Superintendent Barresi's letter to Moore Teachers with Teacher Comments

**DISCLAIMER** This piece has been read and revised and edited with the eyes of my friends...I'm sure Superintendent Barresi has even MORE friends than I who would have helped her with her letter. I am grateful for the sharp eyes of friends.

**UPDATE** A fellow teacher, formerly an attorney, found the statute Superintendent Barresi quotes in her letter below. To quote my friend, Christie Paradise, "Here is the statute she references. I don't see anything preventing her from getting supplemental funding for this year. Next year's allocation isn't effective until August 1st. Whatever they gave them would have to come from this year's budget. However, if the SDE can afford to pay Koch Communications to manage a FB page, I assume they have money to allocate. I also don't see anything preventing them from getting a supplemental allocation from the legislature. All in all, in my very non-expert, non-researched opinion, I would think there are ways to accomplish this if they wanted to. Notice that she never mentions the fact that she said she doesn't think they really need the funding."

I am (was) an English teacher. Words matter to me. Clear communications matter to me. Respect for the audience matters to me. I was trained early on in my career to carefully proofread any note or letter that would go to parents or colleagues. I was trained to get a second pair of eyes to double check. NOT doing that can easily lead to a loss of credibility in the eyes of my audience. I try here and other places to read, reread what I've written. I expect the same from colleagues and other professionals. 

That's why I was surprised and deeply disappointed by the forwarded letter I read from Superintendent Janet Barresi to the teachers of Moore, OK. 

Moore lost two schools, seven babies in those schools, and a teacher who took refuge in a convenience store. Those losses are real and devastating. I had taught a graduate course for a local university in one of the schools, Plaza Towers Elementary, and remember our happy times within those walls, now gone forever.

Superintendent Barresi insinuated herself in the district meeting, attending the meeting at a local church in blue jeans, arriving late, walking directly to the front and sitting with the district leaders. Her appearance made few friends among these grieving educators. She took the microphone and promised to move heaven and earth for Moore Schools. She invited the leaders to think big, to ask for what they wanted.

She insisted she'd postpone due dates for district reports, even after being told by Moore officials that the reports were ready to be sent to the OSDE, and they did not need a postponement. The reports were sent early.

There was one request...funding. Money to carry the district through until appropriations arrived...by law in August, in practice more like September. That one request was summarily refused, citing 'state law' but not quoting state law. Funny how NOW she's bound by state law. She's played fast and loose with the law before this pronouncement.

Pushback on social media and reports in mainstream media have prompted this self-serving, poorly written, even more poorly revised and edited, letter to all the teachers of Moore, OK...

I have read it and here offer my concerns with the writing, not the substance, of the piece. Superintendent Barresi has, at her disposal, a spokesperson in charge of public relations, and she has recently hired Koch Communications to run social media, and presumably, her re-election campaign. One would hope she availed herself of these resources, but judging by the writing here, I can only think she did not.

Read how many times she used the word "I", how many times she took credit for learning something, talking to someone, directing her staff to do something.

Editing your communications before you send them is a sign of respect for the audience. It is dignifying others, helping them to quickly and accurately understand your message and your intent.

When words are used incorrectly, editing is overlooked, entire sentences are repeated, I wonder how much the author really cared about the audience. This was an important message that went out to hundreds of professionals. Whatever the intent was, it has angered and offended these professionals. It's angered and offended me FOR them.

A word about the formatting...underlined text is related to my remarks in parentheses, in red. I don't ever use a red pen with my students, because they're learning the trade...Professionals, I hold to higher standards.

What might be the underlying motive of the piece, I am not sure -- to inform, or as I suspect, to convince. There are times within the text that I editorialize, but as this piece is my model, I gave myself license.

"Dear Moore Public Schools,

As you know, we’ve passed the one-month mark since the May 20 tornado ravished (Um – ravish is what a pirate does to a princess. Ravage is what a tornado does to Moore, OK) Moore and southeast (Or SW?)  Oklahoma City. I know that you have been working hard, focusing on recovering, rebuilding or helping others to do so. It is important for me to communicate directly with you (Why? No reason is given. I wonder if the teachers in Moore felt it important to hear from Superintendent Barresi.) to let you know Moore Public Schools is and has constantly been in my heart and prayers as well as those of the entire staff at the State Department of Education. I also want to update you on what the SDE has done to help your district and what plans are ahead to help further.As you know, we’ve passed the one month mark since the May 20 tornado ravished Moore and southeast Oklahoma City. I hope this letter finds you well as many of you are recovering, rebuilding or helping others to do so. It is important for me to communicate directly with you to let you know Moore Public Schools is still in my heart and prayers as well as those of the entire staff at the State Department of Education. I also want to update you on what the SDE has done to help your district and what plans are ahead to help further (Repeat…cut and paste problem…no spacing after last sentence).

Just days after the tragedy, the State Board of Education (Did the Moore Schools ASK you to do this? Did they need you to do this?) unanimously voted to waive the remainder of the district’s instructional days as well as end-of-year deadlines for state required reports. This was done to help the administration focus on recovery in the aftermath of the tornado. (I have heard the district already had the reports completed and turned in early…why take credit for something the district distinctly did not request? Why hide the fact the district didn't want this extension? This seems to dilute the point.) In the days that followed, I announced that our teacher certification department would waive the usual fees for duplicate certified personnel certificates for any teachers or support staff who lost their certificates in the tornado or the storms that followed. I’m pleased to say that some teachers have already taken advantage of this offer. If you are in need of a new certificate, please call 521-3337. The fee is waived until May 2014.

(New paragraph…space needed)I want to address reports claiming (Loaded language. Diction matters…’claims’?) I refused to release the district’s state aid a month early (That  is not a claim – that is a fact. The superintendent has been on TV telling us she wouldn't release funds) so the district would be able to cover up-front costs for recovery before the start of the new school year. I want you to know that I am personally committed to helping Moore Public Schools in any way I can, but it is simply not possible for me to grant this request. It is against state law (Title 62. Public Finance, Chapter 1, Section 34.46) (Aha! New information. This is the first time specific statute has been referenced. We’ll be checking this) for the State Department of Education to release money to school districts before August and those funds must be distributed on an 11-month basis. I regret that I was not able to grant this request ( What was done instead? I hear the Superintendent promised to do anything…whom did the OSDE consult? I know Legislators have not been asked to look into creative solutions. I’ve asked) made by your incoming Superintendent Robert Romines, but I have to abide by the law.

After being met with that red tape, I looked aggressively for other options. One option included using the Emergency Cash Management System that has been set up to help schools with cash flow problems (What a slap in the face to a solvent, careful district…a district that has been a good steward…That CANNOT be the only solution. This is an insult to a grieving school community). Private lending companies extend these loans and they come with fees and interest as is associated with any loan. Neither I nor the state has the ability to waive these fees and interest. Your administration did not want to incur the extra cost that comes with these loans so they declined this offer. I fully support and understand that decision.

(Again…new paragraph needed…spacing, please) Continuing on our pursuit, I reached out to the director of the state’s Office of Emergency Management (So, the only reason Mr. Ashwood knew about the problem is because the OSDE contacted him? Sounds like OSDE is trying to take credit here. WHY isn’t he contacting Dr. Romines? That's DR. Romines, NOT Mr. Romines, as mentioned below. Why isn’t the state of Oklahoma reaching out to this district?) , Albert Ashwood, to inquire about what could be done to help your school district. He assured me he would work to take care of every affected school district that had any needs arising from the tornadoes or storms. I encouraged Mr. Romines to contact the Mr. Ashwood.

The Commissioners of the Land Office, of which I am a member, provides monthly distributions to school districts. I found out today ( Shouldn’t this news be shared FIRST with the leaders of the district? Tone suggests credit is due, even though the Superintendent learned of the news, didn’t participate in any decision) that Moore Public Schools will be receiving $518,810 this month. That is almost $400,000 more than you received last year in the month of June.

As we move closer to the first day of school, I continue to work with my staff at the SDE to make sure the new school year starts well. (Awkward…again, must correct Dr. Romine's title. He has a PhD. it must be honored, as we would honor a DDS) Mr. Romines has asked me to send a letter to all district superintendents asking them to cooperate, not just with Moore Public Schools, but all school districts that have families requesting emergency student transfers for their children. This is so their children may attend school at their home schools while their families rebuild. I will be sending this message out later this week. It is very important for students whose families have had to move out of their home district while rebuilding to attend school with their friends and teachers in the fall so they can all support each other during what maywill (may well??) be a difficult year.

(New paragraph…spacing problem -- again) When I spoke  with you at the district meeting held shortly after the tornado, I promised to help meet the classroom needs of those who lost so much to the tornado so they would have what they need as teachers, administrators and support personnel on the first day of school., and (punctuation) I stand by that promise. Many caring and generous individuals, businesses and organizations have donated school supplies to you already, but I know there may be additional needs. I have directed my staff (Again, seems to be more taking credit) to create a process where school staff can send a “wish list” to the SDE for what they need. We’ll post those needs on our website for the public to review and make donations. The SDE staff will deliver those supplies before the start of school. You will be hearing more about this project we call “Project Meet the Need” (Oh, goody! It’s a project with a name. That makes it all better.) in the near future.

Lastly, I wanted to share with you my goals for Moore Public Schools as they relate to you:The district should not be forced to spend General Fund (Classroom) dollars on response to the tornado and storms,

My intent is for teachers to have what they need for the classroom to begin the school year, andFor the 2013-14 school year to begin in the most positive way possible. (Fragment)
(New paragraph. Needs spacing) Thank you for allowing me the opportunity to address you directly  (Speaking for myself, I find it mystifying that this letter was sent. Shouldn’t communications come through the district office?). Please know that you can always contact me by phone at (405) 521-3301 or email at janet.barresi@sde.ok.gov. It is an honor to serve as your state superintendent. (Confusing. Lacks parallelism -- this section of goals is not clear)."

---

My Letter to Bill Gates -- details to follow

Dear Bill Gates:

You and I took very different paths to where we are now. You chose to drop out of college (I hear that hasn’t hurt your success any); I chose to follow my father and grandfather into teaching (bachelor’s degree, Reading Specialist, hours past my masters, National Board Certification, renewed until 2020). I have earned awards from my peers and from the state of Oklahoma. I have had the honor of teaching thousands of young people. I have had a very successful career, also. but even though I’m the career educator, YOU’RE the one affecting policies that directly affect the way I do my job.

Without any research, you dabble and try this idea and that. What do you use for credibility? Your bankbook.

Using extensive educational research on how students learn and how to help them learn more, I invented an English elective, Reading for Pleasure. Don’t, as other critics do, assume this is a blow-off class. It’s grounded in educational research on reading and writing. It affects lives. It raises test scores, it inspires students to read long after they’ve left high school. It creates life-long readers and role models for children.  All in one semester. Because I know how to teach, how to respond, how to do my job. What have I used as credibility? Two education degrees, National Board Certification, and 39 years of experience -- all of which you discount as important for my job.

Because of you and your reform ideas, states around the country, including my own, have moved toward more high stakes testing, high stakes for students and for teachers. We have had to cut back on electives that we KNOW help students become productive adults, so we can put them in classes that will raise our school’s state grade. We have been forced to turn students into tools – widgets -- for our own survival.

My class, ten years of documented success, will dwindle to nothing so students can take more AP classes…because AP enrollment raises OUR school grade. My class, ten years of documented success will die as my former school focuses more and more on test scores, school scores, in a desperate attempt to game the new system and the system after that. No longer is school a place for students to discover who they are, and what they love. Now, because of your reform ideas, school is a constant pursuit of test scores. The joy and love and passion is draining out of every classroom. I hold you and your money partially responsible.

Your ‘reforms’ have killed my class. Common Core will hammer the last nail into the coffin of true student-centered learning and teaching. No longer will students be allowed, as they were in my class, to choose what to read, to read for their own reasons, to write reflectively (David Coleman, also with no teaching experience, has decided Readers Response, a time-honored tool for helping students reflect about what they’ve read, is of no value), to become part of a reading community for the first time in their lives. No longer will student discover they ARE good readers, they CAN comprehend. They DO have good ideas.

So, you, the non-educator, have deeply affected me, the educator and all my students. You have helped destroy a class that truly allowed and demanded students find their passions, their gifts, their way in the world.

I would never assume I knew how to do your job. I understand there are intricacies and procedures that are vital to your success.

I would never dream of coming into your workplace, elbow you out of the way, and take over. But you and your money and your success have done just that in MY job.

You have helped destroy my legacy.

A 'Close Reading' of HB-1035 -- Why I Support It!

Close reading...we hear a lot about that in the Common Core Standards written by David Coleman. We've seen examples of his interpretation of the strategy. If this is, indeed, something we value in education, teachers should practice close reading in their own professional life. As always, we teach better when we have had experience in the work.

There is no better opportunity to practice close reading -- re-reading passages, analyzing on the word and phrase level, reflecting on meaning, the development of ideas -- than to read a legislative bill. I confess I'm a novice, having only spent the last few years really digging into the rules of reading a bill. But I appreciate going to the source and finding my own interpretation instead of relying on someone else's reading.

When I shot off my letter about standardized, high-stakes testing, I received a speedy reply from Dennis Casey, Vice Chair of the House Education Committee, a Republican. He suggested I look at his bill on testing, and gave me his cell phone number to call so we could visit. I was, frankly, stunned by this open response, having spent the past few years soundly ignored by every policymaker in the state.

In our subsequent conversation, I was stunned to learn his own party leadership is actively opposing this bill. HB-1035 has three major opponents: Superintendent Barresi, Governor Fallin, and the Daily Oklahoman. Enough for me to love it even before I read!  It enjoys strong support from both houses: 94-7 in support in the House, and 42-3 in the Senate. That kind of bipartisan support is rare in our state on education issues.

Representative Casey described the mean-spirited editorial that denigrated his experiences as an educator and Coach of the Year as evidence of his lowering standards ( Have spent 30 minutes searching online for the editorial, and I can't find it. Any help you can give me is appreciated!). As an educator, I was offended...not for the first time.

Let's never forget one of the editorial writers at the DOK is married to Dr. Barresi's former Chief-of-Staff. I'm sure they still visit.

So, my lesson on close reading. Check to see who the authors are, and if there seems to be bi-partisan support. There are two forms of the bill, and the "Engrossed Senate Amendment to Engrossed House" has co-authors from both parties: Casey and Ed Cannaday, a Democrat and former educator, as is Casey, have both signed on. So did Senator Ford, Republican Chair of the Education Committee.

I'll be honest and tell you I do not understand the technical language sometimes, and if I were truly close-reading, I would stop my reading to define every word. And since they're legislative terms, I'd be wrong since I wouldn't have the right reference materials.

On to my reading...I've learned if print has been crossed out, those are changes that will be thrown out of the new legislation. If sections are underlined, those are the new provisions...the new action to be taken.

Most of the bill seems to be the original high-stakes legislation, setting up Criterion Reference Testing (CRT) for elementary and middle school students, and End of Instruction, EOI testing for high school students. No underlining, no striking out of language.

The additions, though, are fascinating, and they're the reason I support This legislation that passed with overwhelming votes.

Changes to the original bill begin on page 12.

Right now high school students must pass English 2 (with a writing and objective component), Algebra 1, and take Algebra 2, Geometry, English 3 (also two components-- writing and objective), US History, and Biology 1. They must pass two additional tests in order to graduate. At a conservative two-hour estimate per test (two tests for English 2 and 3),  that's nearly 20 hours of standardized, high-stakes testing during students' career.

Diplomas are now withheld to students who passed all their classes, earned all their credits to graduation, have been accepted into an institution of higher education, but have not passed the required four tests. The State Board did just that last summer, and it will happen again this year.

Under SB-1035, students will have multiple pathways -- none of them easy, none of them a 'gimme' -- to showing test (I will not say 'objective') proficiency in these subjects. If a student does not pass the EOI, he or she may take the ACT, the SAT, a CLEP test and score one point higher than proficient, and use this evidence to 'pass'. Advanced Placement testing can also be used, as can International Baccalaureate exams. All of these tests are challenging, nationally-accepted exams. I believe they also carry considerable financial costs. the devil's in the details, but I see this as a positive step toward graduation for all our students.

I LOVE this statement: "The State Board of Education shall not limit the ability of a student to demonstrate mastery of academic content to any one approved alternate exam." In other words, this legislation gives kids options to show mastery, and the SDE can't veto their attempts.

The other provision my students and I heartily support is the language that will exempt students from taking additional EOIs once they've passed their four. English 2, Algebra 1 are required, and must be passed, and curiously, Biology 1 is a required test...but once they've passed four, they may opt out of any other testing. I overheard a senior telling about being pulled out of class to take an EOI that is completely meaningless to her, since she'd already passed her four. I've watched students completely blow off that seventh test, out of frustration and anger at a system that requires them to take tests that no university accepts as evidence of competence, that have absolutely no importance to them. But there is language that will allow students to choose to take more tests. And I know some kids who would do that if given the choice. Most would opt to stay in class and learn.

Education 'reformers', including our state leadership, strongly support multiple pathways to teacher certification. A teacher who moved to Oklahoma with current, out-of-state certification must take the same tests (enriching Pearson in the process) as the Frito-Lay driver looking for a career change in the waiting room with her. Take a test and you're a teacher.

Why should we afford multiple-pathways to teacher certification, and deny the same consideration, the same respect, to our students?

I also understand this is not a perfect analogy...alternative certification rests firmly on ONE standardized, high -stakes test. HB-1035 expands that to several other difficult assessments.

This bill does NOT dumb-down graduation requirements; it does NOT lower standards. Does the DOK editorial writer truly believe our state EOIs are harder to pass than the ACT, or an AP exam? From letters in response, it sounds like the editorial writer cherry-picked his or her data.

This bill does respect our students as learners and says clearly, 'we're here to help you succeed and we have some options for you to pursue.'

NOW, what I'd rather have is a bill that does away with all these tests, but that ain't gonna happen in this political climate. We'll have to watch more testing debacles like last week, more kids fail, more horror stories. Then, maybe we'll get the bill I really want.

In the meantime, HB-1035, after a close reading, is, I believe, the best option we have to date. Please contact Governor Fallin and tell her you want her to sign this when it crosses her desk.

Representative Casey and I have continued to talk, and he told me this: "I agree that many items need to be address.  I was hoping to address that students who scored well on explore, plan, ACT, etc did not need to again show mastery on another battery of test.  This could motivate student to do well.  It would also allow less testing and put a focus on students who need it most." 

And: "I also have no doubt in my mind that some students after passing the first 4 do not always put their best effort in the remaining 3 EOI.  I sure would hate that my evaluation would weigh to heavily on a child who did not try on a test.I look forward to the interim where the Senate and House will do a study in order to take a good look at the procedure now in place."

We need to keep reaching out to our legislators; we may find others who are willing to talk and have an honest dialogue.

QUIET by Susan Cain -- a Book for Us All

Fascinating! Susan Cain's Quiet is a book that we all should read. Some of us will nod in recognition. Others will gain an important insight into the hearts of those we love

All these years I've thought I am an ex-introvert. Come to find out, I've just learned to pretend to be extroverted in situations that really matter to me. When I feel passionately about what I'm doing, I'll willingly step out of my comfort zone and act like an extrovert. But, afterwards, I hurry back home to sit in my chair, with a book...that is where I recharge for the next foray into the loud world.

Makes sense. Makes a lot of sense.

I appreciated the balance of narrative and research. Cain hit the right chord time and again. The stories connected me, and then the discussion of the research behind the stories solidified it.

Our world, especially European, especially American, has as a foundation the belief that extroverts are superior, better able to make decisions, more sure of themselves, even perhaps smarter....and we have gone down some unfortunate paths believing that...Cain shows how Group Think, that led us into the latest financial disaster, is not the best way to make decisions. Only the loud people participate, and quieter members, IF they speak at all, are likely marginalized. And then, there's that overweening confidence that some extroverts display in competitive situations -- that drives prices up, and makes ventures more risky.

As much as I enjoyed those discussions, I perked up the most when she talked about schools and children and teachers. Again, most schools, with their crowded classrooms, emphasis on group work and free-wheeling class discussions, favor extroverts. I was that kid who, during discussions, would NEVER speak up, but I knew who was right and who was wrong. When this is the default classroom style, we ignore the needs and gifts of up to a third of our students. I know...I was one of them.

As I look through Cain's lens, I realize I have been drawn to reading because of my active internal life...I don't feel lonely reading; I feel energized. I plan my class for Quiets...I apologize to my kids who want more interaction, less predictability, more moving around. I do build in some interaction for that reason. But mine is a class that is designed to find that quiet, and to become comfortable there. Some of my more extroverted students squirm from the first to the last day, but they try. And they read great books. My quiet students find comfort. They often tell me how peaceful they feel in my class. I'm glad to know now I'm doing a service for all students in providing this space quite unlike other high school classes.

Cain gives teachers and parents advice on how to nurture and encourage quiet kids. She tells horror stories about extroverted parents who tried to 'fix' their introverted children instead of celebrating them. We all need to read this, no matter what our style.

When I shared this in class, many of my quiet students perked up and were very interested...They need to know they don't have to change to 'fit into' an extroverted world. They need to find their passion which will inspire them to be assertive and honor their need for...quiet

High Stakes Testing Must Go

My letter to the Education Committees and Superintendent Barresi, who is outraged...just outraged. So are we.

It's not Pearson; it's not McGraw Hill. It's the high-stakes testing culture. It's not our kids; it's not our teachers. It's the culture -- and I hold you responsible for the culture of high-states testing.

We have been putting more and more emphasis on standardized tests, stretching their purpose out of recognition. Standardized tests are designed to be a snapshot in time -- one piece of assessment information about our students. That's all. But now third graders will soon be flunked on the basis of tests, teachers will be evaluated, schools graded. Already we are denying high school diplomas...all on tests that were not designed for these purposes.

To believe that standardized tests are objective is to believe in the Tooth Fairy. Human judgement frames the questions, chooses the distractors, writes the 'correct' answer. Human judgement chooses the passages and the prompts. Human judgement then scores open-ended questions and sets 'cut' scores. There is nothing remotely objective about standardized tests. 

To believe that spending millions of the state's money in contracts with out-of-state testing companies, no matter who they are, is a wise use of limited funds is naive and mistaken. With tax cuts being pushed by our leaders, there will be less and less money for schools...but can I expect the testing budget to be cut?

To believe we can cynically throw the blame and our outrage on these companies denies our culpability. Who contracted with these companies? Who passed the laws to abuse standardized tests for their own purposes? Who worships at the foot of the almighty test? Before you blame the corporations who can't deliver on your test-culture mission, look in the mirror.

Then, come to a school where students sat at their computers, ready to take tests. Apprehensive, yes, but confident and ready. Come to a school and watch the computers lock and freeze. Watch kids sit, as some did, for hours, waiting for their screens to come back. Come and tell these kids they won't graduate because of the test score...tell them they'll spend another year in third grade.

Outraged? Yes I am; but my outrage is focused on policymakers who cynically colluded with for-profit corporations to twist and subvert the purpose of assessment, to funnel millions of dollars out of our state, to force accountability on everyone but themselves. 

Continuing to abuse the purpose of standardized tests will bring more outrage -- outrage you can't deflect. 

Let's start some accountability at the top. 

What will you answer to children and their parents and teachers who are living this nightmare of your making?

Hoping for an uneventful day of more testing tomorrow...

What are We Reading Today?

I recently read a blog posting by Gary Anderson, "What Students Read When They Can Read Anything" and I eagerly read through the list to find new titles. That's what readers do -- look for that next book, and the one after that.

I knew I wanted to have my students list their current books, and a perfect opportunity arose when my friend and fellow Oklahoma Writing Project Teacher Consultant, Jason Stephenson, visited our class last week. I wanted Jason to have a souvenir of our visit, and I wanted my students to feel likethey were contributing to his visit.

So, we started a "Today I'm Reading" list first hour, and students contributed to it all day. I know we didn't catch everyone, but this is a very typical representation of what happens in my classroom.

My students have complete free choice with their books. They can choose to read above or below grade level (whatever that means). They can reread favorites, they can read books they've been assigned in other classes. They can read fiction or nonfiction. Memoir, science-fiction, romance, young adult literature. The only catch is, they must read books. Magazines will not build the stamina needed in college, or on all those tests kids are subjected to. Books...with lots of opportunity to build comprehension, make adjustments, activate prior learning. Books.

Then we turn on the music, we get comfortable, and we read.

When I talk to skeptics about my class one question always comes up. Sadly, it reflects a lack of respect for students and their abilities as readers: "Well, if you let them read whatever they want, won't they read trash?" Meaning "Won't they avoid any challenge? Won't they pretend to read like they've pretended for their entire school career? How can we trust high school students to read well if we let them choose?"

Well -- here's what my students were reading on Thursday, April 25. 2013:

1st Hour Eclipse The Inferno American Psycho The Time Traveler’s Wife The Perks of Being a Wallflower The Lovely Bones The Dark Between The Glass Castle Fellowship of the Rings Looking for Alaska Playing for Pizza Crazy Love Life as We Knew it Water for Elephants Clockwork Angel Deadline Mockingjay The Storyteller One Flew Over the Cuckoo’s Nest Renegade Beneath the Lion’s Gaze Thirteen Reasons Why Keeping Faith Deathless The Crazy Horse Electric Game Pet Sematary 2nd Hour A Monster Calls

Stardust

A Thousand Splendid Suns

Shattering Glass

Everwild

The Great Gatsby

Beautiful Chaos

Beauty Queens

Demian

Period.8

Maximum Ride

Everfound

Eat Pray Love

Seeing Redd

Unwind

Top Dog

Freaks Like Us

Impossible

1984

Shogun

Game

Mockingjay

I am the Messenger

Soul Screamers Vol. 2

World War Z

Inheritance

My Sister’s Keeper

4th Hour

The Guardian

The Lord of the Rings: Return of the King

The Other Wes Moore

Divergent

Split

The Rescue

Everlost

The Fault in Our Stars

Mockingjay

A Wizard of Earthsea

Beautiful Creatures

The Fellowship of the Ring

Fallen Angels

I Am Seal Team Six Warrior

The House of Tomorrow

Glass

The 19th Wife

Extras

The Rules of Survival

Food, Girls, and Other Things I Can’t Have

Compound

Everlost

Silver Linings Playbook

I Hunt Killers

The Pledge

Midnighters

5th Hour

I am the Messenger

The Lord of the Rings: The Two Towers

The Fault in Our Stars

Crossed

American Sniper

True Grit

Rosencrantz And Guildenstern Are Dead

15 Months In SOG

The Confession

Tone

Twilight

Want to Go Private?

Impulse

Spider-man

Right Behind You

Rangers Apprentice Book 6 : Siege of Macindaw

Unwholly, I Hunt Killers

The Maze Runner

Something Borrowed

Norwegian Wood

Betrayed

Rapture

The Storyteller

The Golden Spiral

Romiette and Julio

SIXTH HOUR

Hate List

The Sirens of Titan

The Slayer Chronicles

Soul Surfer

Shattered Mirror

Something Like Normal

Chain Reaction

Blood on my Hands

World War Z

The Secret History

The Future of Us

How to Be a Hepburn in a Hilton World

The Great Gatsby

Split

A Walk in the Woods

Speaker for the Dead

Clockwork Princess

The Book Thief

The Seven Storey Mountain

Beautiful Ruins

Stranger in a Strange Land

Destined “House of Night Series”

The Five People You Meet in Heaven

I challenge even the biggest skeptic to find trash here...great YAL, popular fiction, nonfiction, classics...probably much better books than the majority of adults are currently reading. Because I know who is reading what, I could tell you stories about each book...about how book recommendations travel through a class, about how we are currently obsessed with Barry Lyga and Neil Shusterman at the moment. About my student in sixty hour who has several of us reading Murakami.

I'm proud of my students. Each book, each page, is a victory. From my intellectually-disabled student who is almost finished with the Hunger Games series, to the boy who's reading The Inferno -- for pleasure, every student is reading and growing and thinking. Every student has learned the power of the right book at the right time. 

I am in awe.