A.C. Stelle Middle School English program earns state honor

JANN HENDRY/Acorn Newspaper LOVE OF BOOKS—A.C. Stelle Middle School's English Department chair Barbara Andrews, second from right, and school librarian Kelly Benning, standing, discuss a good book with students, from left, Casrley Fleishman, Josh Himmelstein and Madison Hatfield at the school recently. Fostering a love of reading and writing is often an uphill battle with 12-year-olds who might prefer to watch a movie, play a video game or do almost anything but settle down with a good old-fashioned book.

The English-Language Arts program at Alice C. Stelle Middle School in Calabasas has been so transformative for students that the school was recently recognized as an official In the Spotlight school.

The spotlight recognition is part of the California Department of Education project, Taking Center State Act II, a program that highlights exemplary school programs for other schools to emulate.

"It's a program where other teachers can (visit the website) and see if they want to model what we've done," said Michelle Hayashida, dean of student support at A.C. Stelle.

The site also provides middle school research, resources and practices to prepare students for success, said Las Virgenes Unified School District Superintendent Donald Zimring.

Barbara Andrews, A.C. Stelle English department chair, teaches sixth-grade English at the school. Many of her students, she said, started the school year as lessthan-enthusiastic readers.

"Many students came here not liking to read because they had to read," Andrews said. "We took the approach that they can select anything they want to read. They (also) have the choice to abandon the book if they don't like it—and we encourage that."

Andrews said the theory behind what some might consider a more lax attitude toward teaching reading is that the higher pur- pose is to cultivate a lifelong love of literature. When students are encouraged to use any strategy that "authentic" readers employ, reading becomes less a task than a pleasure. After all, most adults drop a book if the first few chapters are not captivating, she said.

Jacob, a student in Andrew's class, said he liked being able to read anything that he wanted. "I found a really good series that kept me reading awhile," he said. Jacob was able to read "Alex Rider" novels, described as a modern-day James Bond action series, without worrying about "earning points," he said.

Madison said she always enjoyed reading but never liked how teachers "made us read." Besides the prescribed reading list, Madison didn't like the routine of reading a book, writing a summary, getting a signature from a parent and "all that sort of stuff."

The English department and library are partners in the program. Librarian Kelly Benning offers multimedia presentations that tie into books. In December, Benning hosted a monthlong presentation on books that had recently been made into feature films, including "Marley and Me," "The Boy in the Striped Pajamas and "The Tale of Despereaux."

"Library circulation is the highest it's ever been," Benning said.

Benning and English teachers also hold regular "book chats" with students. The book club-style chat sessions appear to be more effective than forcing students to write a book report.

Reading test scores are not the only academic improvements stemming from the new language arts focus, said Hayashida. California writing assessment scores keep rising.

In 2006, only 3 percent of students earned an eight, on a grading scale of one through eight, on the writing test, Hayashida said. By 2008, the percentage had risen to 39 percent of students earning the top score. Another 50 percent scored a six on the test.

"I have seen a change in students, that they do enjoy writing now," said Mary Sistrunk, principal at the school. "They really get into it. The work that the teachers are sharing with me is just absolutely unbelievable. The kids are really demonstrating that what they are learning they are translating into writing."

While rising test scores are always welcome, Andrews prefers to focus her excitement on the number of books her students read over the course of the year. Madison said that in just one month she read more than 800 pages. Another student logged 4,000 pages in a 30-day period.

Then there's Iqbal, a student that Andrews said "hated reading with a passion." Iqbal now averages about 700 pages per month, according to his reading log.

"In light of all the budget cuts and craziness with education, that is why I'm a teacher," Andrews said.

To review programs highlighted in Taking Center State Act II, visit pubs.cde.ca.gov/tcsii.