SHARE Magazine, Summer 2008 by SHARE Magazine

SHARE m aga zine

Volume 19, Issue 2

Summer 2008

SHARE Summer 2008 Table of Contents

m aga zine

From the Editor

Best-laid Plans On Choose Chicago, the official website of the Chicago Convention and Tourism Bureau, the Bureau encourages visitors to the Windy City to “Make no little plans™.” They may not be visitors, but the team of educators supporting the Essential Learning Systems (ELS) labs at St. Helen School and St. Agnes of Bohemia took the Bureau at its word.

Welcome to the Jungle Walk into Ms. Rosalinda Gomez's CEI lab at Katherine Tarver Elementary in Laredo, Texas, and you are on your way to a jungle adventure....

The Write Stuff: The 2007-2008 Creative Writing Contest Winners

In the Spotlight: Fontana High School's Luis-Albarran Leyva

Who's Who Among CEI Students

The Average CEI Student

SHARE Magazine © Copyright 2008 Essential Learning Systems® (ELS®), by Creative Education Institute ® Mathematical Learning Systems® (MLS®), All Rights Reserved. CODEBREAKER ®, CEI Evaluate™, ® ® ® (ELS SHARE Magazine © Copyright 2008 Essential Learning Systems For further information, Letter Recognition (LR ®), ), ® by Creative Education Institute ® Mathematical Learning Systems (MLS®), call 1.800.234.7319. CEI Learning Manager™ (CLM™), ® All Ric Rights Reserved. CODEBREAKER , CEI Evaluate™,Sound Express®, Publisher: Klein Sentence Assembler™, ® For Editor: furtherRobin information, LetterQuick Recognition (LR ®),eQuick Tales™ Managing Wilson Tales™ and call 1.800.234.7319. CEI Learning Manager™ (CLM™), Contributing Editor: Lesley Mullen are registered trademarks of Ric Klein Sentence Assembler™, SoundInstitute Express®®, . Design Publisher: and Art: Robin Wilson Creative Education Managing Editor: Robin Wilson Quick Tales™ and eQuick Tales™ Contributing Editor: Lesleyby Mullen are registered trademarks of Printed AMA Nystrom Printing/Finishing Design and Art: Robin Wilson Education Institute ®. Waco, Texas Creative 254.776.8860

from t he Edit or

I WRITE TO US: We welcome your letters, testimonials, Photos, and stories about your students. The editor reserves the right to determine the suitability of letters for publication and to edit them for accuracy and for length. If you would like to submit photographs, you may send printed copies or digital copies via snail mail or e-mail; if you would like your printed copies or digital media returned to you, please indicate so in your mailing. In order to include a student’s photograph in our publication, we must have a signed copy of the Permission to Reprint form on file before the issue goes to press. You may download the form from the SHARE Magazine page on our website at http://www.ceilearning.com/share.htm. WRITE: SHARE Magazine 1105 Wooded Acres Suite 700 Waco, Texas 76710 E-MAIL: SHARE@ceilearning.com FAX: 888.475.2402 WEBSITE: w w w.ceilearning.com

love to watch fireworks. I can’t think of anyone I know who doesn’t. I mean, what’s not to love about them? OK, maybe they’re a bit noisy, but the vivid colors and the bursting, cascading patterns are breathtaking. I find them remarkable, and they simply give me joy. The occasions on which we typically enjoy fireworks — Independence Day and New Year’s Eve — are pretty remarkable, too. On those days, we traditionally gather to celebrate special events that mean a lot to us: our country’s freedom and the beginning of a brand new year, respectively. My dear friend Gary not only loves to watch fireworks, but he also loves to design and prepare fireworks shows. As a “pyrotechnics-worthy” holiday approaches, he’s been known to budget for weeks in advance so he can purchase mortars, cakes, various and sundry rockets, and all the appurtenances required to light up a holiday night’s sky with barrages of blazing comets, glittering chrysanthemums, and sparkling fountains. Gary has ordered special fuse online, and he’s constructed elaborate racks from which to launch his dazzling displays. He wants his displays to be remarkable and memorable, and, take it from me — they are. One year, Gary had purchased so much fireworks “stuff” that several of my friends and family and I were honored with fireworks displays on our birthdays. I don’t know about the others, but I was tickled pink. As Gary prepared the racks before the show, all the kids — this big one included — marched with anticipation around the country yard that served as the site of the show, clapping and chanting in our good Creative education institute

old Texas drawl, “FI-YER-WORKS! FI-YERWORKS! FI-YER-WORKS!” I’ll tell you what … if fireworks on your birthday doesn’t make you feel special, I’m thinking nothing will. As we close out another school year, we believe there’s another fireworks-worthy celebration in order. Out in the labs and here at our home office, the CEI team hears success story after success story of students who, through using Essential Learning Systems (ELS) or Mathematical Learning Systems (MLS), have achieved great gains in the lab and in the classroom … and perhaps even more importantly, in their personal lives. Although we couldn’t figure out a way to get you all together for one of Gary’s pyrotechnics extravaganzas, we still want to celebrate all that you and your students have accomplished. To do that, we’ve put together this special fireworks- and achievementfilled issue of SHARE. We’re thankful for the small part you’ve allowed us to play in your success, and we want to rejoice with you. So go ahead.... Gather your students, teachers, administrators, and parents, and let the festivities begin. Laud your students as they experience the joy of newfound freedom and the beginning of a bright future illuminated by academic, social, and professional success. And we’ll see you back here next year to begin the process again! Best wishes for success,

Robin Wilson Editor, SHARE Magazine SHARE Magazine

SUMMER 2008

CEL

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EBRATE! A

few years ago, country music singersongwriter Brad Paisley released a song called “The World.” In case you’re not familiar, one of the stanzas goes a little like this…. “You think you're one of millions but you're one in a million to me  When you wonder if you matter, baby look into my eyes  And tell me, can't you see you're everything to me.” Since Creative Education Institute® (CEI®) began in the summer of 1987, we have had the privilege of serving over 3,000,000 students. While each of those students is literally one of millions, in our hearts, each is truly one in a million, and each means everything to us! To show our appreciation for the students who are working on our programs and our partners who support them, CEI dedicates this issue of SHARE to you. We celebrate your dedication … your commitment … your achievements. On these pages, we applaud your successes, understanding that no accomplishment is small and remembering that the grandest of all fireworks displays starts with just one match.

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Best-laid

PLANS

KARA ROTHERMEL, CONTRIBUTING WRITER

n Choose Chicago (http:// www.choosechicago.com), the official website of the Chicago (Illinois) Convention and Tourism Bureau, the Bureau encourages visitors to the Windy City to “Make no little plans™.” They may not be visitors, but the team of educators supporting the Essential Learning Systems (ELS) labs at St. Helen School and St. Agnes of Bohemia took the Bureau at its word. United Stand Counseling Center — a nonprofit assessment and counseling center that works in conjunction with the Archdiocese of Chicago Catholic Schools Inclusive Education program — has established the not-so-little plan to support as many Catholic school children in Chicagoland as possible. So far, they’re right on target. Inspired by enthusiastic lab facilitator Kara Rothermel, pre-K through sixth-grade students at St. Helen and St. Agnes have made remarkable progress on the Letter Recognition and ELS programs, and they’ve made unprecedented gains in their reading skills. And perhaps even more importantly, these learners’ successes in the labs have developed their self-esteem and confidence — both of which have led to improved achievement in the classroom. “The results are the proof that children are learning in ELS,” says

Kara. “The report cards, standardized tests … and the self-confidence is evident in and out of the classroom.” The Diagnostic Screening Test: Reading (DST:R) results certainly prove the positive effect ELS has had on St. Helen students. The average gain for reading comprehension was 1.6 years two years ago, and it improved to 2.4 years during the 2006-2007 school year. Much of that success can be attributed to Kara’s heart for struggling students. Kara, who already had classroom experience she deems “truly rewarding,” began at St. Helen during the 2005-2006 school year after her sister-in-law — who worked for United Stand — shared that the Archdiocese was looking for a facilitator to manage the ELS lab there. “[Working in the lab] seemed like an opportunity to expand my knowledge in a truly distinct program that has proven successful for helping children that struggle with reading,” Kara recalls. When Kara began at St. Helen, the lab had four stations, but she and the school administration were so pleased with their students’ results, they’ve expanded the lab to eight stations in the last two years. “We added two stations per year as we continued to see the tremendous improvements from the students,” Kara explains. “The

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demand for students entering the lab became so great, it was essential for us to have more stations to accommodate the need.” The accomplishments of the students at St. Helen spurred United Stand to open a lab at St. Agnes of Bohemia, a preparatory school in the heart of Chicago’s Little Village. St. Agnes celebrates over 100 years of excellence in education as one of the largest Hispanic schools in the Archdiocese of Chicago, and with ELS’ emphasis on language development and enrichment, the program seemed to be the perfect addition to St. Agnes’ course offerings. “St. Agnes of Bohemia has a Bilingual Center (also operated by United Stand) that’s located within the school,” explains Kara. “My boss, Dr. Kim Mis, felt that St. Agnes of Bohemia students would greatly benefit from ELS there. Students were enrolled in the lab in September 2007. “When we started the ELS lab at St. Agnes, we knew that a minimum of eight stations would be the key to addressing the needs of all of the students. The enthusiasm and full support of the administration — Principal Matthew Banach and Assistant Principal Meghan Hurley — enabled us to launch the ELS lab with 10 stations! The addition of the stations is one way that United Stand is meeting

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The dedicated team of educators supporting the ELS labs at St. Helen School and St. Agnes of Bohemia:

1. Kara Rothermel, Facilitator, St. Helen and St. Agnes 2. Marianne Johnson, Principal, St. Helen School 3. Matthew Banach, Principal, St. Agnes of Bohemia 4. Meghan Hurley, Assistant Principal, St. Agnes of Bohemia 5. Danielle Borsilli, Teacher/Facilitator, St. Helen School

its goal to support as many children as possible in the Catholic schools.” Matthew Banach believes that ELS does more than just build fundamental reading skills; it also motivates students. “Students are excited to use the program because they get to feel real success with reading,” Banach describes, “and their progress is evident at the end of each lesson.” Meghan Hurley describes ELS as an effective complement to St. Agnes’ curriculum. “Essential Learning Systems enables St. Agnes of Bohemia School to address the language needs of our students by enhancing what occurs in the classroom,” Hurley states. “Because students are assessed and taught on an individualized basis, those students who struggle the most have the direct help they so desperately need. ”The ELS program gives these students the confidence they need to participate fully as students and to grow and develop as readers. We are proud to offer this program at St. Agnes and believe that without it, we wouldn’t be able to serve all students so effectively.” When the lab at St. Agnes opened, Kara Rothermel began sharing her time with it and the lab at St. Helen. She continues to work with students on both campuses, but her responsibilities at two different campuses have warranted the addition of an extra team member. “Due to my varied workdays at both sites, we were in need of another ELS

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facilitator at the St. Helen site,” recounts Kara. “After working with the teachers there, Marianne Johnson, Principal at St. Helen, Dr. Kim [Mis], and I all agreed that Danielle Borsilli — the fifth Grade teacher at St. Helen School — would be an excellent addition to the team. “[Danielle’s] an amazing educator who devotes her life to helping each child be successful in the classroom. She has worked closely with United Stand in the past three years to help her students learn, and she has also enrolled students from her fifth grade class in ELS. Her dedication to helping students succeed made her the obvious choice for the position. “She operates the lab one day after school to provide students with more exposure to the program,” Kara says. “She’s been an inspirational facilitator in and out of the classroom when working with all of the students at St. Helen in the ELS lab.” Danielle and the ELS lab are a perfect fit. “I’ve seen such a positive response in the students with whom I’m working in ELS,” Danielle says. “The one-on-one attention is fun for them, and I love being their personal cheerleader. Their self-esteem increases and it’s a domino effect of great things when they accomplish their short-term goals. “Being able to also teach three of my ELS students in my fifth grade classroom, I get to see that domino effect spill over. Priscilla (see page 11) has had such awesome successes this year in reaching her short-term goals in ELS that her self-confidence has improved tenfold SHARE Magazine

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in the regular classroom. She has even accomplished the High Honor Roll!” Sister Mary Kay Dowling, a fourth grade teacher at St. Helen, asserts that student growth is directly related to the ELS program. “I found the ELS program to be very supportive of the skills fostered in the fourth grade classroom and enhanced student learning, “ she states. “Students learned in a spiral method that continually built upon small steps of learning. The students were regularly pleased to show off their progress reports as they returned from ELS. ”I found that over a three- to six-month period of four classes a week, students began to pick up skills and intertwine them with their daily class work. Often they would refer to something they learned with Ms. Rothermel — a connection that they did not have prior. “My students love going to ELS and look forward to improving their reading. I believe that the consistency of the program and the skill-building techniques helped to foster improved self-esteem among students who were challenged in the classroom.” The educators at St. Helen and St. Agnes aren’t the only ones noticing the amazing changes in their students. “Parents are constantly commenting on how they see the improvement in reading taking place at home,” Kara shares. “They’ve mentioned to the teachers and me how homework has not been such a struggle since their child has been in the ELS program. The tests and homework

raders G h t 5 l o o h c S n St. Hele

St. Helen School 2n d Graders

er 4th Grad l o o h c S n St. Hele

St. Helen School 3rd Grad ers Creative education institute

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St. Agnes 4th Graders

St. Agnes 6th G raders

St. Agnes 4th Grader

St. Agnes 5th Grader 10

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Meet Priscilla Monsivais ... S

t. Helen School student Priscilla Monsivais began working on ELS when she was in third grade. Her first DST:R results indicated that she was reading one full grade level below where she should have been, and she struggled with reading in the classroom and at home. "Even though reading was beyond challenging for her, she never gave up hope, and she came to the ELS lab with an overwhelming desire to learn," Kara recalls. "That desire transferred into her daily classroom work and homework.

"By the end of third grade, Priscilla had already increased her reading skills and comprehension significantly. By the end of 4th grade, Priscilla was reading beyond that of a middle-of-the-year 5th grade student." Priscilla exhibits an intrinsic motivation and enthusiasm to succeed in all of her ELS lessons. She started ELS in Level I on Lesson 10. She is now working on Level II, Lesson 18. Priscilla readily acknowledges the positive effect ELS has had on her academic endeavors.

“

When I come to ELS, I’m full of pep!

scores are going up, and the self-confidence in their child has become more evident." Kara humbly attributes much of her success to the support she receives from the CEI Support team. “I can’t express how much I value the relationship that each of my labs has with CEI, she declares. “They provide immediate, on-the-spot support and knowledge to get me through any of my questions, concerns or technological issues. I’ve developed what I consider friendships across the miles with many of the support technicians at CEI.” Kara offers the highest praise for her CEI Solutions Analyst. “Susan Keith has always offered encouragement and support, and she’s provided me with the daily tools and know-how to run a successful lab,” Kara exclaims. “I’m thankful for her dedication to

“I think it (ELS) is a good program because it helps me with school," Priscilla says. "It helps me with my subjects, my grades, and sounding out words. When I come to ELS, I’m full of pep!” Priscilla was named to the Honor Roll — a distinction for students earning all A’s and B’s — during her first semester at St. Helen, and she was named to the High Honor Roll — the elite group of students who earned all A’s — this school year.

"Given all of her recent accomplishments and successes, I’m looking forward to giving her the post-test to see how much more she’s grown," Kara states. "I’m proud to say that I’ve been lucky enough to work with her, and with all of the students that have daily success stories in each of their ELS lessons. "

her job and her willingness to go the extra mile to ensure that each child is appropriately placed within the program. She is an asset to CEI and all of the students and facilitators that work with her. I’m glad that I have Susan on my team, a true ELS advocate and friend!” Susan brags on Kara, too. “Kara was trained in the fall of 2005. She was a sunbeam in the Maria High School lab where we conducted the training,” Susan remembers. “She does not hesitate to contact me or the CEI support team when she has a question. She has great rapport with the students in both labs, and Kara is still a shining light for Essential Learning Systems in Chicago.” Choose Chicago’s tagline may have been derived from a quote by Daniel H. Burnham, an American architect and urban planner who said, “Make no little plans;

they have no magic to stir men’s blood and probably will themselves not be realized. Make big plans; aim high in hope and work, remembering that a noble, logical diagram once recorded will not die.” Thanks to the best-laid plans of Kara Rothermel, Danielle Borsilli, their supportive administrators and faculty, the United Stand Counseling Center, and the Archdiocese of Chicago, the future of their St. Helen and St. Agnes of Bohemia students most certainly will not go awry. The ELS program and the commitment of these dedicated educators and advocates will allow them to aim high in hope and work as they strive to achieve academic, social, and professional success.

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Welcome to the Jungle 12

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hen we received Rosalinda Gomez's packet of information and photos of the Essential Learning Systems (ELS) lab at Katherine Tarver Elementary in Laredo (Texas) last spring, there were so many remarkable testimonies and photos, we couldn't fit them into an issue of SHARE until now. One thing's for sure, though — we're wild about the amazing work taking place at Tarver. And judging by the letters we received from Tarver faculty and parents, we're not the only ones.... "Walk into Ms. Rosalinda Gomez's CEI lab, and you are on your way to a Jungle Adventure," wrote Sara Montemayor, Tarver's Assistant Principal. "The students of Katherine Tarver Elementary School in Laredo, Texas, are ecstatic about participating in the many activities CEI has to offer. Students enjoy the fact that they have individualized lessons, they work at their own pace, and they test at the appropriate grade level. "Our success rate of Special Education and English Language Learners has just been amazing!" Ms. Montemayor continued. "I have seen students who could not read a single word at kindergarten level [improve] to reading and writing words and sentences two grade levels above. "Every time I make a classroom visit, [students] are more than willing to share what they are doing with Ms. Gomez," Ms. Montemayor stated. "Students also often don their safari hats and read to you one of the many books in the jungle library nook. Believe me, they are not at all shy about reading out loud to you! "Ms. Gomez's CEI Jungle Adventure Lab has generated a sense of trust and confidence in every one of her students, and it is evident in the great results they are achieving." Former Tarver principal Myrtala Ramirez became a believer in ELS when one of Tarver's Special Education students proved he could read. "He came to me and exclaimed, 'I can read. Now I have lots of words in my head. Listen to me.' He repeatedly spelled words over and over without an error.

"I shared his story with my assessment team, and I decided to bring him to the meeting, so he could share his success with my teachers," Ms. Ramirez recounted. "All I could see was tears streaming down my teachers' faces. This student made them believers of the success of the CEI program and the lab facilitator. "Rosalinda Gomez believes in the program 100 percent. She is committed and enjoys teaching the whole child. Ms. Gomez touches their minds, as well as their hearts.... She beams with excitement as she talks about her students' progress or adds another picture to her safarithemed classroom. "At Katherine Tarver Elementary, the CEI lab has been a tremendous success." Special Education teacher Raul Montiel concurred.

“

"The CEI program does work," Montiel wrote. Two of my students — a second-grader and a third-grader — are in the program. There has been a significant change in the students' confidence and their reading ability. They continually come to class excited to tell us what they have learned. "You should see how their faces light up when they read and acknowledge they are doing it on their own. They are emerging as readers as a result of the program.... The results are undeniable; it really works." Teachers' praise for the lab just keeps on flowing. "My students were unable to read at the beginning of the year, and now they've become independent readers," wrote first grade teacher Griselda Reyes.

“

ou should see how their faces light up when they read.... The results are undeniable; it really works.

Left to Right: Facilitator Rosalinda Gomez collects coupons from Oscar Gonzales, Abtaly Arce, and Imelda Marquez as they shop for prizes.

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Michelle Acosta, another first grade teacher, shared, "The students who attend the CEI lab have bloomed in not only reading, but spelling and writing as well. They feel more confident in their ability to decode the words, due to the practice they receive in the CEI lab." Third grade teacher Araceli Reese was amazed by the changes in her students, too. "I am very impressed with the progress my students have been making in the CEI lab," Ms. Reese wrote. "I have seen several of them just blossom right before my eyes. They have gained a sense that they can 'attack' a word before asking for help. "In the past, some of them would not even dare to try it alone.... Now,

I see them sounding it out and then asking to see if they are correct. Their faces just light up when they realize that they have done it correctly." Rosalinda â&#x20AC;&#x201D; who works with students in virtually every subgroup, including Regular Education, LimitedEnglish Proficient (LEP), Dyslexic, Attention Deficit Disorder/Attention Deficit Hyperactive Disorder (ADD/ ADHD), Title I, Special Education, Autistic, and Speech and Language Impaired, among other disabilities â&#x20AC;&#x201D; has seen the program in action and has found it successful time and time again. She's convinced that the individualization the program provides is key to that success.

In contrast to the myriad of sequences, parameter settings, and other options Rosalinda uses with her eclectic group of students, her advice for anyone who is considering the program is remarkably succinct. "Two words," she says. "IT WORKS!" The program is not the only thing that contributes to the lab's success, though. Rosalinda is quick to credit what she calls the Team Support of her administrators, teachers, supportive staff, parents, and the business community. She's also certain that the fact the program is used as an early intervention plays a great role in students' success. But perhaps most special to Rosalinda is the amazing effect the nurturing environment has on her students. "I try to teach the CEI program and lifelong skills in a way [that will] challenge and inspire my students," Rosalinda shared. I sincerely believe that the people they will become is important, and for this reason, I find myself teaching from the heart." The combined effect of ELS and Rosalinda's self-described TLC (Tender Loving Care) has not gone unnoticed by parents. "Parents are appreciative and thankful," she said. She listed some of the comments she has received, such as "My daughter enjoys going to your class; I have noticed she has more interest in reading," "My son is always talking about CEI," and "Our daughter is reading to us." Rosalinda shared one letter from a parent with us (left). The last line of the letter paraphrases the CEI mission rather nicely, "it really makes a difference for all of us."

hank you, Rosalinda Gomez, for helping us carry out our mission of enabling Laredo students with educational differences to achieve academic, social, and professional success.

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Thank you for doing an awesome job! The CEI Lab is doing wonders for my student Alexa Sanchez. I can see the difference it has made in her. I could not believe my eyes when I saw her reading a chapter book she bought the other day at the book fair. She was actually reading it! Now every time I see her, she is always reading a book every time she has a chance. Araceli Reese, First Grade Teacher

. ht) reads to a friend Alexa Sanchez (rig

At the beginning of the year Alyssa was rather timid, due to the fact that she was struggling in her fluency rate in reading. When she entered into the CEI Lab we hoped it would be to her benefit. Through assisted technology (CEI) she has been able to surpass our expectations; for example, she successfully passed the TAKS Reading Test with an 80% passing score. In addition, her writing and math scores have improved. Angelica Contreras, Third Grade Teacher

Rosalinda Gom ez he the parameter lps Alyssa select s for her next task.

For the last two years, the CEI program has continued to benefit K. Tarver Elementary School. Since the CEI program was implemented during the 2006-2007 school year, more students have passed the TAKS Reading Test than ever before. It is my belief that all students in the program have gained the reading skills necessary to be successful.

ELS Placement administers the ez om G a d lin Rosa Zuniga. to Jessica Marie

For instance, Jessica Marie Zuniga, a third grade retained student, has improved due to the dedication of her CEI teacher, Ms. Gomez. Ms. Gomez has been able to instill a love of learning in every child that is in the CEI program. Jessica Marie Zuniga is just one of them. She has truly blossomed into a phenomenal student. She has become extremely dedicated to the learning process. She is eager to attend CEI on a daily basis. Since her reading skills have progressed, she has improved academically and socially in the classroom. Jessica now has the confidence needed to read orally in front of the class. She also has the confidence to excel in all other academic areas as well. Although students continue to have a gradual improvement, so many others like Jessica have soared academically. Sincerely, Silvia Benavides, Third Grade Teacher

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e t i r W THE

STUFF

t CEI, one of the highlights of each school year comes in spring, when we get to read all of the entries from the Creative Writing Contest. To participate in the contest, students submit stories using words from any of their lessons. Parents and teachers may help students with spelling and grammar, but students must come up with the ideas and complete the work themselves. Since November, CEI Solutions Analysts have been encouraging lab students from kindergarten though twelfth grade to send in their entries. We even asked facilitators to lead the way by submitting their own stories. All of us were so excited when we began receiving the hundreds of entries. We were even more impressed when — for the first time ever — students in Mathematical Learning Systems (MLS) labs participated in the contest, sending in story problems and puzzlers. Once we received the entries, teams of certified educators read and reviewed each story. As they scored the stories, they couldn’t help but comment on how imaginative the students were and how well they knew the material they were learning! Basing their decisions on originality, creativity and use of lesson words, these educators gave out almost 100 awards and certificates of recognition and — again for the first time ever — bestowed a new honor … the Judge’s Choice Award.

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2007-2008 CREATIVE WRITING CONTEST WINNERS FIRST ANNUAL JUDGE’S CHOICE AWARD WINNER: DUSTY DROUIN BANDERA MIDDLE SCHOOL

BANDERA ISD

KINDERGARTEN FIRST PLACE KALEB SMITH ELISABET NEY ELEMENTARY BRAZOSPORT ISD FIRST GRADE FIRST PLACE ANA GUZMAN LONE STAR ELEMENTARY MONTGOMERY ISD SECOND PLACE RUBY TORRES D.D. HACHAR ELEMENTARY LAREDO ISD THIRD PLACE SELENA NUNEZ LONE STAR ELEMENTARY MONTGOMERY ISD HONORABLE MENTION STEPHANIE PENALOZA LONE STAR ELEMENTARY MONTGOMERY ISD FIRST PLACE GINO GARCIA BIVENS ELEMENTARY AMARILLO ISD SECOND PLACE EVELYN YRUEGAS D.D. HACHAR ELEMENTARY LAREDO ISD THIRD PLACE LACIE BAILEY BIVENS ELEMENTARY AMARILLO ISD HONORABLE MENTION JOSHUA GUENTHER BIVENS ELEMENTARY AMARILLO ISD FIRST PLACE

CHARLES SOTO ELISABET NEY ELEMENTARY BRAZOSPORT ISD

SECOND GRADE FIRST PLACE NATHALIE ROMAN LONE STAR ELEMENTARY MONTGOMERY ISD FIRST PLACE MCKAYLA MARSHALL COLMESNEIL ELEMENTARY COLMESNEIL ISD SECOND PLACE JAZMIN DIAZ CANUTILLO ELEMENTARY CANUTILLO ISD THIRD PLACE KUYLER BAILEY BIVENS ELEMENTARY AMARILLO ISD HONORABLE MENTION ORLANDO ARELLANO BIVENS ELEMENTARY AMARILLO ISD FIRST PLACE SEBASTIAN GUTIERREZ BIVENS ELEMENTARY AMARILLO ISD THIRD GRADE FIRST PLACE BERENICE VARGAS MONTGOMERY ELEMENTARY MONTGOMERY ISD SECOND PLACE PAOLA MEJIA MONTGOMERY ELEMENTARY MONTGOMERY ISD THIRD PLACE RUBI ALVARADO LONE STAR ELEMENTARY MONTGOMERY ISD HONORABLE MENTION AIDE SERNA RAYE MCCOY ELEMENTARY GEORGETOWN ISD FIRST PLACE CAYTLIN COOGLER SHEPHERD INTERMEDIATE SHEPHERD ISD SECOND PLACE TRAVIS HOPKINS SHEPHERD INTERMEDIATE SHEPHERD ISD THIRD PLACE SKYLAR ELLIS SHEPHERD INTERMEDIATE SHEPHERD ISD HONORABLE MENTION GIOVANNI CRUZ SHEPHERD INTERMEDIATE SHEPHERD ISD FIRST PLACE KATHRYN CLIFTON LONE STAR ELEMENTARY MONTGOMERY ISD SECOND PLACE COLE RICHEY LONE STAR ELEMENTARY MONTGOMERY ISD THIRD PLACE HUNTER TAYLOR LONE STAR ELEMENTARY MONTGOMERY ISD HONORABLE MENTION TAYLOR RIGGS MONTGOMERY ELEMENTARY MONTGOMERY ISD FIRST PLACE JAHLIL CALYEN LONE STAR ELEMENTARY MONTGOMERY ISD SECOND PLACE ALYSSA GUERRERO NORTH ELEMENTARY BRECKENRIDGE ISD THIRD PLACE ESMERALDA BALVANTIN NORTH ELEMENTARY BRECKENRIDGE ISD HONORABLE MENTION TYLOR HERRERA ELISABET NEY ELEMENTARY BRAZOSPORT ISD

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2 0 0 7 - 2 0 0 8 C R E AT I V E W R I T FOURTH GRADE First Place Lizeth Gonzalez Lone Star Elementary Montgomery ISD Second Place Andrew Martinez Lone Star Elementary Montgomery ISD Third Place Raul Cisneros Raye McCoy Elementary Georgetown ISD First Place Avery Scott Shepherd Intermediate Shepherd ISD Second Place Aspen Wade Shepherd Intermediate Shepherd ISD Third Place Alejandra Casillas Shepherd Intermediate Shepherd ISD Honorable Mention Sierra Williams Shepherd Intermediate Shepherd ISD First Place Morgan Stroud Learning Skills Center Second Place Diana Ortega Blackburn Elementary Forney ISD Third Place Katrina Cook Hanna Springs Intermediate Lampasas ISD Honorable Mention Jazzidy Zuniga Tarver Elementary Laredo ISD First Place Merced Hernandez Tarver Elementary Laredo ISD Second Place Mario Mejia Tarver Elementary Laredo ISD Third Place Alondra Cantu Navarro Elementary McAllen ISD Honorable Mention Emmanuel Quintana Navarro Elementary McAllen ISD FIFTH GRADE First Place Anahi Garza Raye McCoy Elementary Georgetown ISD Second Place Maria Ramirez Raye McCoy Elementary Georgetown ISD Third Place Sebastian Hernandez Raye McCoy Elementary Georgetown ISD Honorable Mention Diana Robles Raye McCoy Elementary Georgetown ISD First Place Trent Taylor Shepherd Intermediate Shepherd ISD Second Place Kelsey Pate Shepherd Intermediate Shepherd ISD Third Place Carl Denmon Shepherd Intermediate Shepherd ISD First Place Blayr Miller Dominican Sisters of Springfield Second Place Logan Beaver Hanna Springs Intermediate Lampasas ISD Third Place Abtaly Arce Tarver Elementary Laredo ISD Honorable Mention Elizabeth Chaudoin Hanna Springs Intermediate Lampasas ISD First Place Heather Smith Latexo Elementary Latexo ISD Second Place Anna Jaime D.D. Hachar Elementary Laredo ISD Third Place Sara Alvarado D.D. Hachar Elementary Laredo ISD Honorable Mention Stephanie Diaz Tarver Elementary Laredo ISD SIXTH GRADE First Place Polly Keen Dominican Sisters of Springfield Second Place Kameron Lacey Bandera Middle School Bandera ISD Third Place Mason Tabor Hanna Springs Intermediate Lampasas ISD Honorable Mention Alex Neely Hanna Springs Intermediate Lampasas ISD

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T I NG CON T E S T W I NN E R S SIXTH GRADE, continued First Place Ashley Henderson Latexo Elementary Latexo ISD Second Place Maria Del Carmen Salinas Hanna Springs Intermediate Lampasas ISD THIRD PLACE Jimmy Gill Hanna Springs Intermediate Lampasas ISD Honorable Mention Marisela Gonzalez Latexo Elementary Latexo ISD SEVENTH GRADE First Place Yackeline Sixtos Bandera Middle School Bandera ISD First Place Candra Rigsby Bandera Middle School Bandera ISD Second Place Taylor Clark Bandera Middle School Bandera ISD Third Place Michelle Duarte Bandera Middle School Bandera ISD Honorable Mention Elizabeth Wyatt Bandera Middle School Bandera ISD First Place Second Place

Christian Eckstein Bandera Middle School Bandera ISD Joshua Shelton Bandera Middle School Bandera ISD

EIGHTH GRADE First Place Mervin Silva Bandera Middle School Bandera ISD Second Place Grecia Mendoza Bandera Middle School Bandera ISD Third Place Maria Martinez Bandera Middle School Bandera ISD First Place Jordan Lopez Bandera Middle School Bandera ISD Second Place Ronney Hawkins Bandera Middle School Bandera ISD Third Place Dillon Erskine Bandera Middle School Bandera ISD Honorable Mention Travis Leggett Bandera Middle School Bandera ISD First Place Britney Malicoat Bandera Middle School Bandera ISD Second Place Blake Gilbert Bandera Middle School Bandera ISD Third Place Tommy Wagner Bandera Middle School Bandera ISD Honorable Mention Josh Tamblin Bandera Middle School Bandera ISD FACILITATOR First Place Terry Brown Bivens Elementary Amarillo ISD Second Place Mary Bourdon Willow Springs Elementary Killeen ISD

CEI congratulates all of the students and facilitators who entered the contest. We appreciate all of your hard work, and we thoroughly enjoy seeing the results of it.

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In the Spotl igh t Name: Luis Albarran-Leyva Place of Birth: EL OLIVO, MICHOACÁN, MEXICO CURRENT HOME: FONTANA, CALIFORNIA Family: Parents Jose and Catalina, Brother Sergio Other than English, what languages do you speak? SPANISH What IS your favorite subject in school? PHYSICAL EDUCATION. MY FAVORITE SPORT IS SOCCER. Who IS your favorite teacher? Elva Lara and Paul Jamerson (CEI lab staff) What is your favorite food? CHICKEN AND MOLE, WHICH IS MADE FROM PINE NUTS, CHOCOLATE, PUMPKIN SEEDS, FOUR TYPES OF CHILIES AND VARIOUS OTHER SPICES. What is your favorite type of music? All kinds What is your favorite TV Show? EL ChapulÍn Colorado, A Mexican children’s Show Dream Vacation: Spending some time on the beaches in Hawaii Dream JOB: LAWYER One thing people might be surprised to learn about you: That I have a sense of humor. Teacher Paul Jamerson says, “He has a sense of humor that he can deliver with such a deadpan expression that even Buster Keaton would be proud.”

Fontana High School’s Luis Albarran-Leyva PAU L JAM E R SON CONTRIBUTING WRITER

That freedom is just one of the differences between El Olivo and Fontana. “Here, everyone lives indoors,” Luis explains. “There, everybody knows everyone. People come and go as they want to.” Luis misses his family, his everyday activities, and his friends … a normal response from someone who has been removed from his culture and brought to a strange new land. It hasn’t always been easy, but despite the challenges involved with coming to America, Luis has made the most of his time here. This school year started off a little difficult for Luis and most of the beginning English Language Learners (ELL) in the lab at Fontana High School. Elva Lara, the bilingual aide assigned to the lab, was pulled to assist in the testing of all ELL students for English Proficiency level, leaving the class with teacher Paul Jamerson, who readily confesses his very limited Spanish skills. Not having the clear instructions on how to proceed through the program slowed down the learning process; however, once Ms. Lara — affectionately called, “The Boss” by Jamerson — returned to class, Luis was able to get on track with the procedures of the ELS program.

he great teacher Yoda once said, “Do, or do not. There is no ‘try.’” No truer words are spoken when describing the attitude and work ethic of Fontana (CA) High School student Luis Albarran-Leyva. Luis has set the standard for motivation by completing all six levels of the Essential Learning Systems (ELS) program. Given that it’s quite a rare accomplishment for any student to complete the ELS program in one school year, even more impressive is the fact that Luis completed all 210 ELS lessons just three days into the second semester. Luis came to Fontana from the small town of El Olivo, Michoacán, Mexico. There, Luis walked two hours to attend his school of only six classrooms. But when it was time for him to enter high school, there was no high school for him to attend. Luis moved to Fontana in 2006, and he entered the Fontana Unified School of Language Development. This school is designed to assist students who have been in the United States for less than one year. The purpose of the school is to enhance student potential for success in transitioning to comprehensive high schools. Luis says that the teachers in the United States are better prepared than those in his hometown, but he admits that he felt safer in El Olivo than in California. “There was more freedom,” Luis shares. “We could go everywhere with no fear.”

Qu a y es t d e l as s d e st - t t o lp e (14 c P m T:R Instructional Reading = 6.6 Co DS

3.7 YEAR GAIN!

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Reading Comprehension = 10.0

8.4 YEAR GAIN!

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LS w n E r ev i e a g Be ss on le 2/25/2008

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2/22/2008

Instructional Reading = 2.9 Reading Comprehension = 1.6

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2/19/2008

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LUIS’ ELS SUCCESS FILE

SUMMER 2008

TOP: Luis completes SHARE on one of the lessons he's reviewing to further strengthen his pronunciation and vocabulary. Bottom: Luis and one of his favorite teachers, lab aide Elva Lara

After Luis received an invitation to come to the lab before school for additional assistance, working on the ELS program became his passion. He and several other students would show up at the lab as early as 5:45 a.m. each morning … 1½ hours before school starts! Luis put in more than 88 additional hours over class time to complete every lesson. After finishing all six levels of ELS, the lab staff used the ELS Placement for Review Lessons to determine what reinforcement Luis still needed. Luis went on to complete all six levels of the eQuick Tales comprehension passages offered on the CEI Web-based Activity Center (WAC). After completing all of the eQuick Tales, Luis is now reviewing all lessons for which he missed three or more words on the ELS Placement for Review Lessons. The lab staff hopes that this will improve Luis’s pronunciation and spelling abilities even more. Luis’ hard work has definitely paid off. “When Luis started this school year, he was struggling to keep up with the work,” recalls Gary Hinckley, who teaches English to beginning and early intermediate level English Language Learners. “His reading level was very low, which was reflected in his writing abilities. “For the first quarter, he earned an ‘F’ in my English class,” Hinckley remembers. “By the end of the semester, he had pulled it up to a D+. However, this semester, he has demonstrated a much greater ability in being able to do his work. His oral reading is greatly improved. His written answers show a much greater ability in using English grammar and spelling. “At the present time, Luis is earning an A-,” Hinckley declares. “This is a marked improvement over the first semester. I have no doubt that his success in the CEI lab has had a significant effect on his success in my English class.” Luis is proud of his accomplishments, and rightfully so. And even though he’s finished all the lessons, Luis still looks forward to coming to the lab. “I can relax, and I have fun working in the program,” he explains. “It has helped me to better understand in all other subjects in and out of school.” We asked Luis what he’d say to someone considering whether or not to implement the ELS program. His advice — much like that of the great teacher Yoda — was not only wise, but also right to the point. “Use it.”

LUIS ALBARRAN-LEYVA IS NOT THE ONLY SUCCESS STORY IN THE LAB AT FONTANA. THESE REMARKABLE STUDENTS Have also made amazing progress on the ELS program this year:

Mary Carpio

PEDRO GARCIA

Jia Lin Yu

AGE: 16 years, 8 months

AGE: 16 years, 11 months

AGE: 15 years, 9 months

ENTERED LAB: September 5, 2007

ENTERED LAB: September 4, 2007

ENTERED LAB: NOVEMBER 14, 2007

GRADE: 11

GRADE: 10

BORN IN: EL SALVADOR

BORN IN: MEXICO

BORN IN: CHINA

STARTING ELS LEVEL:LESSON: Level 1: Lesson 1

STARTING ELS LEVEL:LESSON Level 1: Lesson 1

CURRENT ELS LEVEL:LESSON: Level 6: Lesson 5

CURRENT ELS LEVEL:LESSON Level 5: Lesson 6

CURRENT ELS LEVEL:LESSON Level 4: Lesson 1

TIME ON PROGRAM: 88 Days = Class only

TIME ON PROGRAM: 89 Days = Class only

TIME ON PROGRAM: 75 Days = Class only

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You!

Who's Who Among CEI Students

have been selected by Creative Education Institute As someone who has made remarkable achievements at your school and are therefore acknowledged for excellence as a distinguished lab participant in the 2007-2008 edition of Whoâ&#x20AC;&#x2122;s Who Among CEI Students.

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Elementary School

DEANNA DEVAZIER (left, with son Cole), lab facilitator at North Delta School in Batesville, Mississippi, has seen a lot of improvement in the students who use ELS. In fact, she's so impressed with the program that she asked her son’s teacher if he could come to the lab. Second-grader COLE DEVAZIER says ELS “can help you learn, and I’ve learned a lot of new words and what they mean.” "It’s a challenge to be Cole’s mother and his lab teacher," Deanna says, "but it’s well worth it because he has made such progress.”

When Big Sandy Elementary (Texas) first-grader ALEX TAPIA went to Dyslexia Teacher PATRICIA LAVENDER'S lab at the beginning of this year, he was struggling to learn the alphabet. After a month on Letter Recognition, he began to notice the ELS words other students were reading, and he wanted to read with them. Alex was so excited when Patricia moved him into Level I of ELS, and he soon began to flourish.

The facilitators in Brock (Texas) ISD would like to introduce their super second-grade ELS class (right). “Oh, if this picture could only talk!” they wrote. “Look carefully, and you will see future leaders! What a determined and dynamic group of students. We have renamed them as follows:" (Standing, L-R) Mr. Diligent, Jake Wahlenmaier; Mr. Enthusiastic, Toby Arvett; Mr. Courageous, Garrett Reynolds; Mr. Energetic, Tripp Jones (Kneeling, L-R) Mr. Spectacular, Tyler Farrell; Miss Magnificent, Sadie McCarter; Miss Exuberant, Cheyenne Carroll; Mr. Optimistic, Austin Griffin

"Earlier this year," Patricia recalls, "Alex told me, 'Thank you for helping me learn to read.' He had a million dollar smile on his face! ELS has really made a difference in his life."

"Can you just imagine what you have in this class when you mix all these personalities together with their hard work? PROGRESS .... That's what!" "These students come to class eager and ready to work," facilitators shared. "Each is doing a fantastic job and they guarantee to put a smile on your face daily!"

Brittnee Wright, a second-grader at North Elementary in Breckenridge, Texas, entered the lab in the Fall of 2007. She attends the lab three days a week with “Mrs. Robin,” her tracking aide, Robin Conner. “One of Brittnee’s greatest accomplishments in CEI is that she now puts the ending sound on words,” shares Mrs. Robin. "Brittnee works hard while she is in the lab and strives for perfection," states facilitator Lisa Langford. "Copy-Write has really helped improve her handwriting, and she works diligently at it. Brittnee earns stickers for perfect scores and a prize for every five stickers. When Brittnee has 100 percent on any task, she gets to ring a bell, and the other students clap for her. That really makes her smile! “I can see the confidence Brittnee has gained this year in the CEI lab,” Lisa says. “I’m very proud of the progress she has made and continues to make. Thanks, CEI, for unlocking the potential for Brittnee and all students everywhere.”

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Morgan Stroud, a fourth-grader at Learning Skills Center in Tupelo, Mississippi, says, “My mother is going to keep me in the MLS and ELS labs next year because now I am making better grades in Reading and Math.” Before Morgan started in the labs, she was an Honor Roll student, making A’s and B’s. Now she is making all A’s!

SUMMER 2008

2007-2008 Who's Who Among CEI Students

Teachers from DeZavala Elementary in Edinburg, Texas, were so impressed with their students' results that they sent the following testimonials to facilitator Yolanda Carreon....

When second-grader ROLAND CASTILLO (above) enrolled at Colmesneil (Texas) Elementary this year, he was reading at a 1.7 grade level. He was unsure and shy, but with his good listening skills, he soon picked up the pace. Roland's pronunciation and comprehension has skyrocketed as he’s worked from Level I, Lesson 16 to Level II, Lesson 13. Thanks to ELS, Roland is now reading at a 2.8 grade level! Roland’s teacher, Mrs. Desadier, has seen improvement in the classroom, too. When Roland first moved in, he was reserved when speaking aloud in the classroom. Now, he reads with confidence in front of his peers.

Azucena Gomez (above) is a fifth grade student at Juanita Blackburn Elementary School, in Forney, Texas. Facilitator Debbie Davis reports that when Azucena started Essential Learning Systems, she struggled with the English language. She began the year with a 1.8 grade equivalent score in Reading Comprehension on the Diagnostic Screening Test: Reading (DST:R). By the time she took the post-test, Azucena had improved to 3.1, a gain of more than one year!

Behiran CaLdarini

Victor Garza

Zoany Huerta

“Behiran gained confidence in himself and improved his reading fluency rate. He is eager every day to go to CEI, and he gets very excited when he makes a perfect SHARE. His self-confidence has improved tremendously.”

“I am very impressed with Victor. He has benefited from going to the CEI lab tremendously. Victor was having trouble with reading at the beginning of the year. Going to the CEI lab has helped him build on these very important skills: fluency, comprehension, word meaning, vocabulary, spelling, grammar, and writing. Victor has gone up on his report card grades and has gained self-confidence. He is always eager to learn every day. He gets very excited when he makes perfect SHARES and beats the other students in his group.“

Zoany has been receiving CEI lab services since the beginning of this school year. She has significantly improved in her reading fluency and comprehension. She is now able to read books at her level and comprehend their content. Zoany is now very enthusiastic about learning and has gained much knowledge from the lab. The technology-based learning system provided by the lab, along with Mrs. Carreon’s diligent dedication, have indeed impacted on Zoany’s education.”

AleJandra Mendez

Adriana Villanueva

Yesenia Zuniga

“Mrs. Carreon’s efficiency in managing her students has provided Alejandra with a wellrounded education. Her growth in the English reading is a tribute to attending CEI classes. She has gained confidence and feels challenged in academics."

“Andriana started the CEI program at the beginning of the school year and has made progress in her reading skills. This program works with the student at their academic level. They are able to work at their level and see progress as opposed to not working at the level and failing. Adriana looks forward to going every day to her CEI class. Mrs. Carreon also plays a major role in the success of the CEI program. Her dedication to the children is very apparent.”

“Yesenia has progressed throughout the year wonderfully. She has gained a lot of knowledge in the classroom and outside. Since the beginning of the year, Yesenia has attendied CEI, which has helped her tremendously. Not only has she done well in her academics, but she has also gained more self-confidence. She is always enthusiastic about going to CEI and is always trying to get a perfect Share. CEI has really helped my bilingual students increase in both academics and self-confidence.”

“I am proud of Roland's accomplishments,” says facilitator Risa Pierson. “I feel he has made great strides.”

Abbie Rhodes, a fourth-grader at D.T. Cox in Pontotoc, Mississippi, recently received a medal for the Accelerated Reader Read-AThon. Her time in the ELS lab has greatly benefited her. Lab facilitator Kathy Munn says, “This program has given Abbie self-confidence that she didn't have before. It’s really amazing what ELS has done for some of the students.”

Jacob Kemp, a first-grader at DeKalb (Texas) Elementary, started in the Mathematical Learning Systems (MLS) lab in November. At first, Jacob could not count beyond 10. Now, he is working on addition with regrouping. Jason works hard, and his confidence level has improved dramatically in all aspects of his class work.

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Elementary School

Mimi Garcia, facilitator at McCoy Elementary in Georgetown (Texas) ISD, shares the success story of fourth grade bilingual scholar, Virginia Garcia. "At first, we were puzzled over the lethargy Virginia was exhibiting. She has only been in the program for a year, but she seemed very unmotivated ... and an underachiever.

Gloria Ayala wrote to tell us about Samantha Cazares, her student at Betts Elementary in Edinburg, Texas.

Melanie Bybee sent this letter to describe how ELS made her son, Glen Rose Elementary student BRICE BYBEE, a confident reader:

"I asked the lab teacher if there was an opening in the Essential Learning Systems (ELS) Lab," Gloria recalls, "and I explained that Samantha needed a lot of help with letters and sounds. Also, she definitely needed something to help her with her low-esteem. I knew that this program would help her.

"My son, Bryce Bybee, participated in the CEI program during second grade. He was struggling with reading and hated to try. He would get so frustrated and embarrassed.

“I am happy to report that I was correct. Samantha not only knows all her letters and sounds, but she has started to read and spell. She comes to school with a big smile and is not afraid when she takes her TPRI Progress Monitoring Test every two weeks.

This program greatly increased his reading skills, and it gave him the self-confidence he had been lacking. His CEI lab teacher, Ms. (Marla) McClelen, had great rewards that made him excited to go each time … especially when he had lunch with the cheerleaders!" I am proud to report that he passed the third grade Reading TAKS (Texas Assessment of Knowledge and Skills) with a commended score. He only missed one question … and he loves to read all the time! Thanks, CEI!

Terri Lee tells how tells how ELS helped her son, Glen Rose Elementary student Grayson Lee: "CEI has definitely helped my son achieve success in the classroom. CEI provided Grayson with a foundation of reading skills that have truly paid off after he received a 100 on the third grade TAKS Reading test. I am so thankful that Glen Rose ISD had CEI as part of their curriculum to help those children who struggle wih reading. I cannot say enough good things about the program and I will be forever grateful to Mrs. McClelen (lab facilitator) and Glen Rose Elementary School."

"It occurred to us that Virginia might be needing a challenge to spark her interest. We put her in the Gold A sequence, and it worked like magic! Virginia is now on lesson 45 and full of energy and sparkle. She's watching the clock daily to be sure to remind her classroom teacher when it's time for CEI and that she needs to hurry to assure that she can complete her one-day lesson. "Virginia's newfound animation and success are a joy to observe in the CEI lab. She is now extremely focused and this new attitude is spilling over into other areas, creating a scholar who is now actively engaged in learning. This is Virginia's only English component in a schedule where all her core subjects are taught in Spanish. She recently tested "Advanced High" in her English listening and speaking skills and "Advanced to Advanced High" in her English writing skills. The English reading test won't be administered until later, but we are confident that Virginia will score high on that, too. "Virginia is certainly a poster-child for the benefits of acquiring English language and English literacy through the individualized lessons offered through CEI. Thank you!"

Susan Alverson, facilitator at Clarke Elementary School (Killeen ISD) in Fort Hood, Texas, shares the success of Paige Folkner (left): "Paige Folkner is a first-grader who is new to our campus this year. When she arrived in November 2007, she was struggling to read. Paige began in the ELS program on Level 1, Lesson 1 at the beginning of February 2008. Paige has made such progress in class. She is reading!

This year, Saegert Elementary in Killeen (Texas) ISD introduced ELS to its campus for the first time. Pictured right are (L-R) Carleen Nitzel, facilitator Melissa Brown, and Brenton Stutes. Carleen and Brenton are two of the six Saegert kindergarten students who successfully completed Letter Recognition this year.

"When I spoke to Paige about how she felt about ELS, she replied, 'I like the Echo and the typing.' If I happen to miss Paige’s group for some reason she is always disappointed. From her teacher’s point of view, not only has Paige begun to read, but her self-esteem also seems to be growing."

When Hazel Cruz (not pictured) began attending the Essential Learning Systems (ELS) lab at Alma Pierce Elementary in Laredo (Texas) ISD, she could not recognize some of the letters. She had difficulty processing words and thoughts, and she was unable to complete sentences or to communicate. Alma Pierce facilitator Delia Ramos recalls, "When she would try to read the words for me, I could hardly hear or understand what she was reading. Now, she is able to say all eight words in See Say correctly. "I can hear her loud and clear. Her self-esteem is sky-high. She is more outgoing and happy."

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2007-2008 Who's Who Among CEI Students

Ajah Boston was a firstgrader when she began attending Trinity Dyslexia Education Center (TDEC) in Meridian, Mississippi. In February 2007, Ajah’s teacher — concerned that Ajah had trouble with remembering sight words, applying phonics skills, and reading with fluency — recommended retention. Ajah’s mom then sought extra help for Ajah at TDEC. Ms. Boston has been very faithful about getting Ajah to the center for class.

LEP student Wendy Juarez was very shy and insecure when started the Essential Learning Systems (ELS) program at Alma Pierce Elementary in Laredo (Texas) ISD two years ago. Now, Wendy is doing great! She has become not only a confident reader, but also a better learner. She is able to complete her Mastery Lessons and achieve 100% in SHARE, and she is very sure of herself.

Ajah works hard in the lab and has seen results. This year, she is getting B’s in reading and A’s and B’s in language arts. Her mom says, “Ajah has progressed so much in her reading skills…. [ELS] has helped her gain confidence and she is more interested in her schoolwork. It has helped her reach her potential and become a better student.”

Wendy tries to help the other students in the lab when they’re having problems or when they can’t read the words. She feels very proud of her accomplishments and she now knows she can succeed.

Oscar Rangel is a third grade LEP student at Alma Pierce Elementary. When Oscar first started the Essential Learning Systems (ELS) program, he struggled with his class work and in the lab. Now that he has been in CEI for the past two years, Oscar has experienced a great turnaround. Although he used to recycle frequently, Oscar is now able to pass his Mastery Lessons, and he has shown great progress in his reading skills. He was also able to pass the reading portion of the TAKS (Texas Assessment of Knowledge and Skills). Oscar's self-esteem has improved tremendously. He's eager to learn new things and strengthen his acquired skills. He knows that he has a chance to get ahead and succeed! He has a look of pride and joy all over his face.

Katisha Smith was a third-grader when her mom — who was especially concerned about Katisha’s poor reading grades — called Trinity Dyslexia Education Center (TDEC) and enrolled Katisha in late fall 2004. After three years on ELS, TDEC staff recommended that she leave the program, but Katisha said she wanted to finish all of ELS. “I wanted to finish all six levels, so I could get smarter and know how to spell grown-up words,” she said. Katisha achieved her goal, finishing the entire ELS program in October 2007.

Joseph Partee, a second-grader at Tunica Elementary School in Tunica, Mississippi, has made tremendous progress on ELS this year. Facilitator Tishema Hibbler, says, “Joseph has really worked hard. At the beginning of the year, he had difficulty reading the words in Lesson 1. Now, he can do all the ELS activities — including the worksheets — and he usually makes a perfect score.”

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Alexis Flores is a third grade student at John F. Kennedy Elementary in La Joya (Texas) ISD. Alexis has been in the Essential Learning Systems (ELS) program for the past three years and has made great progress. Since Alexis started the program, his reading skills have improved tremendously. His vocabulary is appealing not only to himself but to his teachers and peers as well. Alexis comprehends his reading at a higher level than expected. Alexis' facilitator, Angela Farias, says, "It has been a pleasure and a wonderful experience working with Alexis as his CEI teacher." His homeroom teacher, Ms. Patsy Buhidar stated, “Alexis is self-motivated when it comes to reading; CEI has had a great impact on his overall academics”.

Robert Ramirez is also a third-grade grader at John F. Kennedy Elementary. Robert has been in the Essential Learning Systems (ELS) program for the past two years and has excelled in his academic work with great measures. Robert has advanced in his reading with the help of the CEI program. He mastered the state exam, exceeding the overall expectations. Content Mastery/Resource teacher, Mrs. Lydia Cerda, is extremely proud of the hard work and effort Robert has demonstrated in every aspect of his academics and expects him to continue his success.

Pillow Academy third-grader Mackenzie Link started the ELS program in 2006 when she moved from Indiana to Greenwood, Mississippi. Mackenzie’s mother Trudy Link, reports, “Although MacKenzie’s reading scores have improved greatly, ELS has helped her in more ways than just her reading. Her handwriting has improved significantly, as well as her fluency. She is more confident and responsible thanks to the positive reinforcement from [lab facilitators]Adrian Tribble and Clare Pillow.”

At McEvans Elementary in Shaw, Mississippi, all second- and third-graders go to the ELS lab! Third grade student Alexis Williams is in the lab for enrichment. Alexis says, “ELS is nice and good, and it has helped me to think. I can read better now.” Alexis’ mother Sandra teaches second grade at McEvans. Her entire class goes to the lab. Ms. Williams says, “I have seen improvement in most of my students, and it’s well worth their time to work in the program.”

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SUMMER 2008

Elementary School

Alejandra Cantu is a sixth grade student at John H. Shary Elementary in Sharyland (Texas) ISD. Three years in the ELS program have given Alejandra much to cheer about. In fact, she’ll be a cheerleader in junior high next year. Bravo, Alejandra!

Joseph Correa is a third grade student at John H. Shary Elementary. ELS has worked like magic to build up his fluency. At home, Mom and Dad read to him regularly, and the Magic Tree House series includes some of his favorite stories.

Elijah Hill is a second-grader at J.E. Rhodes Elementary School in Van, Texas. Elijah has worked in the ELS program since January 2008. He has a very good attitude about coming to the CEI Lab and looks forward to coming each day. Elijah says, "Getting to work on the computer and typing in words — it's really fun! Sentence Assembler is really fun, too. CEI is helping me with my work in class."

ElijahSmith Hill (left) second-grader at Austin is alsois aa second-grader at J.E. J.E. Rhodes Rhodes Elementary in Van, Texas. Elijah has been in theone program since Elementary. He has been in the ELS program for year. Austin has January done a 2008. very good job paying attention and working hard. Elijah has "Ia very good attitude aboutLove coming theHobbs ELS Lab Austin says, like working with Mrs. and to Mrs. in forward to coming words each day. says, "Getting to the and lab. looks I really like highlighting andHe meanings in Word workCEI on has the helped computer in words — it's really fun! ˆ Match. me and withtyping my reading in my classroom." is really fun too. CEI is helping me with my work in class."

Do you know what "outstanding" means?

Grecia Cuervo is a fourth grade student at John H. Shary. ELS has motivated her to read over 150 books this year. She has kept busy reading, but she also finds time for karate classes. Watch out for Grecia; she holds the blue belt in karate!

Anna Duenas is a fifth grade student at John H. Shary. Anna came from Mexico, and this is her first school year in the U.S. ELS has given Anna confidence to read, write, and speak English successfully. She is close to earning 100 points on the Accelerated Reader program.

Mackenzie Youngblood

is a first-grader at John H. Shary. She has put her CEI skills to work. Mackenzie enjoys reading aloud with volunteers at school. At home, she continues her reading practice with her second grade sister, Marla. Her favorite book this year is The Little Runaway by Margaret Hillert.

Just ask Bailey anderson (top left) from M.A. Hardin Elementary in White Hall,(left) Arkansas. has had perfect scores on Austin Smith is also Bailey a second-grader at J.E. Rhodes ELS'Elementary. Word Meaning task for almost fivefor Mastery Cycles! He Review has been in the program one year, and he's

done a very good job paying attention and working hard. Cody Robinson (middle left) of White Hall, Arkansas, came Austin Elementary says, "I like convinced working with Mrs.thing. LoveHe andsaid Mrs. Hobbs in the to Hardin of one emphatically, “I I really like highlighting words and meanings in Word Match. can’tlab. read!”

CEI has helped me with my reading in my classroom.""

Unfortunately, he was correct. However, after the first session in the lab, Facilitator Elaine Townsdin was confident that he knew the word “at.” As she was working with another student, she asked the student to stop each time he came to the word “at.” Cody then filled in that one word. His excitement was immediate as he exclaimed, “Now I can read!”

With beautiful waist-length hair and a charming smile, Fantaisa Harrison (bottom left) entered third grade without being able to read a book independently. This year in late November, Fantaisa arrived at G.R. Taylor Elementary School in White Hall, Arkansas. Her third grade teacher, Erin Sullivan, immediately recommended that she work with Pam Young, the Title 1 reading teacher. Mrs. Young placed Fantaisa in her ELS lab. For the first few weeks of school, Fantaisa was absolutely overwhelmed with third grade work. She was having trouble even with the very early Level 1 words in ELS. On January 21, Mrs. Young had a conference with Fantaisa's teacher, and they decided that Fantaisa get a “double dose” of the ELS lab since she could do no third grade work other than math. In just three weeks time, Mrs. Young could see a great improvement. Fantaisa was starting to really enjoy the lab, and she was becoming a much happier little girl. Then, the magic occurred. After about four weeks of coming to the lab twice a day, Fantaisa suddenly became a confident reader with wonderful expression and fluency. Her countenance changed from shy to outgoing, and she started accomplishing third grade assignments. Her teacher says that the change is remarkable. Fantaisa no longer needs her regular two-a-day workouts, but she does love the lab. She says it is her favorite part of day, and we know that her future is so much brighter because of her ability to read. Creative education institute

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2007-2008 Who's Who Among CEI Students Lab Manger Bob Christopher shared several success stories from his Essential Learning Systems lab at Wylie Intermediate School in Abilene, Texas.

Shepherd (Texas) Intermediate fourthgrader Alejandra Casillas started MLS in February. Facilitator Deborah Swiech recalls that Alejandra came to class saying, "I couldn't do math, it is hard." But she has proved otherwise. Alejandra was excited when she brought her mother to Open House, and she was proud to show off her great scores. Caytlin Coogler is a third grade student at Shepherd Intermediate.

Bob Christopher describes fifthgrader Virginia Baum as “a model student.” Virginia improved her Reading Comprehension scores from 3.5 to 8.8 this year.

Third-grader Kenyon Benton couldn't read or distinguish alphabet sounds when he started ELS. He didn’t even know how to write his name. Kenyon has made great strides. He now works in Gold B and usually makes 100% on his Mastery Spelling Tests.

Daniel Birdsong, who is also a third-grader, made almost half a year’s growth in his Reading Comprehension grade level from December 2007 to March 2008 … just a little over three months.

Third-grader Logan Bondoc is so excited about learning, and he’s always anxious to achieve success. When he started ELS this year he was below level, and he couldn’t take the DST:R pre-test. We're betting that will change when it comes time to post-test!

"Caytlin first looked at me with great concern, confused about what to do with the manipulatives," writes Deborah Sweich. "As I went over the steps, you could see the smile come. Seeing her feel confident and happy about her math makes MLS all the more important." Skylar Ellis is a third-grader who began attending the Shepherd Intermediate MLS lab in January. He is doing a fabulous job with triple digit addition. He was very surprised to see that when he used his voice, he made amazing scores. Skylar also won our "Top Talker" prize drawing. He comes to class early just to get started on lessons. Deborah Swiech says that fourth-grader Jimmy Lunsford works very hard and can't wait for class to start. Using manipulatives is his favorite part. "Manipulatives are easy to work with and sometimes I find my own mistakes," Jimmy says.

Darius FReeman, another third-grader, could not read any of the words on the DST:R at the beginning of the school year. Now, he has completed more than 37 ELS lessons!

Bricen Mansfield (not pictured), a third-grader at Whitney (Texas) Intermediate, began the ELS program in November 2007 and has progressed very quickly. He is always eager to get started when he enters the lab. It is a joy to see his excitement about learning. Yea, Bricen!

Third-grader Vanessa Hernandez started in Level 1, Lesson 1 at the beginning of this year and is now in Lesson 40. She often has perfect papers — 100% on all tasks.

Derek Allen is a fifth-grader at Whitney Intermediate. He began ELS in November 2006. Working 30-minute sessions Monday through Thursday, Derek was the first student in the lab to advance to Level 2 in December 2007. Hats off to Derek!

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Bob Christopher calls fourth-grader Jeremi Julo is a very consistent worker. Jeremi started ELS on Level I, Lesson 1, and he's completed all 48 lessons in Level 1 before the end of March.

Ryan Coffman, a fifth-grader at Whitney Intermediate, has been using ELS since November 2006. His reading has improved a great deal since he’s been on the program, and he also did very well on the reading TAKS this year. Ryan owes much of his success to CEI. Good job, Ryan!

James “Jim Bob” Kington “really took to ELS like a duck to water,” according to Bob. Fifth-grader Jim Bob is in the lab for the first time. He has improved his Silent Reading Comprehension from 3.0 to 4.6 and his Listening Comprehension from 4.5 to 7.9.

Kristen Long is a third- grader at Whitney Intermediate. She has worked on ELS since November 2007. Kristen has made great strides; she started in Red C, Level 1, Lesson 16 and has worked her way beyond lesson 35 in Gold A – in just 30-minute sessions. Way to go, Kristen!

Sierra Williams attends fourth grade at Shepherd Intermediate. Deborah says, "She is the student who always says, 'I can't do this.' MLS has challenged those words. Sierra started Triple Digit Subtraction and she was very concerned she would never get it right. By the time she reached her third lesson, she was telling everyone she had all stars [correct answers], and she was feeling great about her work."

When Amanda Camper first began ELS at J.E. Rhodes Elementary in Van (Texas), she had great difficulty reading the Fluency Passages, and a lack of confidence prevented Amanda from telling the lab facilitators the meanings of the words. She was very timid and reluctant to say words aloud, and because of this, her test scores were understandably low. Now a fifth-grader at Van Intermediate, Amanda continues to use ELS to develop her reading skills. It's working! Over the past few years, facilitator Janet Reynolds has noticed Amanda gradually build her self-esteem. “Amanda has displayed a dramatic improvement in her level of understanding, and her confidence seems to be boosted with every lesson she masters,” Ms. Reynolds said. Ms. Reynolds reports that she moves through the lessons with enthusiasm now. “She comes into the lab four days a week with a positive, upbeat, winning attitude, rarely missing the meanings of words as she goes through the lessons,” Ms. Reynolds said. Amanda herself said, “Before, I was embarrassed to read, but now I like to read!”

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Intermediate School/Middle School/High School Denisha Martin is a very dedicated eighth grader at Atlanta (Texas) Middle School. She started on ELS Level 1, Lesson 13 when she was in sixth grade. She has worked beyond Level 4, Lesson 12. She thinks CEI is “fun and encouraging.” “It helped me on my reading test,” said Denisha. Sixth-grader Deion Taylor of Atlanta Middle school finishes a lesson every day. He starts every morning before the tardy bell rings. Facilitator Loree Saffel calls Deion “a great student to have in class.”

When Adam Gallagher joined the ELS lab at White Oak Middle School two years ago, he was shy and not very confident. But he came to lab every day ready to work. And his hard work paid off. “I am happy to say that Adam is now a leader in the classroom, believes in himself, and passed reading TAKS,” facilitator Marlene Jeffs shares. "Now, he has the skills and confidence to be successful in high school.”

Grecia may be a relative newcomer to the country, but learning the English language, she is, and her DST:R scores prove it. This year, her Instructional Reading improved two grade levels, her Reading Comprehension improved 3.1 grade levels, and her Listening Comprehension improved four grade levels!

Travis Leggett, also an eighth-grader, has shown a great deal of growth in his reading this year; in fact, he had a 127-point improvement in his already-passing reading TAKS score. His DST:R scores are remarkable, too; He gained 1.9 grade levels in Instructional Reading, 2.3 grade levels in Reading Comprehension, and 1.9 grade levels in Listening Comprehension.

Bandera Middle School student Ryan Walker passed the reading TAKS for the first time this year. Additionally, this year he has gained 2.1 grade levels in Instructional Reading, an amazing 4.5 grade levels in Reading Comprehension and 4.2 grade levels in Listening Comprehension. Not only have his grades improved in all his classes, his attitude and self esteem have also improved dramatically.

Jerrod Nelloms, an eighth-grader at Hooks (Texas) Jr. High School, never knew how much fun he would have in CEI talking to the computers. He made up his own rhythm for saying the ELS words and sentences on the computer. Facilitator Stephanie Shown calls Jerrod “a joy to have in my lab.”

Hooks Jr. High fifth-grader Zachary Sanders started his first year at the Jr. High a little apprehensive. But after beginning ELS this year, he has become very energetic and enthusiastic about coming to the lab and working on the computers. Stephanie says he, too, “is a joy” to have in the lab.

Since the beginning of the school year, Hooks Jr. High fifth-grader Savannah Weems arrives at the lab with a huge smile on her face and lots of determination. Stephanie says, “She is making great progress with her lessons due to her hard work and dedication. She is truly a remarkable student.”

Grecia Mendoza entered the U.S. as a sixth-grader and is now an eighth-grader at Bandera (Texas) Middle School.

Isabel Rodriquez, facilitator at O'Brien Middle School in Knox City(Texas) O'Brien Consolidated ISD congratulates her fifth- and eighthgrade ELS students who passed the TAKS this year. "I'm sure there were other factors," Isabel acknowledges, "but Essential Learning Systems was a great help.": Back row: T.J. Moore ( Grade 8), Tiffany Esquivel (8), Ariel Ruiz (5) Front row: Nick Short (5), Ty Baker (8), Zach Rodriquez (5), Israel Rodriguez (5), and Tyrone Johnson (5).

Jose Colunga, an eighth-grader at Harwell Middle School in Edinburg, describes himself as a "troublemaker" who used to have to go to ISS all the time until he began attending the CEI lab. At that time, Jose says, "my life was changed." Jose says that before CEI, his behavior was very bad, and he was disrespectful to all the teachers in the school. He also got into fights in school all the time. Going to CEI was the best thing the happened to his life because he started to learn more English and could read more and write words and sentences. "Now I behave better," Jose says. "Now that I come to CEI, my behavior is better and I'm very happy."

Jacob Land, senior at Pillow Academy in Greenwood, Mississippi, started in the Essential Learning Systems (ELS) lab as a junior because he wanted to improve his reading comprehension and vocabulary in preparation for the ACT. Jacob said, “ELS really helped my vocabulary improve. I was very pleased with my ACT scores.” Next year, Jacob — whose father Termie Land is the Headmaster at Pillow Academy and a long-time supporter of ELS — is going to college on a football scholarship.

Triston Howe has had noticeable improvement in his math skills since he started attending the MLS lab at DeWitt (Arkansas) Middle School. Facilitator Debbie English reports that his level of confidence and his attitude have both improved greatly during the year. One of his favorite activities is getting to play Digit's Widgets after he completes his MLS lesson work, and he's earned top scores in recent grading periods. Ashley Terry is a sixth grade student at DeWitt (Arkansas) Middle School. She attends the MLS lab every day, and it has greatly improved her math skills. When Ashley began attending the lab, she was working on Multiplication with One and Two Digits. Now, the school year is almost over and she is working on Comparing Fractions. And the best part ... Ashley says, "now I get it."

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THE AVERAGE STUDENT In a study of 1,765 Dyslexic students,

33%

ny individual who is not showing an acceptable level of learning progress can benefit from the features of CEI’s products. For over 20 years, CEI’s Essential Learning Systems (ELS) and Mathematical Learning Systems (MLS) have made a difference for over 3,000,000 students, ages K-Adult. In addition to improving students’ self-esteem and overall academic performance, ELS and MLS improve students’ test scores. The CEI difference is one that can be measured by results.

gained two or more grade levels on the Diagnostic Screening Test: Reading (DST:R) after using ELS for one school year.

In a study of Special Education students who used ELS for a year, almost

10% of students gained

4 years or more.

I E C In a study of 3,669 English Language Learners, almost

3/4 of the students gained at least one grade level on the DST:R after using ELS for one school year.

In a study of Dyslexic students who used MLS for one year, learners gained almost

1.2 years on the Diagnostic Screening Test: Math (DST:M) Total Basic section, which averages student scores in addition, subtraction, multiplication, and division.

In a study of A study of Special Education students using MLS showed gains of

1.8 years on the multiplication subtest of the DST:M after using the program for one year.

1288 students who used MLS for nine months, learners gained

1.1 years in basic math skills as measured by the DST:M.