Congratulations to this year's District Teacher of the Year, Robert Komac from CHS. Congratulations also due to teacher of the year at Mark Twain - Joan Chally; Empire - Julie Mobley; Seeliger - Karen Collier; Bordewich/Bray - Corazone Rough; Fritsch - Pat Lutz; Fremont - Kathy Rothchild; CMS - Bev Daub; EVMS - Brenda Leaper; and Special Services - Liz Straughan.

     OCEA Officers for the 1999-2000 school year are:   President - Gaylea Manning; Administrative VP- Jeff Grebb, Financial VP - Steve Fargan; Communications VP - Carol Antila; Secretary - Theresa Risner; Treasurer - Chris Whitcome.

Delegate Assembly Representatives - Chris Whitcome, Jeff Grebb, Theresa Risner (2 years), and Steve Fargan (1 year).

National Representative Assembly - Gaylea Manning, Warren Wish, Carol Antila, with lst alternate Steve Fargan and 2nd alternate Theresa Risner.

     Congratulations to the following: Linda Martin - Gleason; Amanda Pickrell - EVMS; Julie Reid - EVMS; Sandi Steele - Mark Twain; and Karen Chandler- CHS.

by Jeffery Grebb

     On March 24, 1999, Lenae Dericco and Gaylea Manning had an informal meeting with the District. Ellie West and I tagged along as flies on the wall to see how such meetings are conducted. Representing the District were Mary Pierczynski, Marge Fowler, and Charles Cockerill. This meeting was basically informational and helped to clarify positions for both sides.

     The negotiations team is putting together the finishing elements of our initial proposal to the District. Both sides have been waiting to see what fiscal impact to the District will result from the current legislative session. As this is drawing to a close, the District's financial situation comes more sharply into focus. We plan to begin formal meetings prior to the end of the school year. A "formal" meeting is an important designation since it affects the concept of "good faith" in the negotiations process. If negotiations should reach an impasse, the number of formal meetings becomes significant. The team remains hopeful that any such impasse can be avoided, however, since contact between parties has remained open and cordial to date.

     On the original negotiations survey, there were some questions regarding "fossil pay." This refers to the salary schedule for teachers who have taught here for 16 or more years. If they have also moved into the column for BA+80 (or MA+32), they cannot receive any step increase because they have run out of steps. The only way they receive a pay increase is if the District gives a raise. Several years ago there was a question as to the interpretation of when fossil pay begins. When it was originally written into the contract, it was intended to refer to years in CCSD, although the District was not applying the interpretation evenly. Attorneys for both sides looked into the issue and it is now applied as originally intended. From survey responses it was apparent that not everyone has been informed of this fact.

     The best and the brightest Seniors have graduated early, as Juniors!

     Elective classes disappear!

     No new staff hired to fill vacated positions!

     Carson High School teachers are held accountable for proficiency scores although the students took their Freshman level course at the middle school.

     The World History/Geography requirement is eliminated.

     The Nevada State School Board is in the process of considering new requirements for graduating from high school. The new requirements will lower the credits from 22.5 to 20.5. One elective and the World History/Geography requirement will be eliminated. Students will be allowed to take their Freshman year of math and science at the middle school, and they will not be required to take a computer course if they demonstrate competency. This could mean that the best and the brightest will graduate early and avoid their Senior year altogether, if they take their Freshman math and science at the middle school, although we will still be held accountable for their Proficiency Exam scores. We will lose our elective classes, which means fewer positions for teachers. It is not too late to stop this, but it will take action on your part! Write to the school board members and tell them how you feel. Send a copy to the Governor! Mention that it is ridiculous to create a higher level of competency to pass the Proficiency Exam but lower the credit requirements for graduation from high school. This is obviously a way to help solve a budgetary crisis and avoid building new schools and hiring staff. If the school board hears from the teachers, this may not happen. N.S.E.A. is opposing this, so keep an eye out for the next issue of "Perspectives," which will have the date for the next Nevada State School Board meeting in Reno. We should attend and let them know how we feel. If you have more questions, contact me, and I'll try to answer them. I have included a sample letter to use if you choose to.

     Thank you,

     OCEA Administrative Vice President

     Cameron Dain

To:

     As a classroom teacher, I am very concerned about the proposed requirements for graduation from high school. In an atmosphere of increased accountability for classroom teachers and more stringent standards on the Nevada State Proficiency Exam, it is very counterproductive to lower the requirements for earning a high school diploma. What kind of message are we sending to the students when we say that we want you to have a better education and we will hold you accountable for it, but you can take fewer courses to achieve it.

     Teachers have worked very hard to establish scholastic programs that are under the category of electives, and we believe these programs are an important part of a well-rounded education. To eliminate them is to eliminate an important part of a student's education.

     Whether you realize it or not, many high school students will avoid their Senior year of high school simply by taking Freshman science and math at the middle school. This will leave them 18.5 credits to take in high school, and this is easily achievable in three years, regardless of whether or not they meet competency for the .5 credit of computer literacy.

     When the community is questioning the worth and validity of the public education system, the easing of graduation requirements is the wrong message to send. The Taxpayer has spoken loud and clear, and what they want is a better public school system, not an easier one.

     When it comes time to a vote on the new graduation requirements, please vote NO!

     Thank You.

     Sincerely,

by Jeffery Grebb

     Inspired by this year's NEA Pacific Regional Leadership Conference, I have begun a group consisting of non-profit educational entities to refute some of the onslaught of misinformation about public education which pervades the media. I have invited OCEA, CCSD, CCBAA, and NCSEA as well as PTSA to come together informally so that we can speak to the public with one voice about our schools. I have received positive feedback regarding this idea and expect most, if not all, of these groups will wish to participate.

     Beginning next school year, CCCPE will run weekly advertisements locally to inform the community about the successes and unique challenges we face every day in public education.

     All of this information will be documented accurately as to its source. I am looking for volunteers to find facts about our schools and send them to me. (Please note that I already read NEA Today and have a copy of the District "Accountability Report".) I would be grateful if you would keep your eyes open for interesting or important facts, document their source, and forward them to me at the OECA office (P. O. Box 1946, Carson City, NV 89702). If anyone would like to become more involved, please contact me at the high school.

by Nancy Haywood

learning that they face.

Open the doors to developing a sense of community and an awareness of our

connectedness.

Respond honestly. When you're sad, let others see your sadness. When you

experience disappointment and/or discouragement, allow children to

see these, too. Model how you cope with adversity.

Create an environment of excitement and encouragement.

Honor and applaud effort.

Integrate what you teach with a gentle love for whom you teach.

Love when it's the hardest to do. Live by Wanda's refrain, "children need

love most when they deserve it least!"

Dwell on the inherent good in people. Strive to send the message that people

can choose to make a difference in their own lives and in lives

of others.

Recognize resiliency. Help children see the good in their own worlds.

Educate for the future. Help children live with curiosity...to explore and

wonder about and revere differences.

Nurture dreams. Accept all of them and add alternatives. Let children know

that adjustments to dreams do not lead to abandonment but to

(Nancy Haywood wrote these words in June of 1998 as part of an application process. She wrote "what I would say to others in my profession if given a chance. I wrote my thoughts down and was surprised with how important these themes are in my life.")

     New math links page - The obstacles are overcome and there is a math links web page (Please send Steve Fargan your favorite math links)

     Also at the OCEA Web Site there is ski discount page, bowling page and bowling standings page, Quest newsletters page, which includes a listing of articles from the seven issues of the OCEA Quest, new education link of the week - there is more to come. Check it out at: http://home.pyramid.net/ocea/index.html

     (Send information for the OCEA Web Site to Steve Fargan at lolo@loloville.com)