Progressives must sometimes vote for the less worse choice

Progressive Democrats like me are disappointed in many of Joe Manchin’s (running for US Senate, WV) positions, but I will be voting for Joe and working to convince him to vote the right way once he’s in the Senate. The nation can’t afford to lose a Democratic seat to another extremist Tea Party supported corporate lackey who will work to turn back the clock on every program Democrats have supported since FDR. We had our chance to have our voices heard in the primary by voting for Ken Hechler, who got 17%, a respectable minority in a right leaning state. But in the general election, every vote is needed on the Democratic side. Don’t do to the nation what voters in Florida did by voting for Nader in 2000. It could have been Gore instead of Bush but for a few thousand votes. A vote for the Mountain Party is not a vote in this election. Support Joe, but send him a letter stating your positions.  Joe may not vote our way on some issues, but Raese will not vote our way on anything. Democrats across the country have to stand together to hold back a tidal wave of backward thinking. Vote.

Republicans Pledge to the Wealthy

Republicans Make Pledge to the Wealthy

The “Pledge to America” signed by Republican House members is a pledge of allegiance to wealthy people and big corporations. The Republican strategy for the last several elections has not changed. No matter what problem America faces their answer lies in lower taxes, less government, deregulation, military spending, a so-called restoration of traditional values. Running a surplus as we did in the Clinton years? Don’t pay down the debt, lower taxes instead. Running a deficit? Cut taxes. Out of a job? No health insurance? You’re on your own.

Cutting taxes is very popular among voters, and when lower and middle income earners get tax relief they spend the money, putting more money into the economy, helping everyone. But Republicans want to reward the wealthy, saying they are job creators. There’s evidence that tax cuts for upper income people get invested, go into second or third homes in far off places, or as has been revealed lately, support political campaigns and lobbyists. Obama wants to continue the Bush era tax cuts for everyone’s earnings up to $200,000 ($250,000 for families). The Republicans pledge to preserve tax cuts for the wealthy, adding trillions of dollars to the deficit over the next ten years.

Republicans pledge smaller government. Here’s what they mean: less help for schools, less regulation of industry, cutting spending on bridges and roads, medical research, and ending seeding innovation in alternative energy. However, they pledge more military spending, more missiles and weapons systems. And they don’t say how they’ll pay for them.

Republicans pledge deregulation. This means letting businesses operate without regard to safety, workers rights, environmental damage, and fraud. Think oil spills, toxic waste dumps, pollution, Enron, toxic assets, coal mine disasters, Bernie Madoff, AIG. We need effective government to protect us from unscrupulous corporations and financial hijinks, and why shouldn’t the wealthy help pay for that?

Republicans want to turn back the clock on cultural shifts of the modern world. Some of their more extreme members and Tea Party favorites claim our founding documents are based on Biblical teachings and did not intend to separate church and state. Amazingly, they haven’t suggested reinstituting slavery or taking back the vote from women or non-property owners despite their pledge to make sure every law has a “constitutional basis”. They want to “defend marriage,” from all the gay people who are so immoral that they no longer seek multiple partners but want to settle down and get married. They want to force women who face difficult choices about ending pregnancy for a variety of reasons from health to rape and incest to economic hardship to fulfill their Biblical role as child bearers.

And they want to repeal health care reform which has just begun to take effect by stopping insurance companies from dropping the insured, from denying coverage for preexisting conditions, and from having annual and lifetime coverage limits. Republican lawmakers want to stop people from being required to carry health insurance, which is required to spread the risk and cost. Instead Republicans want to give tax breaks for health savings accounts. That might work for their wealthy friends who have money to save. What happens when the savings account is emptied? Republican lawmakers fought hard to keep Americans from having access to affordable health care. They fought hard to try to stop reforms of Wall Street that will prevent future bailouts and crises such as caused this Great Recession, threw millions out of work, and caused them to lose their homes. They even fought against tax cuts and loans to small business! They are more interested in gaining seats in Congress than in solving America’s problems.

For many election cycles voters have been urged to ask themselves, “Are you better off today than you were in the last election?” In 2006 and 2008 Americans answered with a resounding, “NO!” giving Democrats the presidency and a comfortable majority in both houses of Congress. But eight years of fiscal irresponsibility, growing deficits due to irresponsible tax cuts and unfunded wars, and deregulation that brought the entire banking, investment, and insurance industries to the verge of total collapse left us in too deep a hole to climb out of in two years.

This year, as you go into the voting booth, ask yourself, “Can we afford to return to the same policies that got us into this mess?” It may not show in employment numbers, but the economy is on the road to recovery and has been slowly growing for over a year. Give Obama two more years with majorities in Congress to keep us on the right track. Elect Democrats to the U.S. House and Senate. If in 2012 you are not better off than you are today, then seek an alternative.

First Book for a First Grader

Writing an Alphabet Book: fast acting medicine for a first grader

Paul Epstein, co-director, Central West Virginia Writing Project

pepstein@access.k12.wv.us

In September of 2001 some terrible events took place that we will never forget.  But in the midst of those tragedies, I experienced something miraculous I will never forget.  For only the second time in my 15-year teaching career, I helped a child take the first steps toward reading (Epstein, 1992) I had taught many children to multiply and divide, to write with more detail, enthusiasm or organization, to read more critically or carefully, to appreciate history or science (or at least to appreciate what they had to do to pass), but in my years teaching 3^rd-6^th grade I never had the experience so many primary teachers have had: watching a child take the steps that would move them from a ‘make believe reader’ to a reader. 

Having moved from the intermediate classroom to a position as Title I Reading teacher, I was working one on one with a first grade student who was having difficulty.  If you have not been in an elementary school for many years, you may wonder how a first grader can be having difficulty in the first months of first grade; after all, don’t kids learn to read during the first grade year?  Yes, and no.  These days, kindergarten is not only supposed to prepare students for reading, but send them to first grade already reading their alphabet, knowing the sounds most letters make individually and in combination (phonics), and recognizing several sight words, common words that are recognized instantaneously and may not follow phonics rules.  In first grade, they begin reading, writing, and spelling new words in predictable books from day one.

Jennifer entered first grade not able to identify all of her alphabet (could not identify 6 letters: b, d, g, j, k, u ), had very few letter/sound associations, and recognized only three sight words from the basic sight word list (I, it, in).  Her “reading” of leveled passages indicated that she could often guess at the meaning of words and phrases using picture clues and attending to patterns in language. In assessing her skill level, I found her to be verbal and active, and confirmed what her kindergarten teacher told me, “She likes to have things her own way” (Jennifer was not always compliant, and it frequently required all my skill and some negotiation to keep her engaged in activities).  As a newly certified reading specialist, I was interested in applying some of the techniques in which I’d been trained, but also to apply some “writing to read” strategies I’d been exposed to by kindergarten and first grade teachers working with the Central West Virginia Writing Project.

     Starting out, I knew I would have to work at the letter and word level, making sure that Jennifer could identify all the letters before she could begin to tackle some of the books written for emergent readers.  I decided to start by letting her choose from groups of pictures representing initial consonant sounds I copied from the appendices of Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 2^nd ed. (Bear,Templeton,). 

Though the pictures were designed to be sorted by students by initial consonant sound, I asked Jennifer to choose a picture from the eight or so representing the letter “B”. She looked carefully at the pictures, taking the sheet from me, and chose one showing a child’s bed.  I let her cut it out and we pasted it into a personalized Alphabet Book (a 3 hole pocket folder with a page for each letter).  I had already labeled the page with a capital and lower case “B”, and now asked her to write the word bed, making the sounds and supplying her with the letters, sometimes writing them to the side for her to copy.  For additional practice in letter and phonemic identification we went through a process I called “say it, spell it, sound it, blend it”, which sounded like this, “bed, bee-ee-dee, buh-eh-duh, beeeeed” all the while pointing at each letter. I had to hold her finger under each letter and insist she track with her eyes—she knew that her memory was more reliable when her eyes were shut or looking off into space, yet I wanted her to “read” the letters and the word rather than memorize.  Jennifer had to mimic me several times before she could accomplish this task.

Next, I asked her to “make up a short story about the bed.”  She needed little prompting to come up with a sentence she found very humorous, “I saw a ghost sleeping in my bed,” which with my assistance she wrote in the lines beneath.  Finally, we “read” the story together a couple times.  At the end of our first session, she picked up her folder (I told her it was a ‘book’ and she was the ‘author’), looked at me excitedly and asked, “Can I take my book back to my room and read it to my teacher?”  Though I knew reading these sentences would be a big jump for a student who as yet could not identify all her letters, I was also aware that in her classroom they would be plowing ahead with reading at a rate that would leave her far behind if she didn’t make extraordinary progress.  Her teacher reported that Jennifer was very proud of her book, and loved the opportunity to display it and read it to the other students (who often had to help her remember what she had written). This became the first book that Jennifer could read, and she proudly took it to class after each session to read to her classmates.

 In each 20-minute daily session for the first two weeks  Jennifer chose pictures for two or three letters, pasted them in the book, and wrote sentences to go with them. She was gaining control of her alphabet and making more and more letter/sound associations.  Since the stories she provided often contained words that she could not have begun to spell correctly, like ghost and elephant, Jennifer was exposed to a wide variety of phonetic structures, rather than only the very regular structures contained in the early stages of most phonics programs.  While I always asked her to attempt to supply a letter to match the sound she heard in the word she was trying to spell, I did not have her write the words using approximate or invented spelling, instead praising her for her effort and providing her with the standard spelling.  This led us into many discussions of how “silly and tricky” the English language is.

After only three weeks, Jennifer could identify all of her letters, had control of most of her consonant sounds, and began to understand the role of vowels in words.  As I moved Jennifer into the reading of leveled books and work with word sorts (Clay,1993, Gillet & Temple, 2000, Bear, et al., 1999), activities around which most of the training I received in remediation of reading difficulties revolved, I continued to work with her on writing in and reading from her journal in response to each book we read or to practice a spelling pattern.  Jennifer always looked forward to the part of the lesson when she had control of what was read and written—when she got to write the story.   The connection between writing and reading has never been clearer in my mind.  I can now say from experience that composition is a powerful tool in reading development for emergent readers.

note: Though Jennifer made great progress during her first grade year, she lagged far behind the others in both reading and math and teachers decided to give her another year in first grade.  At the end of her second year in first grade she is a confident reader and an expressive writer.  While not by any means at the top of her class, she has had a successful year and did not require intervention from a reading specialist.

caption: Jennifer didn’t want to use the picture from the book; she wanted to draw her own Easter egg, and she insisted it was “a” Easter egg, not “an” Easter egg.  With Jennifer, you had to pick your arguments carefully!  This was her story, after all.

Bibliography

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F.  Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 2^nd ed. New Jersey: Prentice-Hall, Inc., 1999.

Clay, M. An Observation Survey of Early Literacy Achievement.  Portsmouth NH: Heinemann Education, 1993.

Epstein, Paul. Jerry: A Special Education Student Discovers Writing and Reading. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy; v14 n4 p8-12 Fall 1992.

Gillet, J.W. and Temple, C. Understanding Reading Problems: Assessment and Instruction, 5^th ed. New York: Addison Wesley Longman, 2000

Katrina and her Little Sister Rita by Paul Epstein

Katrina and her Little Sister by Paul Epstein

(clicking the link above or the title will take you to myspace to hear the song)

I wrote and recorded this song not long after the disasters that were hurricanes Katrina and Rita in 2005. In such a time of tragedy that destroyed so much -- homes, lives, and ways of life, I felt like one more sad, depressing song was not called for. Instead, I took inspiration from the blues and jazz traditions of New Orleans and wrote something that would celebrate the resiliency and the strength of the region. I gave it a "Poke Salad Annie" feel and dusted off my synth guitar to play the bass and the electric leads. The song was used in a book of stories about Katrina called "Katrina in their Own Words" by the Southeast Louisiana Writing Project. http://www.nwp.org/cs/public/print/resource/2289. Whenever I sing it for an audience, I get everyone to echo the chorus lines. It's always fun, and great for dancing. Here are the lyrics:

Katrina, and her Little Sister Rita

©Paul Epstein, 2006

Down in Southern Lousianna, the Mississippi coast

You know we like to party, we love to play the host

two ladies came for blackjack

never want ‘em back

Chorus:

I’m talkin’ ‘bout Katrina, And her little sister Rita

They blew in and tore the house down, you don't ever want to meet 'em.

We love our women strong

But they done us wrong

Banshees howlin’ through the gulf, it’s party time again

Rich folks gettin out of town, po’ folk take it on the chin

Blackjack for Katrina

Busted New Orleans

Rita thought she’d go to Texas, they were ready for her there

So she headed for the bayou, where she cleaned the cupboards bare

Katrina’s little sister

Sho’ nuff won’t miss her

Truth and Hope vs. Lies and Fear

If you listen to politicians and pundits, we are in a slow recovery from an economic catastrophe or we are witnessing the end of our free market economy.  Should we be hopeful or frightened? If we look at facts and dispel untruths the future looks brighter due to President Obama’s policies.

Democrats, led by President Obama have made earnest efforts to solve the nation’s problems, truthfully laying them out and hoping the other side would work with them. Republicans led by Boehner, McConnell and increasingly spurred by extremist voices such as Palin, Beck, and Limbaugh have been scaring Americans with lies and innuendo. They suggest our president is a Muslim (why, he might even be black!), is not a citizen, that health care reform would pull the plug on Grandma and take away their health insurance, that financial reform would lead to more bailouts, and that the American Recovery and Reinvestment Act (ARRA—the ‘stimulus’) has not helped the economy. They stir up fears of immigrants, conflate terrorism with Islam, and stir up anger verging on revolutionary fever against government.

Unfortunately, we are a very impatient people, and apparently for many it is not enough that a depression has been averted, our banking and investment system has been brought back from the brink of total collapse, our auto industry revived, and our economy has been growing, albeit slowly, for over a year.

What are Republicans saying? First they try to scare everybody into believing we’re heading back into recession. Second they say deficits will bury us so we need to cut spending immediately. They say the stimulus didn’t work and the proof is that President Obama “promised” unemployment would not go over 8%. Finally, they want those who earn over $200,000/year to continue to enjoy the lowest tax rates since the 1950’s. 

President Obama never promised the road out of this recession would be easy or quick nor that unemployment would stay below 8% if ARRA was passed. His economic advisors published that prediction in January, 2009, before he took office. Unemployment surpassed that before the bill was passed in February on its way to top 10% before ARRA began having some effect.  Ask all the road workers, bridge builders, auto workers, unemployed receiving extended benefits, and teachers, policemen, firefighters and other state workers whose jobs were saved if stimulus spending works. Go to recovery.gov and look at how it’s being spent:

•  unemployment benefits
• health care for unemployed
• aid for seniors
• rebuilding infrastructure
• energy efficiency and weatherization
• $1,000/family in tax cuts and many tax credits 

The Recovery may not have provided instant prosperity in the midst of world-wide economic turmoil, but it has been working, and is today.

What do the Republicans propose to create jobs? Give those who earn over $200,000 tax cuts, stop spending, and let corporations operate free of regulation. That’s the recipe that got us here, the recipe for the lackluster G.W. Bush years during which the few jobs that were created were low paying jobs, and the path to housing bubbles, toxic assets, and the credit crisis. The Bush tax cuts and two unfunded wars is what turned the Clinton surplus into trillions in debt dropped in the lap of President Obama.

Republicans still cling to the discredited belief that reducing taxes on corporations and the wealthy will create jobs. S&P 500 companies are holding more cash than ever, but are not using it to create jobs. They won’t add to their employment rolls until there is more demand for their products. The Bush tax cuts that put a trillion dollars in the pockets of the rich were in place for eight years of anemic job growth. Why would continuing them create jobs now?

Deficit fears at least have some basis in truth though Republicans weren’t worried about almost five trillion dollars in deficits during the eight years of the Bush presidency. The national debt isn’t keeping the economy from growing faster and it isn’t keeping jobs from being created. It will become an inflationary problem down the road if we don’t get it under control, which is why Obama wants to use the money from discontinuing tax cuts for the rich to pay down the deficit.

Maybe we will have to get used to a slower growing economy, though Warren Buffet thinks we’re poised for a big growth cycle, hopefully one based on productivity. Growth during bubbles creates false wealth for which we later pay a price in bankruptcies, bank failures, and lost savings. Americans must save more and live on their income rather than count on ever expanding housing values or an overheated stock market to give them unlimited credit. 

President Obama has not made wild promises; he laid out his agenda truthfully from the beginning and has faithfully been keeping promises, including winding down the war in Iraq and concentrating on the true masterminds of 9/11 in Afghanistan. We’ve been in a deep economic hole that we are climbing out of. The stimulus package created or saved millions of jobs—not enough to get us completely out of the hole, but enough to begin to grow our economy.  Too many Americans don’t want to hear the truth: that the answers aren’t simple and solutions aren’t quick.

Those congressmen who rub their hands in glee over the slow recovery should be ashamed. That they obstruct legislation they would ordinarily support to create jobs and help small business so their party can benefit from a weakened economy borders on unpatriotic. Lacking a responsible Republican party willing to engage in honest debate, Obama needs a stronger majority of Democrats. 

We are told that the upcoming elections belong to the Republicans because anger and enthusiasm are on their side. It is time to get enthusiastic in defense of our country by proudly supporting Democrats who have taken bold and difficult stands on reforming Wall Street and the health care system, and supporting Obama’s efforts to get the economy back on track. It is time for truth and hope to once more triumph over lies and fear.

(first published by the Charleston Gazette-Mail, Sunday, September 19, 2010: http://wvgazette.com/Opinion/201009171022 )

Teachers Need Time and Support to Use Technology Effectively

When my mother was in her 80’s, my brother bought her a computer so that she could participate in e-mail exchanges and receive digital pictures of her grandchildren. It was a disaster. Though her mind was sharp, this lifelong learner with a Masters degree could not ‘read’ the screen, and every window that popped up represented a paralyzing choice for her, “If I click wrong, I might fail again.”

We know that humans who do not develop language in childhood may never speak, that young minds need countless hours of exposure to letters, words, phonemes, in order to be ready to learn to read. We have learned that writing, too, is a developmental process. Students, regardless of when they start, tend to go through many stages on the way to becoming competent writers and readers; and learning to read and write for the many challenges and purposes that we face in school, in work, and in the community is a life-long task.  But as a society we agree that we must invest in literacy because reading and writing are critical skills.

In the 21^st century, the ability to use computers and other digital technology is a critical skill.  If education is the “great equalizer,” as Horace Mann put it, then it is up to the public schools to provide access, time, and direction for students to learn to use these technologies for the full range of purposes our students will pursue in school, work, and in the community. Such is literacy in the 21^st century: writing is a digital activity.

As Governor of West Virginia from 1988-1996, Gaston Caperton instituted a statewide program to place three computers and reliable basic skills software in every classroom. This introduced basic computer skills to students and teachers, and my state’s early embrace of computer technology has been maintained and upgraded by subsequent administrations. For a mountainous rural state, technology offers the possibility of overcoming physical obstacles and bringing the world into isolated classrooms.

In the twenty-three years I have taught in West Virginia elementary schools, many students have benefited tremendously from these computers, but I’ve also seen many computers sitting unused in the backs of classrooms or used for games and activities with limited educational value. Though teachers received some training in using the hardware and software, from what I’ve seen, few integrated these powerful tools into their everyday lessons.  Only recently, as teachers have started receiving an array of ‘in classroom’ equipment like laptops and projectors am I seeing a shift.

But simply providing equipment is not enough.  I have learned through my involvement with the National Writing Project that teachers need to be comfortable with their own writing process before they can be effective teachers of writing. They must also be comfortable and confident users of technology before they can effectively employ technology in their lessons.

I was very fortunate to have had a principal in 2000 who recognized that a teacher enthused about writing and technology with a computer lab would not only ensure that all students in the school were using the computers for reading, writing, and enhancing content learning, but he could also collaborate with other teachers, increasing their knowledge and skills.  Since then, I have found that when my colleagues see the power of computers to motivate students to engage in the writing process, including dreaded revision and editing, and when they get support in using the technology to enhance their classroom objectives, they embrace writing and technology.

The National Writing Project model of sustained professional development led by teachers is the most promising way to influence the nation’s teaching force to embrace both writing and technology in the digital age. In our local writing project workshops, we have led many K-12 teachers in their first use of computers to revise and edit writing, create PowerPoint presentations and digital stories, make blog posts and engage in online discussions. They have reported returning to their classrooms and making better use of computers in their teaching.

Technology spending is necessary and important to increase availability of technology tools and internet infrastructure. But teachers must be at the center of change aimed at preparing students for the 21^st Century. The National Writing Project has put extensive time and expertise into developing and researching teacher leadership. Teachers are the Center of Education: Writing, Learning and Leading in the Digital Age should remind those who lead schools, districts, and teacher preparation programs that there are among them teachers who are exploring innovative uses of technology to enhance students’ educational experiences. Teachers must be given time and opportunity to share their most promising practices in their schools and districts through mentorship, coaching, or professional development programs in order to effectively implement a 21^st Century curriculum for all students.

first published in April, 2010 by the College Board, also by Charleston Gazette (WV) in July, 2010.