2017 Annual Benefit LuncheonThe 2017 Neuhaus Education Center Annual Benefit Luncheon, held April 18, 2017, at the Marriott Marquis Houston Hotel, raised more than $493,000 and is considered by some as one of the most memorable yet. Henry Winkler--actor, author, director and producer--delivered a moving keynote that amused as much as it inspired. Though his keynote was about his struggle with dyslexia, everyone was able to leave with a takeaway greater than the M&Ms on the tables--a renewed sense of drive, determination, and perseverance . . . be it for yourself or someone you know. Oftentimes struggling readers suffer in silence, working around problems with school work and overcompensating for the lack of foundational literacy skills that they missed at an early age. We do what we do so they don’t have

to sit in confusion and struggle silently until they reach adulthood as Mr. Winkler did years ago.

It is because of those like our Luncheon Chairs Barbara Sklar and Suzanne Sklar McCarthy and Underwriter Chairs Catherine and Edward Crain that we are able to continue the invaluable work that we do. It is because of educators like our honoree, Ann K. Johnson, that our work is delivered to the children and adults that desperately need it. With the support of our board, donors, parents, educators, and friends, we were able to surpass our luncheon goal and see that the tools for literacy are placed into the hands of those who need them most.

Neuhaus NewsJULY 2017

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A system-wide emphasis on literacy provides

infrastructure support, leadership, and prioritization.

District support provides sustainability to the work of the

schools as they tackle the urgent improvement goals.

District leadership can identify outcomes and outline

steps. A collaborative development of a strategic literacy

action plan keeps everyone on the same page, clarifies

use of resources, and provides a framework for crucial

conversations.

The Harlingen Consolidated School District’s (HCSD)

strategic plan, Transforming Learning for Global

Achievement, has as its vision becoming a system

of world-class schools, where students develop the

knowledge, skills, and learning habits that prepare

them for college and career success in the 21st century.

Knowing that literacy is central to academic success in

all content areas, district leadership chose to focus on

the development of basic literacy so that from an early

age students are capable of reading and analyzing texts.

In August 2016 the district partnered with Neuhaus and

instituted the Ladder to Literacy Project. This project

focuses on an in-depth, on-going, unique professional

development plan that strengthens the implementation

of best practices in Structured Literacy on each HCSD

elementary campus.

-Principals and district administrators participated in

professional learning sessions centered on the science

of teaching reading and building a shared vision of what

best practices look like in the classroom.

-Campus-based instructional coaches acquired

knowledge of the elements and principles of Structured

Literacy through in-depth, face-to-face and online

in-depth professional development.

-Second, first and then kindergarten teachers

participated in online learning facilitated by their campus

instructional coach

-Coaches and teachers implemented the Accurate and

Automatic Reading Routine with a collaborative plan.

-Students participate daily in a reading lesson that

focuses on learning how to unlock the meaning of print.

Pictured above: Harlingen CISD Central Office Administration, Coaches, and Neuhaus Administration and Teaching Staff

Why Does Improving Literacy and Learning Need to be a District Wide Initiative?

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Adult Literacy Student Profile: Aiyana’s StoryAiyana, a lovely 19-year-old female of African-American

descent, came to Neuhaus through DARS (Department of

Assistive and Rehabilitative Services) shortly after

graduating from high school in the spring of 2016. This is

the story of how she came to achieve independent

academic success through a series of encounters with

some very special people.

Aiyana never knew that she had a language learning

difference. After repeating first grade, she recounts the

memory of being “pulled out” for one hour per day for

reading intervention each year that she was in an HISD

elementary school. During that hour Aiyana and her

classmates “watched movies and colored in coloring

books.” As a result, Aiyana was still

unable to read when she began

middle school in 6th grade. She

states that she passed each year

there, despite her continuing inability

to read, because a good friend let her

copy homework and copy her paper

on tests! She was promoted each

year because she attended summer

school.

When Aiyana began attending Madison High School in

9th grade, she was placed in special education classes

and was never offered accommodations for the general

education classroom. Her special- ed teacher, who took

an interest in Aiyana, wrote her final ARD paperwork so

that she would graduate with a regular high school di-

ploma rather than a special education diploma. He made

this decision in spite of the fact that she had taken the

STAAR test 5 times in 4 years and had failed it every

time. The teacher added this note to the ARD: “Aiyana will

not be able to go on to college.” Aiyana’s grandmother,

who raised her, always wanted her to go to college--she

worried that Aiyana would be unable to support herself

once she was gone. This was when the special education

teacher made a life-changing decision for Aiyana: he

connected her to a caseworker at DARS at the end of her

senior year with the idea that DARS would help her find

employment or appropriate training. When Aiyana men-

tioned her weak reading skills, the case worker had her

tested. She was subsequently diagnosed with borderline

intellectual functioning, reading disability, and a disorder

of written expression.

Aiyana applied to HCC, where the TSI (Texas

Success Initiative Assessment) was adminis-

tered to determine her level of coursework.

When she failed all 3 sections--reading,

math, and writing--her DARS caseworker

referred her to the adult literacy program at

Neuhaus. Aiyana was placed in a beginning

Basic Language Skills class in the fall of 2016.

Her reading skills improved so dramatically

during the first 4 months in the program that

she was “promoted” to a higher level Basic class, where

she continued to excel. In the meantime, she completed

2 semesters at HCC and ended the second one with a 3.0

grade average. Most importantly, Aiyana has learned to

advocate for herself and is now receiving accommoda-

tions in all of her classes. Her confidence has grown, and

she has shown that she is bright and quite capable of

learning. From now on, the sky is the limit for Aiyana!

The Lenox M. Reed Seminar was held at the Briar Club of Houston the

day following the luncheon. Speaker Dr. Julie Washington from the

University of Georgia and Pulitzer Prize winner Lisa Falkenberg of the

Houston Chroncile delivered an engaging keynote on the topic of

Special Education in the State of Texas. Seminar participants left with a

broadend knowledge of special education funding practices in the state

of Texas and the impact that these practices have on students who are

being served under the umbrella of Special Education legislation.

2017 Lenox M. Reed Seminar

PARENT INFORMATION SESSION

When: 10:00 a.m. to 12:00 p.m. on designated Wednesdays and

Saturdays

Location: Neuhaus Education Center, 4433 Bissonnet, Bellaire,

Texas 77401

The next info sessionwill be held:

To register visit: neuhaus.org/parents/

monthly-sessions

In MemoriamMartin Debrovner

1936-2017

It is with gratitude and appreciation that the Neuhaus

staff and board honor the memory of Martin

Debrovner and his ceaseless contributions during his time

on our board.

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BOARD OF TRUSTEES 2016-2017

Adrienne Randle Bond, Chair

Ben B. Andrews

Scott Butler

Spencer Bynes

Irene Deck

Elena Denis, LCSW

Julie Do

Santiago Garavito

David A. Hanse

Suzanne S. Harter

Joe Heller

Jenny Roman Johnson

Katherine Kardesch

Robert W. Kirkland

Lori S. Machiorlette

Amy A. Melton

Robert P. Palmquist

Josephine P. Smith

W. Temple Webber III

Margaret Young

FOUNDERS/LIFETIME TRUSTEES

Marilyn Beckwith

Margaret H. Ley, CALT*

Virginia McFarland

Ed Neuhaus

Betty Neuhaus*

Virginia G. Noel*

William D. Noel

Fredda Parker*

Lenox Reed, M.Ed., CALT

Nancy Collie Reed*

Elizabeth B. Wareing

Kay McGibbon Werlein, M.Ed.

*deceased

ADVISORY BOARD

Blanche S. Bast, M.A.T.

Cynthia Summerford Birdwell

Medora Thomas Boone

Genevieve Hutcheson Butcher

Lucy Reinking Carl

Edward Crain, Jr.

Loretta R. Cross

Michael P. Cullinan

Linda B. Denison

George Edwards

Keri Fovargue, Ph.D.

Jamie Grissom

Joanie Haley

Jennifer W. Hazelton

Bruce Holzband

Curtis Hutcheson

JP Hutcheson

Marjorie C. Hutcheson

Ann K. Johnson, CALT

Steve Johnson

Patty Kallmeyer

Courtney Lippincott

Shandy Moore

Walter Negley

Charles W. Neuhaus

Larry Neuhaus

Barbara Noel

Robert W. Paddock

Michele Mason Pilibosian, JD

Melissa Beckworth Rabalais

Katheryn Shaffer Ray

Erin Reid

Barbara Sklar

Sherra Cassin Sowell

Amy Thompson

Katherine Veletsos

Leslie Wade

Elizabeth Munson Whitehead

PRESIDENT & CEO

Tracy Weeden, Ed.D.

NATIONAL ADVISORY COUNCIL

Marilyn Jager Adams. Ph.D.

Pamela Bell, Ph.D.

Judith R. Birsh, Ed.D.

Benita A. Blachman, Ph.D.

Susan A. Brady, Ph.D.

Elsa Cárdenas-Hagan, Ed.D.

David Chard, Ph.D.

David J. Francis, Ph.D.

Susan L. Hall, Ed.D., M.B.A.

Marcia K. Henry, Ph.D.

R. Malatesha Joshi, Ph.D.

Diana Hanbury King, M.A.

Lisa Kinnaman, Ed.D.

Louisa Cook Moats, Ed.D.

Betty B. Osman, Ph.D.

Sam Redding, Ed.D.

Sally E. Shaywitz, M.D.

Ruth Strudler, Ph.D.

Thomas G. West, M.A.

Troy Wheeler

W. Daniel Williamson, M.D.

Non-Profit Org.US POSTAGE PAID

Permit #2139Houston, Texas

OFFICE HOURSMonday – Friday · 8 a.m. - 5 p.m.

HOLIDAYSThe office will be closed for:

LABOR DAY – 9.4.17

DONATIONSSimply go to neuhaus.org to make a contribution.

OUR MISSIONNeuhaus Education Center, dedicated to promoting reading success, provides evidence-based professional development to educators, information and resources to families, and direct services to adult learners.

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