Discover why their educational concept is a far cry from “high school shop class”! See how their idea can turn potential high-school flunk-outs into good citizens – with well-paying jobs …

In this building on NE 158th Avenue, the Academy of Architecture, Construction & Engineering will open its doors to students in September, 2008.

Story and photos by David F. Ashton
After a distinguished career in education, including being the Superintendent of Parkrose School District for eight years until his retirement in June, Michael Taylor earned the right to put his feet up and relax.

But loafing isn’t in Taylor’s nature. He’s on to his next challenge: Creating a charter school in outer East Portland.

Speaking before the Parkrose Business Association, Taylor, and Oregon Business Congress (OBC) executive director Dr. Richard O’Connor, PhD, outlined their plan to open the “Academy of Architecture, Construction & Engineering (ACE)”.

Four years in the making
“We were approached by the Oregon Building Congress about creating a construction industry related academy four years ago,” Taylor began. “Because the building we were considering was located in Portland, we had to secure the charter through Portland Public Schools. It didn’t work out.”

Michael Taylor (sitting in his new office at the school) says he didn’t give up on the construction academy idea, even though they were spurned by Portland Public Schools four years ago.

But the idea so intrigued Taylor, he kept working on it.

“Terry Kneisler, Superintendent of the Reynolds School District, and I went back to OBC and told them that we’re still interested. Reynolds, Centennial, Parkrose, and Gresham-Barlow School Districts are the educational partners in the academy.”

Hybrid program provides skills and social life
“Public high schools are idealistic. Schools don’t necessarily want to produce laborers. They are about ‘opening doors’, and introducing students to opportunities and possibilities,” Taylor said.

“High schools do well at providing general education. And kids need the social engagement they get in a public high school,” he went on. “But they don’t do well connecting education to the ‘real’ world.”

ACE students will get the best of both worlds, Taylor explained, because they attend the academy – and their “home” high school – on alternate days.

The building that will house the ACE Academy is fully-equipped with modern classrooms and spacious construction laboratory areas.

Not reinventing the wheel
Instead of creating the school from scratch, Taylor said they modeled the ACE academy on East County’s Center for Advanced Learning (CAL).

“CAL provides training in manufacturing, information technology, and the medical professions. The idea of a charter school wrapped around the construction trades makes sense.”

While the new academy’s concept is unique, Taylor says, “What is different is how this partnership is coming together. Typically, the schools are the majority partner; in this case, they’ve agreed to be minority partners.”

More than shop classes
“The concept of specialized learning academies really makes sense,” explained Taylor, “because many students don’t have the money or desire to get a college degree.

“But because of the diverse training available at ACE, students may come in thinking they will learn to swing a hammer, but end up leaving as graduates who want to become architects.”

Richard O’Connor, Oregon Building Congress, says this new charter school will help students earn family-wage jobs, plus provide able workers for the construction trades.

OBC: Ten years of construction education
OBC’s Executive Director, Richard O’Connor, told us, “The organization was created in 1921, and has successfully dealt with industry issues. In more recent years, it searched for a mission; it was like a ‘hammer looking for a nail’ until we developed the ‘Building Futures’ educational program.”

About 10 years ago, OBC started working with high schools, helping them create “construction academies”. They created teacher development programs that integrated construction skills with traditional math and English courses.

Since their “Building Futures” program connects academics with real-life job skills, O’Connor continued, “Kids become jazzed about taking more math courses and finishing high school. Upon graduation, many students took more schooling and entered trade apprenticeships.”

“We’ve successfully worked with more than a thousand teachers,” confided O’Connor. “Because our courses were provided by top industry professionals, the teachers rate our program highly. Although the ACE academy is brand new, OBC has a wealth of educational experience.”

Richard O’Connor, Oregon Building Congress, presents one of their two “Educator of the Year” awards to the Michel Taylor, the new Executive Director of ACE academy. Although not shown, Terry Kneisler, Reynolds School District Superintendent, was also named “Educator of the Year” for his work in establishing the ACE Academy charter school.

Fills needs of industry and workers
At the Oregon Building Congress’ annual meeting, held this year at the site of the new ACE academy on October 10, O’Connor told us there are three reasons why this new charter school fills an urgent need.

“Construction is the fasting growing industry in this area In addition to construction workers, engineers and architects are also in short supply.

“Secondly, this education will provide solid, family-wage jobs to graduates. Graduates will have new choices: They can go directly into the construction trades or pursue technical or managerial careers.

“Finally, consider this. East County has the highest poverty rate in the greater Portland area. We think this school can be an engine for economic development.”

© 2007 David F. Ashton ~ East Portland News Service

If you’ve got kids, you probably know “Anansi the Spider” from the book written by Eric Kimmel. If not, see why an auditorium full of young fans welcomed him – and his famous spider – to their school …

-1 Using a tambourine as he tells his story “Anansi and the Moss Covered Rock”, nationally-known children’s author Eric Kimmel gets a rock star’s reception from kids at Clark Elementary School.

Story and photos by David F. Ashton

For some grade-schoolers, learning to read and write is hard work. So, educators at William Clark Elementary School on SE 92nd Avenue, just south of SE Washington Street, came up with an idea to get them involved in literature.

“We thought that inviting Eric Kimmel, a Portland-based author, was a good way to kick off our month-long reading campaign,” explains Kathryn Golden, a 3rd grade teacher, and Principal Intern at the school.

“Our kids here at Clark, and in our SUN School program, have been reading stories about “Anansi the Spider” – Kimmel’s central character in many of his children’s books,” Golden tells us before the event on October 2. “We’ve been doing classroom activities with his books. He’s become like a rock star to them.”

-2 Ron McDonald, SUN program teacher, and Kim Vorasai, kindergarten teacher, serve pizza to students before Eric Kimmel speaks.

As the SUN School kids are enjoying a pizza meal before meeting Kimmel, Joel Todd, the site manager for the Clark Elementary SUN school, echoes Golden’s sentiments. “The energy generated by being able to meet a nationally-famous author has my kids freaking out with joy. They can’t believe they get to meet him and ask questions. The way it has gotten our kids into reading – it is awesome. I love it.”

As the auditorium starts to fill, and the 60 SUN School kids start filing in, we have the chance to speak with Kimmel.

-3 Joel Todd, SUN site manager Kathryn Golden 3rd Grade Teacher, and Principal Intern, and author Eric Kimmel before the program.

Professor turns children’s author

“I’m a former professor of education at Portland State University; and Professor Emeritus, school of administration,” Kimmel says. “But, I’ve been writing for kids for forty years. I’m here tonight to do a program focusing on a new book coming out. [The book] is still in process. I thought it might be fun for everyone to get a look at what goes into making a book.

“I’ll show the kids edited manuscripts and some pictures from the artists. They’ll will learn that books don’t just pop out of your head, ready to put on the library shelf.”

Kimmel says his stories don’t moralize. “Your job is to simply tell a good story. There is a beginning, middle, and end. A character has a problem, and ends up on a higher or lower plane, based on his decisions. Just like life!”

-4 Eric Kimmel tells the story of Anansi the Spider. The kids have been reading the book, and help by chiming in when asked to do so.

Says sharing his process is important

For Kimmel, says talking about his work is a pleasure. “It is important for kids to know books are created by real people. And, that creating a book is a process.”

Learning to read and write, while vitally important, is still difficult for many kids, Kimmel explains.

“I want kids to see that thinking is the first step in writing. You might actually have to think for quite some time before you write. And, the story will go through several revisions. And, it’s important that they realize that there is a ‘story behind the story’ – books are put together from bits of this and that.”

Another idea Kimmel imparts is “When you have a good idea, you write it down. Be tough on yourself and look it over. Rewrite it. Most books on the library shelf have been rewritten many times. Don’t think that, because your first draft isn’t very good, that you’re not a good writer.”

Kimmel, the rock star of kid’s books

As the author is introduced, he’s greeted with a thundering ovation. As the room quiets down, he starts by telling – not reading – a story about one of his characters, Anansi the Spider.

-5 When Kimmel asks, “What happens next?” – most of the kids know the answer because they’ve been reading the book at school.

Within minutes, Kimmel has the attention of his youthful audience. They love the story. And, ask questions, to learn more about the “story behind the story”. Perhaps one of these kids will, because of this experience, go on to become a famous children’s author some day.

To learn more about Kimmel, see his web site: CLICK HERE.

© 2007 David F. Ashton ~ East Portland News Service

As school gets underway, see another way companies are helping Southeast Portland students get off to a better start this year …

Fifth-graders Jade Ramsey and Sierra Parsons are getting their backpacks from Susan McElroy, Principal of Grout Elementary School, and Kip Larson, representing his employer, Concero, as well as the Brooklyn Action Corps, of which he is Secretary.

Story and photos by David F. Ashton
Not all Southeast Portland students come from well-to-do families; 67 percent of kids enrolled at Grout Elementary School on Holgate Boulevard qualify for free or reduced-price lunches.

But area businesses, working with Schoolhouse Supplies’ “Tools for Schools” program, helps all students in the school by providing them with a backpack, filled with pencils, paper and other supplies.

Teacher Donna Zimbro, and her first grade class at Grout Elementary School, look delighted with their new backpacks, filled with school supplies.

“For a community like ours,” says the school’s principal, Susan McElroy, “a lot of families live below the poverty line. To spend up to $100 to equip a child for school is beyond their means. When you tell parents this is taken care of, I’ve had them burst into tears of joy.”

Students cheer as curtains open
As the assembly gets underway on September 7, the kids have a hard time settling down. These young students know they’re about to get a brand new backpack.

As the curtains on the school’s auditorium stage opens, revealing the treasure trove of backpacks, the young students cheer. Class by class, they line up and accept their pack.

Grout’s Principal, Susan McElroy, thanks sponsors who provided the backpacks for her students.

Many students leave hand-made thank-you notes on the stage. “Our kids are really thankful that people have taken the time to give them just a little,” McElroy says.

Volunteers from Entrepreneurs Foundation of the Northwest handed out the backpacks – sponsored by Radio Cab, Barco-Medical, Concero Technology, Fahey Ventures LLC, Hepieric Inc., Sabrix and TripWire.

© 2007 David F. Ashton ~ East Portland News Service

From digging an educational garden, to painting and setting up a free “school supplies store” – see what a difference this large group of volunteers made one Saturday morning at Kelly Elementary School …

Christine Rhoney, SUN site manager for Kelly Elementary School, shows the school supplies they’ve put out at their “free store” to help needy kids.

Story and photos by David F. Ashton
As the school year gets underway, we are pleased to see the community pitching in to help the students and teachers get off to a good start.

In the Lents Neighborhood, Kelly Elementary School got a boost on September 8 from about 75 volunteers from Imago Dei Community, a Christian church of 1,400 members that meets at Franklin High School.

“All I can say is ‘whoopee’!” exclaims Kelly’s principal, Sharon Allen. She apologizes for her exuberance; we ask why she’s excited. “From painting, to cleaning and trimming, these volunteers are doing our school a world of good today.”

Trimming bushes around the school are Imago Dei Community members Patrick Wilson, Amber Pierce, and Diane Galvez.

Inside the school, we are introduced to JJ Bjordahl, an organizer of the event. He tells us their group selected Kelly school as part of their “Love Portland” project. “Helping the community is part of the mission of our Community.”

In Kelly’s gym, Christine Rhoney, SUN site manager for Kelly Elementary School, tells us more about the project.

“We partnered with Imago Dei Community last year,” she explains. They helped us put on an end-of-school picnic at Blue Lake Park. They wanted Kelly to be one of the schools they helped this year.”

The front of the gym has been turned into a “store” of kids clothing and school supplies – to outfit at least 200 kids.

“This is awesome! Look at all these school supplies they’ve donated,” points out Rhoney. “This ‘free store’ is so necessary in our community; we’re in a high poverty area. It is very difficult for families to buy supplies for students. This clothing and these supplies will really help our students get off to a good start.”

Lisa Armour applies needed paint at the school’s doorway.

SUN Schools, Rhoney tells us, provide resources and referrals for families in their service area. “We’re like the community social worker. We connect families with organizations and agencies throughout the community, to enhance the programs we have here at the school.”

Many Imago Dei Community volunteers labor long and hard to build and fence an educational garden at Kelly School.

As if the cleaning, digging, pruning, and school supply donation wasn’t enough, the group also hosted a barbecue for families, as they came in to visit the free store.

“Today is a very good day at Kelly School,” summarizes Principal Allen.

© 2007 David F. Ashton ~ East Portland News Service

Why is this school district paying for the full day program? You’ll learn why they are enthusiastic about this stepped-up program for their 5-year-olds right here, along with photos of some very cute students …

Parkrose School District’s new Director of School Improvement, Jeff Rose, says the introduction of full-day kindergarten at all of their elementary schools will help students to better throughout their educational experience.

Story and photos by David F. Ashton
As school ended in Parkrose last June, we told you how – with the approval of incoming Parkrose School Superintendent Dr. Karen Fischer Gray – the district was being reorganized.

Jeff Rose, formerly the Principal at Russell Academy of Academic Achievement, was named to the newly-created post, Director of School Improvement.

Last week, we asked Rose to name the most significant change the district is undertaking this school year.

“The most important is offering full-day kindergarten at every one of our elementary schools,” Rose replied.

Rose said the district is fortunate in that they have the physical classroom space in all of their facilities for the full-day kindergarten program.

“We made the determination that one of the best investments we could make in our students’ education was full-day kindergarten. We put it our budget, making it available to every student in every school,” said Rose.

Touring the schools
We were delighted when several of the Parkrose schools invited us to see their kindergarteners participating in their first week of their educational careers….

Russell Academy of Academic Achievement

Margaret Goff’s kindergarteners enjoy story time during class at Russell Academy

At Russell Academy of Academic Achievement, we’re greeted by the school’s new Principal, Debbie Ebert, an educator with 17 years experience, five of them at Russell Academy.

“What we’ve talked about, as educators here at Russell, is the importance of having longer periods of time to get the job done,” Ebert says about their new kindergarten program. “While they did their best to teach foundation skills of reading, writing, and math, kindergarten teachers found their two-and-a-half hours a day to be too fragmented and short.”

“What is the ‘C’ sound?” asks Heather Bailey as she teaches phonics to her kindergarteners at Russell Academy.

Ebert continued, saying a full day of classes also allows teachers to incorporate more social skills learning, like “play etiquette”.

Basic literacy training, Ebert stated, is the foundation for everything. “If they have a good foundation, all of the subject areas become easier for them.”

Diane Larson with her class of new students at Russell Academy.

Diane Larson spoke with us before her tykes came back to class from morning recess. “With a whole day, we can teach these students in a way that is more developmentally appropriate for their age.”

This is not babysitting, Larson stressed. “By the end of the year, most kids are reading at some level. They can write a couple of sentences. They know the rules – but even more, they know how to be a learner. That’s our goal.”

Shaver Elementary School

Diane Carlsen helps her kindergarteners learn how to make crafts at Shaver Elementary School.

Cindy Bartman, principal of Shaver Elementary School, cheerfully greeted us at her school’s door. She’s a respected educator, having taught for 21 years, and being in administration for the past seven.

“Especially at our school,” Bartman began, “I think full-day kindergarten gives a tremendous advantage to our students. About fifty percent of our kids are Hispanic. They come to us with no English. Being allowed to have a full day of kindergarten, our students get much more English language development than they would during a short day.”

Shaver Elementary kindergarten teacher Michaelle Lenius works on a project that teaches shapes with her new learners.

By the time their students enter first grade, Bartman continued, “they’re already learning to read and write. We’re very academic; it is truly a bonus for students to go into first grade knowing phonics – how to put sounds together – and starting developing strong vocabulary skills, as well.”

The Shaver Principal went on to mention that, in addition to Spanish, their students come from homes in which eleven other non-English languages are spoken. “Here, everybody gets a fair chance at learning English. They all benefit.”

Sacramento Elementary School

Dianna Recinos teaches her class at Sacramento Elementary School.

Completing our tour was a visit to Sacramento Elementary School. Principal Stevie Blakely echoed the sentiments we heard from educators at the other schools.

“This year,” Blakely noted, “We have 72 kindergarteners at the school. We have had parents who have not sent their other kids to part-day kindergarten. Now that we’re offering a full-time academic kindergarten, we’re having more parents who want their kids to participate.”

Parkrose 5-year-olds can enroll in kindergarten late as September 30, under certain circumstances. Check with the district office for details.

© 2007 David F. Ashton ~ East Portland News Service

Learn why Mayor Potter trekked to Parkrose, and Governor Kulongoski read a book to second-graders in Woodstock – both on the same morning this week. Check out this exclusive back-to-school story and photos …

Welcoming the mayor to Parkrose Middle School are Melissa Whitcomb, President of the Parkrose High and Middle School PTA; Ana Gonzalez, new Parkrose Middle principal; Student representative Jessica Luckenbaugh; the honoree, Portland Mayor Tom Potter; Marquese Hayes, student ambassador; and Molly Davies, Assistant Principal, Parkrose Middle School.

Story and photos by David F. Ashton
Even though it isn’t an election year, and no funding measures are up for a vote, both the city’s and state’s chief executives paid visits to schools in East Portland – just as school started for the day on September 6.

Potter visits Parkrose

Bright and early, Mayor Tom Potter waves hello as we both pull into the parking lot at Parkrose Middle School at 9:00 a.m.

Whisked inside the office of Principal Ana Gonzalez, Potter meets with district board members and school representatives, including Superintendent Dr. Karen Gray.

Mayor Tom Potter is interviewed by a Parkrose High School student reporter – freshman Evan Huynh.

The first reporter to interview Potter is Evan Huynh, a freshman from Parkrose High School.

“I want to make sure our young people get the best education we can give them,” Potter tells Huynh. “This is my third school visit this week. I come out to let the schools know we’re supporting them. And, we’re also seeing how the school is doing, and looking for ways we can help.”

The Mayor added that his visits also bring the media out. “It’s good to have the public’s attention directed to the good things at your school.”

In his personable style, Potter then turns the tables and interviews the young reporter, asking, “You just graduated from this school – what could be improved?”

Huynh thinks for a moment, and says, “Adding a few more programs would be better. Many [school] programs are dedicated to drama and art, which are great. But a program for architecture or construction trades would be a good addition.”

For some reason, news reporters asked the mayor only about his new beard – not about his reasons for visiting schools during their first week in session.

Mayor quizzed about … his beard
Next in line was a reporter from radio KPAM/860. Surprisingly, he only questioned Potter about his newly-grown, but neatly-trimmed, facial hair.

Asked about the feedback he’s received about his beard, Potter says, “So far, the vote has been four people in favor, zero against. Because it is so new, it surprises me to see it when I look in the mirror. My wife likes it. In the polling [on my website at www.portlandonline.com] people can say if I should keep it or shave it off.”

Then the reporter asks if his new whiskers mean he’ll run for office again; Potter replies good naturedly, “The facial hair isn’t like a reading of tea leaves indicating whether or not I’ll be running again [for Mayor]. The only thing the facial hair says is that I was on vacation for two weeks, and it was easier not to shave.”

Says visit supports Parkrose Education
When we take our turn, we choose to ask Potter why he is visiting schools.

“Thank you, David, I appreciate the question,” Potter says with a grin.

“Young people are my first priority. As Mayor, I want to make sure they have the opportunity to get the best education possible.

“In Parkrose, the district has worked hard to overcome financial and facility shortages. They’re doing a good job. I want to make sure the voters understand what is at stake. That is, the children are the future of our community.”

The school’s principal and student representatives share their concerns about the upcoming school year with Mayor Potter.

The Mayor and school entourage set off for a tour of the school. He’s guided by student ambassadors Marquese Hayes and Jessica Luckenbaugh.

“I’m really excited to start school,” says Luckenbaugh, entering as an eighth-grade student. “I like to learn here. I thought it is pretty cool the Mayor came to visit. I was really excited when I learned I would get to take him around to show the Mayor our school today.”

Eighth-grader Jessica Luckenbaugh and student ambassador Marquese Hayes give Portland Mayor Tom Potter a tour of the school. Neither student indicated any interest in the Mayor’s new growth of facial hair.

After the mayor completed his tour, Ana Gonzalez — starting her third day as principal of Parkrose Middle School, comments, “We really enjoyed his visit today. We appreciate the interest he shows in our school, its students, and his desire to see that our students do well as they go on into high school.”

Governor Ted Kulongoski visits Woodstock elementary school

Meriwether Lewis Elementary School principal Tim Lauer talks with Governor Ted Kulongoski on their way to visit a classroom.

Learning that Governor Ted Kulongoski was scheduled to visit Meriwether Lewis Elementary School at 10 a.m., we travel to the Woodstock neighborhood.

As the first to greet him, we ask Kulongoski why he is visiting this grade school.

Says school visits make job worthwhile
“It is the beginning of school. It’s always important, I think, that kids see this as a great time,” the governor tells us as we stride toward the school’s entrance.

“I’m always out here trying to promote education. This is where it all starts; these kids at this age. I saw them standing there [in the schoolyard] as I went by, waving. I thought it was great. I like it. It makes the job all worthwhile.”

Inside the school, Kulongoski is greeted by principal Tim Lauer, interim Portland Public Schools Superintendent Ed Schmidt, and Oregon State Representative Carolyn Tomei.

Walking in the hallway, Kulongoski asks Lauer to describe the demographics of the school’s neighborhood, and whether or not special education is available.

They turn into the Debra Swan’s second-grade classroom. The children are active and talkative until their teacher utters the “magic word” – Rumpelstiltskin. They fall silent.

Press conference with second-graders

Governor Ted Kulongoski holds a press conference with students of Debra Swan’s second grade class at Lewis Elementary.

After he takes off his jacket, and sits down with the youngsters, Governor Kulongoski talks with the class.

“Working for kids, I think it is one of the most important things I do,” the Governor begins. “I’m trying to help you in school here, so you can learn to do anything you want to do. Oregon needs you guys. That’s why I come here to talk to you: To tell you how important it is to be in school.”

“Are you happy you are the Governor of Oregon?” asks a second-grade girl sitting in the front row.

“I am more than happy,” Oregon’s governor replies. “This is the best job I’ve ever had. I love being the Governor of Oregon. There are days when it isn’t the best job. But I always like it. It is always fun.”

“Do you have any pets at your house?” asks a boy.

“Yes I do,” Kulongoski replies. “I have the ‘first dog’, named Hershey. She thinks she’s top dog – but I’m the top dog.”

Students supply governing suggestions

Hanna and Makalia show Kulongoski sentiments starting with “If I was Governor of Oregon …” shared by other Lewis Elementary School posted outside their classroom.

After reading a brief story to the class, Kulongoski is escorted to a wall outside the classroom, adorned with printed sentiments starting with “If I were Governor of Oregon …”

Kulongoski reads aloud, “If I were Governor of Oregon, no one would drink alcohol.” He pauses, smiles and remarks, “Oh, that’s an interesting one. Ah, I don’t know – actually, ah, that is a wonderful statement. Is there a temperance movement here at the school?”

The Governor says he agrees with a posted note stating, “If I were Governor of Oregon, I would make sure no child played with guns.”

“If I were Governor of Oregon, I would make sure no sharks would ever eat anybody.” Kulongoski remarks, “That shows quite an imagination.”

Kulongoski reads a several more, including “If I were Governor of Oregon, I’d keep people safe by not letting them speed through [red] lights”, and “If I were Governor of Oregon, I would make sure that all the schools were really good.”

Principal Tim Lauer, Governor Ted Kulongoski, interim superintendent of Portland Public Schools, Ed Schmidt and Oregon State Representative Carolyn Tomei strike a pose in front of the student-made welcome banner.

Says he’s pleased with recent legislation
Asked how state-level politics influence local education, Kulongoski responds, “For teachers, I think there is an attitudinal difference in their belief that the state legislature and governor actually understands the importance of education in children’s lives.”

“I think as much as it is tangible, there is the intangible aspect of this saying ‘this is important to us’, and we have to provide the resources for it. I think it was a good session in the legislature for education. I think you’ll see it play out in the attitudes of the school’s professional staff,” explained Kulongoski.

After the Governor left the school, Lewis principal Tim Lauer says he thinks it is an honor to be visited by the state’s highest ranking executive. “Kulongoski demonstrated a real interest in our school and students. We’re all happy he chose to come visit our school here in Woodstock.

© 2007 David F. Ashton ~ East Portland News Service

As this high school grows to 3,000 students, learn how the staff is gearing up to meet the challenge of the coming school year …

We usually photograph people – not objects – but the new 18-classroom building and landscaping is too attractive not to show you.

Story and photos by David F. Ashton
Next week, 3,000 central outer East Portland students will stream onto the David Douglas High School campus.

The first thing they’ll notice is that the entire main building – larger than two city blocks – has been painted. As kids approach the main entrance, they’ll stroll across a spacious, newly constructed concrete walkway.

And, looking south from the main entrance, instead of seeing the old tennis courts, they’ll catch a glimpse of the new, two-story classroom building.

What won’t be immediately obvious is how diligently the school’s 174 teachers have been preparing for the new school year.

Principal Randy Hutchinson says the new building’s computer lab is equipped to provide state-or-the-art learning experiences.

Building to meet growing student body
David Douglas High’s principal, Randy Hutchinson points out architectural features new building on the new building as we walk toward it.

“Give or take 100 students, we’ll be teaching 3,000 pupils this year,” Hutchinson says. “As more and more large apartment complexes are built here, our student population continues to grow. The 18 classrooms, computer lab and teacher workroom in our new building will help us meet the needs of our students.”

The building was completed on schedule, and on budget, comments Hutchinson as we walk in the building’s south entrance.

Ramping up their ‘literacy movement’
While their new building is an important addition to the campus, Hutchinson says “I’m really excited about our literacy movement within the school.

“We’ve put together a three-year plan addressing the most pressing issues that have come about due our student community’s changing demographics. Together, our staff has chosen literacy as our primary focus. Without being literate, you’ll go nowhere in life. If you can’t read, you can’t write and you can’t learn.”

According to Hutchinson, the school’s district office supports their enhanced literacy program, both philosophically and financially.

Teaching the teachers is David Douglas High math instructor, Bill Berry – a member of the school’s “literacy team”. He’ll be teaching half-time; he’s been recruited to participate in the district-wide math literacy effort.

Teachers attend classes
“We’re starting with a solid core of superb instructors,” the principal continues. “Right now, the staff is taking training.

“Every teacher, of every subject, in every grade level is becoming a ‘literacy coach’. This is a paradigm shift for us. We’re helping our staff learn new teaching techniques by adding expert staff members and bringing in guest speakers.”

Focus on vocabulary and note-taking
“We have a huge immigrant population at our school; they come from families speaking 46 different languages. Kids pick up on ‘street English’ quickly; they can converse with you. But tests show they don’t have mastery of the English language,” informs Hutchinson. “Improving student’s vocabulary is a primary focus.”

50% of the kids who go to college drop out in the first year, he continues, because they don’t have good note-taking skills. More than telling kids to “write it down”, new programs the school developing helps students learn to recognize and record important concepts — instead merely writing down phrases.

Bill Blevins, personal finance teacher, holds a wireless responder – it’s part of a system that provides teachers with instant feedback regarding students’ knowledge level.

Building in learning technology
Personal finance instructor, Bill Blevins, is setting up his classroom in the new building. He says he’s keen on the layout, lighting and equipment in the room.

One of the high-tech tools he’ll be using is the Classroom Response System, he says, as he shows us a wireless device that looks like a TV remote control.

“During class, I can put multiple-choice questions on the Infocus video projector. They click in their answer,” Blevins says as he demonstrates the system. “I can immediately see how the class is doing, both collectively and individually – and know whether we need to spend more time on the topic or continue.

When we ask how the students like this technology, Blevins says, “It makes classes more engaging for students. In all my years of teaching, I’ve never had kids actually ask for more quizzes like they do when I use this system.”

Social studies teachers Tracy Lind and Heather Murdock-Wogmon say they’re really enthusiastic about starting school in their new classrooms.

A gift to students and teachers
As we conclude our tour, we meet social studies teachers Heather Murdock-Wogmon and Tracy Lind in the stairwell.

“It’s like a dream come true,” exclaims Murdock-Wogmon. “Everything about my new classroom gives me a feeling like the possibilities for education are endless.”

Lind nods in agreement. “This building is a great gift to the students, teachers and the community.”

© 2007 David F. Ashton ~ East Portland News Service

No, the mural isn’t in Parkrose High School – this artwork wraps around the top of the Parkrose High Theater. See why this project has several “firsts” …

Larry Kangas advises Parkrose High principal Roy Reynolds as he takes a turn on the high lift applying a panel of the mural early in the project.

Story and photos by David F. Ashton
The Portland’s first publicly-funded mural project nears completion – and it’s on Parkrose High School.

“This is the first project of this kind in outer East Portland,” said Peggy Kendellen, Public Art Director of the Regional Arts & Culture Council’s Public Art Murals Program. “The school is the first group to apply for doing a mural in East Portland. I really like the tie-in of the subject matter to the school’s mascot.”

As the project progressed, the east side of the school takes on a new look – one that can be seen from NE 122nd Avenue.

Ideas from students, help from community
Joanne Oleksiak, Parkrose High School Community Coordinator and 2007 Mural Project Coordinator, oversaw the application process, served as the technical advisor, and worked – hands on – during every phase of the project.

“What’s been really fun,” Oleksiak told us, “is the involvement we’ve had with every stratum of the community. Students in our Mural Arts Club suggested many of the images. Several of them worked to help the artist produce the panels doing the decorative detail work, background, gelling.”

Many community members pitched in to help prepare and post the mural Oleksiak said.

Spy’s spectacular canvas
Months ago, when mural artist Larry Kangas visited Parkrose High School as he considered the project proposal, he was immediately attracted to the three-story tall theater riser that faces NE 122nd Avenue.

“Being so tall and broad, it made a spectacular canvas for a mural,” Kangas said. “Sadly, even with the best high-lift equipment available, there wasn’t a way to reach it.”

He wanted this mural to have impact, Kangas said. “We came up with the idea of wrapping a frieze (wall painting) around the building.”

Mural artist Larry Kangas thanks some of the many students who helped develop the concept of the mural and prepare the panels.

Mural celebrates school’s mascot
Kangas said the mural is a “take on the school’s mascot, the mustang bronco. The mural depicts horses through time – starting from ancient cave etchings, through all cultures and eras – until the present. We’ll end up in modern times, ending up with Rossi Farm.”

We watched Kangas as he worked on panels in school’s art center. “It’s painted on Pelon, a stable, non-woven material used in the clothing and printing industries. There is a lot of acrylic medium to saturate it. Then, we put a heavier gel on the front and back. Finally, the panels are applied to the building.”

At a community unveiling, Joanne Oleksiak presents artist Larry Kangas with a remembrance gift.

Broadening community support
One benefit of this project, according to Parkrose High principal Roy Reynolds, is broadening community involvement in the school. “It’s been great working with so many community members on the mural.”

Reynolds added that one of the goals of his administration “is to make the school more than just a brick-and-mortar building in Parkrose, but really a part of Parkrose. Our community celebrates and hosts people from many different cultures; this mural symbolizes our diversity.”

Larry Kangas gives details about his mural that depicts how horses (Parkrose High’s mascot is the Bronco) have been influential in human history.

Special sentiment shared
At the unveiling celebration held on July 28, Kerina Blanchard read this brief essay by Bev Cordova, Chair of the school’s PHS Fine & Performing Arts Academy:

“Parkrose High School students are like students everywhere. They want to learn, succeed and have something to be proud of.

“I challenge you to come close to the mural, study it, or find a face or scene you can connect to. Now, stand back and look at the mural as a whole – it is the story of people, moving forward, into the future.

“Understand that you are part of the movement, and part of the future.”

Members of the community admire the new artwork, completed on August 7, that adorns Parkrose High School.

Project kudos
When we told Oleksiak we’d like to give kudos to those who participated, she replied, “The whole community pitched in on this long and massive project. I hope the list covers everyone involved – each individual’s participation was vital.”

The Parkrose Mural Project was funded by the Regional Arts & Culture Council’s Public Art Murals Program.

Mural studio facilities (in the PHS Fine Arts Building) and school-based in-kind support were provided by Parkrose HS Community Center, Parkrose School District and School Board, and PHS Fine & Performing Arts Academy, Bev Cordova, Chair.
Additional in-kind support provided by: American Red Cross Oregon Trail Chapter, Oregon State Service Corps/AmeriCorps, and Oregon Bench Press Challenge volunteers Jared & “JT”.

Mural visionaries — Design Development & Encouragement Division –include the PHS staff, Mike Taylor (retired Parkrose Schools superintendent), Roy Reynolds, Trevor Todd (SUN Program/Portland Parks & Recreation), May Wallace, Mark Warner, and Meg Kilmer.

Special notice to PHS students Dominique Blanchard, Kerina Blanchard, Isaac Song, Cesar Pina, Nhumy, Truc, Valerie Robinson, Lindsey Thompson, Mara Estrada, Oswaldo, Luis, Christian Leon, Stephanie … and others!

Project painting volunteers included Roy Reynolds, Holly Gillette, Isaac Song and Russell Martin.

Project site logistics volunteers were Hank Frecke, Tony Johnson, Sharon DeWitt, Don, and Dave.

Project volunteers for mural installation included Edison and Temo, Programa Hispano; Erica Martin, Parkrose UCC Church; Tanner Martin, Russell Martin, Bev Cordova, Nick Richmond, Marah, Asa, Joe Cotter, Mark Meltzer, Norma Piper, Eileen Belanger, Dave, Julie, Siena, Brenda … and others.

Project documentarians Jimi & Kim Blanchard, Vaughn, Portland Community Media’s IBPO (Independent Black Programmers of Oregon); Patrick F. Smith still photography; and Joanne Oleksiak on-site/in-studio photographs.

© 2007 David F. Ashton ~ East Portland News Service

Career-after-career, Teena Ainslie has helped young people in outer East Portland become more successful adults. You’ll be amazed to learn about her NEXT career‚

Although she’s departing as the program director for Parkrose High School ASPIRE program, Teena Ainslie says she’s excited about her next project.

Story and photo by David F. Ashton
Over the years, we’ve told you how the ASPIRE program, lead by Teena Ainslie, helped Parkrose High School kids make important higher education or workforce training decisions.

“This is my third retirement from the same line of work,” Ainslie told us at her “Re-retirement Party” held in the school’s library. “It’s been wonderful helping young people find their way, in my previous career with David Douglas High School, and then in Parkrose.”

Ainslie served as an AmeriCorps Member stationed at Parkrose High for two years before joining the College & Career Center as a part-time assistant for an additional two years.

“The grant funding for her position has evaporated,” reported Meg Kilmer, her supervisor, “and it will be challenging to continue the program without Teena’s leadership.”

ASPIRE, Kilmer added, is a statewide college-prep mentoring program. “Teena recruited, trained, and supported dozens of ASPIRE advisors, as they coached many college-bound youth of Parkrose High.”
Helped kids find careers

Seeing the kids develop was the best part of her current assignment, Ainslie said. “Working with their volunteer adult mentors, our students were able to get a realization of their career possibilities, and start developing a career path for themselves. They learned what they had to offer; and which skills they would need to develop, to achieve their goals.”

Aircraft carrier school
“It’s been wonderful,” Ainslie continued. I’ll miss all of the wonderful volunteers, parents, staff members and students in Parkrose.”

But when we asked if she was going to “take it easy”, Ainslie shook her head, and with a twinkle in her eye, she said, “I’m working on a project with the USS Ranger aircraft carrier. Part of this is developing a vocational school connected with the project here in Portland. This is going to be my next career. I’m pouring all of my 40-years-worth of experience into this project. It’s going to be fun.”

Ainslie said she’s working with a group that aims to park the USS Ranger at the Port of Portland’s Terminal 2.

For more information about the aircraft carrier, Ainslie suggested a visit to www.ussranger.org.

© 2007 David F. Ashton ~ East Portland News Service

How does retired Parkrose School District superintendent view his tenure? Does he plan to kick back in an easy chair? Read his reflections on his time managing the district‚ and his new adventure‚ right here‚

Now that he’s retired, Parkrose School District’s former superintendent, Michael Taylor, says he’s pleased to have helped increase the quality of education that Parkrose students have received‚ but gives teachers and staff members the credit.

Story and photos by David F. Ashton
On June 30, the hard-charging superintendent of the Parkrose School District walked out of his office on NE Prescott St. for the last time‚ and into retirement.

We’ve brought you the story about how the district’s board conducted a community-wide research program, from which they developed a concise plan for the future of education in Parkrose. Then, the school board conducted an extensive search for a new superintendent. And, we introduced you to the candidates, and the board’s selection of Dr. Karen Fisher Gray to fill Taylor’s post.

Taylor’s good ‘grades’
Just before he left Parkrose Schools, we asked Taylor to share some of his thoughts about his tenure at Parkrose‚ and plans for his future.

“I feel really good about my time here in Parkrose,” Taylor began. “The transition process has spoken to that. The board’s research says there is a core level of satisfaction about what we‚ our schools, teachers and staff‚ are doing. It shows they appreciate our desire to maintain quality education. That says something good.

“We’ve worked to make this happen. I feel good both about my tenure here, and the transition process.”

While Taylor credit’s the districts achievements to the diligent efforts of its teachers and staff, he does admit he’s pleased to have had a hand in improving public education in Parkrose.

Best part: seeing more students succeed
We asked Taylor what the best part of his time in Parkrose Schools.

“Sometimes in education, you don’t get to see the results of the things you have done. But the way things were in this district, you got to see the results.

“Other people in other districts work as hard I do, and know as much about schools and I do, but not everybody gets the opportunity to help close such a [educational success] gap. It is easier to close the first part of the gap‚ moving from 50% of your kids making it — to 70% — than moving from a 70% success rate to a to 100% rate.

“When I came here, my predecessor told me, ‘All the basics are here, Mike. The core is solid. It just needs to be organized and brushed up a little bit.’

“It was true. Our core staff was good and only got better. Our community supports our educational efforts. The core structure was here; it just needed to get aligned.”

Alignment, Taylor told us, is “about getting people into the right places to do what they need to do. More importantly, successful alignment means moving non-important stuff out of the way so our educators can be successful. To a great extent, we accomplished this.”

Not the best of times: contract negotiations
Asked if there was anything he truly disliked about the job, Taylor thought for a moment before answering.

“If I never negotiate another contract with the union, it will be fine with me. The further the relationship between the school management and the teacher gets, the less the issues are about your schools and your kids.

“To a degree, the interests that were present [in negotiations with unions] got further away from the good of the teachers and the students. We had a couple of hard rounds of negotiations, influenced heavily by outside interests. This stresses the relationships among management, the teachers, and the district.

“Yet‚ and David, this is important — the individual teachers, staff members and organization‚ I have the greatest respect for them.”

Dealing with budget woes
“Another difficult task was creating a budget with the lack of funding we had before the Multnomah County I-Tax,” Taylor continued.

“After 10 years of reductions, having to make yet another round of cuts the year before the I-Tax‚ that was extremely difficult for me. We were down to the point losing services to the point to where the NEXT cut would become toxic to the kids we were trying to serve. It just felt like any more cuts would harm our students.”

Taylor says he’ll stay involved in East County education‚ he plans to help set up a construction trade Skills Center in outer East Portland.

No easy chair for Taylor
Although he did admit to taking fly-fishing lessons this spring, Taylor’s retirement won’t consist of hours spent terrorizing trout. Nor will be be putting his slippers on and lounging in his easy chair at home.

“I’m going to stay involved with education,” Taylor said about his next adventure.

“There is a four-district ‘Skills Center’ that’s being developed; created in association with the Oregon Building Congress.

“The Skills Center has a charter [school] application in to the State of Oregon; it will be sponsored by four school districts in East County. When it is approved, a charter school in construction, architecture and engineering will be available to high school juniors and seniors.”

Skills Center partners with existing high schools
Taylor continued, “I’ve pursued this notion several times before, and never was able to make it happen. I firmly believe that the Center for Advanced Learning in Gresham is a good model for this program.”

Instead of building “mega-high schools” that try to be “all things to all students”, Taylor continued, the concept of operating educational clusters, centers or satellites of specialty makes better sense.

The educational model of the future, he added, is to have a core public high schools, and satellite learning centers.

“If we create a massive number of small schools, we lose public education. We lose the integration of cultures and interests.

Combines specialty training and school spirit
High school juniors and seniors will take general education courses when they attend their “home” high school every other day. “On their days at the Skills Center, students will get [educational] content in math, English or communication, calculations and maybe some of their science — in conjunction with skill sets in construction and engineering.”

Taylor told us that the “comprehensive” high school provides the setting for socialization. “The social culture of high schools is important. A sport, proms, arts, elections and even ‘donkey basketball’ are important parts of growing up.

“At the same time, when it comes to the individual learning interests, schools have to better accommodate the individual student’s needs. We can’t build academies to accommodate all interests in all schools.”

The Skills Center is being developed with partners in the construction trades: carpenters, electricians, HVAC and sheet metal. These trades all currently have their training centers in outer East Portland. The Skills Center, Taylor said, will be located at NE 158th Ave. and Sandy Blvd.

“You’ll be hearing more about it in September,” Taylor promised.

© 2007 David F. Ashton ~ East Portland News Service

You might not notice the colorful addition to the Parkrose High School Community Library, so we thought we’d point out this visual legacy left behind by graduating students‚

Graduated seniors Brad Tinsley and Tamiqua Martin designed and created the stained glass panels the now decorate the Parkrose High School Library’s smallest windows.

Story and photos by David F. Ashton
Parkrose Highs School Class of ’07 graduates, Brad Tinsley and Tamiqua Martin, have left a physical mark on their school. It isn’t a scar‚ but instead, a beauty treatment for the small square windows on the south wall of the Community Library.

The two students created panels made of stained glass; one for each of the windows.

“It took us eight weeks to do the project, from design through installation,” Tinsley told us. “We started it because our teacher said the librarian wanted something that had a flowing design for those windows.”

The stained glass panels decorate each of the small windows on the south wall of the library, when taken together, form a wave pattern. The top left image starts the sequence on the east end of the library; the bottom right photo concludes the pattern on the western end of the room.

Martin explained the process: “We drew a design. We switched it up a little and came up with these panels. It was hard work; foiling took the most time.

After graduation, Tinsley said he signed up with the US Army, enlisting as a military police officer. Martin plans higher education at Mount Hood Community College‚ or may decide to enlist in the US Navy.

© 2007 David F. Ashton ~ East Portland News Service

When school starts for the 2007-2008 season, you’ll see a mix of new and familiar faces supervising education in Parkrose. Who is going where? Here is your guide‚

Superintendent of Parkrose School District (until June 30) Michael Taylor; Marion Young, Director of Human Resources; and former Principal at Russell Academy of Academic Achievement Jeff Rose each share their plans for the upcoming school year.

Story and photos by David F. Ashton
As Parkrose school kids head out to begin their summer vacation this week, the top leadership of their school system is already hard at work planning for the upcoming school year.

Last week, Michael Taylor, Superintendent of Parkrose School District; Human Resources Director Marion Young; and later, Jeff Rose, Principal at Russell Academy of Academic Achievement sat down with us at the district office to talk about staff changes about to take place.

Importance of stability
“We’ve been concerned over the last two years, and especially the last six months, about how Parkrose Schools will be led during the leadership transition,” began Taylor, whose last day on the job is June 30. “Quality education is often tied to stability, predictability, and consistency of leadership.

“The [Parkrose School] Board has worked hard to get the district on a sound financial and educational track. They are concerned about keeping things on this path, and keeping this momentum during the transition.”

The district’s strategic planning and leadership transition has gone well, Taylor told us. In addition to welcoming Dr. Karen Fischer Gray as the new Superintendent, Taylor announced other administrative changes.

Michael Taylor tells that, while some of the staff is changing, Parkrose Schools are positioned to provide a quality education for area students.

Hiring process based on strategic plan
“Because we have a clear picture of our mission and strategic plan,” Taylor continued, “we had high-quality guidelines for assembling the new administrative staff.”

From 21 to 37 people applied for the various positions vacated due to retirement or promotion within the school system.

Depending on the position, from eight to twelve candidates were interviewed, face-to-face. Three or four finalists then interacted on-site to with staff members, parents, and other stakeholders. “This is important because, in addition to their credentials, there must be a good chemistry. There are folks who could be successful at one school, but not in another.”

“All of the individuals we recommended for hire were hired, and staffing changes have been finalized by Dr. Gray,” commented Taylor. “She called each chosen applicant and offered them the position. They will be her team members. It is appropriately that she made the final determination and did the hiring.”

Some fresh, some familiar faces
While many of the schools in the district will keep the same leadership, Taylor pointed out some changes.

Director of Student Services
Pat Jackson is retiring. Her assistant, Kathy Keim Robinson, was mentored to fill this district-level position. Robinson leaves the Special Education Coordinator position, a function being shifted to the high school.

School Improvement Specialist
For the past two years, this has been a half-time position, Taylor said. “In the past, the position was named ‘curriculum director’ or ‘director of instruction’.”

Russell Academy’s Principal, Jeff Rose, will take this post. “Rose will monitor instruction. He’ll make sure ‘best instruction practice’ is being used‚ and that our instruction is getting measurable results. By studying the results, he will determine where the gaps are, and determine what institution-wide changes can be made to enhance our delivery of education,” Taylor explained.

High School Assistant Principal of Student Services
When Kathy Keim Robinson was selected as the new Director of Student Services, it left a vacancy in the assistant position.

“We took a look at what that person was doing,” Taylor told us. “Much of that work involved high school students and middle school students. So, we moved that position to the high school.”

“This is a high school VP position, the area of responsibly will be student services within the high school.  The person in this position helps students who are in our homeless student program, and deals with counseling transition-program students who need or are entitled to services beyond their high school experiences into the workplace.”

In this position will be Michelle Markle; she comes to Parkrose from the Centennial School District.

Returning to the Portland area from Newport, on the Oregon coast, Ana Gonzalez was named as the new Principal of Parkrose Middle School.

Parkrose Middle School
As Dr. Penny Alby retires as Principal, the school welcomes Ana Gonzalez.

“She comes to us from Newport Middle School on the Oregon Coast where she was Associate Principal. Earlier in her career, Gonzalez specialized in special education in the Tualatin district. She’s a solid, sound educator,” stated Taylor.

The Vice Principal at the Parkrose Middle School is taking the district’s Director of Maintenance position, vacated by Ted Evans.

Molly Davies, currently an 8th Grade teacher in Parkrose, was named the new VP. “She’ll be new to Administration,” Taylor commented, “but she’s coming to it with seven years experience teaching in our classrooms.”

We caught up with Jeff Rose, leaving Russell Academy for his post as the district’s School Improvement Specialist, and with teacher Debbie Ebert, named as the school’s new Principal, as they came in from officiating the last intramural soccer game of the season.

Russell Academy of Academic Achievement
With the announcement that Jeff Rose was moving to the district office, students, staff, and parents speculated as to who would be named Principal.

“We hired Russell Academy fifth-grade teacher Debbie Ebert to be Principal,” announced Taylor. “She knows the school, the staff, and the work they’ve done in the last five years. Ebert has the skills and capabilities it takes to keep their good, solid program running.”

Talking with Ebert as she headed toward her classroom after officiating the spring term’s final soccer game, she told us, “I’m really looking forward to being part of the continuing success we’re having here at Russell Academy. With the support of our great staff, we’ll build on our successes.”

‘Principal school’
Logistically speaking, we can’t run an actual “sidebar” on our East Portland News pages ‚Äì but we found the concept of “Principal school” too fascinating to discard.

Because some of the district’s teachers have been promoted from teaching to administrative positions, we asked Taylor, half jokingly, if teachers are required to attend “Principal school”.

“Yes, they do, as a matter of fact. It is a 35 to 40 credit-hour graduate program,” instructed Taylor. “Sometimes folks integrate this work with their Master’s Degree, others take it as a stand-alone program.

“The state identifies the standards and competencies. Each institution that offers this program has a state-certified curriculum.

“Coursework includes staff supervision, budgeting, leadership, school change, policy and procedure‚ a heavy component of school law. The requirements are spelled out in the Oregon Administrative Rules.”

What’s next for Taylor?
Anyone who knows Mike Taylor knows he’s not ready to sit back in a recliner and watch the world go by after he leaves Parkrose Schools.

In two weeks, we’ll tell you all about Taylor’s next adventure.

© 2007 David F. Ashton ~ East Portland News Service