开云体育

Friends:

Below is a link to a story from the Boston Globe profiling a number of young and adult prodigies



Margaret

Subject: Hoagies' Gifted Education Page February updates To:
TAG-L@...
Amazing new gifted resources in January and February 2005, now available on
Hoagies' Gifted Education Page. Check them out:

New pages...
A Call to Action This is
our chance to influence the national standards for counselor education, to
have those studying to be counselors learn about gifted children!

No Child Left Behind: The Football Version
speaks for itself.
Speaking Appearances for more on
inviting Carolyn K. to speak at your organization's meeting or conference.
Choices and Challenges a young
adult's valuable insights.

Ni?os Altamente Superdotados en Aulas de Integración de Kathi Kearney
a new multi-cultural
experience for Hoagies' Page - Kathi's great article translated into
Spanish!

School Counselors Light-Up the Intra- and Inter-Personal Worlds of Our
Gifted in
Social-Emotional.

New links... There are too many to mention, but here are a few highlights:
In Psychologists familiar with Testing the Gifted and Exceptionally Gifted
, check out the new article
links on selecting the *right* doctor for your family: Tips for Selecting
the Right Counselor or Therapist for your Gifted Child, and Testing and
Counseling Interview Questions.

In Gifted Conferences, find
dozens of new conferences in 2005, world wide!

In Counseling the Gifted new
articles including
An argument for proactive attention to affective concerns of gifted
adolescents,
Heightened multifaceted sensitivity of gifted students: implications for
counseling,
The "me" behind the mask: Intellectually gifted students and the search for
identity,
Depressive disorder in highly gifted adolescents, In Search of The Gifted
Identity: From abstract concept to workable counseling constructs, and
more...

In Ridiculous Things I Heard Today
, follow the link to
Students' lawsuit over T-shirt gains ground. Our kids were prevented from
wearing t-shirts in school that said "Gifties"!!
In several areas, including Gifted Education

, Academic Acceleration
and Curriculum Modifications
... find the new NAGC's
Acceleration in Schools: A Call to Action, National Association for Gifted
Children Position Paper: Acceleration, and the link to all National
Association for Gifted Children Position Statements.

A new Hot Topics! reading list in Philosophy...

In Young Children ,

Frequently asked questions about extreme intelligence in very young children
by Kathi Kearney, and Small poppies: Highly gifted children in the early
years, by Miraca Gross, both great articles.
In Sensory Integration (SI)
, Asynchronous
development and sensory integration intervention in the gifted and talented
population.

In Auditory Processing Disorder (APD)
, Auditory Evoked
Potentials in Low-achieving Gifted Adolescents, and CAPD and the gifted
child: The relevance of central auditory processing deficit to gifted
education.

One of theses APD articles is not available free, but for a small charge
from Highbeam.com. If you decide to join (or try out their free trial),
note that Highbeam.com seems to contain ALL the old Roeper Review articles -
well worth reading - Highbeam.com is a resource in itself!
Many new Summer and Saturday Programs, in many states
.

Rounded out Regional Organizations
with links to these state
organizations: Arkansans, Colorado, Florida, Nevada, South Dakota and Utah,
plus France.

Added more mailing lists, blogs, and other on-line support groups in Mailing
Lists, Message Boards, Blogs, and more...

, for Eide Neurolearning
Blog - a new generation of On-Line Support!, OATAG for Oregon parents,
teachers and administrators, Sheroes Central, board for gifted KIDS to talk
to one another, and tagpdx for Portland Oregon parents.
New names in Grade Skipped
and Successful and Notable Homeschoolers
.

In Hoagies' Kids & Teens Links , visit
Natural Science for the
AfriCam, DNA, The Virtual Autopsy, The Virtual Body / El Cuerpo Virtual, and
Gene Gateway...

Variety Store for Silly
Putty, Virtual College Tours, and Virtual Perpetual Calendars.
Interactive Games and Puzzles
check out RoboPacker, CodeBreaker Crossword, and New York Times Learning
Network Crossword Puzzle Archive.

Visit What's New for a complete
listing of all the new additions to Hoagies' Page. There are far more new
articles and links than I can list here.

And don't miss Don't Miss for the
best articles and links of Hoagies' Gifted Education Page, and Gifts for the
Gifted , Hoagies' Shopping
Guide to the best books, journals, magazines, toys, nerd shirts, educational
products, music and movies from Hoagies' Gifted Education Page.
Hoagies' Gifted Education Page is visited by thousands of people weekly,
from 151 countries on 6 continents, including Portugal, Cocos (Keeling)
Islands and Pakistan. Did you know that more than 75% of Hoagies' Gifted
Education Page visitors visit with screen resolution of 1024x768 or higher?
For tons of cool numbers, graphs and charts, click on the small blue "graph"
at the bottom of many pages of Hoagies' Gifted Education Page, or visit
Nedstat at
.

Enjoy! And thanks for making Hoagies' Gifted Education Page a success!
Carolyn K. webmaster@...

Hoagies' Gifted Education Page www.hoagiesgifted.org
Hoagies' Kids and Teens Page www.hoagieskids.org
The more intelligent one is, the more men of originality one finds. Ordinary
people find no difference between men. -- Blaise Pascal
www.hoagiesgifted.org/education_quotes.htm

1) House Education Committee Hearing January 24
2) House bill 2636
3) District TAG plans
4) update on SB 300 (Expanded Options bill)
5) Changes in House Educaton Committee
6) Committee memberships

Friends:

1) The Oregon House Education Committee held an informational hearing on TAG services and programs on January 24, 2005.

The speakers were Salaam Noor, Assistant Superintendent for Curriculum and Instruction and Andrea Morgan, the TAG program specialist

Dr. Noor distributed a summary of the results of the statewide hearings from last spring and a copy of the Oregon TAG mandate. This can be found at

His testimony focused on the plans the ODE has to try to work with local school districts to address some of the issues raised in the spring hearings. He expressed the hope that ODE would be able to reconfigure its programs to provide more attention to TAG issues. In particular, the ODE plans to find ways to support the Regional Planning Groups at the Universities and to ensure that ODE curriculum specialists are able to advise districts on TAG issues.

Both he and Ms. Morgan responded to questions about the local implementation of TAG programs. They both emphasized that the Oregon Department of Education cannot require districts to provide copies of their plans for TAG identification and programs and services even though the Oregon TAG mandate required districts to have such written plans. This made if difficult for Ms. Morgan to respond to questions from the representatives about how districts were actually implementing the mandate.

Questions from the representatives centered on identification issues and teacher training.

In addition, at the request of the committee, both Deborah Andrews, a Portland parent and I testified, though neither of us had brought prepared remarks.

You can find a complete account of the hearing at

2) I was informed yesterday that Rep. Avakian and Rep. Dalto have co-sponsored a bill that would require the Oregon Department of Education to provide a full-time equivalent position for TAG. The bill is House Bill 2636. Here is its text in its entirety:

A BILL FOR AN ACT
Relating to the Oregon Talented and Gifted Education Act.

Be It Enacted by the People of the State of Oregon:

SECTION 1. The Department of Education shall employ at least one full-time equivalent
employee to administer, under the direction of the Superintendent of Public Instruction, the
talented and gifted program under ORS 343.407 to 343.413.

Rep. Avakian plans to meet with representatives of the Oregon Department of Education to discuss this bill on Monday.

3) In addition, the staff for Representative Flores, Chair of the House Education Committee have told me that they have requested a bill in response to last month's testimony that would require Oregon School Districts to provide copies of their TAG plans to the Oregon Department of Education. At this time, the bill has not yet been completed by the Legislative Counsel's office. I think it has a reasonable chance of passage, and it would be a positive step in ensuring that the ODE can support local districts in implementation of TAG programs and services to Oregon students.

If you are interested in participating in hearings on these two bills, please let me know.

Please contact your own legislators and let them know that Oregon's gifted students need help.

To find your legislators go to:


To write to your legislators go to


4) Senate Bill 300, Sen. Gordley's Expanded Options bill was heard on February 16, 2005. A streaming audio tape of the hearing is available on the Oregon Legislative website at . Go to "2005 session", then to the Senate Education and Workforce Committee and select the date of the hearing. OATAG has not taken a position on this bill.

5) There was a change on the House Education Committee. Representative Carolyn Tomei was asked to move over to the Water Committee because of her expertise in that area. Representative Arnie Roblan, a former school principal, has taken her place on the Education Committee.

6) Below are the members of the two legislative committees that deal with education and the Joint Education Sub-committee of the Joint Ways and Means Committee

Senate Education and Workforce Committee

Membership:
Vicki L Walker, Chair
Charles Starr, Vice-Chair
Ryan Deckert
Jeff Kruse
Bill Morrisette

Staffing:
Marjorie Taylor
Dawn Tuso

House Education Committee

Membership:
Linda Flores, Chair
John H Dallum, Vice-Chair
Steve March, Vice-Chair
Debi Farr
John Lim
Arnie Roblan
Chip Shields

Staffing:
Jim Keller
Kellie Whiting


Joint Ways and Means Committee:
Education Subcommittee


Membership:

Sen. Richard Devlin, Chair
Sen. Avel Gordly
Sen. David Nelson
Sen. Vicki L Walker
Sen. Doug Whitsett
Rep. Bob Jenson
Rep. Steve March
Rep. Gene Whisnant

Staffing:
Steve Bender
Diane Myer

submitted by Margaret DeLacy, member, OATAG government relations committee

Friends:

I have compiled a pair of graphs illustrating the achievement test gains reported by Portland Public Schools for 2003-4 in mathematics and reading for the PPS average, for students who exceeded benchmarks, and for students who exceeded benchmarks and were African-American, Hispanic, or on the Free and Reduced Lunch program.

You can find them at

I compiled a similar pair last year--the pattern hasn't changed significantly. Note that some of these groups of students made negative gains (they did worse this year than they did last), or, in the case of tenth grade students, their scores were lower in tenth grade than in eighth grade.

I wonder when someone is going to take the problem seriously?

Margaret

Subject: 2 reminders
Date: Mon, 21 Feb 2005 16:02:42 -0500

Thread-Topic: 2 reminders
From: "Jane Clarenbach" <janec@...>


Greetings, I'm looking forward to seeing many of you at the NAGC State Affiliate Conference on March 12. BUT, there are a couple of important items to remind you of before I see you: (1) We learned that there WILL be statewide Javits grants available in 2005 -- we've been told that the applications SHOULD be available in March. (don't have specific dates). Of course, I'll share the application the minute I know it's in the Federal Register. (2) Proposals for the NAGC convention in Louisville must be submitted online, before 5:00 THIS FRIDAY (February 25). The online form is accessible via the NAGC website at



Please don't hesitate to contact me if you have questions. Jane

Freinds:

Below is a link to the article comparing Washington and Oregon college attendance and graduation from Monday's Oregonian

Margaret




Path to degree steeper in Oregon

Monday, February 14, 2005

SHELBY OPPEL WOOD

and BILL GRAVES

Friends:

For your information, the Senate Education Committee will be holding a public hearing on SB 300, the "Expanded Options" bill on Wednesday at 3:00 P.M.

I have a meeting at noon in Portland and so probably will not be able to attend.

OATAG has not taken a position on this bill.

Margaret


Phone: 503-986-1755
AGENDA
ISSUED 02/14/2005
WEDNESDAY

Date: February 16, 2005
Time: 3:00 P.M.
Room: D
Informational Meeting
Gateway to College - Portland Community College

Public Hearing
SB 300
Creates Expanded Options Program for students attending public schools in grades 11 and 12 or who are 16
years of age or older.

Staff respectfully requests that you submit 20 collated copies of written materials at the time of your
testimony.

Friends:

This is excerpted from the Superintendent's pipeline.

Margaret


Senate Confirms Governor's Appointments to State Board of Education
Office of the Governor

The state senate today confirmed Governor Kulongoski's appointments of Brenda Frank, Director of Education and Employment for the Klamath Tribes, and Vanessa Gaston, CEO and President of the Urban League of Portland, to the State Board of Education. Brenda Frank is the first Native American in history to be appointed to the board.

"It is important for Oregon's K-12 system to continue to provide quality educational opportunities to all of Oregon's students, and Brenda and Vanessa each bring a high level of insight and experience that will be valuable assets to the board in fulfilling its mission," said the governor. "It is also important to me to increase the diversity of Oregon's boards and commissions. Our policy-making bodies should represent the backgrounds and priorities of all of Oregon's citizens. I am very pleased that the senate has confirmed Vanessa and Brenda to the board."

Brenda Frank has served as the Director of Education and Employment for the Klamath Tribes since 1996. Prior to this role, she worked as a personnel officer for the Klamath Tribes Health Department from 1994 to 1996 and as an Employment Specialist for the Oregon State Employment Department from 1988 to 1994. Frank currently serves as the Chair of the Klamath County School District Board of Directors. She is an active member in the Education Government-to-Government process under SB 770, through the Oregon Indian Education Association, National Indian Education Association and the Title VII Indian Education Parent Committee. Frank has also served on the boards of the Klamath County Local Alcohol/Drug Planning Committee and the Klamath Family Head Start. Frank received her Bachelor of Science degree from Southern Oregon State College in 1985.

Vanessa Gaston has served as the CEO and President of the Urban League of Portland since 2004. Prior to this role, she was the Associate Superintendent for the Washington Soldiers Home and Colony from 2001 to 2003 and the Administrator of the Department of Social and Health Services in Seattle, WA from 1999 to 2001. In her role as CEO of the Urban League, Gaston serves on various board and advisory committees such as Portland Schools Foundation, Superintendent Castillo's Underrepresented Minority Achievement Advisory Team and the Portland Public Schools Central Office Review for Results and Equity Committee. Gaston received her Masters of Public Administration degree from the University of Washington in 2001 and her Bachelor of Arts degree from Evergreen State College in 1995.

The Board of Education has seven members, one from each of Oregon's five Congressional Districts and two at-large members. Gaston will serve in the Third Congressional District position and Frank will serve as one of the two at-large members.

The Oregon Legislature created the State Board of Education in 1951. The Board sets educational policies and standards for Oregon's 198 public school districts, 17 community college districts and 20 educational service districts. For more information about the State Board of Education, visit the Department of Education's website:

Date: Thu, 10 Feb 2005 16:12:16 -0800
From: Susann Kaltwasser <elna@...>
Subject: Fwd: FREE Advocacy and Media training February 16

Some of you might be interested in this workshop.

Susann Kaltwasser

Oregon Mentors and Children First for Oregon
in-depth advocacy and media training on February 16th, 2005 in Salem!
The training will be held from 12 Noon to 2:30 PM at the South Salem
Resource & Opportunity Center at 1185 22nd Street SE, Salem. Brown
bag it. Beverages, cheese and fruit will be provided.

Children First for Oregon is highly regarded statewide and
has served as the state's leading voice for children since 1991. A
non-profit, non-partisan group, Children First uses public education,
research, and community capacity building initiatives to speak to the
legislature, media and local communities on behalf of Oregon's
children and families.

The cost for the workshop is made possible thanks to a grant from
MENTOR/National Mentoring Partnership.


Workshop Description:

In this workshop you will learn how to utilize the most effective
grassroots advocacy techniques by using research, public education and
policy initiatives to speak to funders, decision-makers, community
leaders, the media, and local communities about mentoring.



Topics covered include:

* Advocacy 101 - Learn tools for you and your organization to become
stronger advocates. Discusses why advocacy is important, tips on
communicating with decision makers, and lobbying for nonprofits

* Framing Your Message - Learn how to define/frame your message for
policymakers and the general public in a way that reflects your values
and your beliefs; Learn tips and practical tools for working with the
media

We hope to see you all at this workshop February 16th in Salem.

Please RSVP no later than Feb 14th to:
Krista Hazen at 503-373-4447 or khazen@...


Mike Fewel
Oregon Mentors
018 SW Boundary Court
Portland, OR. 97239
503-542-2750
<> www.ormentors.org

--
Susann Kaltwasser

Friends:

This announcement comes from the Superintendent's Pipeline at ODE.

Margaret

Know a Great 7-12 Mathematics or Science Teacher?

The Department of Education is looking for outstanding 7-12 math or
science teachers for the 2005 Presidential Awards for Excellence in
Mathematics and Science Teaching. The awards are sponsored by the
White House and administered by the National Science Foundation.
This award is the nation's highest honor for mathematics and science
teachers. Educators can recognize an outstanding colleague with a nomination
for the prestigious presidential awards. Presidential award-winning teachers
serve as models for their colleagues and leaders in the improvement of
mathematics and science education.

The application process provides a rare opportunity for concentrated
self-reflection and all 2005 awardees will have the opportunity to network
with each other and exchange effective teaching strategies and
innovative methods during a weeklong trip to Washington, D.C., for an
awards ceremony and a variety of special recognition events. Additionally,
each awardee will receive a citation from the President of the
United States.

To nominate a 7-12 mathematics or science teacher or to learn more
about the presidential awards program, please visit www.nsf.gov/pa
and click on the "Applications Packets" link.

Nominations are due at the Oregon Department of Education by Mar. 4.
Contact Stephanie Parks at 503-378-3600 ext. 2668.

Friends:

This is an update from the NAGC website:

The 109th Congress

2006 Federal Budget

Background
The annual budget and appropriations process kicks off each year with the President submitting his proposed budget to the Congress.
Each year, the budget document reflects the White House's priorities in foreign and domestic spending as well as its economic assumptions and tax policies that address the revenue side of the ledger.

On February 7, 2005, President Bush sent a $2.57 trillion budget for fiscal year 2006 to Capitol Hill. The budget, which anticipates reducing the deficit to $390 billion, increases foreign aid and defense spending and cuts a wide array of domestic programs, including education.

The President's budget, which does not bind Congress's hands, is generally the starting point each year, and especially in a Congress where the leaders are from the same political party as the President. The budget committees first set overall spending and revenue targets for the fiscal year, which must be approved by both the House and Senate. Then the Congressional appropriations committees divide the approved spending targets between the 13 subcommittees that allocate funds to federal programs and agencies. The entire process is subject to negotiations and trade-offs between leaders of both political parties, and is usually responsive to voters' reactions. Final appropriations bills, which may or may not meet the original spending targets, must be approved by the House and Senate; the process generally lasts through the summer. The new fiscal year begins on October 1.

Education Budget
The President requested $56 billion in discretionary spending for education programs in fiscal year 2006, which is $1.3 billion less than the President requested last year and $530 million less than the Congress actually allocated in 2005.

According to the U.S. Department of Education, the 2006 budget "builds upon the success of the historic No Child Left Behind reforms," and "directs resources to the students who need them the most." The proposed budget includes a new initiative to ensure high school students graduate with the skills they need to succeed in college or the workforce ($1.5 billion); a $603 million increase in Title I grants to help the neediest local schools implement No Child Left Behind, and a $508 million increase for special education grants to states.

The 2006 education budget proposes elimination of 48 programs, including, among others:

* Javits Gifted and Talented Education
* National Writing Project
* Arts in Education
* Safe and drug-Free Schools and Communities State Grants
* Educational Technology State Grants
* Elementary and Secondary School Counseling

The 2006 education budget requests new or expanded funds for a number of programs, including the following:

* $175 million increase for the Striving Readers program to improve the reading skills of teenage students
* $90 million increase for the Math and Science Partnership program
* $125 million for a new Community College Access program to support dual enrollment by disadvantaged high school students who take college-level courses
* $219 million for charter schools
* $500 million for a Teacher Incentive Fund to attract and reward teachers for high-risk, high-poverty schools
* $22 million increase for the Advanced Placement program

What You Can Do
Gifted education advocates have their work cut out for them. In an era of huge deficits and the added strain of the costs of the war on terrorism, retaining funding for the Javits program will be a struggle. However, the gifted education community has in previous years succeeded in persuading Members of Congress to continue funding this small but important program.

NAGC will be coordinating several efforts this spring to urge the House and Senate appropriations committees to continue funding the Javits program. We will need your assistance at that time, so please check back here again in March.

In the meantime, it would be helpful if you began gathering information and anecdotes about how the Javits program is making a difference in your state. For example, does your state have a Javits grant? If so, are any of the participating schools in your Congressional district? How does your school's gifted education coordinator, or your district or state advisory committee use the information developed by the National Research on the Gifted and Talented? This type of information is persuasive with Members of Congress, who need to know how federal programs are helping their constituents.

Now would also be a good time to check on the address and contact information for your Representative and Senators. The information is available online at www.house.gov or www.senate.gov. You should also take note of where his/her local offices are located in your state; you might want to drop by to talk with the district director on the needs of high-ability learners. Your Members of Congress want to hear from you; their staff is prepared to listen to your concerns. NAGC will help your with messages and timing of communications, but in order to make a difference, Congress needs to hear from YOU, the constituents about gifted and talented students.

Friends:

Below is a pair of links to a recent report by Achieve, a bi-partisan, non-profit organization created by state governors and CEOs of large organizations.

Rising to the Challenge: Are High School Graduates Prepared for College and Work?

A new survey by Achieve shows that as many as 40 percent of the nation's high school graduates say they are inadequately prepared to deal with the demands of employment and postsecondary education. More than 80 percent say that if they could do high school over, they would work harder, joining employers and faculty in calling for higher standards.

Press release:
Full report:

Excerpts:
College instructors are the harshest critics of public high schools. Only 18% of college
professors feel that most of their students come to college extremely or very well prepared, with
just 3% saying extremely well. Fifty-six percent (56%) describe their students as somewhat well
prepared, and 25% say that they are not too well or not well prepared at all. College instructors
at two-year institutions offer even harsher assessments, as only 7% say that most of their
students come to college extremely or very well prepared, compared with 22% of instructors at
four-year colleges. Even at colleges with competitive admission policies that only let in high
performing students, only 30% of instructors say that most of their students come to college well
prepared.

College instructors estimate that 42% of high school graduates are not adequately prepared by
their high school education for the expectations of college classes and are struggling or having to
take remedial courses to catch up. Instructors at two-year colleges estimate that nearly half
(49%) of students are inadequately prepared, while instructors at four-year colleges are only
slightly more optimistic, with those instructors saying that 39% of the students at their college
are not adequately prepared.

College instructors estimate that half (50%) of the students at their school are not adequately
prepared to do college-level math. They estimate the same proportion (50%) is not adequately
prepared for college-level writing.

Forty-eight percent (48%) are dissatisfied with the job that American public high schools are
doing in preparing students for college, and in response to a different question, just 28% believe
that public high schools as a whole are adequately preparing graduates for the expectations they
will face in college.........

A surprisingly low 30%
of those in college preparatory programs think that they were significantly challenged in high
school and only 17% of students in a general studies course of study in high school say the same
about their high school

Reed College

Middle School Symposium on Scientific Perspectives on the Arts
The office of special programs at Reed College is hosting the eighth
annual enrichment program for middle school students. An
interdisciplinary symposium, "Seeing Through Different Eyes: Scientific
Perspectives on the Arts," will be held on the Reed campus Saturday,
February 26, 2005. We welcome 6th through 8th graders, along with their
parents and teachers, to participate.

This year's interdisciplinary program will explore broadly a variety of
topics related to the intersection of science and the arts such as the
symmetry of patterns, the chemistry of pigments, how art shapes our view
of the world, and dance in animation. The keynote address on "When Art
Meets Science" by associate professor of art Geraldine Ondrizek should
serve as a provocative and informative start to the day's program.

Following a group discussion after the keynote, participants will meet
in small groups led by Reed faculty members and students to discuss
other aspects of the day's topic. Some of these workshops will be open
to students only, some to parents/teachers only, and others will allow a
mix. Morning refreshments and lunch are included in the day's activities.
We are requesting a registration fee of $20 per family with fee waiver
for any teachers who bring students. We are happy to waive the fee
automatically for those families for whom it presents a hardship.
Please keep in mind that the registration deadline is Monday, February
21. Questions may be addressed to the special programs office,
503-777-7259.

Program information and a registration form are available at:

Oregon Public Broadcasting - Workshop Writer for American History multimedia project

Location: Oregon, United States
Institution Type: Other
Position Type: Temporary
Submitted: Friday, February 4th, 2005
Main Category: U.S. History
Secondary Categories: American Studies

Hi,
Our Teaching American History project will be hiring another workshop writer for 7 of the units of our series "America's History in the Making". These units span chronologically from early colonization through Reconstruction.

Our project, funded by the DOE, is creating, testing and distributing professional development materials for American history teachers. These multimedia workshops include video, print, web interactives and live activities. The workshop writer will be writing the live activities and the instructions for the facilitators (we have others already hired for writng the video, print and web materials).

For samples of our previous multimedia work, please see
www.opb.org/edproductionportfolio

Applicants must have demonstrated skill developing and writing professional development activities for workshop settings.

Work will be performed between March 1st, 2005, and November, 2005. Applicants must be available over the summer. This is an extremely part-time position, does not require travel or relocation, and in the past has often been filled by teachers and professional development providers while working a full-time job. Writer must have regular access to computer and email and able to download and send large (90MB) documents.

Please send writing sample of professional development activities and a CV by February 21, 2005 to
mmaloney@...
or
Meighan Maloney
7140 SW Macadam Ave
Portland, OR 97219

No phone calls please! Materials will not be returned.

Please forward to other lists as appropriate. Thanks much!

Contact Info:
Meighan Maloney
7140 SW Macadam Ave
Portland, OR 97219
mmaloney@...

Website:

Friends:

Carolyn Tomei (D) who represents southeast Portland and Milwaukie has been reassigned from the Oregon House Education Committee to the Water Committee because of her expertise in that area. She is being replaced by Rep. Arnie Roblans (D-Coos Bay) who for many years worked as a public school principal.

Margaret

You’re Invited!

Tuesday, February 22
6:30 - 8:30 PM
Madison High School - Cafeteria
2735 NE 82nd Ave
Portland

The Chalkboard Project will be hosting one of 14 Regional Meetings at
Madison High School, on Tuesday, February 22nd. This is a unique
opportunity for citizens in the area to provide their feedback on a number
of issues on public education.

Chalkboard Project is a collaborative effort among five independent Oregon
foundations. Our job is to connect Oregonians with the best research
possible so that people may decide for themselves what kinds of solutions
will transform our schools into some of the best in the nation. To learn
more, visit www.chalkboardproject.org.

On Tuesday, February 22nd, we will bring our findings to you and ask for
your feedback. We'll then share Oregonians' vision for our K-12 public
school system with the state's decision makers: policy makers, educators,
and community leaders. Together, we can move towards a reasonable plan of
action to transform our schools to some of the best in the nation.

Two hours of your time on Tuesday, February 22nd will make an incredible,
positive impact on our public school system. Please return the attached
RSVP so that we’ll know to expect you. We can’t wait to meet with you and
gather your valuable input!


Amy VanCamp Katherine Pfeiffer
vancamp@... katherine@...

503-542-4282 ph/ 503-542-4286 fax
www.chalkboardproject.org




RSVP
Chalkboard Project regional meeting --
Portland
When: Tuesday, February 22nd, 6:30 pm to 8:30 pm
Where: Madison High School – Cafeteria
2735 NE 82nd Ave


Please email, call or fax your RSVP by Monday, February 21st.

Yes, I/We can come to the Regional Meeting in Portland!
Name:Phone:Email:
(optional)
Gender:Parent Y/N:Age
range: 18-34 35-44 45-64 over 64 Group or
Organization:
Please share with us how you heard about this event:
If you belong to a group or know of others who would like to participate in
Chalkboard, please feel free to pass this along.

? Please arrive 15 minutes before the start of the discussion to
check in.
? Refreshments will be provided.
? There will be a drawing for door prizes.

Space is limited so your immediate response is appreciated!

Amy VanCamp Katherine Pfeiffer
vancamp@...
katherine@...
503-542-4282 ph/ 503-542-4286 fax
www.chalkboardproject.org

Friends:

In reply to my previous e-mail concerning the "mission statement" that was included in the announcement for the "Closing the Gap" conference, I am very pleased to forward the response from Gene Evans, the Public Relations representative for the Oregon Department of Education who has given permission to share it.

Margaret

Subject: RE: "Closing the Gap" conference in Portland, fwd. and comment
Date: Thu, 3 Feb 2005 09:13:47 -0800
From: "EVANS Gene" <Gene.Evans@...>
To: "Margaret DeLacy" <margaretdelacy@...>

Thanks for the good catch, Margaret. We'll make that very change.
Susan Castillo does NOT believe it is enough for students to simply meet
the standard, and she is working to make that a central part of the new
Oregon accountability system.

"Friends: Below is a message from the public relations office of
Superintendent Castillo.
Note the mission statement at the bottom: "Supporting schools and
communities through continuous improvement and accountability systems
that accelerate students to meet Oregon Standards"
I wonder why the Superintendent doesn't also support systems that
"accelerate students to EXCEED Oregon standards--or even systems that
support students who have ALREADY exceeded Oregon standards." There are
a lot of them..... "