You, too, might be amazed at how much food these elementary school kids gathered to help feed the needy. Take a look, and see why they did it‚
The Russell Academy’s 1st grade class collected the most food for the needy. They’re joined by their teaching assistant (sorry, we missed her name), teacher Tammy Hess, and the school’s Food Services supervisor, Rena Mauldin.
Story and photos by David F. Ashton
Students at Parkrose’s Russell Academy of Academic Achievement celebrated National Nutrition Month throughout the month of March by learning good eating habits.
“In addition to the food education program,” explained Joan Opp, Parkrose School District’s food services manager, “we also wanted to contribute to the needs of our community.”
Russell Academy’s food service supervisor, Rena Mauldin, championed the notion of having a food-collecting contest among the rooms, Opp said.
“Our students asked why we’re doing this food drive,” continued Opp. “This gave us the chance to tell them that some people in our community don’t have enough food to eat. We’re sharing our food with their family.”
Collect a truckload of food
The idea caught on, and soon stockpiles of nonperishable foods were growing.
Tammy Hess’ 1st grade class collected the most. “They worked really hard to bring food for the drive to help food for hungry people,” she said.
A “beep-beep-beep” sound signaled that a large Parkrose School District truck was backing up to the school’s door.
“All of this food will be delivered today,” Mauldin told us. “It’s going to our ‘local’ food bank, Crossroads Cupboard, on NE 102nd. This food resource will stay here in Parkrose, helping Parkrose families.”
Helping move the food into the Crossroads Cupboard, Louise Tatro supervises Parkrose School District workers [behind] John Butler, Al Lanxon.
Warmed by kids’ “good hearts”
At the Crossroads Cupboard, we met the organization’s secretary–volunteer Louise Tatro. “I’ve been working with the food bank for 20 years now. It’s affiliated with Crossroads Christian Church.”
As the men unloaded the truck, Tatro exclaimed, “It is wonderful to get this food. Earlier today, in a two-hour period, we served more than 82 families. The families are large, which means we helped 200 people in total.”
Tatro said this outpouring of food‚ gathered by kids‚ warmed her heart. “It’s wonderful that grade school students do this. Some people think today’s kids are just ‘throwaways’‚ but they are, in fact, good kids. This shows they have good hearts and want to help. We really appreciate the help.”
© 2007 David F. Ashton ~ East Portland News Service
The principal knew the grocery store manager was about to present a gift to his school. But see just how BIG a check this southern outer East Portland received‚
West Powellhurst Elementary’s principal, Allen Browning, welcomes his young students back after Spring Break.
Story and photo by David F. Ashton
Streams of kids pour into the gym at West Powellhurst Elementary a few minutes before their assembly begins, in early April.
Principal Allen Browning confides, “I invited you here so that you can learn about the connection we’ve made between an area business and our school.”
The school buys supplies for many of the school’s events at their nearby Safeway store, says Browning. “And, they’ve also been a great supporter of our projects; they donate food and beverages for many of our events.”
No April Fools joke
Into the gym then walks Joe Quigley, manager of the Safeway store at SE 122nd Ave. at Powell Blvd. And, he’s holding a VERY large check in his hand.
“We’re presenting West Powellhurst Elementary with a check in the amount of $1,105.05,” says Quigley with a big smile. “This money came from the generosity of our customers, and the employees at the store. We have collection canisters at our check-out stands. Any spare change customers wanted to donate they placed in the canister.”
Joe Quigley, manager of the Safeway store that “adopted” the school, greets the student audience.
Quigley says he chose the school because of its proximity to the store. “Many of the students’ families shop with us. We had a couple of teachers at this school introduce themselves to me when I started managing this store. Our relationship has grown from there.”
The store manager explains that the store’s employees themselves decide who will get the funds from the “spare change” canisters for a ten-month period.
“It’s great. I’m excited‚ and enjoy seeing the kids,” exclaims Quigley. “After we made a presentation at the school last year, supporting breast cancer research, many of the students have come up to me to say hello. It is great to build this kind of connection with our community.”
Safeway’s Joe Quigley and Principal Allen Browning “show us the money” which was donated by the store’s shoppers and employees.
Funds support good behavior
Browning says the school buys a lot of small prizes for positive behavior support program.
“We also conduct fundraisers with our booster organization‚ we’re looking to replace some of our old playground equipment. But we also do field trips and assemblies‚ this money helps support that as well,” Browning adds.
© 2007 David F. Ashton ~ East Portland News Service
From a field of 14 candidates, meet Dr. Karen Fischer Gray, the new superintendent of Parkrose School District. Read this and you’ll learn more about this dynamic educator ‚Ķ
-1 Dr. Karen Fischer Gray tells with Parkrose residents and educators how her experience will help Parkrose Schools continue to improve.
Story and photos by David F. Ashton
Two weeks ago, we outlined how Parkrose School District board members, led by Superintendent Michael Taylor, undertook a six-month process of self-evaluation. (Click here to read article.)
With their goals and expectations for the future of education in Parkrose well in mind, the board set about finding a new leader to fill Taylor position after he retires in June.
After traveling to their districts, checking their backgrounds and credentials, and conducting numerous employment interviews, board members invited everyone in the community to meet the two finalists on March 8. The candidate not selected, in the end, was Fern Ridge School District [near The Dalles, OR] Superintendent Ivan Hernandez.
Meet the candidate chosen
“My forte is excellence in educational design,” said Dr. Karen Gray, currently supervisor of the Coos Bay school system, and an educator for 27 years. “My goal is to bring ‘education for all’, whatever it takes,” she began.
Gray pointed out recent improvements in Coos Bay schools. “All of our schools are strong. We’ve done that by having a common vision for our kids. What I’ve done there is directly transferable to Parkrose.”
Gray said her first job was as a speech pathologist in New York City. She and her family ‚Äì her husband, and three kids ‚Äì moved to Oregon in 1990. “I’m not using this as a stepping-stone to somewhere else. We love Oregon and plan to stay here.”
And “here”, Gray added, is Parkrose. “Out on the coast, I see superintendents living in cities away from their districts. I believe in living where I’m serving.”
Sharing her educational ideals, Dr. Gray outlines her educational ideals at a public meeting on March 8.
Gray’s matters
“Above all,” Gray told us, “student health and safety is the most important. And, meeting needs for students with disabilities and special needs is important.
“I’m a firm believe in ‘behavior support’. I don’t call it discipline. Supporting good behavior helps students grow to be good adults.”
Gray also said she sees the need for adjunct activities, such as music and other performing arts programs in schools; and she advocated for early musical training.
She shared her passion for an educational system that prepares young people for whatever they choose to do. “We need to meet the needs of students, whether they go to college, take further vocational training, or enter the job market. Relevant, responsible education, that helps students connect with their school helps students develop the passion they need to succeed.”
Connecting with parents and kids
Gray said she’s formed advisory groups to keep her connected with her educators, parents and students.
“In addition to talking with teachers and parents, I also created ‘Gray’s Group’, consisting of students in grades nine through twelve. Through them, I get direct feedback from our young people.”
We learned that Gray earned her bachelor’s and master’s degrees from California State University at Fullerton, and her doctorate from the University of Oregon.
Parkrose school board president, Katie Larsell says they’re currently in negotiations with Gray.
The board plans to formally introduce Gray to the community when Gray’s contract has been finalized.
© 2007 David F. Ashton ~ East Portland News Service
But seriously folks — can being a cartoonist a “real” job? Learn what a full class of Parkrose area students learned from professional cartoonist Steve Lieber ‚Ķ
Professional cartoonist Steve Lieber holds nothing back as he demonstrates some of the skills required to draw comics – and earn a living doing it.
Story and photos by David F. Ashton
The class, sponsored jointly by Parkrose High School and Multnomah County Libraries, was packed with serious-faced students.
No one was clowning around, even though the class was called “Cartoon Workshop”. The students for this elective course, who were mostly of high school age, came to hear and learn from Steve Lieber, a top cartoonist.
Most class attendees knew Lieber’s credentials: His work is published by Marvel, DC, Dark Horse, and Oni Press.
Likes sharing his knowledge
“It was great to be asked to do this,” Lieber told us. “I like talking with young artists. If I’d had a class like this when I was in high school, it would have saved me two years of misapplied effort when I was in college.”
Professional cartoon artist Steve Lieber tells the class, “Anyone can do this, if they work at it.”
Made, not born
To the surprise of some, Lieber said great cartoonists are just ordinary people; anyone can do it if they apply themselves.
“Cartoonists are made, not born. 95% of it is sheer hard work,” commented Lieber.
“I’ve known only two cartoon ‘naturals’, and neither of them do it for a living. Both of them were born with fantastic abilities. But, they never worked at getting any better, so they never improved,” he explained.
Secret of success
We asked Lieber to share his secret for succeeding in the competitive world of commercial comic art.
He spilled the beans: “All the people I know got good by doing about 10,000 really crappy drawings. You learn not to make mistakes by making a whole lot of them. Soon, you start to make some good ones.”
In addition to demonstrating cartooning techniques, Lieber encourages the students as he critiques their work and offers them individual suggestions during the class.
Arranges Parkrose class
One of the reasons this class was held in the Parkrose High library was that that’s is the only area school teaching courses in animation. We learned from the school’s librarian, Stephanie Thomas, that some of these students got extra credit by taking this class.
“Of the 26 class members,” Thomas said, “most of them are from our school. This class wasn’t just for Parkrose students. Any one who wanted to sign up, regardless of their age.”
Thomas told us she collaborated with Multnomah County Library to bring Lieber to the school.
“We partner with the Multnomah County Library,” Lieber continued. “Special classes are open to the public, but are primarily held for our community of students. Instead of having the students travel to Midland Library, the teacher came here. It’s great to be able to partner with them.”
Special agreement with county
Some Parkrose residents still resent that the County withdrew support of a branch library at the high school – after it was constructed.
Because the Parkrose High library was once intended to be part of the county library system, Lieber explained, “We have a special agreement. This is the only school in the county offering an inter-library loan. Any of our students or staff can have any material in the entire system brought here and dropped off.”
The result is, Lieber concluded, that Parkrose High students get an increased number of opportunities they wouldn’t otherwise have. “I’m glad we are able to expand our offerings to our students ‚Äì both in terms of tangible resources, and special classes.”
© 2007 David F. Ashton ~ East Portland News Service
Parkrose crowns Margaret Drew, the little gal with the big singing voice; David Douglas chooses Chelsea Linn.
The students at Parkrose High School select Margaret Ann Drew to be their Portland Rose Festival Princess. (Portland Rose Festival Photo)
Story and archive photos by David F. Ashton
While other folks across Portland are just learning about Margaret Drew, we feel fortunate to have watched her “grow up” as a musician and performer at Parkrose High School.
The daughter of Jane and Bill Drew, she’s a Parkrose native. Margaret attended Sacramento Elementary, Parkrose Middle School, and, in three months, she’ll be a graduate of Parkrose High School.
Princess Margaret stands with the other contenders for her title. (Portland Rose Festival Photo)
Asked about what’s in store for her after high school, plans, she said, “I plan to attend a four-year university to study art and music.”
A true performer, Princess Margaret is a member of the Parkrose High School Debonair and A-Choir. She’s also a fourth year member and captain of the dance team. On stage, she had a supporting role in their theatre production of Sound of Music and a lead role in last year’s production of Pirates of Penzance. “I am a three-year member of Student Council, and a member of National Honor Society,” she adds.
Princess Margaret, ready to perform with the Parkrose Debonairs choir.
Princess Margaret said she enjoys attending the national convention for Little People of America. “I am also a teen coordinator for the SED and Kniest Syndrome Organization,” said continued.
In her words …
Read, here, her speech she gave on March 9th at the Parkrose Rose Festival Court Selection competition, and you’ll know why she was crowned princess ‚Ķ
“When I sat down to think about this year’s theme, ‘A Century of Celebration,’ I thought to myself, ‘Where would I have been 100 years ago? Would I have been standing on this stage in front of all of you?’
“Probably not. In case you haven’t noticed, I’m a bit shorter than the rest of you. But really, being a Little Person in Parkrose, in 2007, hasn’t been a problem. As Mr. Reynolds [Parkrose High principal] always says, ‘Diversity is what makes Parkrose so great!’
“Mr. Reynolds, I agree with you.
“In my opinion however, it is not diversity that makes Parkrose great. It is the acceptance and celebration of diversity that makes Parkrose so unique. As a diverse member of this community, I have experienced this acceptance first hand.
“Take for example, my one and only experience running the 100-meter dash. My opponents took only a second to cross the finish line. For me, it seemed like it took a century! Nevertheless, my teammates waited for me at the end, cheering me on, while my coach walked alongside me as I ran!
“Or my time spent on the dance team. Even though I do half turns while other dancers are doing double turns, I have never felt I wasn’t as good. And I know my coaches spend extra time just finding ways to fit me in the routines.”
Jonathan Wheatfall and Margaret Drew, performing their lead roles in the production of The Pirates of Penzance.
“And let us not forget the special rock designed so that I could be eye level with my leading man in Pirates of Penzance!
“Whether or not I would have been standing here in front of you a century ago, I am here now, and proud to know that no matter who I am or what I look like, I am accepted as one of us, one of the diverse members of Parkrose.
“Someone once said, ‘Diversity is the one true thing we have in common. Celebrate it everyday.’ Today we celebrate the past one hundred years and each other. Tomorrow let us strive to share this acceptance and celebration of diversity with the world.”
David Douglas High School’s Rose Festival tiara presented to Chelsea Allison Linn
Portland Rose Festival Princess Chelsea Allison Linn represents David Douglas High School
Ronald and Dawnelle Linn have a newly crowned princess in the family: Chelsea Linn.
Educated in outer East Portland, Princess Chelsea attended Harold Oliver Elementary School, Centennial Middle School, and will soon graduate from David Douglas High School.
Asked about her plans, Princess Chelsea says, “I was accepted to Brigham Young University, and will attend there for four years. I am excited to go, and plan to keep up my grade as I have done in high school. The fields I am interested in are science and dance. As I move through my college career, I plan to learn and experience these more. Once I graduate I hope to obtain a career in one of these fields.”
When she’s not studying, Princess Chelsea says she enjoys dance, reading, surfing, beading, art, acting, interior and fashion design, shopping, spending time with friends, and helping others.
In the David Douglas High School Theater production of Peter Pan late last year, Princess Chelsea, as Tiger Lily, forges an alliance with Peter.
The David Douglas princess lists her activities and honors: Varsity Dance Team Captain, Varsity Dance for three years, Science Club, National Honor Society, LINK Crew, Student of the Month, 4.0 Student, and played the role of Tiger Lily in the musical Peter Pan.
In her spare time Princess Chelsea has been: Young Women’s Church Group Leader, Girl’s Camp Junior Counselor, Girl’s Camp President, and a member of Dance Committee.
In her words …
Learn more about Princess Chelsea Linn, from the speech she gave at the David Douglas High School Rose Festival Pageant …
“A century: 100 years, or 1200 months, or 67,200 weeks, or 470,400 days. A century is built one day at a time. This last century has been full of days for celebration. It seems to me that every day should be a celebration, not just the few days that we recognize.
“In ‘Alice and Wonderland’ there is one character that embodies this idea: The Mad Hatter. He celebrated every day as a un-birthday. Though he went about it in rather unprecedented ways, he had the right idea.
‘Take a normal high-schooler’s day for example: You wake up, much too tired from being on MySpace all night; and your hair is just not cooperating. You hastily eat breakfast so you aren’t late to class, and leave the house in a rush. On your way to school you notice you spilt breakfast on your favorite jeans. Just as you are arriving, you are attacked by a big dog that rips your pants to get your remaining breakfast, and eats your homework.”
Princess Chelsea stands with the other contenders for her title. (Portland Rose Festival Photo)
“Just as your life seems really lousy, you walk into school and find out that it is a late-arrival day, and have to wait around for two hours for school to start. So you have two choices at this point. You can hate life and curse the dog that ripped your favorite jeans, or you can realize that this day is going to be great because you are going to make it great. You even might have something to celebrate about. The kind dog took away your embarrassing breakfast stain, and made your pants highly fashionable because holes are ‘in’.
“This situation might be a little extreme, but the point is the same. We have the control to make each day what we want it to be. You will only have a bad day if you choose to.
“You can celebrate EVERY DAY. Life doesn’t always work out they way you think it should, but you can always look for the bright side of things. For example, in this country, education is available to everyone, which is a pretty good thing most days.
“We need to be the examples for the world. In this day and age everything is so negative and there is constantly talk of war, depression and suffering, we can step out of that, and celebrate the ordinary, our family our friends, and our lives. Remember — a century is built one day at a time. Celebrate your days, and continue to live this celebration into the next century.”
Congratulations
We at East Portland News Service extend our sincerer congratulations to our outer East Portland Rose Festival Princesses.
© 2007 David F. Ashton ~ East Portland News Service
NOW PLAYING: See how a British vicar’s home is turned upside down by four mistaken identities, two impostors, an escaped spy in this hilarious, fast-moving play ‚Ķ
As the story begins … Penelope Toop (Desira?© Stewart), the American wife of the local vicar is disappointed that her visiting ex-show biz pal, Corporal Clive Winton (Chris McVey) won’t take her to see a show in town. Winton relents, borrows the vicar’s suit, and is mistaken for the Reverend.
Story and photos by David F. Ashton
The opening night audience laughed out loud, hearing the snappy dialog, seeing the madcap action and reveling in the mash-up of confusion of the David Douglas High School production of See How They Run.
It’s a World War II era play by Philip King, considered by many to be the “King of Farces” because of the screwball situations and humor, heavily playing on problems arising from mistaken identities.
The maid, Ida (Emily Strickland) tries to explain to her boss, The Reverend Lionel Troop (Jonathan Quesenberry) why the town busybody, Miss Skilton (Katy Beckemeyer) is found inebriated, out of control, and in the most embarrassing of situations – on the floor!
The line, “See how they run”, originally drawn from the nursery rhyme about the “three blind mice” is best known in popular culture today from The Beatles’ use of it in two of their songs, “I am the Walrus” and “Lady Madonna”.
But perhaps Paul McCartney and John Lennon used this phrase in the songs not because of the children’s rhyme, but because they enjoyed the comedic confusion that reigns in this play.
The real Reverend Troop gets clocked by an escaped prisoner (Joey Russell) who needs a quick change of clothes. Thus, two vicar-imposters are now in the house.
Star-studded, experience cast
You’ll recognize many of the actors in this production. Most of them have played many staring roles in other David Douglas Theater products.
Some of the featured players in this show are Katy Beckemeyer played the lead role in Peter Pan; Chris McVey was “Big Jule” in Guys and Dolls; Jonathan Quesenberry was “Captain Hook” in Peter Pan; Desira?© Stewart played a knockout “Adelaide” in Guys and Dolls and “Wendy” in Peter Pan; and, Emily Strickland, a veteran of nine DDHS productions, and will be competing in the State drama competitions.
The Bishop of Lax (Rachel Lemons), shows up a day early, complicating matters for Penelope, to the delight of maid Ida.
Solid direction produces snappy scenes
Directed by Michael Givler, with the support of Judy LeCoq and Kaila Murry, the actors deliver their lines crisply, with the “snap” necessary to make a fast-paced comedy pick up speed until the frenzied ending.
The more questions the Bishop of Lax asks of Penelope, the more confusing the situation becomes. Corporal Winton laughs hysterically, both because he’s been mistaken for Reverend Troop ‚Äì and because his military uniform has disappeared.
Sophisticated staging
The show’s Technical Director, Mark L. Taylor and his student staff built the realistic set ‚Äì complete with five doors, all well used ‚Äì out and away from the stage front, bringing the action up close to the audience.
The crew’s execution of Lighting Designer David Tangen’s superb illumination design highlights the screwball antics of the characters as they scurry about, trying desperately to right multiple situations that have gone awry.
As the situation continues to worsen, and the pace of the play quickens, Penelope is frenzied as Corporal Winton squares off with the (literally) defrocked Reverend Troop. The action continues to build from here – these scenes are from the FIRST half of the show!
Order tickets today
See How They Run continues its run on March 15, 16, and 17.
Showtimes for all performances are at 7:30 p.m. in the beautiful Howard Horner Performing Arts Center, 1400 SE 130th Ave., Portland, OR 97233.
Tickets are $5 for students and $7 for adults.
For ticket information, call the David Douglas Box Office at (503) 261-8270.
© 2007 David F. Ashton ~ East Portland News Service
Discover why the Parkrose School Board spent months researching and creating a “strategic plan”, before they went shopping for a new education boss ‚Äì and learn how you can meet the final two candidates ‚Ķ
Parkrose School District superintendent, Michael Taylor, says he’ll be leaving in June; but he’s excited about the process the Board’s used to find his replacement.
Story and photos by David F. Ashton
The unassuming single-story brick building on NE Prescott St. ‚Äì the location from which the Parkrose School District is managed ‚Äì won’t look any different after June 30.
But, on July 1, this $30 Million educational enterprise will be under the leadership of a new superintendent. That’s when Michael Taylor retires from that position.
Six-month process concludes
Just because the Parkrose School Board has taken six months to hire a new superintendent doesn’t mean they’ve been lollygagging or dragging their feet.
Instead, with help from certified facilitators, board members conducted 37 focus group meetings with representative groups from all segments of their community. They recorded 1,700 comments from among 260 Parkrose people.
The participants volunteered their time; no one was paid for their input. “Every cultural group was heard from,” Taylor said. “We listened to what they wanted for their kids’ education.”
The purpose of this process was to develop clear, concise “Mission and Belief” statements.
“I’m excited about this process,” Taylor told us. “This is one of the few districts that have taken the time and resources to develop a ‘strategic plan’ before they conducted the search for their new superintendent.”
This means, Taylor continued, that “we’ve focused on who we are [as a school district], and what we want from our educational system. Only then, did the board focus on finding the person to lead the effort.”
Taylor said it took the board’s design committee 18 hours to consider, rank, and then boil down the community’s comments. “From this input, we developed a mission or vision statement for the district.”
Mission Statement revealed
Taylor said their Mission Statement is in two segments: “What we believe education should be, and how we’ll know we’re successful.”
*Full text of this Mission Statement is at the end of this article.
The document begins, Taylor said, with this statement: “‘The Parkrose School Community provides a premiere education that unlocks the potential in each student.’ This speaks to the quality of education our community expects, and to our bringing out the potential in each student.”
The thing that came that came through, he elaborated, “was the emphasis on maximizing the potential for each individual student. It recognizes that there are many ways to achieve success. Our Board recognized that we need to recognize that our students come from diverse cultures, educational level backgrounds, and have varying levels of family support. Our students come from all kinds of families ‚Äì from the well-established, to the homeless.”
Risks required to achieve goals
To offer more, and varied, educational opportunities for students, Taylor went on, “the school district will need to incorporate new ways of teaching students. There is an inherent risk in introducing new programs and teaching methods.”
Right now, Taylor said, the School Board is sharing their Mission Statement with the community. “We’re asking, ‘If this is what we believe, and if this is how we measure success, what will this look like in our schools? What would that outcome mean to you?'”
Having Parkrose students pass state tests is only the first part of educational measurement, Taylor continued. “That is a given. From there, this is about the activities that help students grow into being successful, productive citizens.”
Taylor won’t pick successor
While he’s been deeply involved in designing the mission statement process, Taylor said he won’t be the one to choose the next superintendent.
“I’m staying a little more distant from the selection. I’m making sure we have good community and staff involvement and communication regarding this decision process.”
A superintendent search can often be difficult for a school board, we learned. “In some cases, while the Board gives policy direction, they’re not clear about specific targets and goals they’re after,” Taylor explained. “But, by clearly defining the goals for our schools before starting the superintendent search, they are able to succinctly communicate their desires to a candidate ‚Äì on a single sheet of paper.”
While interviewing candidates for the job, Board members used their Mission Statement to help them formulate their questions.
“During interviews, Board members asked the candidates not only how the district can better accommodate diversity, but also develop educational systems and programs that allow [students] different paths to success,” said Taylor. “The new superintendent will have the ‘Mission and Belief’ statements, as a yardstick. It becomes our measurement.”
Come meet the finalists March 8
Taylor said that the Board has chosen two final candidates, both of them from Oregon school districts: Dr. Karen Gray, Superintendent of the Coos Bay Schools; and Dr. Ivan Hernandez, Superintendent of the Fern Ridge Schools.
“Our Board has done background and site checks; they’ve completed their visitations,” Taylor told us. “We’ve asked the candidates to meet our community on March 8. By March 12, the Board will have made their decision.”
Two meetings will held on Thursday, March 8.
-
Morning meeting:
Parkrose School District Office
10636 NE Prescott
Dr. Gray will speak from 8:00 to 8:45, followed by Dr. Hernandez speaking from 9:00 to 9:45 a.m. -
Evening meeting:
Parkrose High School community rooms (L 12-14)
From 5:30 to 6:15 p.m., Dr. Hernandez will speak; from 6:30 to 7:15 p.m., Dr. Gray will talk.
Each candidate will present a short talk and then answer questions. The School Board wants to hear what you think, and will have feedback forms at both programs. We’re told coffee and other refreshments will be served.
Superintendent Taylor says that, other than taking a fly-fishing class, he hasn’t seriously considered what he’ll do after he leaves the district in June.
Taylor’s next move
“What’s next for Michael Taylor?” we ask. “A fishing trip?”
“It’s funny you’d say that,” he replied. “I have my first fly-fishing class tomorrow night. I’ve put it off for a year-and-a-half because of conflicts with school meetings.
“I want to make sure I finish what I’m doing here. So, I’m fully here until June 30. I’ve heard some proposals for part time work. My family is all here, so I’m staying here in the community.”
“If you have some spare time,” we playfully suggest, “Teena Ainsley, in the Parkrose ASPIRE program, could use your help‚Ķif you have an hour-a-week.”
================================
Parkrose School District
Draft Logo Statement, Mission and Belief Statements
January 18, 2007
The Parkrose School Community provides a premiere education that unlocks the potential in each student.
We believe that …
-
The health of our community, our state, and our nation is fundamentally dependent upon the success of each individual student.
-
A student’s success is the responsibility of all members of the community.
-
Respect for the individual and for strong relationships are essential.
-
All students are capable of achieving high expectations.
-
We must meet students’ diverse individual needs, and provide a variety of pathways to success.
-
Taking measured risks is an essential part of our growth as a learning community.
-
Accountability in all aspects of education is crucial.
We will be successful when …
-
Each student will graduate, having completed a K-12 education, with the knowledge and skills they need to adapt to their future: “Knowing how to learn.”
-
Each student’s education is driven by an individual education plan that assures high expectations, and is based on student needs and aspirations.
-
Each student is provided with a wide range of learning opportunities, in and out of the classroom.
-
Each student’s educational experience is integrated with the community and its resources; and the school, the families, and the community work collaboratively for each student’s success.
================================
© 2007 David F. Ashton ~ East Portland News Service
See what happens when grade school kids focus on being respectful to one another, during “No Name-Calling Week: ‚Ķ
Winner of Lane Middle School’s “No Name-Calling Week” essay contest, 7th grader Natasha Calamarchuk, reads her entry before an all-school assembly.
Story and photos by David F. Ashton
“Do students at Lane Middle School respect one another?” is the rhetorical question principal Karl Logan poses to students at an all-school assembly on January 26.
“Yes,” Logan continues, “but I’d like to see the day when students can walk the halls and never hear unkind words. Some day, we’ll be at a place at which every student feels safe, every day. This assembly, the culmination of ‘No Name-calling Week’, is a step in the right direction.”
Karl Logan, Principal at Lane Middle School, tells how words can be hurtful before an all-school assembly.
The principal tells why this special emphasis week is important, saying “It is a time to focus on and magnify how we look at, and treat, each other. Words do hurt, as much as sticks and stones. Many of you have come to the principal’s office because you have been hurt by words. When you name-call, you can’t reach out and pull words back before they hit the person’s ears.”
At the assembly, winner of this year’s essay-writing contest, 7th grader Natasha Calamarchuk, read her composition before the student body. After the program, we ask her why she put these thoughts into words. Her essay is reprinted at the end of this article.
“It is important, because it isn’t good to be called names,” Calamarchuk says. “Maybe people will use more appropriate words. It will help the school if we all better get along with one another.”
The annual event’s organizer, and the school’s librarian, Linda Campillo, tells us that activities during No Name-Calling Week include “throwing bad names into a trash can” at the entrance of school; creating posters, essays, and poetry about No Name Calling; and voting for each grade’s “best citizen”.
Shelli Vang and Amethyst Davis created the award-winning poster on the left; student artist Jessica Penaloza holds her award winning poster.
“Then they dressed however they wanted to for one day,” illustrates Campillo, “and nobody could make fun of them.”
Campillo says the idea for the week-long experience came from the book “The Misfits” by James Howe. “Several eighth-grade classes have been reading the book, and a small group of students also presented some scenes from the book in a video.”
Lucia Medina is also recognized for her poem, “Poison words”.
On our way out, Principal Logan commented, “This is the second year Lane has celebrated No Name-Calling Week, and many students have said they really enjoy the events. But, what’s most important is that it gives our young people the opportunity to see how their community would be, if people treated one another respect.”
Natasha’s Essay
Everyone has been called a name more than once. Name-calling can be very hurtful to people. It’s very mean! I think that some people say bad words just because they are bored with their own minds. Or maybe some people don’t have any friends and they try to act all cool. You know, no one ever got a friend by name-calling.Bullying is also like name-calling. People get beat up, and they feel very sad. Same with name-calling. But you don’t get hurt on the outside ‚Äì just on the inside. I think the best way to stop name-calling is to make friends with the bully or person who is calling you names. So, if you are bullied, or called a name, you have two options: Ignore, or be a friend.
Natasha Calamarchuk, 7th Grade, Lane Middle School
© 2007 David F. Ashton ~ East Portland News Service
Try to guess what these actors are up to as they work on their parts for Arsenic & Old Lace – a play in which murder is, well, really funny …
Members of Parkrose High School Thespian Troupe 1783, Blair Osborn, Tom Crawford, Molly Wirth, Derek Herman and Maria Rose, work out the staging for Arsenic & Old Lace opening on March 1.
Story and photo by David F. Ashton
Take a look at the scenery they’re building, and you’ll know the student actors at Parkrose High School are hard at work getting ready to present a witty show, Arsenic & Old Lace, running March 1, 2 and 3.
About play’s story line
While his other plays weren’t commercial successes, Joseph Kesselring’s Arsenic & Old Lace had a very successful first run, a strong revival in the 1980s and was made into a motion picture.
The play is a farce (madcap comedy marked with many mix-ups) revolving around Mortimer Brewster, a theatre-hating drama critic who must deal with his crazy family ‚Äì and the local police. He’s debating whether to go through with a honeymoon with the woman he loves.
His family includes two spinster aunts who have taken to “helping out” lonely old men. It also includes a brother who believes he’s Teddy Roosevelt and digs locks for the Panama Canal in their home’s cellar and a criminally murderous brother who has received plastic surgery from alcoholic accomplice to conceal his identity.
“Don’t forget Brewster’s poor nephew” reminds theater program Director, Ms. Zena, “he thinks he’s going crazy ‚Äì and with all this insanity going on, perhaps is!”
One weekend only
You’ll have a great time watching this story unfold. Plan now to attend the theater on March 1, 2, or 3. Showtime is at 7 p.m. at Parkrose High School Theater, 12003 NE Shaver Street, Portland, OR 97230.
For ticket information, call: (503) 408-2621.
© 2007 David F. Ashton ~ East Portland News Service
Learn why these adults volunteer to help high school kids discover their career and higher education goals. When you read this, you, too, may choose to give an hour a week to help out …
New ASPIRE counselor Bethe Mack helps Parkrose High senior Christian Harrison sort out educational options.
Story and photos by David F. Ashton
Christian Harrison is a bright-eyed, ambitious senior at Parkrose High School who sees a future for herself in fashion merchandising.
“I’d like to learn the fashion business,” Harrison tells us. “I want to go to college and get an education.”
Harrison says preparing for life after high school would be a more difficult without the help of her ASPIRE counselor. “It’s good to have someone there to give opinions, and help you sort through the forms and decide on options.”
Helping Harrison fulfill her aspirations is Parkrose ASPIRE counselor Bethe Mack.
“I remember how overwhelming it can be,” Mack tells us, “when you are young, and thinking about what to do after high school. It would have been nice to have an ASPIRE counselor when I was thinking about college and trying to deciding what to do.”
Although Mack only volunteers one hour per week, she says “It’s really fun. It feels good to hang out with, and help, young people.”
Jim Lipscomb, seen here helping Adrian Altanirano, has assisted many students to better prepare for their future after they leave Parkrose High.
Loves working with kids
Another ASPIRE volunteer, Jim Lipscomb, has been with the program for three years. “I’m helping eleven students now,” he says, “and I take on two more next week.”
We ask Lipscomb why he is an ASPIRE counselor.
“The ASPIRE program is set up to make it easy for adult volunteers to help kids find more success in life. I get as much out of the program as do my students,” Lipscomb says.
No experience needed
What is ASPIRE? It’s an acronym, standing for “ASsistance Programs In Reach of Everyone”.
We ask the program coordinator, Teena Ainslie, how an individual would know if they’d like being involved in the ASPIRE program.
“Ask yourself these questions,” Ainslie replies:
-
“Are concerned about the future workforce of our country?
-
“Will you give a little yourself to help improve a young person’s entire life by helping them get a great career?
-
“Can you spend as little as an hour per week with students?”
If you answer “yes“, Ainslie wants to hear from you.
“First of all,” she tells us, “no experience is necessary. We provide all training and coaching materials. Your training time is adapted to fit around your schedule.”
The more ASPIRE “College Coaches” they have, Ainslie continues, the more students will be helped to the next phase of their lives. “Whether planning for college, a trade or technical school, or other higher learning, we help young people move into the life-long learning program of their choice.”
Learn more
Ainslie asks you not to wait. “There is still time to help this year’s high school seniors ‚Äì we have more students than counselors.”
Call Ainslie today at (503) 408-2642, or Meg Kilmer at (503) 408-2681, to learn more about this great volunteer opportunity.
© 2007 David F. Ashton ~ East Portland News Service
See how this unique David Douglas Schools program is helping kids gain a better understanding of what it’s like to be young ‚Äì and disabled ‚Ķ
Fifth-grader Max Sklyaruk is wearing vision impairment goggles. He says, “It was hard to see and concentrate. If I couldn’t see well, it would be really difficult to do good in class. I’d feel left out.”
Story and photos by David F. Ashton
Menlo Park Elementary School is the home for four self-contained classrooms, providing Structured Learning Program for Academics (SLPA) to 41 students with various eligibilities.
To help students at this school gain a better understanding of their less able counterparts at the school, the staff developed a special program they offered in late January called “Come Walk in My Shoes”.
We’re invited to observe the students experience this learning session, and are greeted by Menlo Park principal Brooke O’ Neill.
Walking to the gym area, O’ Neill fills us in. “Because we house SLPA, we feel it is important that all of our kids ‚Äì both students in the SLPA program, and general education classes ‚Äì learn empathy. To see what it feels like to go through life with certain challenges. And, they learn how they can respond to those challenges, and lend a helping hand and be a friend.”
Demonstrating how students with autism can learn better through the use of instructional picture cards is teacher Jennifer Schloth.
Challenging learning situations
In the gym, we meet Suzi Zehsazian, the school’s music instructor and chair of the program.
“We’re seeing an increasing number of students with autism,” explains Zehsazian. “This year, we added autism stations.” At the first station, we find students trying to complete educational tasks after viewing instructional picture cards.
Menlo Park teacher Sarah Magnano helps students understand the “sensory overload” many autistic students must overcome.
“At another section of this station, Zehsazian continues, “we simulate the sensory overload many autistic students experience. All of their senses are overloaded, and then, we give them an academic task to do.” Most students couldn’t complete simple math problems while being exposed to static-like noise, flashing lights, and surprise sounds.
Student K D Henley tries to make it through the “motor skills course” in a wheelchair without dropping her pretend lunch tray. “It’s not easy,” she says, “I dropped it.”
Life in a wheelchair
Principal O’ Neill adds, “We also changed the ‘gross motor station’. This year, we incorporated the task of going through a door and over different textures and surfaces while holding a lunch tray.”
To many of the fifth-graders who took the course, it seems like fun at first, trying to maneuver in a wheelchair. “I learned that it is hard to be in a wheelchair,” student K. D. Henley tells us. “I was able to open a door in the wheelchair; I pushed it open, but dropped the tray.”
A unique, “home-grown” educational program
The kindergarten-through-fifth-grade program doesn’t come out of a box, Zehsazian says.
“This program is unlike any other in the Portland area. This truly came out of teachers’ experience with their kids. It’s going on all around the David Douglas School District schools.”
The event is important, Zehsazian continues, because it gives students the chance to experience something outside of their normal world-view. “They experience what it’s like to have a different ability for a while. This helps them to develop empathy and respect ‚Äì not only here, at their school, but also among people in the real world. In the future, instead of staring at a challenged individual, they can remember what it was like ‚Äì and help them in some way.”
Suzi Zehsazian, the school’s music instructor and chair of the program, making sure the one-hour class ran on time.
Both the teachers and students told us they agree that “Come Walk in My Shoes” is a great event. “It is about becoming a better, more responsible person in the community,” concludes Zehsazian. “Isn’t this part of the purpose of education?”
© 2007 David F. Ashton ~ East Portland News Service
Without funding available to build and expand schools, read this and learn how DDS administrators are scrambling educate outer East Portland’s growing number of students with what they have ‚Ķ
Rob Buckner, 5th Grade teacher at West Powellhurst Elementary School, can’t fit even one more student into his already-packed classroom.
Story and photos by David F. Ashton
Voters in the David Douglas School District (DDS) made it clear, last November: “No new taxes”. The bond measure requested by the schools garnered only a 44% “Yes” vote.
But homeowner’s reluctance to increase funding hasn’t stopped their flood of new students into the already over-crowded schools.
Back to school
“Honestly, we’re having challenges finding space to educate our students, given our growing population,” is how Allen Browning, principal of West Powellhurst Elementary School put it to us.
“We’ve had combine programs and offices through the school,” Browning continued. “Our reading coach and Title 1 program are all housed in one small area. Our school counselor’s office was moved into a closet-like space. Every classroom is full. If we have any more children come here, we will have no place to put them.”
As we tour the school, Browning didn’t grumble or whine. The teachers with whom we speak appear to be cheerful and conscientious educators. Instead, they seem to have taken on their crowded situation as a challenge. The principal shows us how the gym’s former locker room was turned into first-rate classrooms to accommodate the increase in students. “We use the stage for after-school programs, the closets for book rooms. We’re making the most efficient use of the space we have.”
And, we learn, some of the other schools in the district are even more crowded, especially in the south end of the district.
Once-rural district faces explosive growth
In 1959, three small, rural districts – Russellville, Powellhurst and Gilbert – joined with the David Douglas Union High School District to form a 1st through 12th grade school district.
Over the decades, enrollment has increased, peaking in 1970. It slightly decreased during the 1980s, but has resumed growing as unincorporated East Multnomah County continues to grow.
Superintendent Barbara Rommel, David Douglas Schools.
“By 1993,” explained the district’s superintendent Barbara Rommel, “we needed additional classrooms.” Voters approved a $20 Million bond measure that funded building classrooms on existing schools, and paid to renovate others.
But the kids kept on coming. In 2000, voters approved a $40 Million bond to refurbish a once-shuttered building, and build a new middle school. It funded new classroom space at many buildings, including the high school.
But, enrollment continued to increase.
2006 adds a ‘school’s worth’ of students
“Last year, we had a 4% increase,” Rommel continued. This translates into 400 new students, she said. “In many districts, this number represents the population of an entire school.”
Because families with older students have been moving into the district, David Douglas High teaches 2,900 students. “To accommodate the increase,” Rommel explained, the school board used some ‘reserve funds’ to build an additional wing of classrooms at the high school.”
Challenges of changing demographics
Over the last five years, the superintendent told us, they’ve seen a dramatic increase in kids eligible for free or reduced cost lunches. “David Douglas has the highest level of poverty represented by that factor of any of the fifteen largest school districts in Oregon.”
Another challenge to DDS educators is the influx of newcomers to the district. “Currently, about 25% of our student population needs ‘English as a Second Language’ assistance. Those students represent over 46 different languages or dialects spoken in the home,” Rommel said.
“B” grade doesn’t translate into votes
Asked for her analysis of the fall election results, Rommel told us, “Our polls said residents give us a “B” ‚Äì a pretty good grade. So, residents feel we’re dong a pretty good job. My personal feeling is it [that ‘no’ vote] was an economic statement. I think residents were saying, ‘We just can’t afford it’.”
The FFD board was disappointed, Rommel said, “but they are pragmatists. They both understand ‚Äì and share ‚Äì the concerns of the community.”
The school board, she continued, has a dual responsibility: To be fiscally responsible with the public’s dollar; and to make sure students get a full range of educational opportunities. “An example is our music program. Students begin their instrumental music in grade school; we have full time, certified music specialists in every elementary school. As students move up the grades, the performance level of these students allows them to go into music as a career. But, our main mission is still ‘reading, writing and arithmetic’.”
Kindergarten a key to success
What helps their students do well is the kindergarten program, Rommel said. “We have full-day kindergarten for every student in our district. Since the state only funds a half-day program, the board makes up the rest the support from general funds.”
Kindergarten students in Mrs. Leah Robinson classroom get a full school day of literacy-based education.
The result: 70% of the students meet educational objectives. “The increases in learning are strongest among students who come in with some kind of learning risk factor. Students who qualify for free or reduced lunches, ESL assistance, or special education students ‚Äì all of these at-risk groups showed remarkable gains, from being in this program.”
Condemns consolidation concepts
Last fall, Mayor Tom Potter briefly floated an area-wide school consolidation plan.
“A consideration is looking for efficient use of taxpayer dollars,” Rommel responded to the notion. “Bigger isn’t necessarily better. I don’t believe most parents want their children being bussed across the metropolitan area to fill an empty school.”
Looking at the efficiency aspect, she said DDS has a fewer-than-average number of administrators; business-level and support level services are run very lean. “Look at the Chalkboard Projects’ Open Book; it shows that we manage the district in a very thrifty way.”
Rommel added that the district is almost the perfect size. “We’re small enough to retain contact with our community; yet large enough to offer a wide range of elective subjects and extracurricular activities.”
Funding the district’s future
We asked bluntly, “OK, so what’s the plan?”
“This is a dilemma,” Rommel candidly responded. “One of the options is to look at increasing class size.”
Another option, she explained, is to shuffle classrooms. “For example, a number of high school classes are being held in the Children’s Service Center. When the new high school wing is finished, we can relive pressure on crowded elementary schools by using that building for classes, even to the point of making a small primary school in that building.”
Others suggest using “modular classrooms” at existing schools. “These trailers are an expensive fix, and don’t make a good educational environment. And, with the increased school populations we’re seeing, we need every square foot of playground space we have.”
Other possibilities are to eliminate the full-day kindergarten program ‚Äì a step that would free up 10 classrooms. “It would break my heart. We’ve documented the tremendous good that the full-day program does for students. It makes them successful learners from the start, reducing resources spent on remediation.”
ABC’s of school funding
Puzzled why districts, other than Portland Public Schools, successfully raise funding, we asked why it is so difficult in outer East Portland.
“There are no industries, and little business, in the district,” Rommel explained. “The entire burden for education falls upon the homeowner and residential property owner. If you have a good industrial base, those businesses shoulder part of the responsibility ‚Äì it reduces the amount homeowners must pay.
“In Beaverton, for example, a 47 cents-per-thousand levy raises $195 Million. In DDS, a $1.12 -per-thousand levy raises only $45 Million.”
State funding possibilities
To find out if state aid might be available, we talked with a man who was educated in the DDS school system from 3rd grade through the high school level, Oregon House Speaker Jeff Merkley.
“The schools are bustin’ at the seams with more children poised to come in. The district has a substantial challenge to find classroom space,” agreed Merkley. “Our families [in the school district] are working incredibly hard. They are squeezed too tightly to afford a property tax increase.”
Merkley said the state legislature recognizes that this is significant problem for fast-growing school districts that have a low prosperity basis. “One of the ideas we’re exploring is to see if ‘system development charges’ can be used to help build new schools.”
Another concept, the “Kansas Plan”, is up for discussion, said the state legislator. “It is a brand new idea. It allows districts with lower tax base to get a matching grant from the state government. The match would be 2-to-1 in David Douglas. But I don’t know if that will have the support of educational organizations.”
You can help: volunteer
We asked if parents and interested citizens might directly help DDS schools. From the schools themselves, we learned they can.
Rommel answered, “Just go to any neighborhood school to the office, say ‘I’d like to volunteer’.”
Principal Browning added, “We get many supportive comments from parents. Parents, you are welcome to help out in our school! We’d love for you to become part of your child’s education.”
© 2007 David F. Ashton ~ East Portland News Service
