Smekens: Light Snack or the Real Meal Deal

Smekens!  This name evokes an array of emotions in educators.  Words like "gimmicky," "lacking meat," and "quick fix" are tossed about.  I personally have a different perspective.  Kristina Smekens is part of my journey as a literacy educator.  She introduced me to the six traits and craft in writing, how to organize and manage a writing workshop, as well as how to begin.  When I left that first workshop, "Introducing the Six Traits," I returned to my classroom armed with lesson plans, courage, and confidence.  Confidence...the X factor that spurs us on to reach new heights!

This newfound confidence led me to the Indiana Writing Project.  In Summer Institute I learned that the 6 traits is an assessment, not a process.  I learned to stand on the shoulders of the great ones in the field of literacy, and I learned that I was, indeed, a writer.  No doubt, this experience was a life-changing part of my literacy journey.  I was empowered by being a student in a writing workshop, sharing the power of teachers teaching teachers, and believing that I too am a writer.  The confusion, the questioning, the research and reflection my mind muddled with definitely strengthened my understanding and ability to implement writing workshop in my own classroom.  But my journey did not end there.

This July, I attended a two-day literacy conference led by one of Kristina Smekens's mentees, Kristi McCullough.  Was it gimmicky?  Only if having a visual for each reading strategy is a "trick." Was it lacking meat?  Only from the standpoint that the two-day workshop covered research, organization, management, and implementation in 12 hours!  Was it a quick fix?  If feeling like I have a starting point for taking the information back to my own classroom and implementing it from day one, then maybe.  To be regenerated with courage and confidence to face the new year...priceless!

Each of us is on a journey to become a better educator.  Trends come and go, but a teacher's search for the best ways to instruct is constant.  Our journeys are different.  Some include people like Smekens and even Shurley!  Growth meets each of us where we are at any given moment.  The growth is the important thing about the journey.  We must respect each other's journey.

Submitted by Kathy Flatter, TC ‘07

Craft in Kindergarten: An Example Mini-lesson

The Vimeo clip "Modeled Writing - Primary" does an excellent job highlighting the mini-lesson portion of Writing Workshop while illustrating the concepts of author study and craft as well. 

Jennifer Wisner, a teacher from Salem-Keizer Public Schools in Oregon, is using Eric Carle's books as the basis of an author study in her kindergarten class.  She and her students have read several of the author's works and are now creating a chart of the craft they have recognized in some of Carle's popular children's books, including The Very Hungry Caterpillar.  To end the mini-lesson and begin independent writing time, the teacher invites the young writers to try to use some of Carle's craft ideas in their own writing. 

When viewing this example mini-lesson on author study and craft, you can see it would be great for kindergarten or first grade students; additionally, the mini-lesson's overall structure, high level of student engagement, and use of mentor texts and author study are adaptable and appropriate for writers of any grade level.  Consider how mini-lessons and age-appropriate author studies can be used to explore craft and inspire the writers in your classroom.

Submitted by Shirley Thacker, TC '07

Upcoming IWP Event: Shop Talk on July 23rd

IWP's Shop Talk is a monthly, informal meeting group that allows TC's to reconnect with each other while discussing current ideas and issues in literacy education and our classrooms.

This month's Shop Talk will be Monday, July 23rd, at 6 p.m., at Panera on McGalliard Road in Muncie.  Invite a friend or colleague to attend with you!

A Unit in Progress

It’s a curse all teachers share…

Listen to Donalyn Miller’s recommendations at All-Write.

Write down title: The Strange Case of Origami Yoda

Get home and order from Amazon.

Did I ever see the entire Star Wars movie?

Something about a bar scene? No, that was a sequel…

Can’t wait to read book…

Enjoy it …

(Yes, Donalyn, it’s below my lexile level…)

Think of Dwights I know…

And Harveys… and Tommys…

Ponder re-inventing myself, like Dwight and Yoda…

Remember adolescent psychology class…

Think about abnormal psychology…

Recall my Dr. Jeckyl and Mr. Hyde unit that flopped…

Use Origami Yoda to introduce themes in Dr. Jeckyl?

Maybe characters?

How could I appeal to multiple intelligences, interests?

Isn’t there a superhero with two personalities? Underdog?

Ask my kid...

“Two-Face from Batman...” 

Think about politicians…

Ahhh….recognize expository text opportunity…

(Remember, Common Core…)

Wonder how long that will last…

Think about psychics and the Oracle of Apollo…

(More expository text…)

Origami Yoda knows the future… or does he?

Would you want to know the future?

What if you didn’t know the past?

More kid input.

Add to list: Shutter Island…

Graphic novel… movie… novel…

Quintessential American Novel: The Great Gatsby…

American Lit class…

High ability kids…

Is Dwight high ability? Is Yoda?

Who is Yoda again?

Need more background information…

Check out Netflix…

Hmm….

And how can I use this?

Submitted by Barbara Swander Miller, TC '09

What are you doing this summer?

ADVANCED INSTITUTE, JULY 9-13
Like Summer Institute, AI provides the time to do the reading, talking, and writing that leads to professional growth.  During AI, morning reading groups will discuss one of the professional texts listed below.  In the afternoon, we will write, respond in writing groups, and revise.  Join facilitators Jenny Smithson, Betsy Duckworth, and Joy Dewing for a week of summer renewal!

CHOOSE A BOOK
Choose one of the following books when you register:
1) Appleman, Deborah & Michael Graves. Reading Better, Reading Smarter: Designing Literature Lessons for Adolescents. Grades 6-12.  2) Taberski, Sharon. Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop. Grades K-3.  3) Vopat, Jim. Writing Circles: Kids Revolutionize Workshop. Grades 4-12.

WHO:
All Teacher Consultants are invited.

WHERE:
Ball State University campus.

WHEN:
July 9-13, 2012
9:00 a.m.—3:00 p.m.

WHY:
Professional growth and renewal. (Earn 25 PGPs!) Community.  Fun.

HOW MUCH?
$75.00

REGISTER ONLINE
http://iwp.iweb.bsu.edu/consultants/ai.htm

Upcoming Event: IWP "Shop Talk"

Who:  IWP Teacher Consultants and others interested in learning more about IWP and our work

What:  "Shop Talk"  (IWP's new informal discussion group)

         Topic:  Professional Learning Networks/Communities

Where:  Puerto Vallarta on Tillotson in Muncie 

 When:  Thursday, March 8, 6 p.m. -? (As long as the discussion moves and people are around--TC's can come and go as they need)

Contact:  Jeri Tarvin (jeri.tarvin@libertyonline.org; 765-635-5656)

The Effects of Writing Workshop on Our Colleagues

Writing workshop, Composition Camps, and the work of the Indiana Writing Project are not just transformative and empowering for the young writers we teach. Below is a reflection from seasoned classroom teacher Mr. Michael Evans who was energized and inspired by time spent in his school's Comp Camp.

        I have always enjoyed writing: other people’s writing.  From the time I first learned the alphabet and how letters were used to form words that I could read, writing was important to me.  From reading the Sunday funnies and comic books, to writing stories using weekly vocabulary words and participating in spelling bees, I have appreciated how others, real authors, could fit letters together to form wonderful, meaningful, motivating words.  I always wished that I could do it myself.  Yeah, I had written some kid stuff to entertain my friends, but nothing I thought was any good.  I certainly didn’t think of writing as a valid cross-curricular tool that could help my own students learn about engineering and technology.

When IWP Teacher Consultants Barb Miller and Stacey Chester suggested that I might like to attend the Cowan Composition Camp, my first thought was “oh, no.” But I had already used up all my excuses when attendance had been previously suggested and there was no alternative this time but to shrug my shoulders, dust off my pencil, and go.  I’m glad I did!  Not only did I discover a new way to use the writing I was already doing in class to benefit language arts, but I also found ways to benefit my students and my content.  I actually broke through a barrier that I didn’t know existed as cleanly as a new chick breaks through its shell.  I thought English classes were taught the same way as they were when I was in class back in 1959 - 1964.  Was I wrong!  Along the way I met some very talented and deep thinking students. Listening to their sharings of concerns and imaginations was one of the best parts of my experience.

Michael H. Evans

Technology Teacher

Cowan Jr/Sr High School

 

Nominate a Colleague for Summer Institute 2012

Teacher Consultants, help us recruit a great class of educators for next summer's institute. Please go to the IWP website and nominate a colleague today.

Summer Institute Nomination Form

IWP at NWP 2011 Spring Meeting

NWP Spring Meeting 2011
Indiana Network Representatives

(left to right) Jeri Tarvin (IWP), Tammy Taylor (IWP), Barb Miller (IWP), and Steve Fox (Hoosier Writing Project); not pictured Linda Hanson (IWP)

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The Tea Party wave, freshmen members of Congress, budget cuts, protests on the streets: The 2011 NWP Spring Meeting certainly had a much different mood from last year’s. But even so- perhaps because of these changing dynamics- our work on Capitol Hill this year felt more productive, and definitely more immediate.

After my first Spring Meeting in DC last year, I came away feeling the electricity that moves our legislative process. People in power who influence lawmakers had listened to my stories and testimony, and I left as satisfied as a champion debater who has crafted nine beautifully extemporaneous arguments. We spoke to assistants who were eager to hear about our work because they had teachers in their families, as well as those who were simply place holders for absentee education aides. But for each new audience, we altered our argument, emphasized a particular point, shared a special insight, and all in five minutes or less to allow others time to speak. It was a beautiful thing.

This year, our appointments gave me that same charge, but there was something more, something even better. This year, I felt that our words were not just a rhetorical exercise; they truly made a difference.

Perhaps it was because there are new people on the Hill to educate about NWP in general. Perhaps it was because there is more at stake, with funds already being slashed in the rush for fiscal responsibility. Perhaps it was because there are misconceptions about the nature of NWP and its classification as an earmark. Or perhaps it was because I know what to expect and am better able to pull my weight as a team member now.

Whatever the reasons, this year’s NWP Spring Meeting was an exceptionally energizing and rewarding opportunity to reflect on my work with IWP and students, and to share that enthusiasm and passion with a few people in our government who ultimately control education reform. And I think the others on the team felt the same.

This year’s five-person Indiana delegation was broad and deep. We represented site work in education both across levels K-18 and across program areas- from experienced teachers training classroom teachers, to new TCs integrating NWP principles in the classroom, to college faculty and TCs preparing future teachers, to writers sharing our findings with others across the country. Together, we made a strong impression on Indiana Members of Congress about how NWP already consists of exactly the kind of education that reformers are craving: It is innovative, accountable, transparent, and competitive.

This opportunity to share with legislators my understanding and appreciation for the work of NWP and its teachers gives me hope for our site, our network, and our national organization. With the support or interest of most Indiana Members of Congress, IWP will reorganize for the moment, and then move forward in new directions and with renewed momentum. I am honored to be part of that movement.

Submitted by Barb Miller, TC '09

Creating "The Typos": A Student Writing Club

Late this past fall, we started our first ever middle/high school writer’s club at Liberty Christian School. After returning from an IWP meeting energized with this new idea, I began to inquire with several of my students if they would be interested in being part of a writing club. After a week or so of asking about student interests, I realized there was a need, so I set the first date. Our first Writer’s Club date was Thursday, October 28.

With more than a little trepidation, I anticipated our first meeting. I had no idea how many

would attend or who. I wasn’t exactly sure of the flow and pace I wanted for the meetings. I spent a lot of time wondering how, what, who, etc… As the newbie’s began to file into the room, they seemed as unsure of the event as I was. Once we started, all was right. Stressing the need to connect our reading to our writing, we started off our first discussion with; what are we reading? This was a fun time for all of us to share and connect with each other’s reading habits. Now, we start every meeting with this question. Sometimes students bring the books they are reading with them and sometimes they don’t, but either way, they love hearing about each other’s reading interests, including my own.

Once we have shared our current reading territories, I usually lead the discussion into writer’s habits, writing habits, genre discussions, writing observations, etc… The discussion usually is determined by what I observe in a writing group or something I think about my own writing through the week. I usually start the discussion with an observation and a question. For example; I have heard that writer’s have what is called writing environments. I enjoy writing with soft music, a keyboard, and little distraction. What about you? This usually gets students started. But, if I am hearing crickets because they are not responding, I break it down further, like: “Do you like to write with or without noise?”

Our discussions are informal, noisy, fun and informative. We learn a lot about each other, about writing and writers in general. Some discussions are more colorful than others, but all seem to send us into thinking mode. After our discussions, we spend a chunk of time writing–30-50 minutes. The last 30 minutes of our time together, the students circle up the desks and we share. Sharing our pieces is voluntary. We do not usually critique, but I have thought about adding that component more recently.

Our average attendance is about 15 kids, ranging from 7^th-11^th grade. We were meeting every other week, but now we meet weekly. At first we were meeting from 2:45-4:00, but we kept running over, so now our meeting time is 2:45-4:30. About a month or so ago, we came up with our club’s official title, The Typos.

We have had an author, Deborah Zarka Miller, visit our group. She has written several books, but just recently published her first young adult book, A Star for Robbins Chapel. We asked her questions about publishing, writing as a career, her favorite writing environment, her favorite writing genre, etc… We have several in our club who are aspiring writers, so this was a lot of fun and very informative for them. Next week, the chief editor of The Herald Bulletin, Scott Underwood (husband of IWP TC ’07 Tammy Underwood) will be attending our writer’s club. We have already written our questions in anticipation of his appearance.

After attending our ISI 2010 Reunion meeting last week, I came back with several ideas to apply to our club and for its future. I will keep you posted on our club’s development and events. The Typos Writers’ Club was so easy to implement and is easily one of the highlights of my week. I highly encourage you to initiate your own writer’s club.

Submitted by Jeri Tarvin, TC ‘10

Don't Forget to Join Us for the Indiana Network Retreat in February

Don't miss your chance to attend the annual National Writing Project Indiana Network Retreat on Friday and Saturday, February 25-26, 2011 in Indianapolis.

At the Indiana Network Retreat, you'll join friends from all six of Indiana's NWP sites. It will be a retreat that will invigorate you as a teacher-consultant, writer, and literacy leader.

The IWP site includes an online registration form and additional information about the retreat.

NWP 2010 Annual Meeting

Indiana Writing Project at 2010 NWP Annual Meeting

Back Row - Liz Ralfe, Shirley Thacker, Barb Miller, Linda Hanson, Tammy Taylor, Linda Walker, Matt Hartman, Alena Bogucki
Front Row - Robin Sowder, Heather Abernathy, Linda Valley, Joy Dewing, Jaime Ellis

The Indiana Writing Project was proud to send twelve of its teacher-consultants and leaders to participate in the National Writing Project’s Annual Meeting, which was held this year in Orlando, Florida from Thursday, November 18 through Friday, November 19. During the two-day conference, teachers took part in sessions on a wide range of topics, including digital literacies, working with primary source documents, games for education and social impact, and arenas to publish student writing. Visit the NWP website for photos, videos, and additional highlights of the Annual Meeting.

Reflecting on lessons from the NWP Annual Meeting, Joy Dewing (IWP TC '04) shares, "The sessions at this year’s NWP Annual Meeting in Orlando, Florida were ‘magical’ and gave me many ideas to bring back to our IWP site. TCs from the University of Illinois Writing Project shared their work with digital portfolios. Using flip cameras, each SI fellow creates a short (about 3 minutes) literacy autobiography video during the first week of SI. The videos are one of the artifacts posted on each fellow’s website. Writing completed during SI is also posted on the TC’s website. The digital portfolios make the fellow’s writing more visible to a wider audience. The presenters also shared other ideas for networking, including a “social network ice cream social” in which fellows learn about social networking sites, sign up for NWPi and the site’s facebook page, and meet TCs from other years while eating ice cream sundaes. They also suggested using itunesU to create podcasts of the demos or read alouds. To aid in collecting photos from the institute, they have a site Flikr site. When fellows take photos, they upload them to Flikr and tag them immediately. The Flikr site is linked to their Writing Project webpage so they have both a record of photos from previous summers and a constantly updating collection from the current year. A TC from the Spartanburg Writing Project shared how her site encouraged professional development through their use of technology. Instead of a daily log, the site uses a blog. She explained that the conversations that begin during the day continue into the evening during the Summer Institute. Their site also podcasts their author’s chair to share writing with a wider audience. A third idea this TC suggested was offering a Comp Camp focused on writing with technology for older students. She also shared the website pearltrees.com which helps to organize and link websites. I can envision our IWP site using Pearl Trees as a electronic “Wall of Begats”.

In another session called “Developing and Responding to Teaching Demos in ISI” TCs from Eastern Shore Writing Project shared how they’ve moved their demo lessons into inquiry lessons. IWP moved to this model a few years ago, so I was interested to hear ideas for how this idea was working at other sites. Our IWP site has used a team approach to coaching demo lessons for a few years. The TCs from Easter Shore bring back fellows from previous years as “thinking buddies”. These buddies work with 2-3 fellows and help them think about and develop their lessons. Using thinking buddies has freed up the SI co-directors and has improved their continuity. It has also given the fellows someone outside of the Institute to share ideas with and a connection to other TCs.
During a session called “Writing in ISI” I explored some of my “burning questions” about education and had the opportunity to write about education issues from different stances. The San Diego Area Writing Project TCs shared how they develop fellows for leadership through their fall and spring conferences. In the General Session Friday morning, Donalyn Miller, author of The Book Whisperer shared her own struggles in writing. She suggested that teachers need to “stop worrying about how to teach an essay and think about how [we] would write it” and reminded us that “we are writers because we write.” I’m looking forward to sharing her book with teachers in my school next semester. Friday evening ended with a social and appearances by Mickey, Minnie, Daisy Duck, and Goofy. Overall, this year’s NWP Annual Conference was a magical experience and left me refreshed and ready for another Writing Project summer!"

[Left] - IWP TC (2010) Jaime Ellis (second from right, in striped shirt) shares during a roundtable session at NWP.

Alena Bogucki, IWP TC '07, noted on her classroom blog that two of the biggest "Ah-ha" moments of the NWP Annual Meeting came during a roundtable session on digital literacies; she said, "I realized that perhaps 'new' literacy is something that has no official academic standard or assigned role in day to day life, but is an enrichment and illumination, a new means of being and communicating. It affects our lives and way of life before we know where the ripples will end or evolve into. New literacy is very personal and dependent on the user; it has not been canonized. As well, Bee Foster from the Area 3 Writing Project offered an astute observation that 'If it contains meaning, it's [an opportunity for] reading. If it requires a process to create, it's [an opportunity for] writing'; this informed my view of literacy in and out of the classroom." Bogucki added, "Attending and participating at the NWP Annual Meeting is such an uplifting, empowering experience; there is a tangible energy of purposeful action, collaboration, and collegiality at NWP."

"During the General Session one of the speakers said, 'It is not the harvest of writing that we celebrate, but the planting of seeds that will carry us on for years to come!' I have thought about that often since November," Shirley Thacker, IWP 2007 TC, reflected. She continued, "It isn't one piece of writing that is so important, but the excitement of the doing the work on perhaps a daily basis. We learned in SI that it isn't the writing that is so important, but giving our attention to the writer. Boosting their confidence, teaching them the craft, introducing them to wonderful mentor text that will inspire them to write. . . ultimately making that reading - writing connection. That will give them the power to believe that they are writers, they are authors, they are successful. . . to keep planting those seeds."

Looking ahead, IWP's Core Council is already making plans to get even more IWP TCs to next year's National Writing Project Annual Meeting, which will be held "in our backyard" - Chicago!

Meet the 2010 IWP Teacher Consultants

Meet the new 2010 Indiana Writing Project Teacher Consultants. Learn about each Summer Institute fellow by reading their reflections on the SI experience, and checking out their project boards.

Leigh Bivens

"The fellowship and learning with other professionals at ISI has caused me to question my own philosophy of teaching writing and in turn will impact my classroom as I implement the best practices found in Writer's Workshop."

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Lindsey Cary

"The Invitational Summer Institute was a life-changing experience. Instead of being someone who writes, I became a writer! I can't wait to implement Writing Workshop in my classes. My students will start to see themselves as writers, too!"

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Rena Dossett

"It has been a very meaningful learning adventure in the Invitational Summer Institute of the Indiana Writing Project. I hope to be able to incorporate the Writer's Workshop philosophy and practice in all my future professional endeavors."

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Jaime Ellis

"Writing workshop was just what I needed. I am excited to go back to the classroom because it has transformed me as a teacher, not just of writing, but of all the subjects. The kids are gonna' love it!"

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Steph Hedge

"It was a much needed reminder that, for all the wisdom I want to impart to my students, it doesn't mean a thing if they're not writing. My students need to just write. And I can't wait to give them the opportunity."

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Amanda Hosier

"The ISI has allowed me to spend quality time discovering how I want to teach writing in my classroom. I am positive, through the research and practice I've done in this class, that Writing Workshop will allow my students to become successful writers."

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Melody Ivey

"This summer with ISI, I have grown as a writer and as a teacher of writing. I think I got the best possible progression in going through Open Institute last summer and ISI this summer. I now have a rock-solid base that will spring me into becoming the ultimate teacher of writers!"

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Mary King

"This summer, I was immersed in the theory and practice of Writing Workshop and now am more convinced than ever that it is the best way to teach writing in our schools."

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Andrew Mishler

"ISI is the best Professional Development I have ever experienced. It has changed my philosophy of education and will significantly improve my curriculum. I have enjoyed working with all the members of the institute, and have gained some wonderful friends. We are the cool group!"

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Karen Neubauer

"Being immersed in the ISI, I see that the workshop format is not just for writers (or those who think of themselves as writers, but for writing. It's only by doing the work of writing in a community that supports it that we become better writers. I'm ready to trust the process and build community with my students."

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Anne Reagan

"ISI has been exciting, engaging, and entertaining. It has challenged me to look differently at myself as a teacher and as a student and pledge for change. I am inspired by the Fellows who have surrounded me this past month. I am grateful and blessed to be a part of it and to share in our growth."

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Jeri Tarvin

"Thank you ISI. Thank you for the shot in the arm I needed to brush off the cobwebs of my brain and challenge my teacher heart. Thank you for the camaraderie and fellowship I have experienced with the most intellectually stimulating group I have ever met. Thank you, ISI."

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Bill Valley

"The Invitational Summer Institute has created a new paradigm shift within me. It culminates by empowering student learning through Writing Workshop. I am equipped with best practices and dear friends to help - I am Write Man."

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Mandie Walker

"The Invitational Summer Institute has reminded me that I am a writer and of the love I have for writing. I am so excited to share my new knowledge and embark on an amazing writing journey with my students!"

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Summer Institute Facilitators:
Tammy Taylor, Linda Valley, and Jane Snider

The Power of Writing: A Reflection of ISI

In ISI on Writing Workshop

by Bill Valley, TC 2010

Busy, incredibly busy
Learn, experience
Drink in every innuendo
Every phrase, new concept, and thought
Relishing the voice of sparks flying
Of what was said? I didn’t quite get that?
Wondering how this applies to my classroom
On new ideas in a crescendo of complete harmony
“I got it! I got it!” embarking on a new idea…

We new Fellows come with excess baggage
Loaded with thoughts
Pregnant with our fixed ideas
Wanting to share our best practices
Boast of our kids’ writings
Embolden to articulate our students’ works
Questioning the new ideas, concepts, trains of thought
That don’t quite sound right to our ears.
“What was that? What was that?” smashing preconceived ideas…

I stand alone in our group questioning my very being
Embarrassed to shame
Enlightened to hope
Stinging reality I am trapped in Standardized Testing
In the same old tired strategies
Driven by governmental mandates
Realizing I own the fact my teaching (methodology) misses the mark
Students don’t own their learning; or even care.
“It’s a failure! It’s a failure!” wondering why I even teach…

Suddenly, through time our thoughts begin to gel
Awed in inept wonder
Inspired in our very hearts
Writing we rise from the ashes a member of IWP
On the shoulders of the greats we read
Rejoicing in the words of the writing process
From Atwells, Fletchers, Katie Wood Rays
Co-Facilitators who foster Voice and Content and Craft
“We are writers! We are writers!” teaching with power –

Professional members of NWP!

National Recogition for IWP Teacher Consultant

Congratulations to Media Specialist Gwen Tetrick (TC 2006) and first-grade teacher Karen Duvall from Stony Creek Elementary School for recently winning recognition for a multi-faceted initiative to promote reading in Stony Creek Elementary School and the larger Noblesville community. Gwen and Karen earned the 2009 TEAMS (Teachers and Media Specialist) Award from Library Media Connection magazine and publishing company Gale Cengage Learning.

Check out the official accolades and view a brief film of Gwen and Karen describing their school- and community-wide program to encourage reading.

The Power of Writing in Our Community: Veterans Day

In commemoration of Veterans Day 2009, Jane Adams (TC 2009) encouraged her third grade students at Alexandria-Monroe Intermediate School to compose letters to the guests of honor at the school corporation's upcoming community-wide Veterans Day program.

Following the program, The Herald Bulletin newspaper featured the front-page article "Student's Letter Touches Guardsman". Visit the link above to read Dave Stafford's article that details the connection writing fostered between a student and a veteran.