EducationNews.org

1) First of all, tell us about yourself and your experience.

I have been an educator for over 30 years. As a teacher, residential director, educational diagnostician, school psychologist, and professor, I have worked with children with every disability, every level of severity, and every age. I am a mom too. It really doesn't matter if a child has an IQ of 40 or 140; all children respond positively to genuine care and attention. Kids are fascinating to watch, and it is wonderful to help them grow.

2) Secondly, tell us a bit about this "Elements" program.

This is a very personal story. It started with Joe, a wonderful young man who had a great personality and a super work ethic. The problem was that he really couldn't read. His teachers provided tutoring, modified work, and all kinds of accommodations, but by the time he was in high school, it was becoming impossible to find materials that worked. Joe's teachers were adamant that Joe deserved a real education. He was smart and could learn algebraic properties, the rights and responsibilities of citizenship, the basics of chemistry and physics, about budgeting and money traps, and other objectives that high school students are expected to learn. He just couldn't read the instructional materials. We were determined that Joe would have the tools that he needed to be successful. That included real textbooks that were written at his reading level.

That was the beginning . . . and now we have a complete curriculum.

The Elements Curriculum is designed for high school students who are reading at a second and third grade level. These students may be English language learners, Special Education students, or students in an alternative setting or homebound. The important thing about this curriculum is that the focus is on standards, respect, and success. The content is age appropriate. No more cutsie bunny pictures and babyish text that embarrass and offend most of the older students!

By the way, Joe did graduate from high school. He was the first in his family to graduate. Now he is attending a junior college, majoring in graphic arts, and he has a part-time job. Isn't that a wonderful, heart-warming story?

3) What were you trying to accomplish with this program?

We are creating graduates instead of dropouts! We are turning tax users into tax payers.

Students are able to learn high school concepts. Students experienced success, teachers experienced success, and behavior problems were reduced. All students have the right to a curriculum that meets them at their level and provides information that is accurate, intellectually stimulating, and relevant to their life. For students who simply cannot read regular content material, the Elements Curriculum is a choice and an opportunity for success.

4) Are there special groups of students that would benefit from this program?

Students who have problems reading English benefit from the Elements Curriculum. English language learners, Special Education students, or students in an alternative setting, a hospital setting, or those who are homebound are specific populations that use these books successfully. Many schools are using the Elements for "catch up" or "credit recovery" programs. They are a great hit with summer school teachers. General education teachers are using the Elements as a bridge to help students get ready for the tough high school texts. 

We piloted this program with 147 students form urban and rural schools. They were all high school students reading at a grade 2/3 level. They had one or more handicapping conditions such as a learning disability, emotional disturbance, mental retardation, or autism. Many had medical conditions such as ADHD, asthma, allergies, or diabetes. Many of these students learned English as a second language. Most came from low socio-economic backgrounds. Many had unstable family situations, and some had legal problems. They all had a history of years of academic failure. For many students, all of these factors were relevant. For everyone in this population, dropping out of high school was a real possibility. They had been unsuccessful with regular and lower-level curriculum. In other words, the Elements Curriculum was the last rabbit left in the hat!

Their progress was tracked and the results were documented. All 147 students demonstrated improved grades and improved behavior.

5) Tell us about the various titles in the Elements program? What's available?

• The Elements of Basic English
• The Elements of Basic Algebra
• The Elements of Basic Geometry
• The Elements of Basic Integrated Physics and Chemistry
• The Elements of Basic Biology
• The Elements of Government
• The Elements of Economics
• The Elements of Speech and Communication
• The Elements of Texas History

6) What would you say is the general reading level of these books?

The Elements Curriculum is set at about a grade 2/3 reading level. Students learn vocabulary that is specific to the subject, such as "gross national product" in economics and "taxonomy" in biology, but the text explains concepts using easy-to-read words. The font is larger, and there is more white space. In most text, the pages have so much color, text, and graphics that it becomes a visual swirl for students with dyslexia or other visual-perception problems.

7) Have you intentionally tried to include pictures or graphs or charts or other learning aides?

Each page of the student books has a graphic, an instructional lesson, and a task or "game" to reinforce the objective. Many of the pictures are humorous, which appeals to teenagers, and the exercises are success driven. Immediately, behavior problems are reduced and students begin to feel self-confident. It is marvelous to watch tough kids get hooked on success!

Many students are able to work at an independent pace. There is no need for a computer or overhead or any technology, just a pencil. This is important if a teacher is providing support in the back of a classroom or if a student is confined to a hospital bed or correctional setting. For students who are able to do more, there are many activities and projects in the Teacher Resource binder that involve students in Internet research, community exploration, small group discussions, and hands-on activities. Students read about important topics, analyze the information, and synthesize what they have learned in charts, posters, or through dramatic expression.

8) What question have I neglected to ask? 

Educators will want to know that the Elements Curriculum is aligned with high school standards. Teachers will want to know that this curriculum has been used successfully in classrooms for over five years. Research indicates that those students using the curriculum show an improvement in grades and behavior.

10) Do you have a web site or an 800 number or an e-mail address where individuals can learn more about SAS Wheels?

Please contact me at Firelight Books: www.firelightbooks.com or 800-975-0054.

Published August 18, 2008