of Discovery on the The "Byrd grants," writes Berlin are "the single largest Missouri River or using ground-penetrating radar to public investment in history education," which may very find unmarked graves in an old pioneer cemetery, students well help to revolutionize the way history is taught in the and their teachers are rediscovering their communities' schools. In just two years, the program has infused $250 and nation's history by thinking and pursuing the million into projects aimed at building teachers' histor- adventure of learning like historians. ical knowledge and teaching skill. In 2001, Byrd's Teaching American History Grants Program was launched as part of President George W. Bush's No Child Left Behind (NCLB) education agenda. The NCLB law requires states to establish history standards and tests for all three levels of schoolingelementary, middle, and high schooland ensure that teachers who teach history be credentialed in the subject by the end of the 2005-2006 school year. It also places great emphasis on evidence-based practices and accountability. These principles are also pillars of Byrd's new program, but at its core is Byrd's abiding belief that history should be taught as its own subject, apart from social studies. "By helping teachers to develop a deeper understanding and appreciation of American history as a separate subject matter within the core curriculum, these programs will improve instruction and raise student achievement," a request for proposals states. With some eloquence, it goes on: "Students who know and appreciate the great ideas of American history are more likely to understand and exercise their civic rights and responsibilities. Their understanding of traditional American history will be enhanced if teachers make the study of history more exciting, interesting, and engaging" (emphasis added). The clear message is that history teaching should not only challenge students to learn traditional content about their country's great events and people, but make the learning of it untraditionallyengaging,, , alive, and mean- , 137

DISCOVERIES IN LEARNING 8

Educators living LEWISTON AND KAMIAH, mission, Kearney explains, "has beenProject also uses the epic story of IdahoSometime this summer, ifto infuse technology into K-12 educa-Lewis and Clark as a theme for con- along the route all goes according to plan, memberstion." And they have much to report. necting communities and bringing traveled by Lewis of Congress will sit down with a The Lewis and Clark Rediscovery a sense of adventure to the act of and Clark infuse troop of veteran explorers and hear Project involves 54 teachers from learning. about the discoveries made along a eight states spread along the route Although the Rediscovery Project their teaching route that cuts across North Amer- traveled by the Corps of Discovery. was launched at the dawn of the with modem toolsica, bound for the future. "We will Based at the University of Idaho with21st century, participants are still for exploration. be reporting back to the Congress onthe Potlatch School District serving heeding the call issued by President the success of our mission," ex- as fiscal agent, the project is one of Jefferson 200 years earlier. "Learn Story and photos by Suzie Boss plains Robert Kearney, one of the 100 Technology Innovation Chal- all you can" were Jefferson's parting leaders of the expedition. lenge Grants funded by Congress. words to the original Corps of Dis- If this scenario sounds a bit fa- Five-year funding of more than $7 covery. His message continues to in- miliar, it's no accident. Tkvo centuriesmillion has resulted in extensive spire today's educational explorers. ago, Lewis and Clark reported back professional development and the to Congress about the success of creation of new online resources to THE JOURNEY BEGINS their mission. This time around, the help teachers harness technology to Kearney, former chair of the physics explorers are all educators. Their enhance learning. The Rediscovery department at the University of 1C8 NW EDUCATION / Summer 2003 o °0 0 O° c- 0 60 OD o 0 o -

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Idaho, was toying with the idea of ing the two explorers in silhouette. of the best practices used in educa- all they saw. retirement when the chance to lead Mountain trails follow the footsteps tion today. The explorers pursued a As a scientist and an educator, the Rediscovery Project came along. they took over ancient Indian paths. powerful version of project-based Kearney appreciates the value of in- "My wife tells me I've failed at And riverfront parks commemorate learning. Real-world challenges quiry The same process that has ex- retirement," he says, sitting in an sites where the explorers switched motivated them to master new panded the boundaries of scientific office piled high with computers, from traveling on horseback to jour-skills, from making canoes out of knowledge also helps students ad- digital cameras, and other gear that neying by canoe to reach the Pacificlogs to making meals out of foods vance their understanding of new will wind up in classrooms across Coast. they had never tasted before. Their concepts. Through the Rediscovery the country. "I was never a Lewis and Clark field studies cut across disciplines, Project, he says, "We have history After a lifetime spent in Idaho, freak," Kearney says, "although I including biology, cartography, teachers, art teachers, and English Kearney was familiar with the broad know some who are. I'm more in- mathematics, sociology, languages, teachers using inquiry methods to strokes of the Lewis and Clark story terested in seeing teachers use tech- and medicine. They kept detailed explore what has changed in their You can't help but bump into re- nology for teaching and learning. journals, reminding future genera- communities over the past 200 minders of their trek in this state, That's the thrust of this project. It's tions of the power of well-chosen years. What are the changes? How which has embraced Lewis and hooked onto Lewis and Clark be- words. They learned to work as a do you go about finding out? That's Clark history as a way to promote cause that gives us a focus." team and to share leadership roles. inquiry" modem-day tourism. Highways are In a nifty metaphor, the original And they were driven by a spirit of Before Lewis and Clark began dotted with roadside markers show- Corps of Discovery employed many inquiry, a quest to describe and maptheir legendary road trip, they

PEW COPY AV 1 9ISCOVERIES IN LEARNING VitIldi59)02ifiliOP( lig Woods weaves gigiagla @Ad getra bfdloolgotiffoo MGTEU trionar mow outdoor workshop GOT middle Nat, COURSE OF DISCOVERY learned how to use all the tools that and Clark story. "Native Americans materials to use in her language their classroom to an encampment were then available to help them on saved the lives of the men in the ex- arts classes. She also saw the poten- on Musselshell Meadow. They sleep their way. President Jefferson ar- peditionmore than once," Woods tial to weave in science, social stud- in tepees, identify flora documented ranged for the nation's leading sci- understands today "But I had never ies, and other disciplines, and to by the Corps of Discovery and gath- entists to conduct pre-expedition heard that. We grew up here know- enlist parents and other community ered by the Nez Perces, and record tutorials in topics such as celestial ing nothing about the Nez Perce members. "By now, the whole com- their experiences in journals they navigation and cartography. In people." munity gets involved," she says. But make by hand. Since 2001, when much the same way, Kearney and In 1998, Woods had the brain- Woods's colleagues credit her for the Woods and two colleagues from his collaborators with the Lewis and storm of launching an outdoor project's success. This year, the Kamiah joined the Lewis and Clark Clark Rediscovery Project are tutor- workshop to provide her students Idaho Humanities Council honored Rediscovery Project, a third strand ing educators in using new tools with a hands-on learning experi- her as an outstanding teacher. has been intertwined with the first that will help them reach their desti-ence. She was inspired by attending From the start, Woods has two. "Technology has been infused nationclassrooms where all stu- a conference for middle-level educa-brought a Native American perspec- into the curriculum, allowing students are engaged in active learning.tors. Listening to another teacher tive to her project, inviting local Nez dents to capture and record the ex- Herewith, a couple dispatches from extol the benefits of getting students Perce leaders and artists to conduct perience digitally" she explains. the field. out of the traditional classroom, sheworkshop sessions. In Kamiah Although the three days spent began to ponder how she could do schools, about 15 percent of studentsunder open skies are the highlight REVISIITING HISTORY the same with her eighth-graders. are Nez Perce. Relations between of the students' experience, their Teacher Amy Woods is a product of "The classroom gets stagnant, Native students and non-Natives learning begins long before the ac- Kamiah, Idaho, a town of about for students and teachers alike," "have not always been good," Woodstual encampment. Among the many 1,000 that grew up alongside the says Woods, who splits her teaching admits. "One of our goals of the out- activities of the semester-long unit: Clearwater River and built its local duties between Kamiah Middle door workshop was to improve that." Mapmaking: Students become economy on timber. Both her par- School and Kamiah High School. As a veteran teacher, Woods adept enough as cartographers that ents were teachers, and she remem- "The appeal of an outdoor work- could see the benefits of a more they can cooperatively create a map bers "a wonderful education" here, shop is obvious. If students have an multicultural education. "Our Na- of the Lewis and Clark trail. Woods surrounded by tall trees and open opportunity to experience firsthand tive students would have a better ap-explains: "Each student begins with spaces. The closest "big" city is what they are reading about," she preciation for Lewis and Clark's role a blank sheet of paper and adds as Lewiston, about 65 miles down- says, "learning doesn't get much in history. Our non-Native students many features of the journey as they stream and with a population today more real than that." would develop an appreciation for can in five minutes. The maps are of about 30,000. Woods selected Lewis and Clark Nez Perce culture." And all students,then passed to the next student who Of course she knew the Lewis as a theme because it's part of her she hoped, would remember their has 30 seconds to add more features. and Clark party had once passed community's legacy. It's also a three days of outdoor learning as a The maps are passed in turn until this way, but admits, "I was not whopper of an adventure story, cer- capstone of their middle school every student has a chance to add aware of the significance of their tain to grab the imagination of career. features to every map." visit to this area. There was not even middle school students. "This is the For the past six years, the Lewis Natural history studies: Students a page in our history books about best survival story out there," she and Clark Nez Perce Outdoor Work- create an electronic portfolio about them." And although Kamiah's says, her bright blue eyes flashing shop has been weaving together flora and fauna that were new to public schools sit on land owned by enthusiasm. "You can watch a ver- these two strands of American his- Western science when Lewis and the Nez Perce tribe, until recently sion of 'Survivor' on TV, but this is tory. For three days in late May, timed Clark documented them. They in- Woods knew nothing about the role it. " As she dug into history herself, to coincide with the blooming of theclude scanned sketches, scientific of Native Americans in the Lewis Woods found a wealth of written camas flowers, eighth-graders movedescription, information on habitat, 170 NW EDUCATION / Summer 2003 and a quote from the Lewis and ready to embark back in 1803, or 11 Clark journals describing the species.today's astronauts preparing for a Meeting the Corps: Students draw space launch, students share the names of expedition members and excitement of gearing up for an create a life-sized model of "their" adventure into parts unknown to Corps member, including period them. dress and equipment. Students also When it's finally time to move write a paper, using at least three to Musselshell Meadow, students sources, about their Corps member. plunge into three days jam-packed For most students, it's their first with adventures. They live, breathe, major research paper assignment. and even eat history. Meals are Journaling: Students learn to use cooked in the open air. Members of journal writing to record their field the Nez Perce tribe prepare a tradi- observations, respond to what they tional salmon bake, followed by are reading, and make sketches. drumming and dancing. An expert Students personalize their own at cooking with Dutch ovens makes handmade journals, including sucha feast that doubles as a history les- features as covers made of tooled son. Forestry experts guide students copper. on field research, helping them Before they head outdoors, stu- become keen observers of nature. dents also get up to speed on using aThere are no showers, but at least a variety of technical tools. They learn few students can be counted on to about global positioning system plunge into the cold river water. To (GPS) receivers, the amazement of Woods, this is the handheld units first camping experience for at least that allow users a few students every year. "I assumed to plot coordinates all kids growing up in Idaho would and download datago camping," she says. Shaking her into computer head and laughing, she adds, Mims mapping software. out I was wrong." So basic outdoors They have a skills have been added to the lesson hands-on lesson plans. in using digital Although presenters vary from cameras and soft- year to year, some have become ware for editing cornerstones of the curriculum. A images. They learn local Nez Perce family arrives with a about protocols for string of horses to explain the tribe's gathering scientificexpertise as breeders and equestrians. data. Like mem- In 1805, when the Corps switched bers of the Corps offrom horseback to canoes to com- 6:m ml Mix &Wu litM klgia0 Millz9 No& Discovery getting plete their journey west, Lewis and MI& M7M vwx,abi i Coleman and e .ldigital @awn (WM@ CO liGatiCa /aft ED Nmi 171 DISCOVERIES IN LEARNING COURSE OF DISCOVERY

Clark entrusted their horses to the meadow, writing haiku in her jour- over time." maps," he says, "but it's all been by care of a Nez Perce named Wisted nal. "It was unforgettable," adds a For the past two school years, hand. I've used the traditional Hair. Today, members of the Nez classmate. Branting has been helping a group methods." Those methods haven't Perce tribe continue to be involved As for Woods, her favorite part of of motivated students use a variety changed much since William Clark in breeding Appaloosa stock. the experience "is getting to see theseof technologies to track the evolutionused them to chart the first maps of Other tribal members teach stu- kids in a different environment." Sheof their hometown. At Jenifer Junior the West. Branting could see that the dents how to do beadwork or make began her career teaching in the High, where he is a consultant for mapping software opened some ex- moccasins. Native women known as elementary grades, when so much gifted education, Branting cuts a citing possibilities, especially when "the gatherers" explain how medi- is still new and fresh in the lives of distinctive figure in bow tie and sus- coupled with GPS units that record cines are made from plants that stillyoung children. "That doesn't hap- penders. His students, who take his coordinates in the field, data sets grow in the region. During Lewis pen so much in the middle grades. course as an elective, describe him provided by the U.S. Census and and Clark's trek west, many of the Most of the time, you're reinforcing as the kind of teacher who "doesn't other sources, and satellite photos expedition members were exhausted and expanding on what students al-let anything hold you back," as one that can capture the smallest details and ill by the time they reached ready know You're not introducing eighth-grader puts it. "He asks us a in an aerial view. what's now Idaho. The Nez Perces so many brand-new experiences." question, then helps us along while The students at Jenifer Junior could easily have overtaken them. During the outdoor workshop, we try to find a way to answer it." High have learned to use all these Instead, they offered the weary trav- though, Woods can see her adoles- It's a formula that seems to be tools to create their comprehensive elers food and herbal remedies to cent students recapture their sense working. Students in the elective community atlas. In a series of elec- nurse them back to health. of wonder. "They share three days class won a national award last year tronic slides that include maps, pho- It may take students years to of 'alias!'" Out on Musselshell for creating a digital community tographs, and text, their atlas shows appreciate all that they experienced Meadow, they might find a wild- atlas, which traces 200 years of how Lewiston has evolved since during their three days of outdoor flower that they've never seen before.change in their hometown. The Lewis and Clark's first visit in 1805. learning. Predicts Todd Nygaard, a When they learn it's a plant that wasaward was given by the Environ- Discussions and visuals focus on counselor at Kamiah High and also also new to Lewis and Clark, they mental Systems Research Institute land use, industry, housing, educa- a member of the Lewis and Clark appreciate what it means to make a (ESRI), makers of the high-poweredtion, and other topics. (The project Rediscovery Project: "Their appreci- discovery. "They're seeing things for ArcView mapping software that the is online at www.esri.com/industries/ ation for the experience will grow as the first timediscovering new instudents learned to use to create k-12/atlas/lewiston/index.html.) they get older and have a chance to formation. As a teacher," Woods computer-generated maps. As part of Once they completed the atlas, reflect." adds, "I love to be part of those first the recognition, students presented students were ready to tackle more Students now attending Kamiah learning experiences." their project to an audience of more specific challenges that bring to- High already wax nostalgic about than 11,000 last summer in San gether history and technology. Their their eighth-grade camp out. One 200 YEARS OF CHANGE Diego. Confides one of the boys with teacher pointed them in the direc- boy says he remembers the fun of Whether he's strolling among the pride, "We've had college students tion of an intriguing local mystery: doing an orienteering activity that headstones in the oldest section of tell us we do more interesting stuff What happened a century ago, when required students to use GPS units. the Lewiston cemetery or admiring than they get to do." Lewiston outgrew its first cemetery Another shivers and describes a the Queen Anne architecture of Branting learned to use the and moved the old graves to a new spring downpour that left him homes built here a century ago, mapping software himself through setting? Who lies buried in the sec- drenched to the bone. "But dinner Steven Branting is alert for signs of the Lewis and Clark Rediscovery tion of unmarked graves? was greatI can still smell the change. "In every community," saysProject. He serves as the project's The junior high students had no salmon cooking," he adds. A girl the veteran teacher, "you can find cartographer, among other roles. "I qualms about investigating the rest- smiles and says she liked sitting in adata that will help you trace changeshave a lot of background in making ing place of their city's earliest citi-

tr 172 NW EDUCATION / Summer 2003 zens. Armed with GPS units and dig-he says. "Your role is to help studentsProject approaches its last year of ital cameras, they walked the rows of organize their thinking. Give them grant funding, participants are fo- headstones. They entered the coordi-a structure, and make technology cusing on disseminating the lessons nates of every grave dated earlier available to help them come up withthey have learned. The lead teachers than 1888, when the old cemetery their own solutions." (Descriptions are conducting inservice training was relocated. Back at the school li- of his Web Questsranging from sessions for their local colleagues brary, they used computers to gener-how a sextant works to investigating and planning intensive summer ate a database of information about Meriwether Lewis's deathare on- workshops. "The object is for teach- the 120 deceased. They used map- line at www.lewiston.k12.id.us/ ers to come in the door with a lesson ping software and satellite photos to sbrantinginewport/home.htm.) in mind and leave at the end of the create a visual representation of the In his own career in the class- week with technology integrated cemetery. More research sent them room, Branting has honed his skills into that lesson to make it better," looking through old newspapers for at differentiating instruction. His explains Kearney. obituaries. They found more than role as a consultant in the Lewiston In addition, the Rediscovery Web 50 names of those who had died schools "is not just to help teach site (http: / /rediscovery.ed.uidaho. before 1888, but whose graves could gifted students," he explains. "I'm edu/) continues to expand with not be found in the newer cemetery. trying to enrich the program to classroom resources developed by The mystery of the unmarked challenge all kids." Too many learn-this 21st century corps of educators. graves all but solved, students are ing activities have a built-in ceiling, The site has become the gateway to now preparing to take a subterranean he says. "They aren't open-ended everything from photo libraries of look by using ground-penetrating enough." His strategy is to set the sites along the trail to community radar and magnetic induction to sky as the limit, so that students stories documenting evidence of "read" the unknown grave sites. ready to take off can do so. At the change. Graduate-level courses are Says Branting: "My students have same time, he makes minimum available through a distance-learn- learned they can solve mysteries expectations clear and also "high ing arrangement with the University through technology." enough" so that all students will of Idaho. Branting continues to pose ques-have to stretch to reach their goals. The big lessons learned through tions that get studentsand teach- "I\vo centuries ago, President the Rediscovery Project will live on, ersexcited about learning. For Jefferson sent the Corps of Discovery Kearney predicts. Every community the Lewis and Clark Rediscovery west in pursuit of interesting ques- in the country has seen "an enor- Project, he has created a series of tions: What's out there? What can mous amount of local changes" Web Quests that challenge students you learn about plants, animals, since the day when Lewis and Clark to use online sources to solve mys- people, rivers, resources? Today, sayS first set their sights on the West. teries. He also conducts professional Branting, every community can still "And looking at change offers an development workshops for his col- find good questions to investigate. interesting way to get kids focused leagues about how to design a good And in the pursuit of answers, stu- on using technology to help them Web Quest so that students will use dents will experience the thrill of learn," Kearney says. When you turn inquiry methods to reach their own "learning all you can." kids loose with a good question and conclusions. the right tools, he adds, "they just "As a teacher, you don't want to THE ROAD AHEAD mow you out of the way." 1=1 give the students too many answers,"As the Lewis and Clark Rediscovery

DISCOVERIES IN LEARNING 1.7.3 Crossing great distances of time and place, six rural teachers and their students plunge together into the enduring lessons of Lewis and Clark.

STORYAND PHOTOS BY DENISE JARRETT WEEKS

THE GOLDEN MANGLE, you've a thrill in store. Only at the culture teacher at the Denton feetwould come together season- MontanaThey're called the instant you reach its precipice do you School, Mapston speaks knowledge- ally to hunt buffalo. Missouri Breaks: deep incisions realize you've arrived at one of the ably about the natural and cultural The river breaks that cleave these formed by the retreat of the glaciers breaks, where the ground plunges history of this landscape. ancient hunting grounds inspired and the waters of the Missouri River below to the river or to one of its Pointing north to a distant Meriwether Lewis to write that they watershed. Here, you can see sculpt- tributaries. Here, just outside Dentonrange, Mapston says these are the were "seen of visionary inchant- ed cliffs of variegated browns, sand- east of Great Fallsthe exhila- Bears Paw Mountains where Chief ment." Both Lewis and William stone spires, and rocky shorelines rating abyss is courtesy of Arrow Joseph of the Nez Perce tribe surren-Clark would name tributaries that awed even the intrepid Lewis Creek, a Missouri River tributary. dered to the U.S. Army in 1877. Nod-the Judith and Marias rivers and Clark. "Upside-down mountains" is ding east toward the rolling plains, after favorite cousins. If you're near the breaks in how Ken Mapston describes the he says this is where Indian tribes But Lewis also deemed this terri- springtime and can make your way breaks to an astonished visitor. An from all over the regionNez tory the "Deserts of America," doubt- across the stubble of winter wheat artist, lifelong resident of the region, Perce, Kootenai, Salish, Cheyenne, ing whether "any part can ever be that disguises a thick carpet of mud,and recently retired vocational agri- Sioux, Assiniboine, Peigan Black- Settled, as it is deficent in water,

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74 1) Cindy Mapston's students clamber onto a cottonwooda tree frequently used by Lewis and Clark for canoesto show off their model boats. 2)Front: Jace Jelinek, Guy Forbis, Karyn Pegg. Standing: James Brentley Gremax. Back: Jenna Bokma, Michelle Melton. Timber & too Steep to be tilled." Four years ago, Cindy Mapston !IL her students to collapse time by tak- He couldn't have been more joined five other teachers from the ing on the personae of Corps of Dis- wrong. Today, from the air, one can cooperative in a project that has led - covery members, investigate why the see that the Montana plains are a them along their own journeys of boat failed, and design and build a Mondrian canvas of winter wheat, discovery On a winter day when foul better one. barley, and hay fields. The soil is the weather had closed the airports, the Crowded into the computer lab richest of clay loam. Thousands of six teachers met for the first time as this morning are "York," "Charbon- miles of irrigation ditches funnel they climbed into a van and set out neau," "John Ordway," "Patrick water from the rivers to the crops. down the highway for Moscow, Gass," and other Corps members Anheuser-Busch is a big buyer Idaho. There they would meet other dressed in fur and peaked hats and around here. And Angus and Here- teachers from schools spanning the "buckskin" coats. ford cattle, instead of the vast herds length of the Lewis and Clark trail, "George Drewyer" (aka Karyn) of buffalo and elk of Lewis and from St. Louis to Astoria, for the It's now spring of the fourth year slides into a chair at one of the ta- Clark's time, now graze on the kick-off of the Lewis and Clark of the grant, and Cindy Mapston's bles to put finishing touches to her grasslands. Rediscovery Project. The road trip fifth-graders at the Denton School team's blueprint, though their "Things have changed," says sealed a bond among these rural are looking backward, into history. model boat is already finished. The Mapston, "very much." Montana teachers. By the time they They've been trying to solve the Endurance, a handsome keelboat, Nevertheless, this stretch of the pulled into Moscow, they knew they problem Meriwether Lewis had in rests on the tabletop, its sails in Lewis and Clark trailperhaps 300 were embarking on friendships as putting together his collapsible seemingly full blow miles from the Yellowstone to the well as professional growth. "iron boat." The men of the Corps Mariasis the least changed of the The five-year project, a federally of Discovery had hauled the iron entire route. Tourist guidebooks still funded Technology Innovation frame all the way from Harpers warn travelers that it's difficult to Challenge Grant, aims to help teach-Ferry, Virginia, to the Great Falls of visit the Missouri Breaks. There are ers master technology and foster its the Missouri in Montana. The idea few roads and the hiking is tough. use in teaching and learning. Using was to assemble it after they'd For residents, isolation is both a the impetus of the Lewis and Clark portaged 18 miles around the five blessing and a challenge. For Ken bicentennial, teachers and their stu- great "cataracts" of the river and Mapston and his wife, Cindy, an dents examine life along the historictransfer their supplies from the elementary teacher at the Denton and present-day Lewis and Clark heavy wooden canoes into the School, it's a 90-mile drive to go trail, using technology to study locallighter weight iron-frame boat. But grocery shopping in Great Falls. segments of the trail as they were they couldn't concoct a reliable Other team members gather at The Denton School, a K-12 200 years ago and as they are today. sealant from materials on hand to computers, preparing PowerPoint building with 131 students, is part keep the elk-and-buffalo skin boat presentations that will display digi- of the Golden Triangle Cooperative. from taking on water. With great tal photos of their models and enu- About 35 rural school districts, disappointment, Lewis abandoned merate the innovative features of arrayed across 40,000 square miles it, instructing his men to bury it their boats. Anticipation is high, as in north central Montana, pool along with other "trivial articles." they'll soon be meeting Meriwether resources and expertise to address Never again mentioned or found, Lewis and President Thomas Jeffer- curriculum, assessment, and profes- the iron boat has inspired mystery son (their costumed teachers) who sional development needs of the 50 and speculation. will hear them out as they attempt member schools. And it has inspired Mapston and to convince the men that their boat

DISCOVERIES IN LEARNING liEST COPY A AULABLE 173 is of superior design for the river of their model boats and practicing that draw on the resources of the the previous iron boat?" expedition. their oral presentations. World Wide Web (http://webquest. Clark/Megan: "This one's bigger. But this morning, there's a hitch QUESTING sdsu.edu/). And if the middle part breaks, you in the plan. Frustration is rising at Being resourceful is the only way to In the "Iron Boat Quest," can take out the middle part and one of the computer terminals, and get by for teachers and students at (www.gtcontorg/webquests/cindy/ hook the other two parts together. Mapston goes to give aid. itivo Corps small schools with few resources teacher_page.html), students learn And you can break it down into a members are struggling to save an and isolated by great distances. all they can about Lewis's iron boat lot of little pieces if you have to cross image to their Power Point file. Cindy Mapston spends long nights and theorize about why it failed. To the mountains." "Images do that, they're huge," writing grant proposals to such fund-test their theories, they build models Charbonneau/Josh: "What hap- says Mapston reassuringly. "That's ers as Albertson's Foundation and of the iron frame using materials pens if you come in touch with the why saving to the server is best. the federal Rural Education Achieve-found in 1805. They create model French or Spanish armies?" Where are the two best places to ment Program. Grants have enabledboats of their own design and test York/Robert: "The cannons are save?" her to expand her school's resources.their seaworthiness in a nearby pond.super-graded so they can do lots of In unison, "William Clark" and She's become the educational tech- They form "boat manufacturing damage." "George Shannon" (Megan and nology expert in her building by de- companies" and prepare sales pre- Charbonneau/Josh: "How many lylyn) reply, "To the server and to fault and determination, and, as a sentations, advertising campaigns, gifts will you be able to store for the the disk." participant in the Rediscovery Proj- and mock patent applications to Indians?" But the disk is full and the ect, she facilitates online teacher market their boats. York/Robert: "TWo hundred school's server is down, so Mapston training programs that help other Throughout, they're learning packs of beads, and they love metal has them save their image to the Montana teachers become more history, math, science, technology, knives so we're going to pack 20 of desktop for the time being. skilled users of technology. language arts, fine arts, and wood- them." "Hopefully tomorrow the server She's also participating in and metalworking. They research PROBLEM SOLVING will be up," she tells the girls. another major project with other books and online sources, interview In the five years of the project, Map- teachers in the Golden Triangle Co- experts, visit museums, and do ston's seen her students' standard- operative, which has won a coveted plenty of hands-on activities. This ized test scores go up, particularly in Teaching American History Grant. project-based learning approach math, science, and history And she's The grant aims to raise teachers' also hones life skills, says Mapston, seeing something else, too. knowledge of the nation's history such as critical and independent "I'm not just teaching them and sharpen their skills in present- thinking. American history, but to work coop- ing it to students. Much of what the There's quite a bit of thinking erativelycitizenship, cooperation, teachers have learned through the going on right now, as a matter of kindness, things they'll need to Rediscovery Project, they'll apply to fact, as team members huddle con- know when they go beyond Denton the objectives of this new grant. spiratorially in the far corners of the School," she says. Learning in this For the Rediscovery Project, classroom. With whispered urgency, active, cooperative, and cross-disci- Mapston has created a Web Quest of they're preparing their presentation plinary way allows even her special- her iron boat curriculum for grades strategies while being careful not to needs students to excel alongside In the resourceful spirit of the 5-12 that's aligned to the curricu- give away any trade secrets. their classmates. And every student's original Corps, the students leave lum standards of the Golden Trian- Josh, as Charbonneau, closely resilience and persistence have been the computers for the day and go gle Cooperative and includes an questions his mates about the fea- tested by unexpected obstacles. back to their classroom to imple- assessment rubric. Web Quests are tures of their boat: "Mr. Clark, does Now, as seasoned problem ment Plan B: testing the buoyancy inquiry-oriented learning activities this boat have any upgrades from solvers, they know to always have a

NW EDUCATION / Summer 2003 17G 1) Front: Josey Carter, Tylyn Newcomb, Thane Melton, Jordan Lahr. Back: Jenna Bokma, Michelle Melton 2)Joshua Ploranie, Megan Ray, Robert Todd 3)Fairfield High School teacher Charlie Brown (as Corpsman "Joseph Fields") with students Chase Brady and Brian Watson. 4)Jeredene Mayfield coordinates the Re- discovery Project for the Golden Triangle Cooperative. Plan B. For example, if their model Today, the Medicine is known as They created a virtual tour 17 boat had failed its test-launch, "team the Sun River. Girdled by dams, it's through modem Vietnam, from the members had a plan for how to the primary font for waters that flow war to today. In the WebQuest, stu- make their presentations even if through some 60,000 miles of irri- dents explore nine citiesfrom the their boat sunk," says Mapston, "and gation ditches. The waters feed port city of Ben Tre, through Ho Chi that was to say how they solved it." 91,000 acres of wheat, oat, barley, Minh, to Halong Baygathering If delving into the lives, hard- alfalfa, silage, and pasture along photos and data depicting the effect ships, and triumphs of the Corps of the river and its tributaries. of the war on the communities and Discovery has taught them nothing. In the farming town of Fairfield, what those cities are like today listened to the Indians they'd have else, they've learned this: "They Charlie Brown teaches history at the (http: / /gtccmt.org/webquests/ known exactly what to expect. The know there are a lot of ups and high school and is a member of the chuck-students/Brian-Chase_files/ Indians tried to tell them everything. downs in life," Mapston says. Lewis and Clark Honor Guard, a frame.htm). Ultimately, everything that the Indi- group of men who do historical As they talk about their project, itans did tell them turned out to be research and reenactments of the so happens that today, March 19, is true." Corps of Discovery. Brown's chosen the first day of the war in Iraq. The This raises the question: What's Corps member is Joseph Fields, an students pause for a moment, con- the role of technology in human expert hunter who accompanied sidering these disparate U.S. militaryrelations? Lewis up the Marias. Today, dressed expeditions into "Indian Country," "Face-to-face contact is really in full Honor Guard regalia, he is Vietnam, and Iraq. good, because you can correspond showing visitors some of the high "It does have a parallel, not per- your ideas and talk things out," says On their eastward journey technology the Corps members used fectly parallel, but there is one," saysBrian. "But with technology, being home, Lewis and a scouting in their expedition: chronometer, Brian, who is already a reservist in able to communicate over the Inter- party passed near today's sextant, rifle, and gunpowder horn a military press camp. On weekend net, with video equipment, whatnot, community of Fairfield. and tamp. Looking on are two of hisduty, he's learning broadcast jour- it makes it nice because there's some They hoped to follow the students, Chase and Brian, seniors nalism, using state-of-the-art digitalthings that you can show easier on a Marias River to the 50th who fully expect to be using 21st technology. video." parallel, effectively extend- century technology in their chosen Though spread over 200 years, Charlie Brown says the Internet ing U.S. territory. Along the careers. Chase is going into fann- each of these three missions had to has been indispensable to teachers way, they came upon a stun- ing; Brian into the military. contend with the reality of geogra- involved in the project. "That's how ning sight: an immense COMMUNICATING phy and physics. "Just the technol- we were able to communicate, the number of buffalo blanket- The students have gotten a solid in- ogy's changed is about what it comessix members of our Rediscovery ing the plains. troduction to computer technology down to," says Brian. "Nowadays, Project. We used the Internet, we "I sincerely belief that in Brown's history class. Like some we aren't going in so blindsided, used ICQ.com, we used Yahoo there were not less than 10 other students in the Rediscovery because we have satellites and every- Groups, Yahoo Chat, listservs. We're thousand buffaloe within Project, Chase and Brian created thing; we know what's out there. It's hundreds of miles apart and we're a circle of 2 miles," wrote a WebQuest for their classmates not like Lewis and Clark, they had in better communication than some Lewis. They immediately to embark on, but they diverged no idea what to expect." people in the same building. We killed one particularly fat sharply from the Lewis and Clark Except, says Jeredene Mayfield, were on the Internet every Wednes- bovine and made a dinner trail. Instead, they explored a very coordinator for the Golden Trian- day night," says Brown. of it beside Medicine River. different U.S. military undertaking gle's Rediscovery Project who's visit- "We just set aside that time in in Vietnam. ing today, "if Lewis and Clark had our lives," says Mayfield, "to ask

EST COPY A AMIABLE , I7 DISCOVERIES IN LEARNING questions and sometimes we just ity, and levels of oxygen, nitrogen, ence and technology. "They need to needed to tell a joke." alkalinity, and pH. Pulling nets know what the results mean. How "Or vent," Brown adds. through the currents, they scoop out does that fit into our ecosystem?" "Yeah, or vent," says Mayfield macroinvertebratesthe midge Even before signing on with the with a laugh. ( larva, mayfly and damsel nymphs, GLOBE project, students had grown Chase observes, "It makes the and myriad othersand place to know their creek and its critters world a smaller place," but he's not them in plastic tubs where they pretty well through Team Trout, a convinced that's always a good are classified and counted. unit Ayers has taught for several thing. Closing the distance among It's a global effort, all this data years. They start the unit by taking people around the globe through gathering. And the sixth-grade stu- a look at the tiny wriggly creatures technology can also close the differ- dents of Mark Ayers at Cut Bank that inhabit the currents and pro- ences that make a culture distinct, Middle School and Tammerah vide nourishment to the trout in he says. *AP Robertson at Meadowlark School the creek. Yet, as a future farmer, Chase in Shelby are rightly proud of their "Most kids have never looked at is eager to use technology to help *-- I contributions to science. macroinvertebrates, so it just grabs make his farm efficient and envi- They're following protocols set their interest," says Ayers. "Now that ronmentally sound. These days, he rs. out by Global Learning and Obser- we have them hooked, so to speak, says, farmers can use satellite imag- CUT13ANK vations to Benefit the Environment we teach them how to identify them. ing to locate and identify species of SHIELBU (GLOBE). GLOBE is a worldwide Then we count them. Once you weeds, for example, enabling them program in which students from 95 count them and figure out how to treat precise areas with limited T\A,To weeks after their feast countries collect data on the atmo- many species, what does that mean amounts of herbicide. of buffalo on the Medicine sphere, lakes and streams, soil, to this stream?" Becoming aware of the potential River, Lewis and his party plants, and animals and submit His students have learned to uses and misuses of technology mayforayed to the end of the them to a database where the find- classify the creatures into three types be one of the most valuable aspects Marias and up its tributary, ings are analyzed by scientists according to their sensitivity to pol- of bringing technology into the class-Cut Bank Creek. By now around the world (www.globe.gov/). lution: Red Bug (sensitive), Blue room. Brown has seen the benefits toconvinced that neither river But here, along the eastern edge Bug (somewhat tolerant), Brown his students every year of the Redis- reached the 50th parallel, of the Blackfeet Indian Reservation, Bug (highly tolerant). covery Project, but, as an historical he, nonetheless, tried for twowhat students really want to know "That seems to help them to reenactor, he also knows the power days to make celestial obser-is: Is the creek healthy? Has it been understand what it means to find of real-time, hands-on learning. vations using a chronometerdegraded since Lewis and Clark that macroinvertebrate. GLOBE just "As a reenactor, I'm able to and sextant to fix his loca- passed through here 200 years ago? teaches you: This is a mayfly. This is bring firsthand research to the stu- tion, but clouds foiled his They know that the macroinverte- a stonefly. Names are one thing, but dents as far as what Lewis and Clark efforts. He named the spot brates are the "canaries" of the our kids can go out and say, hey, were all about," he says. "I can Camp Disappointment. stream, that their numbers and vari-that's a Red Bug. They know it's sen- actually show them the dress, the Today, middle school students ety are a good indication of whether sitive to pollution, so that's a good guns, the other accoutrements that from the towns of Cut Bank and the waters are healthy or polluted. one to find. If you find lots of Reds, they had with them. It brings the Shelby have had better luck taking "We report data to GLOBE, but it means the stream is fairly healthy." history to life for the kids." scientific readings along Cut Bank we also want to know, what does So, when the class first started Creek. They wade into the cold wa- that mean to us, in Cut Bank, Mon- collecting data for GLOBE, they were ters to measure temperature, turbid- tana?" says Ayers, who teaches sci- already expert in identifying and

NW EDUCATION / Summer 2003 ?, 178 1,2) Teachers Tammerah Robertson and Mark Ayers engage their students in scientific readings of the creeks and atmosphere of their neighboring towns. 3) Students classify and count macroinvertebrates to gauge the health of Cut Bank Creek. 4) "Learn to use, then use to learn" is the philosophy of technology teacher Jennifer Schlepp. OEM 111.1011111101.1MI And they're famous, sort of. A their burgeoning technology skills 19 public TV and radio series on educa- by working on projects that culmi- tional technology, called PT3 Now nate with public presentations. (www.pt3now.org/), taped Ayers's "Everything we do in technology and Robertson's students one cold, class is presentation based," says bright day as they fanned out across Schlepp. the creek collecting data for GLOBE. The progression goes something The video shows students as they like this: In sixth grade, students hold their scientific instruments A day's horse ride from learn the basics of Word and Inspi- under the water and up into the Camp Disappointment, ration, a concept mapping program counting macroinvertebrates. And atmospheremeasuring, count- Lewis and his men had their (wwwinspiration.com/). Then, in they go even farther, moving on to ing, analyzing. Their faces are rosy, only fatal clash with Indians.seventh grade, they expand their identify the bigger critters: fish. Theyyet furrowed with the concentration In a dawn skirmish over proficiency in Word and Inspiration learn to identify fish and their variedof scientists. horses and guns, Corps and add to their repertoire ArcView, adaptations and habitat. Each year; Back in Shelby, Robertson's stu- members killed two Black- an interactive mapping software the high point of the unit is tying dents also keep close tabs on the feet men. Lewis's party program (www.esri.com/software/ flies and goin' fishin'. atmosphere. They've set up their quickly struck camp and set arcview/). In eighth grade, they "It's a great way to teach how weather station in the front yard out by horseback across the expand their proficiency further in animals have adapted to the envi- of the local judge's housepretty prairie, making a beeline forWord, Inspiration, and ArcView, and ronment," says Ayers. much dissuading any ne'er-do-wells their rendezvous with Clark add the presentation software pro- MEASURING from messing with it. Every day, they and the others at the conflu-gram PowerPoint. The technology training he's gotten troop across the street to read their ence of the Missouri and With each step in the progres- as part of the Rediscovery Project fitsinstruments and record air tempera-Yellowstone rivers. sion, they're sharing their work with neatly into the GLOBE work, says ture, humidity, barometric pressure, In their hasty retreat, Lewis's other classmates by using the class- Ayers. "It's kept me fired up and cloud cover, and precipitation, and scouting party rode past what is room's SmartBoard, an interactive going with GLOBE. Basically it's to chart daylight and darkness. today the town of Conrad. At Utter- whiteboard that can be linked to a given me resources, connections, All this measuring and recordingback Middle School in Conrad, Jen- computer. The screen of the Smart- and knowledge to be a better scienceis fun, says Justin, a student at nifer Schlepp is preparing for her Board is sensitive to touch, so kids and computer teacher. It's been awe-Shelby, but looking closely at how class of eighth- graders to arrive for can "click" on Web links as they some. The only reason I teach com- the world worksuncovering its the afternoon's integrated technologypresent their material at the front puters is because of the information secretscan also be a little unnerv- class. A math and science teacher; of the room, or even write on the that I've learned in the Rediscovery ing. "I've always wondered if the Schlepp, like some of her partners inscreen with special styluses. Project," he says. earth hadn't been invented," he the Rediscovery Project, has grown This year's eighth-graders Cut Bank and Shelby students muses, "what would be here? It just into the role of technology teacher have undertaken a WebQuest that now hang some pretty impressive feels weird. It kind of scares me." as her own skills developed through Schlepp has created for them called techie skills from their technological It was probably a bit scary, too, her work in the project. "MemberQuest" (www.gtccmt.org/ "tool belts." They're mastering for some young man in the Corps of Today, she's honed a principle webquests/jen/top.htm). The activity Inspiration, Picture It, VR Works, Discovery who, leaving familiarity that guides her teaching of technol- is aligned with the learning objec- Internet, CD-ROMs, digital cameras, far behind, faced what was un- ogy through project-based learning: tives of the Golden Triangle Cooper- clinometers, even global positioningknown to him with only his courage, "learn to use, then use to learn." At ative and Montana's state standards. system (GPS) instruments. skill, and technology of the day. each grade level, students extend "You are the captains of the

MIST COPY A 9 DISCOVERIES IN LEARNING Indians throughout the region came to Montana's high plains to hunt the massive herds of buffalo. Upon seeing such a herd, Lewis exclaimed in his journal, "I sincerely belief that there were not less than 10 thousand buffaloe within a circle of 2 miles ...." Corps of Discovery," reads the intro- "We simply divided the trail duction. "President Jefferson has by the number of students in the asked for a report of the members class," says Schlepp. Students you chose to make the trip. What queried a database of the expedi- kind of people did you choose? What tion's Montana campsites, created expertise do they have for the jour- by Robert Bergantino for the Univer- ney into the unknown?" sity of Montana (for more informa- To learn all they can about the tion about this database, contact men and woman of the Corps of him at [email protected]). Discovery Schlepp and her students They each chose a different segment traveled to the Lewis and Clark of the Montana trail to study, such Interpretive Center in Great Falls, as from April 7 to June 2, 1805 about 80 miles away. There, they in- both as it was when Lewis and Clark terviewed historians and reenactors passed through and how it is today. displaysconstructed with ArcView, of the Corps members and took digi- Then they queried databases Inspiration, PowerPoint, and Word tal photos of the lifelike exhibits andcontaining the original journal on the SmartBoard to a rapt dioramas. They gathered informa- entries, such as these caches of audience of their classmates. tion and images on the weapons, all-things-Lewis-and-Clark: Public In the second half of the term, food, clothing, transportation, car- Broadcasting System's www.pbs.org/ they study the same segment of the tography and ethnography of the lewisandclark/ and University of trail as it is today, 200 years later. period. All of this went into their Nebraska at Lincoln's http:// Using the same technology, as well multimedia presentations. lewisandclarkjoumals.unLedu/. as Picture It! and Photoshop, they MAPPING Selecting journal passages dated build a "travel brochure" of the Students are also learning to use when Corps Members were on a par-area. Not only do they present their ArcView, a mapping tool that would ticular segment of the trail, students travelogues digitally on the Smart- have made Lewis and Clark dance read gripping passages about the ex-Board, but they create graphically around the campfire if they'd had it.pedition's often hair-raising experi- rich paper brochures that test the ArcView is a visualization software ences in Montana. Charging grizzly limits of their digital publishing program that turns data into power- bears, spine-tingling precipices, skills. These inviting paper ful geographic displays. Students boat-smashing waterfalls, and otherbrochures are displayed now on the can delve into the deepest of data- omnipresent challenges faced by the classroom wall, colorful artifacts of bases and come up with all manner Corps of Discovery make for some of these students' digital journeys into of information that can be mapped the best adventure travel writing anyAmerican history. geographically. middle school kid could want. In Conrad, these eighth-grade Each student brings his or her digital explorers want to know: research together with illustrations What did the Corpsmen do for enter-from their own digital photographs tainment when they camped along and images pulled from a Lewis and the trail? Which tribes did they en- Clark CD-ROM produced for the Re- counter, and where? Did their diet discovery Project. Then, they present change along the route? their geographical and illustrated 160

NWEDUCATION / Summer2003 Right Under Their Noses NATIVE PLANTS IN THE SCHOOLYARD From the humble blackberry to the lovely dogwood, plants prized by Native people and made famous by Lewis and Clark draw these amateur ethnobotanists from their inner-city middle school.

STORY AND PHOTOS BY BRACKEN REED

PORTLAND, OregonJust out- plants that Native people named thing to me, tell me the names. He member must write an essay ex- side the main entrance of Harriet and knew and relied on for ages be- taught me a love of the outdoors plaining why he or she wants to Tubman Middle School, students are fore Lewis and Clark arrived. For an and a respect for the plants." learn about this subject. Enrollment surveying the small garden of nativehour a week, over the course of For more than a decade, Lampi is kept to a maximum of 20, ensur- plants they helped bring to life. Judi many months, these students will has combined these lifelong inter- ing a lot of one-to-one attention, Lampi, the instructor of this after- piece together a deeper understand- ests in her ethnobotany class at Rib-and students are expected to com- school ethnobotany class, gives her ing of their region by looking at the man. A mixed-age, mixed-ability plete all assignments and keep regu- students a lighthearted pop quiz as interrelationship of plant life and class, it has been offered as a regularlar attendance or they are not they wander among the plants. human cultures, the intermingling school day elective or as an after- allowed to go on field trips. "What's this?" she challenges, bend-of the ancient past and the dizzying school program, depending on the The combination of a coming down and running her hand present. funding available. The class is a pelling subject with local relevance over a low-lying ground cover with perfect fit at Thbman, an ethnically and a committed, enthusiastic thick, dark-green leaves. "Kinnikin- TEACHING YOUR PASSION diverse, 6-8, Title I school that is teacher has attracted a lot of outside nick!" the students call out in For teacher Judi Lampi, helping stu-one of three health sciences/biotech-interest and support over the years. ragged unison, making this wonder-dents discover the beauty and com- nology magnet schools in the dis- The class has benefited from several ful word sound like a full marching plexity of their home place is a trict. "It fits well with the overall grants and community partner- band of clashing consonants. Simi- natural extension of her own child- focus of the school," says Lampi. ships, including Options in Science lar responses come with each new hood. "My great-grandparents "There's a strong technology com- grants, the present Lewis and Clark challenge, the names of the plants homesteaded near Astoria," she ponent and we study the medicinal Rediscovery Project grant, and col- rolling off the students' tongues, as says, "not that far from Fort Clat- uses of the plants, which link di- laborations with Portland State Uni- familiar now as the names of their sop," where Lewis and William rectly to subjects like pharmacology, versity, Oregon Health & Science friends or the streets on which they Clark's Corps of Discovery wintered biology, health, and environmental University, and the Waters Founda- live: "Salal! Red cedar! Oregon near the coast. "I grew up in Port- studies. And it also appeals to a lot oftion. In addition, many volunteers, grape!" land, but my extended family was different learning styles and back- both individuals and organiza- From behind the building comesstill there, so I spent a lot of time grounds. Going outside and learn- tionssome who are fascinated the roiling hum of rush-hour traffic,there as a kid. I've heard about the ing about plants is fun. I haven't with the Lewis and Clark story, oth- commuters heading home on Inter-Lewis and Clark story all my life." met a kid yet who doesn't love it." ers who are dedicated to native state 5, car tires making a steady, Her interest in the native flora of the Now being offered as an after- plants and the environmenthave tidal splash on the rain-slicked region has similar roots in child- school program, the class is not rallied around the class. highway. But here in front of the hood, she says. "My grandfather was graded, but students are held to Friends of Trees, a Portland non- school students are nose-to-needle, a logger and also a great lover of high standards. Lampi brings pas- profit organization, was a major finger-to-leaf with plants that Med- naturehe knew all the trees and sion and dedication to the subject help in creating the urban'green wether Lewis documented in his plants. He used to take me on walks and she expects the same from her space of native plants that provides journals nearly 200 years before; in the woods and point out every- students. Each prospective class such an inviting presence at the

DISCOVERIES IN LEARNING 181 front of the school. They donated all surrounds them and they know they learn, using everything from of the plants, helped students with more about the human history that pencils to PDF files, journals to the design and planting, and con- has taken place here. The journals JPGs. And along the way, they will tinue to be closely involved with its personalize this in a way kids can have a chance to plant and tend to it upkeep. The garden is more than relate tothe adventures, the hard-in the garden, to know what it just a pleasant green spaceit is shipsit's a very compelling story."smells like, to watch how a season also directly tied to the curriculum On this drizzling, late afternoon changes it, and to search for it along of the class. "All of the plants are in March students seem happy the banks of the river that Lewis and chosen from among the 176 that enough to brave the elementsthe Clark followed to the sea. Lewis documented in his journals," winter hardships that the Corps of says Lampi. Discovery endured at Fort Clatsop TOOLS OF DISCOVERY Lampi focuses her students' at- perhaps not yet firmly etched in "I want you to write down this Web tention on plants common to the their minds. Their brief tour of the page address," Lampi tells her stu- Lower Columbia region. "We choose garden is soggy, but refreshing after dents, as she uses her laptop to take

those that are specific to our area, soa long school day. Reluctantly, stu- them on a tour of Thomas Jeffer- .44 not only can kids study them in the dents head back into the warm, dry son's Monticello home. "You can garden, they can also find them in _comfort of the classroom. Lampi actually do a virtual-reality tour. It's the local forests or even in their quickly gets them back on task. "I like flying around the room." The neighborhood," she says. While want you to look through these students don't seem the least bit sur- parts of the larger story are fre- books and find your plant," she prised to be exploring 200-year-old quently discussed, Lampi uses this says, while passing out copies of subject matter through the portal of same localized approach for the en- Plants of the Pacific Northwest modern technology. On their jour- tire curriculum, focusing on the Coast by Jim Pojar and Andy Mac- ney to discover more about their re- Lower Columbia, from the former Kinnon (1994) and Ethnobotany ofgion, Lampi and her students will Celilo Falls near The Dalles Western Washington by Erna Gun- use every digital-age tool they can which disappeared after the river ther and Jeanne R. Janish (1973). get their hands on, and surfing the was dammedto the river's mouth Soon, fingers are flying through in- Web is only the beginning. Thanks near Astoria. dexes and tables of contents as stu- in part to the Rediscovery grant, students look for the familiar names. dents will be documenting their A WEALTH OF MATERIAL At the beginning of each new . chosen plants in ways Meriwether "Lewis's journals are an amazing term, Lampi has her students pick Lewis could not have imagined. resource for educators," says Lampi. one plant to focus on. During the One of the distinctive features of "The fact that he documented all of rest of the year they will come to the program is this mix of the an- these plants allows me to tie to- know this plant as an old friend. cient and the up-to-the-minute, gether a variety of subjects-1 can They will find passages in Lewis's both in subject matter and in pro- teach kids about the native plants in journals that describe it, and they cess. Students keep journals, make their area, but I can also bring in will research current literature drawings, and consult written mate- the story of the expedition." The endabout it. They will know how Native rials, much as Lewis and Clark result for students, she says, is a people used it and what place it had would have. But they also use digital much broader understanding of in their cultures, and they will learn cameras, software programs, and their region. "They know more about its modem medical and di- satellite mapping systems. NNW 114fiaan Middle adliCCO 011tige about the natural environment that etary uses. They will document what A journey in itself, Lampi walks RI* faun Rota cm craft NW EDUCATION L Summer 2003 162 her students through a complex rience a small part of what Lewis andwood. It's a real family event for me."generally been amazingly good for process of using technology to docu-Clark experienced," she says. "I em- The first day of the trip is spent us. But no matter what, it's a really ment their chosen plants. Students phasize that we are on the river for on the Washington side of the river. great time and a special experience take photographs using digital cam-three days, while they were on the Students are given ample time to for the kids." For anyone who has eras, then learn how to digitally edit river for nearly three years, but it is aobserve the flora and fauna, write spent even one sunny afternoon on them using Photoshop software. very valuable part of the learning and draw in their journals, search the Columbia in late spring, it's easy Next, she guides them through the process." By taking her students on the banks for native plants they haveto understand the powerful impres- process of using Adobe Acrobat to the rim, Lampi hopes to replicate studied, and enjoy the camaraderie sion the trip can make on students. create portable document format Lewis and Clark's progression from that teamwork and cooperation After months of study, learning (PDF) files so they can post the studying and planning to the testingbring. At meal times they read from about native plants, Native Ameri- information they have gathered of their knowledge in the real world. Lewis and Clark's journals and com-can cultures, and the journey of online. Finally, Lampi and her stu- Students prepare for the trip by pare them with their own, trade sto- Lewis and Clark, students have a dents work on a Web page that making a list of all necessary equip- ries and observations from their day,context for understanding their shares their knowledge with the ment. During the course of the jour-and, in some years, are entertained home region that many residents world, so that anyone who wants to ney, they will keep a journal, take by the sounds of the Washington will never have. At the end of their can use the information for a jour- photographs, read aloud from the Old-Time Fiddlers Association as it trip, the end of their school year, ney of his own (wwwnwrel.org/ journals of Lewis and Clark written plays tunes that Lewis and Clark pulling their canoes on shore as the teachlewisandclark/free/portland. on the exact same days almost 200 might have enjoyed while sitting late-afternoon sun spills over the html). years earlier, and experience many around the campfire. river, smelling the willow and cattail While Lampi has been teaching of the joys and struggles of canoeing The following days include and tule on the riverbank, feeling her Lewis and Clarkoriented eth- and camping alongside a major many more opportunities for adven-the wind in their hair and the grati- nobotany class for more than 10 western river. ture and learning. From the occa- fying soreness in their muscles, per- years, the Lewis and Clark Rediscov- While some teachers might find sional overturned canoe, to haps the students have come to ery grant has provided equipment a canoe trip with 20 middle school portaging around difficult (or low- know this one part of the world in a and training in the use of global po-kids nearly as daunting as the origi- tide) areas, students gain a first- deeper, more meaningful way than sitioning system (GPS) units, geo- nal journey of Lewis and Clark, hand experience of the difficulties ofthey did before. graphic information systems (GIS), Lampi obviously loves the chal- river travel. The trip is also a lesson For Judi Lampi, sharing this ex- and other advanced technology that lenge. And she has a lot of help. in the changes that 200 years have perience is the greatest reward. It neither she nor her students would "The Multnomah Athletic Club do- brought to the region. "The most continues a journey that her grand- otherwise have had a chance to nates the use of the canoes and all nerve-wracking part of the trip is father began for her in the woods learn to use. the other necessary gear, and we crossing from the Washington to the and waterways of the Northwest have a lot of parent volunteers. We Oregon side of the river during the coast. At the end of a school year, ON THE RIVER also take every precaution: trained second day," says Lampi. "Many she has taught her students many Each year, on the last weekend of lifeguards, an emergency-response people don't realize that on the things and many new words, but May, Lampi leads her students on a team on call, cell phones, volunteersColumbia there are major shipping perhaps more than anything, she three-day canoe trip down the that follow in cars, and one adult forvessels coming through every 26 has taught them what we might Columbia River. It is a chance to every child in a boat: It's definitely a minutes. That's how long we have tomean when we say the word complete the circle of learningto team effort." For Lampi it is also a get from one side of the river to the "home." bring all of their classroom and fieldkind of annual homecoming ritual. next without getting caught in the studies to bear in one real-world sit- "My dad crosses the river in his boatwake of one of the ships. uation. "One of my main goals for to help us safely cross the shipping "All in all, we've had very good the class is that students get to expe- channel, and he also brings us fire- luck," says Lampi. "The weather has 0 1) DISCOVERIES IN LEARNING MST COPY SCILILA.;,3,%. Native Plants Native Knowledge INSIGHTS :FROM JUDY BLUEHORS REL._ ON By Bracken Reed

PORTLAND, OregonInclud- example, is a spiritually significant that our children are hungry for cer-camp, which resulted in the building a Native American perspective and ceremonial act. That is the emony. When we're out hiking or if ing of Fort Clatsop." It is significant on both the Lewis and Clark expedi- very heart of the culture, and it gets we're in the classroom doing an that Sacagawea and York were given tion and the use of native plants is skipped over, I think, because teach- activity on native plants, they love toequal representation, Skelton says, an integral part of Judy Lampi's eth- ers often find it too daunting. hear the stories. Children will leap but teachers and histor ans often nobotany class at Harriet llibman "Too often, non-Indians view right to those opportunities to create miss the real signific Middle School. certain objects or activities as mere relationships, and that's as impor- vote. "There tion "I think students should know accessories," says Skelton. "Bead- tant in education as learning to that took place n Lewis the first nations' stories," Lampi says.work, headdresses, face paint, Nativeread, or write, or do math. How to from the egiitning of the rn:crik.L, "And I think it's important that eachbasketsthese can be very enchant-form healthy relationships, how to to that mot ent on the co group of people tell their own story." ing, just on a surface level. But they create a good community, how to values an odes that they Iveld 1],y k

, s Whenever possible, Lampi turns are very powerful, and they all have create a good life for yourself: That's hade altered their doe cOn- to Judy Bluehorse Skelton. A trained a deep ceremonial meaning for probably more important, in a tra- nt with natur herbalist with a broad knowledge of Native people. It's so important that ditional Native view of education, thatey were living in a very dlOse, \ native plants, Skelton leads students teachers resist the temptation to triv-than anything else." cooperr.cornmunity. Wher on field trips to identify native ialize Indian culture, which is what This kind of learning often re- live is,way,t[ferent talen rl plants, conducts hands-on class- happens when you present these quires stepping outside the class- come tlight,41.rent kinds o room activities demonstrating their things without acknowledging their room and into the larger world, says skill :11cnowledg ecome v medicinal and dietary uses, and full meaning and importance. Skelton. "Many students learn better ued. Natipeople werlready helps teachers develop culturally "I get invited all the time to give by doing and by using all of their ay,-What that vote'sho is appropriate curriculum. presentations about the Native uses senses. We need to recognize that how tr orming the journey w Skelton's expertise is in great de- for specific plants," says Skelton, there are many kinds of knowledge for themeb:of the Corps." mand. She's an Indian education "but for me it's much more impor- and many ways to contribute to a Fklutain Skelton'?v,iV specialist for the Portland Public tant to talk about relationships community. There are hands-on, to her cl room m le e lasting School system, a member and men- that plants are part of who we are. I project-based activities of all kinds pression. "I iant my students to r tor of the American Indian Science try to highlight those relationships that teachers can do throughout the spect otCtures, and I want ther and Engineering Society, and an of interdependence that we have with grade levels that can be very trans- to be respectfuf the connections assistant in the Clinic Medicinary plant and animal life, rather than forming. The study of native plants, between plants d truinan_life,' ^. at the National College of Naturo- giving them a kind of recipe or list out in the field, is a good example. says Lampi."Ju(dT7calm cl pathic Medicine in Portland. But herof plants and uses that has no con- When you extend students' learning room and spoke about the,, most important work, she says, is text. For Indian people, the physical,beyond the classroom in this way, it in a way that made th.ealnes v in creating a deeper context and spiritual, and ceremonial uses of gives a broader opportunity for all concrete. She bre medicinal understanding of Native cultures. plants are indistinguishable." kids to shine." tea using some oft e native pl "Things that can appear solely This is a message, Skelton says, This is a lesson, Skelton says, we had been studying, and she of- utilitarian to an outsider are actu- that kids are ready to hear. "My that is clearly visible in the Lewis fered a prayer. It really brought ally embedded with a great deal'of observation in working with young and Clark story "Many people bring home the spiritual relationship we meaning for Native people," she people, both in the Indian commu- up the story of the vote that the have, or should have, with plants. says. "The gathering of plants, for nity and non-Indian community, is Corps took to decide on a winter It was a very positive experience."

NW EDUCATION / Summer 2003 184 STORIES FROM THE RIVER quincentennial of 1992. "That was happened to the tribes after the Native people had been here all 25 AND THE BANK a very dark time for many Indian Lewis and Clark journey? Why do along; it was home to them. From Sharing her knowledge of native people," she says. "It brought a lot ou tltirlings happened theway a tribal perspective, especially for

plants and the important role they of painful history d issuesck ey . hat role does trust play those who had never seen white peo- can play in our lives is only part of to the surface. B o a very in t e infd, rfai between two very ple before, it must have been like Skelton's work at Portland Public const tive ti'or those who were ifferept tures? What does it Lewis and Clark came from the

Schools. She also provides guidancs, able toa1ntenn view A lot mean trtgiv ur word? These moon. When you look at it from and culturally appropriate strategie uable rk w done in e Of ions can lead to im- that viewpoint, you can present for handling NativeAmericanco/n ''1fishing the portance of portant th n: about real issues some interesting questions. For

tent in the classroom. th point of view and in he,o"ng Native thal ar very much with us." example, how would contemporary centennial in full swing S n people move beyon ger did-vic- Tie educators might question Americans treat two completely for- increasingly bet as) to'gi timizationa e empowered wird the classroom is an appro- eign explorers today, compared to perspective on th Lewi and/Clark place. It w opportunity for heal- orum for discussing such is- how the tribes treated Lewis and expedi 'In. in\gpird9meaningful dialogu ." 'dues. "I think it is," says Skelton. Clark? Kids can really relate to these "Ai e ican histo as almot T rbiceritennial-offers ..rpy of ::a- younger students can think kinds of questions." always n told fromEuro=Am same challenges and o port very analytically about Native issues. Skelton is often asked to provide

, capoi(tofview," says keltan, ties, especially - forte' When I'm in the classroom, even at educators and students with a Native / "an the Lewis and Clark, to Sk-eltoli.7fraCiety comp su the fourth-grade level [where these American viewpoint. She sees this as , y o different," Even in m recent ject, and there's rio Wayu can subjects are usually introduced in both a privilege and a responsibility, 6ioks and document s the expe- quicIsly.ore-asily r carn-71ti"hole Oregon public schools], students but she is also quick to point out dition is presentedT. a straightfor- issue. It's hard I capture within the often ask me questions that go way that hers is only one voice. "There / Y 0 a(tale of .,enture, discov-e" ry;. ;//limits 'of the room and it can bebeyond what the teachers are ex- are 530 federally recognized tribes and t . otesSkelton. "You i t: I istory to share with chit- pecting. They're very interested in within the United States," she says,

,. ,e,,i11-:.;

riclumla A. 41---- Anittlican perspective or voice into atmany historians have used most tribes have cultural liaisons '''''4111111_ it ate nformed'by a Native w la whet lking about the journey that will visit schools or send appro-

perspeve. For Nativ people, she with_thewis and Clarkstory. "I You rear historians compare priate materials. "Tap into the says; tli 's and Clark story is un-would love to-z,e cutculurrifirat the journey to a trip to the moon," Indian community in your area," derstiridably corilplicated and emo- to ory-and devel discus- she says. "They emphasize how new says Skelton. "You can't go wrong ally coin(' x. Sk akes e criti- and strange everything must have when you let Native people tell their comparisons be the curren cal thinkin ays Skelton. been for Lewis and Clark. But you own story." bicentennial and he Columbus "Questions like: What do you think can also turn that view around.

185DISCOVERIES IN LEARNING 1).0ns

Yet, as the school year is ending Bill and Melinda Gates Foundation, HIGH SCHOOL STUDENTS IN THE COLUMBIA this spring, student Expedition Stevenson High School is engaged GORGE "ENLIST" IN A COURSE THAT SENDS THEM members and their teacher-captains in a wall-to-wall reform effort. It INTO THE DEEP WATERS OF PROJECT-BASED LEARNING. are feeling much like the original launched the Expedition course Story by Larry McClure, Photos by Denise Jarrell Weeks Corps of Discovery as it headed to test the notion of project-based STEVENSON, Washington down the Columbia Gorge toward learning as a strategy for raising Nearly 200 years ago Wishram, the Pacific: whiplashed by unantici- academic achievement. The grant Wasco, and Chinook Indians pated whirlpools, yet full of antici- also provides scholarships to stu- watched incredulously as Lewis pation and still headed downstream dents from low-income families. and Clark's dugout canoes plunged toward their goal. The Gates Foundation, through the through several falls of the Washington Education Foundation, Columbia that even today's avid DISCOVERY BY DESIGN gives out 500 scholarships to stu- whitewater thrill-seekers would Located an hour east of Vancouver, dents at "Achiever" schools around avoid. The final long chute near this rural district is still transition- the stateeach scholarship is as present-day Stevenson, Washington, ing from a timber-based economy. much as $8,500 a year for five years. was so rough and rocky the expedi- The upscale Skamania Lodge and For students in a town rebounding tion had to portage boats and bag- nearby Columbia Gorge Interpretive from the loss of its timber economy, gage around it. Center have helped make the town Most students at Stevenson High a tourist destination, but without re- School have grown up along a muchplacing high-paying forestry jobs. lazier Columbia River; tamed by Some families, including teachers, dams built by their grandparents. have lived in the area for several So when a new two-credit interdisci-generations, loyal to the lifestyle plinary course called The Lewis and of the Gorge and its legendary Clark Expedition was listed in the scenery and outdoor 2002-2003 curriculum guide, it attractions. sounded like a no-brainer, easy- Thanks to a elective-credit yawner. grant from the

Senior Amy Fowler wrote a children's book about the Corps of Discovery. he_ _o_urrials the scholarships improve their col- of projects. Jefferson had not required The Corps of Discovery jour- lege prospects considerably. As have "The Lewis and Clark Expedition the officers to document each nalists had no spell checker. their successes in the project-based class definitely pushed teachers and day of their journey, the Corps Webster's dictionary came 25 Expedition course. everyone out of our comfort zone," of Discovery would have been years later. The captains them- While Lewis and Clark hand- says Sergio Fossa, principal at just another campfire yarn selves had received limited picked their Corps members and Stevenson High School for 10 years. passed down by trappers and formal education, though ordered lashings for rule-breakers, He believes the Gates school re- traders. Thanks to their mil- Meriwether Lewis had access lion-plus words, students now to Jefferson's legendary library Expedition teachers Bill LaCombe, design project will prompt more have access to the same raw at Monticello and rubbed Craig McKee, and Jill Neyenhouse project-oriented learning at the material that scholars use. In shoulders with visiting schol- accepted all 70 students who "en- school. time for the bicentennial, the ars and artists at the White listed" in the course and expected The Stevenson-Carson School most comprehensive collectionHouse. The men were, shall each to give his or her best effort. District framed its school redesign of the writings of five Corps ofwe say, phonetic spellers. Though course requirements are efforts around the work of Theodore Discovery journal keepers is 8s they study the journals, both academically and physically Sizer and the Coalition of Essential available both in paperbound students often discover that book, The Definitive Journals their own excuses for sloppy challenging, most studentseven Schools. Staff members received of Lewis & Clark, Gary E. writing or late assignments those who usually struggleare training in seven key elements of Moulton, editor (University don't compare to the hard- discovering that they can do serious school restructuring: personalized of Nebraska Press, 2003), and ships faced by the Corps of academic work and meet the exact- learning, technology as a tool, com- online at http://lewisandclark Discovery. These officers ing standards of the "real world" mon focus, time to collaborate, journals.unl.edu/. kept writing night after night beyond the school walls. respect and responsibility, high ex- These are not just primary despite lurking grizzlies, rain, Looking back, the three teaches pectations, and performance-based sources for studying history. sleet, subzero temperatures Teachers and students are that froze the ink for their quill admit they did not anticipate the instruction and assessment. already dreaming up dozens pens, and other better reasons wide range of issues they'd face "We want to create an environ- of ways to use them in the for skipping a day of journaling. from securing Native American ment where we are meeting more K-12 classroom for reading Larry McClure blessings for canoe building to find-students' needs and are sending a and writingparticularly for ing camping sites for the "final greater number of kids on to col- lessons around grammar, exam": a river trip down the lege," says English teacher Neyen- spelling, and punctuation. Columbia in June. Students have house. And Fossa says that students They also are seeing how the journals can serve as models been involved in every phase of the who've received Achiever scholar- for poetry, drama, personal course, in the detailed planning andships are staying in college at reflection, and scientific nota- communicationeven making greater rates than in the past. tion. For a reality-based lesson presentations to the school board. on the importance of careful For McKee, this required a transfor- WRITING TO LEARN spelling, punctuation, complete mation in his teaching style. Accus- Writing is a big component of the sentences, and capitalization, tomed to having his physical Expedition course. Students receive some teachers ask students to edit a daily journal entry into education students follow set rou- an English elective credit, as well as today's proper English. tines and procedures as a group, he a credit for PE or Occupational Edu- now had to coach kids on a variety cation. Teachers use the journals of 7 DISCOVERIES IN LEARNING MST COPY AVAILABLE Lewis and Clark as the foundation and Clark party and the Indian for student reading and research. tribes they met; sharing a rough Students, however, are held to muchdraft with the kids to see which tougher writing standards than werewords were difficult for them; and the spelling-impaired journal writersreading their final creations aloud. of the Corps of Discovery. Students' Each student is completing reports must be on time, revised a showcase project for display at often, and spelled correctly. In the the Columbia Gorge Interpretive process, students soon learn to ap- Center, Skamania Lodge, or at the preciate how note taking, drafting, Columbia Gorge Discovery Center and revising are easier with key- in The Dalles. Students wrote three boards than with quills. drafts of a 10-page research paper Senior Tyler Blaisdell particu- that is the foundational piece of larly liked researching and writing their projects. This spring they are a children's book for third-graders wrapping up their products, includ- Working with a professional playwright-in-residence, Ben Bliss and other seniors co-wrote a play about at Stevenson Elementary School. ing such things as a ClaymationTh Sacagawea. Knowing that real people would be of Lewis and Clark, a Columbia reading his book was a big motiva- Gorge topographical map, bullet a log entertainment center that students and teachers learned was tor, says Tyler, and he put more time bags displayed in a shadow box, a Lewis and Clark would have wanted the tribal blessing of a fallen cedar and care into this project than any Lewis and Clark board game, arrowsduring their long, rainy winter at tree that must take place before other during his years at Stevenson and quiver, and a hand-finished Fort Clatsop. transforming the log into a canoe. High. cedar-strip canoe. Students in this community that "My book received many com- Student Crystal Helkey, whose PASSING MUSTER depends so heavily on natural re- pliments from the third-graders," heheritage is Minnesota-Chippewa, is LaCombe, the school's technology sources are being reminded of the proudly notes. The younger students creating a jingle dress, regalia worn education teacher, is particularly "circle of life" philosophy of Native partnered with their high school by Native American dancers. The excited about an authentic dugout American peoplesustainable mentors in developing the books. designs of the jingle dresses convey canoe students are making in the resources are part of millennia-old "It was actually pretty cool to see important knowledge from tribal style of canoes made by Chinook ways of life. the children's faces when their own elders to newer generations. One Indians two centuries ago. The first Students divided themselves into original ideas became a great work challenge: getting the right tobacco major hurdle was securing a large- groups with specific assignments. of art," says Blaisdell. "I think they tin lids from adults in the commu- enough Western red cedar log, now The "legal team," for example, has were also impressed that we older nity. Brett Yeadon's project required rare and expensive. Thanks to the been researching river safety issues kids took time to be with them." building a custom-designed steam U.S. Forest Service, a prime log was with the Coast Guard as well as lia- Tyler and fellow students went chamber to soften a six-foot hickorydelivered to the school parking lot inbility insurance for the June river through a three-stage production cutout he molded into a high-per- late fall. Next was the challenge of trip. Other teams are responsible for cycle with their third-grade partners:formance hunting bow Senior Josh locating tribal experts to show stu- handling district policies, field trips, finding out what these youngsters Maxwell, who works part time in thedents how to proceed. safety, publicity, liaison with the would like to know about the Lewis woods as a timber feller, is building One of the first cultural protocolscommunity and elementary school, 1,8 NW EDUCATION / Summer 2003 _Dramatic Actin design of a Web site, and document- Five Stevenson High School name can't be listed as the au- advised the playwrights on ing class activities for posterity. Pre- students with an interest in thor. This becomes the central conceptualizing and building sentations to the school board were drama and playwriting took on dramatic conflict: Shall per- the drama from scratch. "They important milestones along the way. the daunting task of research- sons be judged by the merit of have developed a thoughtful, Teachers draw on their particu- ing and writing a play on the the gifts and talents they bring wonderful play which the com- lar expertise: Neyenhouse sets crite- theme of the Lewis and Clark or by traditional social status munity deserves to see," she ria for student written work; McKee expedition. and stereotypes? said. en Bliss, a senior who plans Though they didn't all study Students pored over Lewis and oversees physical conditioning, CPR, to study art after graduating, drama in high school, all five Clark literature, visited muse- boat handling, and safety skills; and said the team was attracted to of the student playwrights ums, heard presentations by LaCombe advises students on con- the "ballot," or vote, that deter- Ben and classmates Darby historians and other experts, struction technologies. mined where the Corps of Dis- Roeder, Crystal Lopez, Ryan and went to see the National In June, students who've passed covery would spend the winter Accetta, and Sarah Davis Geographic Society's IMAX muster throughout the course will of 1805-1806. Now covered are good writers, says English film on the Lewis and Clark make a four-day paddle journey by asphalt east of the Astoria- teacher and drama coach Dougexpedition. Johnson says the Meg ler Bridge, Station Camp Johnson who serves as their students have become their down the Columbia to Astoria, using was the site where Sacagawea,senior project mentor. Thanks own "corps of discovery," the two boats they've made them- a Shoshone woman, and York, to a grant from the Washing- learning what it takes to be- selves, as well as other boats sup- Clark's slave, had their votes ton State Arts Commission to come a team, meet timelines, plied by willing parents. Along their recorded along with the other the Columbia Gorge lnterpre- use primary sources, work route, they will camp near historic Corps members. with adults they would campsites of the Corps of Discovery. That event fore- never have met nor- And it doesn't escape some of the shadowed dramatic mally, create art that changes to come, must meet commu- students' notice that they are about .i()FIR By BOEDERi LEwts though it would va-eKse ne.Nroc, nity standards, and CuMt.g- LocsAN. the same age as the teenage Saca- Rtsearch RAY be nearly 60 years a. ar..o.x.cr be historically accu- gawea when she made the same trip before slaves were ,.. rate while interpret- , in the fall of 1805. emancipated, 115 PttmluA ing the story with years before women today's eyes. got the vote, and The playwrights 160 years before hope to stage a the Voting Rights public reading this Act assured all citizens the tive Center in Stevenson, Port- spring, and next year's drama right to cast their ballots. land playwright and actor students could decide to Inthe play, a woman is se- Lorraine Bahr was commis- mount a full production. And lected by Thomas Jefferson to sioned to advise the students who knows, if all goes well, write a popular narrative about during the eight months of playmaybe a theatre company will the Lewis and Clark journey fordevelopment that took place produce it as part of Washing- the general public (a task Med-after school. ton's Lewis and Clark Bicen- wether Lewis never finished). "I was tremendously im- tennial Commemoration. As was done in those times pressed with the hundreds of Larry McClure when women's contributions hours of historical research the were minimized, she's told her students did," says Bahr, who 18 DISCOVERIES IN LEARNING EMTCtIPY AVAILA131.2 4 ' tr. "- -

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\ ( " n i n A Confluence WOODBURN, OregonWhen of Stories ple who have never heard of these dition and history that is being made David Ellingson teaches his Lewis early American heroes. today in the Middle East, to studying A Canadian teacher and his multicultural and Clark class at Woodburn High The semester-long elective the scientific basis for contemporary students learn about School, students encounter the in- course begins with the primordial issues, such as water rights, energy Lewis and Clark's river trigue of international politics, the Pacific Northwest, then the Native conservation, and salmon. passage across the continent, where people down and dirty of reality TV, and people of the region, and moves on Before the semester is finished, of many nations were images of Superman. to explore the question: Why did the students will have experienced some shaping history. Canadian by birth, Ellingson rest of the world become so inter- of the same demands and discover- STORY BY LARRY MCCLURE PHOTOS BY DENISE JARRETT WEEKS never heard of the Corps of Discov- ested in the geography between the ies documented by the Corps 200 ery until becoming certified as a Mississippi River and the Pacific years ago. For instance, they found history and science teacher in the Ocean? Class discussions range fromthe plant, shooting star, still growing United States seven years ago. And it making comparisons between the along the Columbia River at the is the same story for most of his stu- history of the Lewis and Clark expe- very spot where Meriwether Lewis dents. Half are Latino and another first described it for botanists. 15 percent are Russian, young creo-

1'Jo NW EDUCATION / Summer 2003 Word has spread about this elec- TAGIORIG PERSPECVOVIE they wanted with people whose lan- Like many of today's hobby astrono- tive course that juniors and seniors For Ellingson, Canadian history guage they did not know" For him, mers, botanists, and microbiolo- can take either for history or science books covering this period focused it was an early example of how gists, Lewis and Clark were the first to document important species new credit, whichever they need to grad- on Alexander Mackenzie, the Hud- bridges between cultures are suc- to Western science. Professional uate. One parent quizzically called son's Bay explorer who made the cessfully built. scientists still use them as bench- the school to ask if his student couldfirst transcontinental land voyage Seeing how their ancestors marks and marker species today. The Corps of Discovery documented 300 enroll in the "Superman class," more than 10 years before Lewis andhelped shape early American history, plants and animals that experts on thinking the course theme was built many of Ellingson's multicultural Clark. Coming west along the Fraser the East Coast or Europe had never around Lois and Clark. River instead of the Columbia, it wasstudents discover this is a class that seen. Corps members keptdaily Student Stacey May agrees that Mackenzie's report that prompted speaks directly to them. Ellingson weather descriptions even after the thermometers broke and terripera- members of the Corps of Discovery Jefferson to try once again to find regularly draws parallels to current tures couldn't be monitored. While were superheroes who took "one the mythical Northwest Passage events, such as how today's Euro- recording latitude was relatively easy, small step for man; one giant leap after three prior attempts failed to pean American encounters with measuring longitude was more problematic since the captains often for mankind." Though, she says, get paddles into the Missouri. Middle East tribes and ethnic groups forgot to wind up the clock in the their task was even more daunting About the same time, Ellingson are similar to, yet different from, the chronometer. Moreover, never-end- than NASA's first moonwalk 30 years tells students, Russians were push- 50-plus tribes Lewis and Clark met. ing clouds in the Northwest blocked ago. Schoolmate Michael Hemshoming south into present-day Alaska Observing that international trade out the noonday sun and evening star readings. says, "People like Lewis and Clark and British Columbia. Spaniards in pelts and furs was the motivation The expedition came equipped with lay their life on the line for the good were making gains from the south, for seeking the Northwest Passage the best scientific instruments of the of their country, and without them and indeed tried to intercept the centuries ago, Ellingson points to time, however. Thanks to military the world would certainly be a dif- Corps of Discovery three different exports of wheat, fruit, Nike 'sneak- experience, Clark had learned surveying skills and Lewis spent sev- ferent place." times to stop American incursions ers, and Boeing airplanes as today's eral weeks in Philadelphia taking This view is shared by Senator west from the Mississippi River. It examples of how international com- crash courses in science from a Robert Byrd, a Democrat from West was also Spanish-heritage horses merce is still a driving force in the leading botanist, navigation expert, and medical doctor, among others. Virginia who sponsored the Teachingthat enabled the expedition to cross Northwest economy. Both Lewis and Clark were experi- American History Grant Program. the Rockies and Bitteroots, another enced outdoorsmen and Lewis's The "sage of the Senate" believes connection today's Hispanic stu- GUM DEEP AMO MBE mother was a skilled herbalist. The American history should be taught dents have to early U.S. history. Ellingson exemplifies the energy captains' first-aid box was filled with potions and powders that would as a separate course of study. Stu- "What surprised me the most and enthusiasm that teachers often be banned today; the two accepted dents in Woodburn say they appreci- about the story," says Eleazar show after they see how deep and treatments for serious illnesses were ate the chance to spend more time Puente, himself Latino, "was how wide the Lewis and Clark story really purgatives laced with mercury and bloodlettingboth used liberally. on just one historical event rather they were able to accomplish what is. Already a busy dad with three ele- High school health, PE, and nutrition than skimming rapidly across cen- mentary-age kids and a full load of coursework today address issues turies and decades of people and high school biology classes, creating that were also serious problems for events that shaped our world and an entirely new course without a the expedition: how diet affects performance, how to safely lift and carry nation. readymade curriculum would scare heavy loads, how bacteria cause food to spoil, how infectious disease 191 spreads. Larry McClure

DISCOVERIES IN LEARNING off most teachers and administra- Right from the beginning, stu- Stevenson and Woodburn high Lewis and Clark expedition, and schools are examples of two settings many features of these courses align tors. With the full support of Princi- dents go on field trips and camping where teachers are breaking away with those recommended by national pal Laura Lanka, however, Ellingsonexpeditions, important supplements from traditional instruction about planners for the Lewis & Clark Bi- launched the new class in January to classroom and laboratory work. Lewis and Clark. For decades, the centennial. The planners suggest history of Lewis and Clark has been that schools help students see the 2002, barely keeping ahead of the Students conduct studies along the the domain of fourth-grade or mid- multiple stories of this historic event students with his own independent Columbia River Gorge, at Fort Clat- dle school teachers. But high school in four dimensions: reading and research. Calling on sop, and nearby historic sites at St. teachers are also engaging their 1. What the world was like help from Oregon members of the Paul (a little-known grave site of a older students in the rich learning in pre-recorded history opportunities that are present in the 2.What happened during Lewis Lewis & Clark Trail Heritage Foun- French-Canadian boatman hired to Lewis and Clark stories. and Clark's journey dation, Ellingson found people bring the Corps of Discovery's keel- [Indeed, the fact that there are multi- 3.What has happened in the willing to suggest ideas, share boat and first scientific collections ple stories surrounding the historical 200 years since event of the Corps of Discovery is a 4.That students today are the nation's materials, and open doors. back to Jefferson from present-day theme of study at Stevenson High future explorers who will help "Before this class I knew who North Dakota), a natural history School in Washington (see story achieve breakthroughs in human Lewis and Clark were, but I didn't museum at Mt. Angel Seminary, as on Page 26) and Woodburn High relations, science, music, art, really know what significance they well as local seed processing plants School in Oregon. Teachers at these communication, and technology schools point out that the 50 or more Ask any student in a Lewis and had to this country and to history," and the city's waste recovery center. Native tribes that encountered Lewis Clark course at Stevenson or Wood- said Puente, a senior. "Reading their and Clark and the other Corps mem- burn what he or she likes most, and journals was a big part in this class, GETFORTE VICEOR HAMS bers weren't waiting around for it's likely to be the hands-on activi- someone to "discover" them. They ties, teamwork, accountability for and I learned many things that way." "MTV" had been living successfully in com- results, and indepth exposure to As at Stevenson High School (seeEllingson believes both science and plex, self-sustaining societies for meaningful knowledge. Students in story on Page 26), Ellingson asked history instruction can be enhanced millennia before the introduction of both schools say they appreciate not his students this year to prove what with hands-on learning experiences. white settlers and their diseases. In being in "just another class with lec- fact, the Columbia and Willamette tures and videos," though they also they'd learned by preparing chil- Despite the fact that most of the rivers were heavily-traveled water- see how such basic skills as read- dren's books on the Corps of Discov- young women and men in that first ways for Native people. Today's State ing, writing, and computation were ery and then reading their stories to class had never camped out in their Highway 14 that leads to Stevenson essential to expedition members' elementary school students. Michaellives, on a spring day in 2002, they and Interstate 5 to Woodburn trace daily survival. Being able to "live" overland trails used by Chinook and history by seeing the actual places Hemshorn, who graduates this loaded into a school bus with teach- Kalapooya Indians. where events occurredthus, get- spring, says the best part of this re- ers and parent volunteers, bound to Both high schools are also demon- ting a personal taste of what it might search and writing project was beinglearn how to cook over open fires strating the power of studying Amer- have been likeis a powerful way ican history through experiential to learn about their nation's history, viewed as an expert on Lewis and and spend a cold, windy night in learning. They've created entire they say. Clark in the eyes of the younger kids. the Columbia River Gorge. The next courses based on the study of the Larry McClure"It was fun being able to answer morning, before returning to town, their questions," says Hemshorn. Hethey traveled to the Columbia Gorge says he would like to study biology Discovery Center in The Dalles to and history in college. hear famed Lewis and Clark archae- ologist Ken Karsmizki describe his quests. 192 IVIFST COPY ANATILABLIE NW EDUCATION / Summer 2003 Says Stacey May: "I liked staying A human hair dating back 10,000 rience. The journals kept by Lewis Previous page: Woodburn High School teacher David overnight at Memaloose State Park years is one of the artifacts uncov- and Clark are the one constant Ellingson (second from left) poses with alums of his his- and the history behind the island ered at the high school dig site. Vol- reading and research tool, supple- tory/science course on Lewis and Clarksome students mented by Paul Russell Cutright's out in the middle of the river. The unteer archaeologists from Portland "enlisted" for the class more most interesting part was the guest and the Willamette often join the Lewis and Clark: Pioneering Nat- than once. Above: Woodburn students speaker who answered many ques- students on research projects. uralists, a step-by-step record of the Isidro Mejia, Sophie Lopez, Kristian Bloomkvist, Issac tions about how they know if the expedition's biological discoveries Guzman, Margi Felix, Jacob Bagdhanov, Megan Melton, sites are really in the right location. RE[ TORIC HOCH STAIMARIBS for Western science. Before semester Javier Ayala. I kept thinking about that later Students then examine Thomas Jef- ends, students will learn and apply when Mr. Ellingson said we were ferson's detailed set of instructions the same botanical preservation and standing at one of their camping to Lewisa letter 16 pages long classification skills that Lewis and spots." describing what the officers were to Clark usedoften finding those Ellingson begins his class by watch for, measure, and write down same plants still growing in the looking at the Northwest in the mil- in daily journals. The instructions Willamette Valley and along the lennia before Native people appeared. are comparable to the education Columbia River today. Evidence of prehistoric Willamette standards students today are ex- During the final weeks of the Valley cultures is a stone's throw pected to meet in order to graduate. course, Ellingson introduces post- from Ellingson's classroom and ar- Jefferson's mission statement be- Lewis and Clark issues that have chaeological research is old news on came the final test for Lewis and emerged during the subsequent 200 this campus. Students examine the Clark just as Oregon's Certificates of years: decline of the fur trade and impact of the Missoula flood on the Initial and Advanced Mastery are thewestward expansion, tribal disper- Columbia and Willamette river sys- way students are proving they can sion, the reservation system, treaties tem and pose questions about early meet society's expectations in this still in force, extinction of species, peoples in their own valley region, century. damming of rivers, declines in still a rich and diverse farming area. Ellingson's syllabus for the class salmon runsbut always pushing aligns with Oregon standards for students to examine each issue from history and science, and students all points of view before coming to rarely see the difference as they their own individual conclusions. blend research with hands-on expe-

ti 193 BIZET co AVELABLIE DISCOVERIES IN LEARNING RESOURCESPM

TRAIL FOODS Richard D. Scheuerman and Mary Gunderson's work is so un- If Arthur Ellis. A collection of pri- usual that she coined a term for it: mary source materials and study paleocuisineologyR. A food writer guides, the book aligns with edu- and culinary historian from South cation standards (Demco, 2001). Dakota, Gunderson dives into pri- Going Along With Lewis & mary historical documents to un- Clark by Barbara Fifer (Montana earth the foods and recipes that Magazine, 2000) graced tablesand tentsin by- The In Search of York: The Slave gone eras. She's written about the FOOD' Who Went to the Pacific With "cuisine" of the Corps of Discovery Lewis and Clark by Robert B. in two tantalizing and fact-filled JOURNAL Betts (Colorado Associated Uni- books that will inspire teachers, of versity Press, 2001) parents, and kids to tuck in for The Incredible Journey of hours of fun and learning. Lewis & Clark by Rhoda Blum- The Food Journal of Lewis & berg (Turtleback Books,1995). Clark: Recipes for an Expedition This book for young readers high- (History Cooks, 2003) includes lights the contributions of Native the sophisticated cuisine that people to the expedition. Thomas Jefferson enjoyed as well The Journals of the Lewis as the savory wild game, hominy, and Clark Expedition Online and plum tarts the Corps members is a Web version of Gary E. Moul- dined on along the trail. ton's 1983 Journals of the Cooking on the Lewis and Clark Lewis and Clark Expedition Expedition is part of the series published in 13 volumes by Uni- Exploring History through Simple versity of Nebraska Press (http:// Recipes (Capstone Press, 2000). lewisandclarkjournals.unl.edu/) The books, written in consultation Lewis and Clark Among the with a curriculum consultant, are Indians by James P. Ronda (Uni- designed for kids in grades three versity of Nebraska Press, 1984, through six. Usually, this is just what a kid dren's book about York will be 2002) "Lewis and Clark wrote about needs to perk up his or her ap- published this year by National Lewis and Clark: Pioneering food almost every day," says Gun- petite for learning about the Lewis Geographic Society. Additionally, Naturalists by Paul Russell derson. "There are really nice mo- and Clark expedition and its impor-he was instrumental in having Cutright (University of Nebraska ments in the journals about the tance to the history of the nation. Portland's NW York Street be offi- Press, 1989) food on the trip, then there are And it fits right into cross-curricu- cially named for the only black Lewis and Clark Trail Maps, things that are startling to us lar learning, she says: "It's about Corps member who, along with volumes I and II, by Martin Plam- today," such as reports that each culture, nutrition, geography, so- Sacagawea, was allowed to vote ondon II of Vancouver, Washing- Corps member ate 10 pounds of cial studies, history, and it's about with their white counterparts. ton, showfor the first time in meat each day. (Gunderson thinks math and measuringcreative Ron Craig frequently speaks at 200 yearsthe courses of the it was more like five.) teachers are having a lot of fun schools, telling students about the Missouri, Snake, and Columbia "Food really does help tell the with it." participation of York in the historic rivers as they were when the Corps story of where they were, culturally Gunderson is a frequent visitor journey ([email protected]).of Discovery traveled their water- and geographically. It helps tell to classrooms where, in no time, ways, and as they are now. Ex- the story of the trip across the she fills the air with delicious MORE BOOKS cerpts from the expedition diaries continent," she says. smells. For more information, A Charbonneau Family Por- are included (Washington State Using food as a "time machine," visit her Web site: www.History trait: Biographical Sketches University Press, 2000, 2001). she recreates the tastiest of the Cooks.com/. of Sacagawea, Jean Baptiste, Or Perish in the Attempt: Corps members' mealsmany and Toussaint Charbonneau byWilderness Medicine in the of them inspired by Hidatsa and IN THE WORKS Irving W.A. Anderson (Fort Clat- Lewis & Clark Expedition by Mandan Indianssuch as corn Portland writer and filmmaker Ron sop Historical Association, 1992) David J. Peck (Farcountry Press, with sunflower and black beans. Craig is developing a PBS docu- The Expeditions of Lewis & 2001) And she wouldn't dream of leaving mentary on the African American Clark and Zebulon Pike: North out Charbonneau's famous Buffalo slave, York, who was a member of American Journeys edited by Boudin Blanc. the Corps of Discovery. His chil- Washington state educators

1 NW Education / Summer 2003 154 WEB SITES and Clark journals. National Park Service rich classroom learning experi- A Bethel School District 52 Lewis & Clark Trail Heritage Lewis and Clark National ences based on the Lewis and Curriculum Project Foundation Historic Trail Clark stories. The Lewis and Clark Expedition www.lewisandclark.org/ www.nps.gov/lecl/ Public Broadcasting System Bicentennial The Foundation's curriculum This site's Education link fea- www.pbs.org/lewisandclark/ www.bethel.k12.or us/ guide, An American Legacy: The tures books, curricula, and other This site is a companion to the lewisandclark/ Lewis and Clark Expedition, in- useful Web sites. It also provides documentary "Lewis & Clark: The This Oregon school district cludes ideas and source materials information about the Corps of Journey of the Corps of Discov- invites teachers and students in linked to national standards in Discovery II, a traveling interpre- ery" by Ken Burns and Dayton grades K-12 to participate in language arts, social studies, tive center that will exhibit along Duncan. Teachers and kids will short- and long-term projects, geography, human behavior, life the Lewis and Clark trail during find stories about the world of Web Quests, and classroom-to- skills, Native American cultures, the next three years. The exhibit Lewis, Clark, and the rest of the classroom activities in reading, visual arts, music, and natural includes a Tent of Many Voices Corps of Discovery, Indian tribes, science, history, and more. science. Included are many other where experts and entertainers will maps and journals, interviews Discovering Lewis & Clark resources and links to state chap- make presentations and perform. with historians, and classroom www.lewis-clark.org/ ters where teachers can get in Representatives from Native Amer- resources. This Web site includes general touch with Foundation members ican tribes will be featured at each Rediscovery Project background on the Corps of Dis- who are willing to help schools stop and may also be available for Technology Innovation Challenge covery, including a 19-part synop-interpret the expedition stories. local school visits. Grant, U.S. Department of sis of the expedition by historian National Council of the Lewis Northwest Regional Educa- Education Harry Fritz with illustrations from & Clark Bicentennial tional Laboratory http://rediscoveryed.uidaho.edu/ the Lewis and Clark journals, pho- www.lewisandclark200.org/ Lewis & Clark's Expedition: This is a national project in tographs, maps, and audio-video This site has up-to-the-minute Curriculum Ideas & Education which teachers along the Lewis presentations. information about bicentennial ac- Resources and Clark trail are using technol- Jefferson's West tivities around the nation. It in- www.nwrel.org/teachlewisand ogy to enhance their instruction Monticello: The Home of Thomas cludes links to individual state clark/home.html of history, science, math, reading, Jefferson bicentennial offices and the Coun- Teachers will get lots of good and more. Watch this site for news www.monticello.org/jefferson/ cil of Tribal Advisors, which works ideas from this site that features about University of Idaho online lewisandclark/ to clarify tribal roles and promote the completed project, "Teach courses on how teachers and stu- A Lewis and Clark study re- cultural sensitivity and the stew- Lewis and Clark: Updating the dents can use computer technol- source for teachers and students ardship of sacred and historic Journals Nearly 200 Years Later," ogy to document 200 years of includes background essays, resources. in which teachers and students change in their local communities. classroom activities, timelines, National Geographic Society studied their communities to find For a free compact disc providing maps, and links to books and Lewis & Clark Online Base Camp out what had changed since the background narratives, graphics, other resources. A link to Discov- www.nationalgeographic.com/ journey of the Corps of Discovery. and artwork on the Corps of Dis- ery Paths: Native Nations provides lewisandclark/index.html Also featured are newspaper arti- covery, e-mail: shelleyh© video clips of oral histories from This site offers fun, interactive cles from The Legacy Grows: uidaho.edu. tribal experts and more. learning adventures for kids and Lewis & Clark Special from The www.lewisandclark200.gov/ Lewis & Clark College classroom resources for teachers. Oregonian and guidelines for A partnership of 32 federal agencies www.thejourneycontinues.org/ National Lewis and Clark communicating the multiple sto- This is an easy-to-use portal to Throughout the bicentennial, Education Center ries surrounding the Lewis and online information about Lewis the college is offering confer- University of Montana Clark expedition, particularly and Clark historical places, ences, lectures, symposia, ex- www. lewisandclarkeducation those of Native people. events, education resources, hibits, publications, and special center.com/ Oregon Public Education and more. events for teachers and others. At this site, teachers and stu- Network Larry McClure, A summer institute for teachers dents will find ecological and spa- www.open.k12.or.us/oregon/lcb/ Denise Jarrett Weeks will involve working with primary tial information collected along the This portal includes video and source documents to create grade- Lewis and Clark trail by NASA re- audio recordings from a 15-week appropriate curricular materials. mote-sensing technology. As they statewide videoconference for Ore- The college's collection of Lewis explore regions of the trail, they gon teachers. Historians, archae- and Clark historical books and will find a variety of resources ologists, musicians, and Native other materials is the most com- available from satellite imagery, American tribal experts share their prehensive in the world. This site historical lithographs, maps, jour- knowledge and wisdom with also features "200 Years Ago This nal entries, and collected data. teachers who want to draw on Week," summaries of the Lewis community resources to develop 185 E DISCOVERIES IN LEARNING FIRST PERSON

REDISCOVERED I've turned the pages of these PORTFOLIOS: A PASSAGE books several times since then, THROUGH TIME and they fill me with pride. I'm proud of the girls in long white A hundred years ago, the girls dresses who sat in the convent of St. Mary's Academy col- school garden and took such care lected their best works and to show their work. Proud of the bound them together in hand- school that has produced scholars some books commemorating and artists for more than a century. the centennial of the Corps of Proud of the girls in blue jeans Discovery. who attend St. Mary's today, continuing the tradition of academic By Patricia Nida excellence. And the old books make me proud of myself. PORTLAND, Oregon"Remem- These essays and drawings, ber, Patricia, this is always your set down in another era by the dis- _of home." ciplined and inspired hands of Spring day, 1962. The old young author-artists, are testament stone-walled garden of St. Mary's to what students can accomplish ..1111,_ Academy for girls. I'd just told when they strive for personal ex- Sister Francella Mary that I was cellence. This is, of course, what leaving St. Mary's to go to a co- they were honoring in the men and educational high school across one woman of the Corps of Dis- town. Before sending me off to covery, many of whom were not the world outside these walls, she much older than themselves. gave me her blessings and this promise: No matter what the world POSTSCRIPT. Patricia Nida beyond held for me, I'd always works for NWREL's Compre- belong at my "home" school at hensive Center and, as a St. Mary's. member of the Oregon Lewis Forty years later, Sister Fran- and Clark Bicentennial Com- cella's words rang in my memory mittee, is helping schools like a bell when, at a meeting of across the country to create the Oregon Lewis and Clark Bi- rich learning experiences centennial Committee, I heard based on the history of the someone mention that there were expedition. She can be 100-year-old books stored away As the committee wondered of education offered at St. Mary's reached at (503) 275-9480 that had been written by St. Mary's what the books looked like and if at the turn of the last century. or [email protected]. students for the Lewis and Clark we could possibly see them, I al- When the boys and Ilifted them Illustrations used by per- Centennial Exposition and World'smost ran to the phone. Of course out of the box, using white gloves mission. "Hooded Warbler" by Fair. I listened with growing ex- we could see them! After all, St. to protect the aged pages, we were Edina Venator and "Tree Swal- citement. They were hard-bound Mary's is my home, Sister Fran- in awe! The books' green library low" by Dorothy Bercovich portfolios of third- through eighth-cella told me. So, on another bindings, marbled endpapers, and (appearing with page num- grade students' work, done a cen- spring day, I took my 18-year-old pages of the finest watermarked bers) in the chapter "Birds of tury after Meriwether Lewis and son and two of his friends to meet paper were perfect. The student Oregon" in 15 Nature Study, William Clark's Corps of Discov- Sister Rosemarie Kasper at the handwriting was elegant, the lan- St. Mary's Portland, Grades ery explored the continent. In archives of the Sisters of the Holy guage poetic, and the pen-and-ink3-6. Lewis and Clark Exposi- a friendly rivalry commemorating Names of Jesus and Mary, Oregondrawings and watercolor illustration-1905. Portland, OR: the centennial of the expedition, Province. Sister unlocked the tions exquisite. We were holding Archives of the Sisters of the St. Mary's and other schools col- door, moved treasured chronicles, history! Holy Names of Jesus and lected their students' best work in relics, and antiques, and directed Mary, Oregon Province. portfolios and submitted them to us to several boxes. In them stood a statewide competition. the bound books of student work from 1903, displaying the quality

196 Fsr COPY AN NW Education / Summer 2003 NWREL BOARD OF DIRECTORS

John Pugh Sharon D. Parry (Chairperson) (Vice Chairperson)

IB00 O0 et/0 IP0 OD 69 Chancellor School Board Member University of Alaska Southeast Idaho Falls School District

NOR1I1HW1EST EDUCATION Henry Beauchamp Dr. Bill McDiarmid Executive Director/CEO Higher Education Institutes Researcher Yakima Valley Opportunities Vashon (WA) Quarterly magazine of the Industrialization Center (WA) Northwest Regional Educational Laboratory Dr. Elmer Myers Dr. Teresa Bergeson Superintendent Chief Executive Officer: Washington State Superintendent Lolo Elementary School District (MT) Dr. Carol E Thomas of Public Instruction David J. Parker Susan Castillo Issue Editor: Elementary Principal Oregon Superintendent of Public Instruction Kalispell School District (MT) Denise Jarrett Weeks Jerry Colonna Ted Popplewell Associate Editors: Superintendent Principal Rhonda Barton, Denise Jarrett Weeks, Redmond School District (OR) Oregon Trail Elementary School Lee Sherman Twin Falls (ID) Dr. John Davis Contributing Editors: Superintendent Kay Purcell Bering Strait School District (AK) Principal Suzie Boss, Larry McClure St. Rose Parish School Ruben Degollado Longview (WA) Contributing Writers: Teacher Suzie Boss, Larry McClure, Pat Nida, Hillsboro School District (OR) Janice Rauth Bracken Reed Teacher Dennis Haverlandt Longview School District (WA) Graphic Production and Design: (Secretary-Treasurer) Teacher Denise Crabtree Karen Rehfeld Great Falls School District (MT) Acting Alaska Commissioner of Education and Early Development Lead Graphic Design: Dr. Marilyn Howard Dan Stephens Idaho State Superintendent of Public Lawrence Rigby Instruction Superintendent Technical Editing: Soda Springs School District (ID) Eugenia Cooper Potter Steven Jacquier Teacher Barbara J. Riley Southwest Region School District (AK) Project Director A FINAZA9 Women's Opportunity and Resource Dr. Michael Jaeger Development, Inc. (Immediate Past Chairperson) THE ASSOCIATION Missoula (WA) Dean, School of Education and Business OF EDUCATIONAL a Eastern Oregon University PUBLISHERS Roger G. Wheeler Nancy Larsen Businessman Pocatello (ID) Elementary Teacher Coeur D'Alene School District (ID) Estella Zamora Richard Mauer District Court Interpreter /Coordinator NORTHWEST EDUCATION Caldwell (ID) School Board Member can be accessed on NWREL's Web site: Delta-Greely School District (AK) www.nwrel.org/nwedu/ Linda McCulloch Montana State Superintendent This publication is based on work sponsored wholly or in part by the U.S. Department of Education under contract number ED-01-00-0013. The content of this publication does of Public Instruction not necessarily reflect the views of the department or any other agency of the U.S. government. This publication was not printed with government funds. Articles and information Richard McCullough in this publication are in the public domain and may be reproduced and disseminated Superintendent without permission. Please acknowledge NWREL as the source. Snoqualmie School District (WA)

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