Fall 2017 Today's OEA by Oregon Education Association

A PUBLICATION FOR MEMBERS OF THE OREGON EDUCATION ASSOCIATION

TODAY’S

OEA A TRIBAL GRANT PROJECT IS PAVING THE WAY IN LOWERING CHRONIC ABSENTEEISM FOR NATIVE AMERICAN STUDENTS

PRESENT AND ACCOUNTED FOR FALL 2017 | VOLUME 92 : NUMBER 1

ALSO IN THIS ISSUE

» MEET OREGON'S TEACHER OF THE YEAR » PROMISING PRACTICE GRANTS AT WORK » END OF A DACA DREAM

CONTENTS / Fall2017 VOLUME 92 . ISSUE NO. 1

Features

Departments

On the Cover

President’s Column

24 / Present and Accounted For

05 / new year, new president, new hopes By John Larson, OEA President

A tribal grant project is paving the way toward lowering chronic absenteeism for Native American students By Meg Krugel

In-Depth

30 / innovation in Action

A Lebanon ESP lands a Promising Practices grant and transforms her students’ education

Upcoming

06 / Events for OEA Members Newsflash

07 / OEA members protest devos' visit 08 / student loan debt relief for educators ESSA

10 / Every student succeeds Act update Politics & You

12 / Class size: a growing problem 14 / Mandated minutes for pE Class Social Justice Spotlight

By Milana Grant

16 / Social Movement Unionism

28 / The End of a Dream

Educators and students across Oregon face the consequences of the Trump Administration’s decision to cancel the Deferred Action for Childhood Arrivals (DACA) Program By Amy Korst

Inside OEA

18 / Why would I want to join OEA-Retired? Perspective

20 / A Phenomenal Moment in Long Creek » Profile

22 / Meet Matt Bacon-Brenes: Oregon's teacher of the year Sources + Resources

40 / Books and Opportunities

2018 OEA/NEA Positions

41/ open for nomination and election On the Web

42 / Today’s OEA — Now Available online!

ON THE COVER: Breana Landrum-Gesberg leads an after school program for Native American students at the Coos Bay Boys and Girls Club. Her son, Chase Coolidge, reads during Flashlight Reading time. PhotO by THOMAS Patterson Credits: Thomas Patterson;

TODAY’S OEA | FALL 2017

PRESIDENT’S MESSAGE / Fall2017 John Larson OEA President

OEA President John Larson joins members outside of McMinnville High School to protest a visit by U.S. Secretary of Education Betsy DeVos.

s the leaves begin to turn and the Fall slowly turns into Winter, I am struck by how quickly the first four months of the year have passed. During my short time as OEA President I have been humbled by the amazing work of OEA members across the state. Though the challenges and stresses are many for educators in Oregon, OEA members continue to work tirelessly to give each and every student the education they deserve. To date, OEA has hosted three conferences, and I have enjoyed watching our members dig into the trainings on everything from bargaining to racial equity in our schools. At the Summer Leadership Conference in Bend, more than 400 leaders from across the state gathered to kick off the new year. In early October members met again in Bend for the OEA Advocacy Conference to learn more about how to actively engage with members and organize around the issues that have the greatest impact on their students. In late October, I was honored to have the opportunity to speak to a large contingent of ESP members in Salem where they gathered to engage in trainings around their professions, including an amazing workshop on Adverse Childhood Experiences and how ESP’s make a difference for students every single day. I have also been encouraged by a group of conservative educators who have formed a new caucus within OEA to ensure that all of our members’ voices are heard in the organization.

As OEA members spend countless hours every day dedicated to their students, we continued to be faced with new and dangerous challenges from those who would see public schools privatized, charterized, or corporatized. Groups like the Koch Brothersbacked Freedom Foundation have made no secret of the fact that they believe that the best way to accomplish this goal is first to destroy the Union. The corporate lobby in Oregon continues to advocate for a lessening of pay and benefits for educators so that the budget can be balanced without impacting their bottom line. In October, U.S. Secretary of Education Betsy DeVos made a visit to McMinnville Public Schools. She met with some incredible Oregon public school educators and with students who both sent the message: our public schools are important. Despite the advocacy of OEA members throughout McMinnville, Secretary DeVos’s message after her visit continued to be a push for school vouchers and further privatization of our public schools. These challenges are very real and very serious. However, based on what I’ve seen from our members so far this year, they are no match for the dedicated professionals who make up the membership of the Oregon Education Association. Thank you all for your service to the students of Oregon!

— C. John Larson

DURING MY SHORT TIME AS OEA PRESIDENT, I HAVE BEEN HUMBLED BY THE AMAZING WORK OF OEA MEMBERS ACROSS THE STATE. Credit: Reed Scott-Schwalbach

TODAY’S OEA | FALL 2017

UPCOMING Fall2017

TODAY’S

OEA

OFFICIAL PUBLICATION OF THE OREGON EDUCATION ASSOCIATION November 13-17, 2017

American Education Week

FALL 2017 VOLUME 92 : ISSUE NO. 1

n What: Celebrate the people who make our schools incredible places to learn and grow! Be

sure to recognize the hard work of Education Support Professionals, substitute educators, and parents; let them know they are appreciated! n INFORMATION: Visit www.nea.org/grants to find event planning resources and printable materials for your school. December 8-10, 2017

NEA Minority and Women’s Leadership Conference n What: Learn how to be a powerful advocate for your students, profession, and local

association. Hands-on training curriculum will be provided to teach participants foundational leadership skills, the logistics of running for elected office, and how to advocate for studentcentered policies and social justice issues that impact their schools and communities. n WHERE: The Mirage Hotel and Casino, Las Vegas, NV n HOW: Contact your local president to learn more and to find out how you can attend. February 2-3, 2018

Oregon Reading Association State Literacy Conference n What: This K-12 conference features two full days of learning, collaboration and strategy

building. Participants will engage in activities and learn strategies to bring back to the classroom to improve students’ speaking and paired conversations that are focused on textbased understandings and critical thinking. n WHERE: Holiday Inn Hotel & Conference Center, Portland Airport n HOW: For more information and to register, visit www.oregonread.org. Contact Beth Elliot, ORA Professional Development Director with questions — elliot@gresham.k12.or.us. SAVE THE DATE! February 24, 2017

OEA Symposium n What: In its 8th year, the OEA Symposium is a day of conversation and collaboration, focusing

on improving teaching practices and increasing student success. You won’t want to miss this event hosted by OEA’s Center for Great Public Schools; stay tuned for registration and event details. n WHERE: Embassy Suites, Tigard, Oregon n HOW: Find more info at www.oregoned.org/symposium. For questions, please contact Penny Hildreth at 503-495-2135. SAVE THE DATE! March 9-10, 2018

OEA-PAC Conference n What: OEA-PAC works to elect pro-public education candidates to public office. Join us

for the 2018 OEA-PAC convention to discuss priority issues with candidates – and to help us decide the direction of public education in Oregon. n WHERE: The Benson Hotel, Portland, Oregon n HOW: For more information, visit www.oregoned.org/PACconvention.

TODAY’S OEA | FALL 2017

OFFICE HEADQUARTERS 6900 SW Atlanta Street Portland, OR 97223 Phone: 503.684.3300 FAX: 503.684.8063 www.oregoned.org PUBLISHERS John Larson, President Jim Fotter, Executive Director EDITOR Meg Krugel PRODUCTION ASSISTANT Milana Grant CONTRIBUTORS Milana Grant, Charles Lapham, Andrea Shunk, Laurie Wimmer, Thomas Patterson To submit a story idea for publication in Today’s OEA magazine, email editor Meg Krugel at meg.krugel@oregoned.org PRINTER Morel Ink, Portland, OR TODAY’S OEA (ISSN #0030-4689) is published four times a year (October, February, April and June) as a benefit of membership ($6.50 of dues) by the Oregon Education Association, 6900 SW Atlanta Street, Portland OR 97223-2513. Non-member subscription rate is $10 per year. Periodicals postage paid at Portland, OR. POSTMASTER Send address corrections to: Oregon Education Association Membership Processing 6900 SW Atlanta Street Portland, OR 97223-2513 DESIGN AND PRODUCTION Francesca Genovese-Finch

Newsflash Strong Unions, Stronger Communities

oday, union members continue to negotiate for better wages and conditions that have a ripple effect in local economies. Through collective bargaining, union members are scoring victories that help entire communities – like safer nurse staffing levels and smaller classroom sizes that help students. A new joint report by NEA, AFT, AFSCME and SEIU looks at case studies in which strong unions have led to positive outcomes for the communities they serve. Read the full report online: www.afscme.org/news/ publications/body/AFSCME-StrongUnions-Stronger-Communities.pdf. Together with community partners, unions are also using their collective voice to advocate for policies that benefit all working people and putting their resources to provide communities with direct support – like making sure children have access to counselors or ensuring that training is available for good jobs. Put simply: When unions are strong, communities are stronger.

McMinnville Students protest DeVos with handmade signs.

OEA Members Protest Betsy DeVos' Visit to McMinnville High School

n Oct. 11, 2017, more than 200 educators and students picketed the arrival of U.S. Secretary of Education Betsy DeVos at McMinnville High School. DeVos, who has long championed the use of standardized test scores as a measure for school accountability, was observing classroom practices in McMinnville School District, whose state test scores are among the highest in Oregon. However, the visit was marked more by the dissenting views expressed outside school grounds, than it was by the visit

inside the halls of McMinnville High School. McMinnvile EA President Joe Crafton looked forward to having his fellow members showcase their unique teaching practices. “As I listened to Sec. DeVos at the end of her visit, it became clear this visit was just for show. Even before leaving the school, she was back to her usual lines about school vouchers. It felt like she did not hear anything the teachers or students told her. "If DeVos really wanted to help students improve, she would look at schools like McMinnville and invest in educational practices that make a difference," Crafton said.

MILWAUKIE'S ROBERTO AGUILAR NAMED COUNSELOR OF THE YEAR

he Oregon School Counselor Association has named Roberto Aguilar, counselor at Milwaukie High School, as its state school counselor of the year for 2017-18. Aguilar has been a strong proponent of Milwaukie’s pro-graduation environment, and

Credit: Top: Reed Scott-Schwalbach; Bottom: Clackamas Review

has worked diligently to close the achievement gap for MHS’ Hispanic Students. Aguilar coordinates the Padres Latino Mustang parent group, in which he shares information with Latino parents about college requirements and

planning. He also oversees a rigorous two-year mentoring program for 10 diverse students at MHS each year. The program allows each student to access up to $6,000 in financial aid for college. In an article in the Clackamas Review, Aguilar said, "I want everyone supporting the decision and commitment to go to college." TODAY’S OEA | FALL 2017

Newsflash DID YOU KNOW? » Today’s OEA’s best story ideas come from you, our readers! Is your school working on a cutting edge concept, or do you know an educator who should be featured? Email your suggestions for articles to webadmin@oregoned.org.

Students in Coos Bay learn skills to avoid hefty (tuition) bills

A Educators sound off: How has student loan debt affected your quality of life?

n a recent survey conducted by NPR Ed, over 2,000 educators were asked about their level of worry about their student loan debt. Among respondents, 56 percent said that they were moderately to extremely concerned; many said it is a main cause of stress and anxiety in their daily lives. With the cost of higher education rising each year, and the salaries of teachers growing at a much slower rate, some educators are questioning whether they will ever get out of debt. The threat of losing the Public Service Loan Forgiveness program is yet another thing troubling educators who have been diligently making payments, with the promise that there would be a light at the end of the tunnel. OEA wants to know: How has being in student loan debt changed your life? We want to hear from educators who are willing to share their stories about living with student loan debt. If you would like to be part of this project, contact webadmin@oregoned.org.

Aloha High School students receive the gift of connectivity

ver 5 million families who have children in high school do not have internet access at home. Most high school teachers assign some form of online homework, which means that internet access is no longer an indulgence — it is a necessity for student success. Sprint plans to help bridge the gap for low-income students through their 1Million Project. They have pledged to provide one million high school students with a free smartphone, tablet, or hotspot device, along with 3 gigabytes per month of high-speed internet access for up to four years. Applications for the program were accepted until April 2017, and Aloha High School was selected to participate. On Sept. 15, Aloha hosted a press conference with Sprint to announce their partnership in the program. Students received their devices with free wireless service, and Principal Ken Yarnell addressed the student body stating that the event was “a celebration of [their] commitment to equity and excellence."

TODAY’S OEA | FALL 2017

s the need for skilled tradespeople borders at near-crisis levels, one high school is making sure their students can transition from the classroom directly into the workforce — and make a livable wage while they’re at it. Marshfield High School’s Career Technical Education (CTE) program allows students to graduate high school with experience in welding, fabrication, or CNC mechanics. This can translate into a good-paying job after graduation, without taking the traditional college route, which can be cost-prohibitive to many students. Marshfield’s CTE instructor Glen Crook takes a hands-off approach to his classes in that he allows the students to problem-solve for themselves once he has given adequate instruction. Students in the program must take a year-long introductory course to learn to read and create blueprints before they can move on to the more advanced levels. “The idea is to give them as much realworld experience as possible,” Crook says. “If someone comes to our department with a project, I want these students to be able to know how to build it or pass it on to our welding or fabrication team if it's beyond their skill level. This way they also learn real world solutions.” There is a shortage of these skilled workers in the United States, to the tune of six million unfilled positions. The average age of a journeyman welder is 55, and fewer than 20 percent are under 35. “What's happening is that students are told to go to college to be successful when that's not [always] the case,” Crook says. “There are a lot of jobs out there where you make a lot of money with a certificate.” Crook is currently working with Southwestern Oregon Community College to offer his students college credit for those who stick with the program throughout their four years in high school.

Newsflash START THE CELEBRATION! » American Education Week kicks off Nov. 13! This month, during American Education Week, it’s time for us to show our public school pride to the world. Find resources for hosting a celebration at: www.nea.org/grants/19823.htm.

Study: Educator diversity has impact on students of color

n March 2017, The Institute of Labor Economics released a study titled “The Long-Run Impacts of Same-Race Teachers”, in which the authors studied the long-term academic records of over 100,000 elementary-aged black students in North Carolina and Tennessee. Their goal was to determine a) if they were in at least one class taught by a black teacher, and b) if they graduated high school. The results are astounding. In the case of black males coming from low-income families, the high school dropout rate was decreased by 39 percent when they were exposed to just one black teacher in elementary school. These students were also more likely to sit for the SAT or ACT. Nicholas Papageorge, one of the authors of the study, states that hiring more black teachers would be the best long-term option to combat low graduation rates in black student populations, but he also says that short-term solutions would make a huge difference. What Papageorge suggests to schools in the interim is simple: make sure that every black student has contact with at least one black teacher before they exit elementary school. “We could push around rosters tomorrow, change the way we assign kids [to classrooms], and have some effects next school year, not 10 years from now,” says Papageorge. For many students of color, having a single educator who looks like them, especially at a young age, can make a serious impact on the way they look at their future academic potential. Credits: iStockphoto.com

#takeaknee

eaceful protesting against police brutality and the unjust killing of innocent Americans, a topic of major contention in the NFL, has begun to spread through the ranks of high school athletes across the country. In Oregon, there have been numerous reports of students participating in the protest by kneeling during the performance of the National Anthem, a practice that began during the start of the 2016-17 NFL season. High school football coaches across Oregon have spoken out about their policies regarding students who wish to participate in the protest of the National Anthem; many have said that they will support their players’ right to kneel, but some had a requirement that students explain their reasoning first. Eric Mahlum, of Liberty High School in Hillsboro says, “I’m a big believer in the kids understanding why they do something, not just doing it…they would have to write me a paper before I would consider what to do.” Randy Heath, of Grant High School in Portland, is taking this opportunity to continue the work that Grant has accomplished with their Race Forward program, “We currently have players that take a knee…just as we did last year. It is part of an ongoing discussion at Grant High School. It has not been divisive.”

SAT REPORT: TESTING FOR SUCCESS?

ollege Board has released their annual report for SAT participation in the graduating class of 2017, but this year’s results are somewhat complicated. In 2014, the exam was comprised of math, writing, and reading sections, with a total possible score of 2400. The 2016 SAT kept math separate, but combined the reading and writing portion, giving test-takers a possible

score of 1600. The conversion tables provided by College Board to aid college admissions offices in analyzing test scores from both old and new versions of the test have been less than helpful. Jennifer Winge, dean of admissions at Wooster College in Ohio says, “frankly, the whole process just pushed us further into our consideration of going test-optional.” TODAY’S OEA | FALL 2017

ESSA

EVERY STUDENT SUCCEEDS ACT UPDATE BY ANDREA SHUNK / Policy & Practice Strategist, OEA Center for Great Public Schools

Overview

The U.S. Department of Education approved Oregon’s Consolidated Plan Under the Every Student Succeeds Act on Aug. 30, 2017. The Oregon Department of Education is now moving forward implementing the state plan. Oregon’s plan outlines four opportunities to strengthen and shape Oregon’s educational system: n Prioritizing and advancing equity n Extending the promise of a wellrounded education n Strengthening district systems n And fostering ongoing engagement The Oregon plan can be found on the Oregon Department of Education website under “Current Topics” on the home page. (www.oregon.gov/ode/rules-and-policies/ ESSA) As Oregon moves forward implementing the new plan and undoing many of the systems of No Child Left Behind, there are several areas where educators can get involved at the school, district, or state level; organize locally with colleagues and the community; and influence key decisions affecting students.

Educator Support and Evaluation Systems

The rules for Senate Bill 290, the law governing educator evaluations, were revised in May 2017. Some significant changes were made. Educators are no longer required to use results from the Smarter Balanced Assessment to measure Student Learning and Growth goals. While this had been guidance for the past two years, it is now officially in rule and no longer just guidance. Additionally, the use of the Oregon Matrix is also no longer required for determining a summative rating for educators. OEA members and staff were instrumental in making these changes and will continue to work with ODE and other stakeholders in 2017-18 to write guidance for school 10

TODAY’S OEA | FALL 2017

THESE CHANGES TO OREGON’S SYSTEM MARK AN EXCELLENT OPPORTUNITY FOR LOCAL ASSOCIATIONS TO COLLABORATE WITH DISTRICT LEADERS TO REEXAMINE LOCAL EVALUATION AND SUPPORT SYSTEMS AND BUILD A SYSTEM THAT IS COLLABORATIVE AND FOCUSED ON SUPPORT AND PROFESSIONAL LEARNING, NOT PUNISHMENT. districts on how to define excellent and ineffective teaching, which is required by ESSA. These changes to Oregon’s system mark an excellent opportunity for local associations to collaborate with district leaders to reexamine local evaluation and support systems and build a system that is collaborative and focused on support and professional learning, not punishment. For more information and for official ODE documentation, visit the Educator Effectiveness section of the ODE website. (www.oregon.gov/ode/educatorresources/educator_effectiveness/Documents/2017-18%20EE%20Guidance%20 brief.pdf )

School Improvement

This October, ODE will preliminarily identify schools for Comprehensive or Targeted Support and Improvement (CSI

and TSI) using Oregon’s new accountability system. This new system replaces the Priority and Focus school designations. The new Oregon accountability indicators are outlined in the table at right. The school improvement timeline is as follows (http://www.oregon.gov/ode/ schools-and-districts/grants/ESEA/IA/ Documents/CSI-TSI%2017-18InitialCommunication_Final.pdf ) : n Fall 2017: Preliminary identification and local data review n Winter 2018: Schools and districts complete a comprehensive needs assessment and resource equity review, and work on local school improvement plans n Spring 2018: Districts determine how to implement and monitor plans n Fall 2018: Official identification of schools occurs ODE is emphasizing stakeholder engagement and collaboration, local data reviews, and plans that reflect the local context and needs of individual schools vs. a one-sizefits-all approach. Further, ESSA guarantees educators a critical voice in creating, implementing, and monitoring school improvement plans. This is a tremendous opportunity for members to get involved at the school level because educators in schools are bestequipped to make decisions about their students.

Oregon School Report Cards

Oregon is redesigning its school report card to reflect the new accountability system, changes mandated by ESSA, and flexibility allowed under ESSA. ODE is currently seeking feedback on the report card redesign from educators, families, and community members. We encourage all members to take the survey and weigh in on this important public document (www.surveymonkey. com/r/55FTJJL). The Accountability work group, which includes OEA members and staff, will

ESSA review input from the survey and other stakeholder groups this year, and the new report card will be used in 2018-19.

Assessment & Standards

ODE announced in May that it released a Request for Information (RFI) to consider a statewide high school assessment other than Smarter Balanced. ODE has not announced the results of the RFI yet. In July, ODE announced it had successfully worked with Oregon’s test vendor — AIR — to streamline the Smarter Balanced Assessment in ELA and math for grades 3-8

FALL 2017

District Engagement

shortening the ELA test by about one hour. The math assessment will also see a slight reduction. OEA continues to advocate for a more balanced system of assessment placing less emphasis on the statewide summative assessment, and more emphasis on classroom assessments that provide relevant and timely information to students and teachers. OEA is also partnering with ODE to deepen assessment literacy through a community of practice. Additionally, ODE will begin reconvening educator-led content panels to examine

content standards, instructional materials, and assessments. OEA will publicize these opportunities for members interested in engaging in this work. Educators can also sign up to receive the monthly Education Update from the department under the About Us tab on the ODE home page. (http://www.oregon.gov/ode/about-us/ Pages/EducationUpdate.aspx) This monthly newsletter includes information on content panels, and education in Oregon in general. Questions? Email oea-essa@oregoned. org and check out www.oregoned.org/essa.

A facilitated, one-day process that elevates district systems of strength and systems of potential need through a two-part format: 1. A facilitated data review using both state and local data resources 2. Stakeholder listening sessions n The process prepares districts to be ready for the next step in their continuous and strategic

improvement planning process by identifying strengths to build upon and isolating areas where further diagnostics and/or root-cause analyses may be warranted. n The format is designed to be collaborative, takes a strengths-based approach, and includes a range of stakeholders. n The process is designed to build mutual understanding and trust between the district and state and frames the opportunities for supports in the spirit of collaboration and partnership. Grants and Guidance Participating districts receive planning grants to offset any costs associated with the engagement protocol. Districts are also provided guidance and facilitation support in preparation for and during the protocol. Superintendents are provided with a summary overview at the day’s end.

WINTER 2018

Performance Management Support n Needs

Assessment n Planning n Implementation

Technical assistance is provided at this phase to districts in support of: n Comprehensive needs assessments, n Subsequent strategic and continuous planning, n The identification of needed resources and implementation supports. Partnering districts will receive state-level support to streamline traditional state-required processes for conducting needs assessments, developing plans and for braiding and blending funding to meet intended outcomes across programs and initiatives in order to reduce burden and create efficiencies. Implementation supports, including fiscal resources, will be available to support district and school plans and needs. Examples include leadership or executive coaching, Multi-Tiered System of Supports (MTSS) coaching, equity supports, etc.

SPRING OR FALL 2018

District Routine Development

Technical assistance is provided as districts establish and implement quarterly routines to monitor their strategic plan implementation and the progress of schools. This process serves as a feedback loop from school to district, district to school and district to state, and is designed to create the conditions whereby district successes and areas of need are systematically examined and acted upon in a supportive and timely manner, beginning at the district level.

FALL 2018

Comprehensive and Targeted Schools Officially Identified

The cycle begins anew with district engagement protocols for newly identified districts. Districts that have previously begun the process (in 2017) will continue to receive supports through the 2021 school year.

TODAY’S OEA | FALL 2017

Politics & You

CLASS SIZE: A GROWING PROBLEM An inadequate budget renews frustration over class size

s the autumn leaves begin to turn, there is no denying that school is back in session. But as K-12 educators returned to their schools, many have noticed that class sizes have continued to rise. Lindsay Ray teaches math at Westview High School in Beaverton. She says her class sizes have steadily been inching up over the last few years. “At the end of last year, my largest class size was 37. This year, my largest class is 43 students. In the math department at my school, there are quite a few classes in the low to mid-40s.” The reason for the increase is that Oregon’s $8.2 billion education budget passed last summer was millions short of what was needed to maintain services. Nearly every district in the state was forced to make cuts or tap into reserves to make ends meet. In Salem-Keizer, 60 licensed full-time positions were eliminated. Klamath Falls City Schools had to add two furlough days and cut a school nurse. Community colleges were forced to increase tuition to avoid staff layoffs. Even with increasing enrollment, the Beaverton School District was forced to make cuts. These involved eliminating several positions, including Teachers on Special Assignment and Library Instructional Technology Teachers. Although the district added some behavior specialists, it couldn’t fend off rising class sizes. Last spring there was hope that lawmakers would finally reach a deal to reform Oregon’s low corporate tax system and boost education funding. Unfortunately, not a single Republican legislator offered their support and the plan failed to get a vote.

2017 Legislative Successes

Despite disappointing education budgets, OEA member-activists and our political advocacy team were able to secure several legislative successes. SB 206: External Compensation for Community College Faculty This bill allows community college faculty to accept per diems and compensation for writing and reviewing books and articles or speaking at conferences, just like those at universities. SB 558: Cover All Kids This bill — one of three “Fair Shot Coalition” bills that succeeded in 2017 — ensures that health insurance coverage is extended to every child in Oregon. HB 2355: End Racial Profiling HB 2845: Ethnic Studies HB 2873: Local Levy Central Registry HB 2679: Hospital Rate Review Commission and Price Controls

Educators likely avoided the worst case scenario. The original $7.8 billion budget proposed by the legislative co-chairs in January would have almost certainly resulted in widespread layoffs. However, due to unprecedented activism by OEA members, the legislature ultimately approved a budget just slightly below the level needed to maintain current services Ultimately, advocates know it is time to reform Oregon’s corporate taxes and raise the revenue needed to boost education funding. In May, Governor Kate Brown and Oregon House Speaker Tina Kotek

announced a plan that would have invested over $1.7 billion in Oregon’s public schools. Despite unprecedented activism by OEA members and parents, this plan failed to get a vote like so many before. Oregon’s class sizes have consistently ranked as some of the most packed in the nation. A recent analysis by National Education Association put Oregon classrooms as the fifth largest in the nation. OEA President John Larson likened the situation in some classrooms to crowd control. "It's a resource issue. Every teacher I know does everything they can... but eventually, it becomes crowd control." Many educators fear that the situation is bound to get worse until lawmakers reform our low corporate taxes. Oregon’s tax code disproportionately burdens the middle class while allowing corporations to pay some of the lowest taxes in the nation. In 2004, 35,880 Oregon corporations filed income tax returns. By 2014, that number had dropped to 29,376. While educators have been asked to do more with less, the share of Oregon taxes that corporations pay has dropped 66 percent since 1970. Despite the recent disappointments, educators are continuing to pressure their legislators to take action. Many believe that as Oregon fails to address the problem, students will ultimately suffer. “I would love to see the legislature invest in Oregon public schools and provide a stable funding source for districts across the state,” says Lindsay Ray. “We have so many opportunities to create the schools our students deserve and to show that we believe in them. As the legislature continues to drag its feet, many of of those opportunities are lost.”

IN 2004, 35,880 OREGON CORPORATIONS FILED INCOME TAX RETURNS. BY 2014, THAT NUMBER HAD DROPPED TO 29,376. 12

TODAY’S OEA | FALL 2017

Politics & You

Q&A with Beaverton Teacher Lindsay Ray

Have your class sizes increased over the past few years and did it increase this fall compared to last year? If so, how does that impact your ability to serve students? My class sizes have slowly been inching up over the last few years. At the end of last year, my largest class size was 37. This year, my largest class is 43 students. In the math department at my school, there are quite a few classes in the low to mid-40s. As teachers, we know the best way to help students succeed is to build relationships with them, to discover how each one learns, and to amplify their strengths. This is difficult to do with 43 students in a class. We're told that frequent and thorough feedback is ideal and parent communication is a must. This is also difficult to do effectively with 43 students in a class. In math, there are plenty of times when students need one-on-one attention to understand difficult material. When I can't get to them in class, they set up appointments outside of class (during lunches, before and after school, and during my plan period). There is simply not enough time in the day for me to do my best work with all of my students. At the end of the day, students are the ones who suffer. How does it make you feel as an educator seeing another legislature fail to solve Oregon’s school funding problem? This unstable funding has a very real effect on students, teachers, and communities. As our annual budget rises and falls, school districts are forced to make painful decisions about who must be laid off, which programs are less "valuable" Credit: Charles Lapham

“OUR SCHOOLS ARE LITERALLY SHAPING OUR FUTURE COMMUNITIES, AND THE LACK OF ADVOCACY ON BEHALF OF THE LEGISLATURE IS SO DISHEARTENING.” than others, and which resources we can no longer afford. Some years we are more fortunate, but we are constantly on the edge of our seats wondering how long the windfall will last, and preparing for the worst. As an educator, I feel like the legislature is not investing in our students. Our schools are literally shaping our future communities, and the lack of advocacy on behalf of the legislature is so disheartening. We have so many opportunities to create the schools our students deserve — to provide innovative and exciting curriculum, to challenge students to be their best selves, to promote critical thinking and effective communication, and to show our students that we believe in them. As the legislature

continues to drag its feet, many of of those opportunities are lost. What would you like to see done in the future to improve schools for Oregon students? I would love to see the legislature invest in Oregon public schools and provide a stable funding source for districts across the state. I would love to see programs put in place to help all of our students succeed. I work every day with special education students who need extra support, with English Language Learners who are learning a new language and new content, and with gifted and talented students who are hungry for challenging material. In addition, I will have students who are hungry because they didn't get breakfast or lunch, students who are homeless and literally coming to school from a tent, LGBTQ students who are struggling to find their identity and gain acceptance among their friends and families, students of color who are struggling to succeed in the face of institutional racism, Muslim students who need a safe place to pray during Ramadan, and students of all minorities who are coming to school under the cloud of the hateful rhetoric of our current political climate. I want schools that will serve ALL of these students with the resources they need and the confidence that the community is with them. TODAY’S OEA | FALL 2017

Policy in Practice

PHYSICAL EDUCATION IN OREGON SCHOOLS Mandated minutes law refined by 2017 legislature BY LAURIE WIMMER / Government Relations Consultant

clash between Oregon’s ambitions for its public-school students and its ability to fully invest in the system has many consequences. One example of this decades-long disconnect is physical education programming in our elementary and middle schools. Brain research shows that daily exposure to movement is essential for students’ cognitive, emotional, academic, and physical well-being. Eric Jensen, author of Teaching with the Brain in Mind, explains the brain-body connection. “Evidence from imaging sources, anatomical studies, and clinical data shows that moderate exercise enhances cognitive processing. It also increases the number of brain cells,” he notes. Academic performance depends more on the integration of movement and cerebral work than on the dominant model of “sit and git” learning. OEA’s pursuit of a well-rounded education system for our 570,000 public school students includes Elementary PE as an essential part of that comprehensive program. Our work on this topic has included the development of academic content standards for physical education, as well as participation in the discussion of mandated minutes. OEA member Don Zehrung, who spent 38 years as a physical education teacher in the Beaverton School District and 20 years as an adjunct at Portland State University, has long led the way on these efforts. For his efforts, Zehrung said, “One of the proudest moments I have had is in receiving the OEA Political Action Award, which recognized my work on behalf of my colleagues and students.” The association bestowed the award in 2004, but Don didn’t rest on his laurels. In 2007, he was a lead advocate in the effort to pass House Bill 3141 in the Oregon Legislature. Championed by Senate 14

TODAY’S OEA | FALL 2017

President Peter Courtney (D-Salem), the bill required school districts to provide all K-5 students with 150 minutes per week of physical education and 225 minutes for students in grades 6 through 8. According to the Oregon Department of Education (ODE), the law called for “a sequential, developmentally appropriate curriculum designed, implemented, and evaluated to help students develop the knowledge, motor skills, self-management skills, attitudes, and confidence needed to adopt and maintain physical activity throughout their lives. At least 50 percent of the physical education class time is to be actual physical activity with as much time as possible spent in moderate physical activity." As a part of this legislation, which contemplated a 10-year ramp up to full compliance, ODE was directed to produce an annual report on PE minutes offered by each district. OEA won support for language that also required a PE facility inventory each year. The 2015 report showed clearly that districts were unprepared to implement the unfunded mandate. In fact, fewer districts were offering the required minutes in 2015 than in 2007, when the law was passed, due in large measure to the budget cuts stemming from the Great Recession and its budgetary aftermath. As Zehrung noted, "Oregon schools made little or no progress toward the requirements of HB 3141 during the 10 year ‘phase in’.” Concerned about the looming 2017-2018 school year deadline for full implementation, Sen. Courtney assembled an informal work group of stakeholders to revisit the topic and recommend legislation that preserved the goal but fine-tuned the law. OEA worked closely with physical educators, administrators, health advocates, and school board representatives to fix

technical issues and extend the deadline for district compliance. Rallying this coalition in its work, Sen. Courtney said, “We need to get kids moving. We need for them to be physically active if we want them to be mentally active. We can’t let up. We have to keep working hard until every elementary student is enrolled in a healthy level of physical education each year." Responding to that charge, the work group produced Senate Bill 4, which passed both houses of the legislature unanimously and was signed into law this summer by Gov. Kate Brown. SB 4 prorates the minutes required for shortened school weeks due to holidays, inservice days, inclement weather, field trips, and schools operating a four-day schedule. It makes exceptions to compliance for state budget cuts if the budget dips below current-service levels, and it allows for other exigencies as well. It establishes a gradual increase in minutes and calls for more work to be done to work through middle school scheduling challenges. The law also recognizes that in some schools, the sixthgrade year is considered an elementary tier and in others, a middle school grade. Finally, it offers schools flexibility in use of alternative methods for up to 45 minutes of the weekly required physical activity, including “brain breaks," structured recess, and other innovations – all with the guidance of licensed PE specialists. ODE will work with physical educators to develop technical assistance to districts so that alternative activities meet the requirements of Oregon’s PE standards (see sidebar for a summary). Students in grades K-5 (or K-6, if sixth grade is at the elementary school) will be given at least 120 minutes of PE per week by 2019-2020 and the full 150 minutes in 2020-2021 (a three-year delay for full required minutes). Students in middle

school will have at least 180 minutes of PE per week in the 2021-2022 school year and the full 225 minutes by 2022-2023 (a fiveyear delay). A key issue that emerged in coalition work on this law is middle school block scheduling. As most districts offer it, a student’s schedule is composed of required core courses and two electives. PE, when offered at many schools, is a semester-long option, either as a core course or an elective. To offer it as a yearlong core class poses challenges in that it could eliminate an elective, lengthen the school day, or present other scheduling issues. For instance, for students who are in English Language Learner programs (ELL), it could mean no electives at all. For this reason, SB 4 directs ODE to convene a work group of interested education stakeholders to consider educational best practices, resource and facility availability, scheduling issues, staffing, and any other barriers to middle school minutes that may be discovered. The department must propose a responsive legislative solution to help with middle school compliance by November 15, 2018. OEA will be an active participant in this follow-up work. Meanwhile, the PE implementation clock is ticking. To that point, Don Zehrung observed that the additional years granted to phase in Oregon’s elementary PE offerings has brought “improved commitment from the school constituencies” to implement the law, which will provide many benefits for Oregon's students. Credit: iStockphoto.com

OREGON CORE STANDARDS In 2008, the U.S. Department of Health and Human Services (HHS) released the first comprehensive guidelines on physical activity for all Americans and included key recommendations for children and adolescents. HHS recommended children and adolescents be physically active at least 60 minutes daily and should participate in activities that are mostly moderate to vigorous in intensity, and muscle and bone-strengthening. Physical Education is the cornerstone to a comprehensive school effort to increase the physical activity level of students. High-quality physical education is characterized by standards-based instruction and includes moderate-to-vigorous physical activity for at least 50 percent of the class time, but not at the expense of skill development or high-quality instruction; follows appropriate instruction practices; and is developmentally appropriate to students’ physical, cognitive and social needs of children (NASPE, 2003). Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. (Source: Oregon Department of Education)

TODAY’S OEA | FALL 2017

Social Justice Spotlight

OPINION: SOCIAL MOVEMENT UNIONISM How we save our union and build an organization that fights for social justice with the communities we serve BY STEPHEN SIEGEL / OEA Member, Reynolds Education Association

hen I became a teacher in California 25 years ago, I had no idea what a union was or that I was even a part of one. Over time, I learned that I was indeed a union member, though during my first few years I continued to notice little evidence of its actual existence. Eventually, I learned that unions were responsible for most of the benefits and protections that were available to me. However, the union that won those fights seemed like a distant past. For years, my union appeared mostly irrelevant, at least as far as I could see. In fact, during bargaining one year, due to its failure to gather input from its members, I conducted my own questionnaire and submitted the results to my union president. For many years, as an educator who wasn’t a building representative or union officer and had never attended an OEA Representative Assembly, I was unaware of the good work that my local and state union had been up to. If I hadn’t attended last year’s RA, I would most likely have been ignorant of OEA’s efforts to combat institutional racism. My experience begged the questions: How do we transform OEA into a union that is relevant to the daily lives of all of its members, not just the few who currently choose to be involved, and not just during contract bargaining? And, how do we transform OEA into a community-focused and democratic institution that is less concerned with lobbying and electoral politics and more concerned with building power in partnership with community members and grassroots organizations? The answer: move to a model known as social movement unionism, and start in our locals. 16

TODAY’S OEA | FALL 2017

MEMBERS ARE HAVING MEANINGFUL CONVERSATIONS WITH PARENTS, HOLDING LISTENING SESSIONS TO GET A SENSE OF WHAT THE NEEDS AND CONCERNS OF THE COMMUNITY ARE, ATTENDING EVENTS AND HAVING A PRESENCE IN THE COMMUNITY, OFFERING RESOURCES TO AND DEMONSTRATING SOLIDARITY WITH COMMUNITY MEMBERS IN THEIR STRUGGLES. In her book, The Future of our Schools, educator Lois Weiner begins her description of social movement unionism by contrasting it with the most typical model of unionism today: business unionism. A business, or service model of unionism, “exists to provide services.” Those services could be everything from supplemental insurance and credit card offers to legal representation. They could also include the lobbying of government officials and legislators, as well as supporting political candidates’ campaigns and initiatives/ballot measures. Decisions are made by a small minority of members who are usually the officers, while the majority of members are left

out of the process, with the exception of an occasional email or newsletter, or the annual representative assembly. Weiner defines social movement unionism as a model in which 1) social justice issues and the welfare of the broader community are a priority, as opposed to the more narrow focus typical of today that’s limited to the immediate economic needs of the members, and 2) every effort is made to make decisions democratically. “Instead of waiting for ‘the union’ to do something for them,” Weiner adds, “members need to be educated that they are the union.” A telltale sign of a service model union is when members refer to their local as “the union,” meaning “those people,” that small group of union officers who make the decisions and do the work . The more you hear members referring to their local as “we,” not a separate entity, the closer they are to moving toward a social movement model. Jane McAlevey, in her book No Shortcuts: Organizing for Power in the New Gilded Age, describes three types of union models, or approaches to change: Advocacy, Mobilizing, and Organizing. Advocacy involves a small number of people making the decisions and doing the work (such as lobbying). Mobilizing also involves a small number of people making the decisions, while using large numbers of people to do the work (such as the campaign for Measure 97). Both of these models can sometimes bring about change, but they keep the power in the hands of a small number of people, sometimes referred to as “the elite.” Only McAlevey’s organizing model transforms power from the elite to the people, and that transformation is essential for any genuine transition to social movement unionism.

Social Justice Spotlight So, what does social movement unionism look like at a local level? A local union that has embraced social movement unionism is closely connected to its community. Members are having meaningful conversations with parents, holding listening sessions to get a sense of what the needs and concerns of the community are, attending events and having a presence in the community, offering resources to and demonstrating solidarity with community members in their struggles. Sometimes, this might mean encouraging community members to take action, to embolden them, to promote a sense of empowerment. Other times, it might mean simply joining with them in direct action. Social movement unionism even means that community members are a part of the bargaining team. True social movement unionism doesn’t look like a union taking on the role of a savior; it means that there’s a genuine partnership with the community. Secondly, a union that is striving for the ideals of social movement unionism is constantly looking to empower its own members to take action and to be involved in the decision-making. Bargaining teams are large. The general membership is regularly asked for feedback, but more than that, there is an overwhelming sense shared by members that they are the union, rather than the officers or executive board. When members have concerns, they band together and take action themselves, rather than expecting union officers to do it for them. A social movement union believes in a different vision, one that does not always follow lockstep with the US government and multinational corporations, and one that sometimes looks for guidance and direction in places other than NEA or AFT. Weiner writes that “corporate executives and politicians cast education’s only purpose as preparation for work. Teachers, in contrast, need to defend education’s social and civic purposes. We should be forthright that as a union we want schools that are like communities, with mutual respect and trust, schools that support children’s psychological and social development.”

Social movement unionism is more than social justice unionism, and the distinction is important. A social justice model simply means that the union is focused on social justice issues. A social movement union is also focused on social justice issues, but it prioritizes democracy internally and working in partnership with a broader community externally. If you are an activist or organizer in your community (or aspire to be), consider doing that work within your local union, and utilizing its resources, or OEA’s, or NEA’s when possible. The NEA has recently come out with grants for locals interested in community organizing. Whether the issue you’re most passionate about is racial justice, economic justice, or climate justice, whether you want to fight for immigration reform or against mass incarceration, look for allies in your union and in your community. One way to create interest is by starting a book discussion group, and putting these books on your short list: The Future of our Schools, by Lois Weiner; No Shortcuts: Organizing for Power in the New Gilded Age, by Jane McAlevey; and How to Jump-Start Your Union: Lessons from the Chicago Teachers, by Alexandra Bradbury, Mark Brenner, Jenny Brown, Jane Slaughter, and Samantha Winslow. Following a social movement model isn’t a static goal or destination, but rather a constant process, and one about which unions should never feel a complete sense of satisfaction. By definition, social

movements are constantly moving. Following a social movement model requires members to be regularly reevaluating and re-assessing the direction of their union. That said, there are unions that have exemplified what a social movement union looks like. The Chicago Teachers Union is probably the most well-known. But there are examples, or at least glimpses, of social movement unionism right here in Oregon. Reynolds Education Association started facilitating listening sessions with marginalized groups in their community, Portland Association of Teachers began focusing on housing justice and began working with Portland Tenant’s United, and OEA has been supporting Latinx communities in the fight for immigrant rights. Highlighting those examples is the purpose of this column, and members are encouraged to share their experiences here. Transforming our locals, and eventually OEA, into unions that exemplify social movement unionism, is important because it’s the right thing to do. If we truly believe that “an injury to one is an injury to all, the fight for social justice is worth fighting on its own merits. But it’s also essential to saving what’s left of our union power. Our unions are under attack, and there are no signs of that letting up anytime soon. To save us, and to reach our true potential as a force that fights for its members and its community, we must move to social movement unionism. TODAY’S OEA | FALL 2017

Inside OEA

WHY WOULD I WANT TO JOIN OEA-RETIRED?

ou may have asked yourself this question, or not. It depends largely on how far you are in your career in education. I know I hadn’t even considered retirement until much later in my career. These folks represent a good cross section of our active OEA-Retired members. Their words speak for themselves. — Dan Domenigoni, OEA-Retired

I loved the 35 years I was in the classroom working with students and parents and my profession gave me value and purpose. Retirement was not going to make me any less involved in public education and its importance to our country and I wished to be able to continue making a difference in the lives of our young and protecting public education. OEA-Retired has given me this opportunity to remain involved. — Steve Hillis

Being part of OEA-R and SAC-RE for me was just an extension of my previous 20 years of work with educators. It also is nice to be able to be a part of the organization rather than an OEA employee. — Paul Kyllo

When I retired it was important for me to stay connected to my profession and colleagues. One of the ways to do this was to become active in OEA-Retired. I had paid my lifetime dues before I retired so I was a member for life. I attended a lunch activity sponsored by Region 1 OEA-Retired members. I realized that by running for the OEA-Retired Board I could stay active and yet not have those day to day worries active members have with teaching and helping in the Association. No bargaining, grievances or work load issues, but just activism by helping gather books for classrooms, donating and helping to raise funds for the Foundation and political activities, too! Traveling with other OEA-Retired members is also a bonus with our OEA-Retired travel opportunities. I am looking forward to a trip to Morocco in 2018 with OEA-Retired. There are many possibilities — check out our website and become a member! It is a way to stay connected to education. —Terri Domenigoni

Family, spirituality and being an educator gives my life value and purpose. That hasn’t changed since I retired. I want to be involved in an organization that focuses on our children and works to make sure educators have the tools and benefits they need to do the very best they can do. Whether it is attending a town hall, reading to children, talking to legislators or being involved in educational activities, I like being involved in an organization like OEA-Retired that helps me stay current on educational issues and gives me opportunities to continue to make a difference in students' lives. —Judy Richards

As I retired, the OEA was going through a series of significant structural changes. I initially joined OEA-R to understand these changes and to have input on the process. The nice thing about this decision was that the retiree association provides a broad range of social and post-professional opportunities to broaden and engage myself! I enjoy the experience and the ability to impact education. —Leo Thiessen

If this makes you more enthusiastic about joining OEA-Retried, head to this link to begin the process: www.oregoned.org/our-association/our-members/retired/benefits-of-oea-retired

TODAY’S OEA | FALL 2017

Inside OEA

I joined OEA-Retired because I wanted to keep close ties to the profession that I had worked in for 34 years. I am still a proud advocate of public education and proudly support those still active in the teaching profession. I believe in the rights of both active and retired educational employees and want to be kept up on current changes impacting us. I remain an active member of OEA-Retired because I enjoy the company of members from all around the state who share a common passion for advancing the educational profession, advocating for retired issues, and having some fun as we work together for our common interests. —Eileen Wende

Join us to… STAY INVOLVED • STAY INVIGORATED • STAY IN TOUCH

Credits: Dan Domenigoni

TODAY’S OEA | FALL 2017

Perspective

A PHENOMENAL MOMENT IN LONG CREEK The Total Solar Eclipse provides a perfect stage for rural educators in Eastern Oregon to community organize BY PATCH FREEMAN AND DENISE PORTER / Long Creek School Educators

n June of 2016, the staff at Long Creek School began planning for a once in a lifetime total solar eclipse event, slated to occur on Aug. 21, 2017. We knew that we were within the path of totality and realized that many people from around the world would be interested in witnessing this amazing phenomenon. The research we did told us that early estimates were to expect as many as 50,000 people coming to Grant County. Having a few of those visitors stop by Long Creek would be great! Long Creek is located in a large open valley in the high desert of the southern Blue Mountains on Highway 395. Our school grounds and facilities would be a perfect set up for an eclipse event. Eastern Oregon night skies are typically very clear in August with minimal ambient light. We contacted the school OSBA attorney about the feasibility and legalities for hosting a large number of people as campers on school property. After jumping through several hoops with the school board and getting approval for liability, the attorney gave us a green light for continuing planning. We had three main objectives. 1) Education opportunity; 2) Provide a safe, comfortable, welcoming place for our visiting guests to view the total solar eclipse; 3) Earn enough money to remodel and

upgrade the school cafeteria kitchen and the school office to make both spaces safer and more user-friendly. Eric Sines, a photographer, 4-H Photography Club leader, and web programmer, set up a website with PayPal capabilities just for the eclipse. We mapped out the soccer field, football field and playground into large camping spaces. 4-H Photo Club

members took photos on location for the webpage. Our site, named easternoregoneclipse.com, opened for reservations in January of 2017. As time passed, it became obvious that we were turning our Long Creek School campus into one giant classroom—we are, after all, educators! We wanted our students and citizens, as well as visiting guests to be scientifically educated about eclipses while having a relaxing and enjoyable experience. The majority of people who paid for camping spaces were families and serious eclipse enthusiasts. They saw spending their eclipse dollars on helping our school as a bonus. We contacted Dr. Michael Cummings, the small rural schools science education enrichment professor at Portland State University, to see about the possibility of teaching teachers about an eclipse. A ‘teach the teachers’ day was set up for early May of 2017. Portland State professors Dr. Cummings, Dr. Maxwell Rudolph, and Dr. Rick Hugo — along with about 20 teachers from small eastern Oregon schools — came to Long Creek for a day of eclipse learning. We also held an evening community session with the visiting experts. While the professors were here in Long Creek, they said, “this valley would be a phenomenal location to view an eclipse; maybe we

The best eclipse ever seen by Mr. G from France, who has traveled the world for many years and witnessed 11 total solar eclipses. He said, “The Long Creek eclipse achieved total corona!” It made the trip from France a total success for him!

By the numbers:

amount of trash campers left in campsites

Total solar eclipse!!!

TODAY’S OEA | FALL 2017

Long Creek Education Association/ACE members involved in the eclipse, 100 percent of our membership!

states represented

countries represented

people involved in making the event happen here at LC School

130

filled campsites on school property

200

Long Creek population when everyone is home!

Perspective should come back in August!” That sparked another idea…experts should be here at Long Creek School for the actual eclipse! We again contacted Dr. Cummings at PSU requesting eclipse experts. He agreed that it was a good idea, so Portland State University's Maxwell Rudolph, Ph.D, came to our school for the eclipse weekend to teach classes. We were also able to have Vincent Papol from the National Weather Service and National Oceanic Atmospheric Administration (NOAA), Tony Papol Astro a physics major from Brown University, the Wenatchee Star-gazing Club, and the Mission Western Eclipse French Astronomy Club here to join us for the eclipse weekend event. These experts helped with eclipse education, weather briefings, traffic reports, and identifying and viewing celestial bodies in the night sky. We had several main groups of personnel and leaders who made this event possible. n Eclipse Project Manager—Patch Freeman, teacher, LCEA secretary/treasurer

Eclipse viewers armed with telescopes gather on the playground at Long Creek School.

Maintenance—grounds and facilities— Fred Drake, custodian, ACE member n

Greeting Crew—welcoming, camping check-in and set-up, travel support—Liz Freeman, mom; Joe Wallace, retired teacher and past LCEA president; Julie Mennenga, teacher, LCEA member n

Equipment Support and Stats—Dave Connor, teacher, LCEA member n

Technology Crew—web page, PayPal, advertising—Eric Sines, school web programmer; Patti Hudson, school board member n

Office Crew—finance, banking, logistics, communications—Jennifer Garinger and Jennie Freeman, Long Creek ACE members

National Guard duty helping with other eclipse locations in eastern Oregon— Karl Coghill, teacher, LCEA member n

Education & Information Station— eclipse, weather and star classes, camper

support, first aid, souvenirs, cooling station, family games and activities, hospitality, information, charging stations—Denise Porter, teacher and LCEA president; Linda Hunt, ACE member, Linda Studtmann, teaching assistant

The Long Creek eclipse event encompassed much more than merely watching two minutes of eclipse totality. The event was a five-day celebration of people from many diverse cultures, countries and walks of life coming together to learn about, enjoy watching, and document what was for many, a once in a lifetime natural phenomenon. IT WAS COOL!

450

4100+

30,000+

Kitchen Crew—food and refreshments— Mike Gibson, kitchen chief and school board member; Marsie Watson, school board chair and retired educator; Naomi Jones, instructional aide

Long Creek student Jennifer Jones and her homemade solar oven — with a s'mores inside!

camping customers

800+

1280

meals served out of our cafeteria during the five-day event

viewers in the Long Creek valley during totality

viewers on school property during totality

Credits: Left: Al Piecka / alpieckaphotos.smugmug.com; Right: Long Creek school staff

6000+

vehicles passing through Long Creek on eclipse day

revenue generated by the event

To see more photos and visitor comments, please visit our school website: longcreekschool. com

TODAY’S OEA | FALL 2017

LOOKING

TODAYâ&#x20AC;&#x2122;S OEA | FALL 2017

INWARD For Oregon’s newest Teacher of the Year, the journey to change — systemic, holistic change for our schools and students — begins with personal transformation BY CHARLIE LAPHAM

MATT BACON-BRENES, a Japanese immersion history teacher at Portland’s Mt. Tabor Middle School, has been named the 2018 Oregon Teacher of the Year. Bacon-Brenes has been teaching for 29 years, 15 of them at Mt. Tabor. He began his teaching career in Japan as part of a teaching exchange program, where he gained an international perspective that he brings to his classroom today. Bacon-Brenes has become a pivotal figure in the nationally recognized Japanese immersion program at Mt. Tabor. Each spring, he organizes a two-week-long trip for students to travel to Japan to study Japanese culture and history. We sat down with teacher and OEA member Matt Bacon-Brenes to talk about teaching, his work around equity, and his vision for education. Q. Congratulations on being named Oregon’s Teacher of the Year! How does it feel? It’s certainly an honor, but I receive this on behalf of so many others that I have worked with — colleagues, parents, administrators. I don’t receive this on my own, and for that, I am grateful. Q. Is there anything you hope to accomplish with your recognition? I am hoping to spread the word that there are a lot of great things happening in public education, and there are great educators making that happen. I want to be an advocate for a public education that is rigorous, relevant, and accessible to all students. I believe inpublic education and that it is the core of a strong democracy. Q. What influence did you want to have on students as you pursued a career as an educator? For me, it has changed over time. At first, I really enjoyed the idea of helping students grow and discover new concepts. But recently I have come to understand the enormous responsibility to help students develop as critical thinkers and grow as informed citizens. I strive to help my students understand history from a variety of perspectives. As educators, we have a responsibility to facilitate this. This doesn’t just apply to history. This is part of every subject. Q. What is the most important issue facing educators today? Workload. There is an expectation that you are going to teach five out of six periods and that you are going to engage with students. It’s essential that we have the time to reflect and improve as professionals — particularly to those new to the profession. With the right balance, you can achieve excellence in education and do the best for students. Q. You’ve done significant work around equity in your school. How can other educators begin to address these issues in their schools? These are not my ideas, and I feel blessed to be able to have had them shared with me. I have been taught that addressing equity starts with the personal, the local, and the immediate. Addressing equity starts by looking within and examining how your life has been shaped by race and gender. This is essential before you can begin to change others. Once personal transformation occurs, you can be much more effective at addressing equity issues in your classroom with students. You then have the vocabulary and the stories from which you can draw to understand all the students who walk into your classroom. Q. How can educators work to improve education through their union? Educators have enormous power through OEA to advocate for excellence in education. As educators, we should use our collective voice to advocate for the resources we need to serve students. We need to advocate for more prep time, better professional development opportunities, better funding. We should also do as much as we can to support new educators entering the profession to make sure they have the resources they need. New educators should have access to mentorships with those who have spent time in the profession.

Credits: Thomas Patterson

TODAY’S OEA | FALL 2017

Breana Landrum-Gesberg leads an after school program for Native American students at the Coos Bay Boys and Girls Club. The Tribal Attendance Pilot Project in the Coos Bay School District.

PRESENT AND ACCOUNTED FOR A TRIBAL GRANT PROJECT IS PAVING THE WAY IN LOWERING CHRONIC ABSENTEEISM FOR NATIVE AMERICAN STUDENTS

< Story by Meg Krugel

Photos by Thomas Patterson

untrained visitor to the Southern Oregon coast would hardly be able to tell where the sleepy town of Coos Bay begins and quaint North Bend ends when passing through. This unique split means students migrate between the two towns frequently — often spending half a school year attending one school in Coos Bay and then moving to a new school in North Bend, or vice versa. The two small towns — considered friendly rivals — share more than an undistinguishable boundary. They’re also the collective home to two Native American tribes — the Confederated Tribe of Coos, Lower Umpqua and Siuslaw, and the Coquille Indian Tribe. TODAY’S OEA | FALL 2017

>>>>?> The unique boundary arrangement also means rates of absenteeism are higher here, and particularly among Native students. “The kids who have chronic absenteeism also happen to be our most transitional kids, bouncing around. In our area, poverty really has an effect on our families. When you are in crisis mode, the last thing you are going to worry about is bringing your child to school when you don’t even know where you’re going to sleep the next night,” says Breana Landrum, a family advocate in the Coos Bay School District. The trends found in Coos Bay mimic rates found across the state when it comes to chronic absenteeism and Native students. It can feel like an invisible crisis — partly because absenteeism is considered chronic when it dips below 90 percent (which averages out to just two missed school days per month), and also because Native students don’t always ‘look’ traditionally American Indian, even though they do carry tribal affiliation. “We have Native students who are blonde-haired and blue-eyed. You may not even know somebody identifies as Native,” explains Landrum, who knows that experience well; she is a product of Coos Bay public schools and the granddaughter of a former Chief of the Confederated Tribes of Coos, Lower Umpqua and Siuslaw. As a child, she remembers participating in Native summer camps but became less involved as a teenager and adult. After working in Coos Bay schools as an educational assistant for several years, she’s found a perfect fit in her family advocate role — partially because it allows her to tap into a part of her own cultural upbringing, and introduce her own two young children to a piece of their history.

Addressing the Crisis

VER the course of this past year, Landrum has come to know Coos Bay’s Native students well in her role through the Tribal Attendance Pilot Project (TAPP), a pilot grant project of the Oregon Department of Education (ODE). In 2014, a study conducted by ECONorthwest and the Chalkboard Project titled “Condition of Education for Members of Oregon’s Tribes” revealed that Oregon’s tribe-enrolled students lagged behind their non-Indian peers in reading and math proficiency, and in 26

TODAY’S OEA | FALL 2017

ATTENDANCE TIPS TO SHARE WITH PARENTS

(Reprinted from attendanceworks.org) n

Set a regular bed time and morning routine.

Make sure you have a working alarm clock at home. n

Lay out clothes and pack backpacks the night before. n

Introduce your child to his or her teachers and classmates before school starts to help them transition. n

Refrain from letting your child stay home unless s/he is truly sick. Keep in mind complaints of a stomach ache or headache can be a sign of anxiety and not a reason to stay home. n

If your child seems anxious about going to school, talk to teachers, school counselors, or other parents for advice on how to make your child feel comfortable and excited about learning. n

Develop back-up plans for getting to school if something comes up. n

Avoid medical appointment and extended trips when school is in session. n

contrast to all other student groups, tribeenrolled students reported the highest levels of chronic absenteeism. The study identified that Native American tribe-enrolled students are 14 percentage points more likely to be chronically absent than members of other student groups. The study references absenteeism rates from 20112012, in which 33 percent of Native American tribe-enrolled students in Oregon were chronically absent, in comparison to 19 percent of ‘other’ students. Following the release of the report, representatives from each of Oregon’s nine federally recognized tribes solicited funding during the 2015 Legislative Session to reduce chronic absenteeism of American Indian / Alaskan Native students. The project, referred to as the Tribal Attendance Pilot Project, tests out strategies to improve attendance among Native students in nine schools with high tribal member populations. In Coos Bay, the TAPP project is focused on Madison Elementary and Blossom Gulch Elementary; out of an approximate 1,000

students split between the two elementary schools in Coos Bay, 88 identify as Native American. The grant focuses specifically on K-3 students in Coos Bay because that’s where the foundation begins, Landrum says. “You can look at attendance scores of third graders and predict how many will drop out of high school before they graduate.” With the launch of the project, Oregon joins a collective of 33 states who have deemed chronic absenteeism a signficiant priority and have written it into their Every Student Succeeds Act (ESSA) state plan as an accountability framework. In Coos Bay alone, attendance rates are climbing upward — average daily attendance among Native students hovered around 90 percent in 2015-16 and climbed to 92 percent the following year. From school to school, the strategies for engaging Native students vary widely, but at its core, the TAPP program is structured by the funding of one family advocate position, like Landrum’s, in each of the nine school districts with a federally recognized tribe. The family advocate has deep local connections to create school-wide initiatives to reduce chronic absenteeism. While the intent of TAPP is to improve absenteeism rates among Native students, the school-wide nature of the initiatives has positive impacts on all students attending that school. Landrum’s day begins at the district office, by downloading a report of the day’s absences at both Madison and Blossom Gulch and making phone calls to parents of all absent students, Native and non-Native. The phone calls are often just a check-in to make sure everything is OK — she may offer to bring homework home to students if they need it or arrange phone call meetings with teachers to discuss work done in class that day. After her three hours’ worth of morning calls are done, she’ll jump in her car and head out to the elementary schools, where she usually meets with a wrap-around team of educators and parents to address concerns for students who are facing academic and behavior issues due to high absenteeism. After those afternoon meetings, Landrum is back in her car and off to the local Boys & Girls Club, where she helps facilitate an afterschool program for Native American students with the District's

Michelle Boice teaches a special education class at Madison Elementary School, built around PBIS and growth-mindset strategies.

Indian Education Coordinator. The club is part homework assist, part cultural programming. This month, in honor of Native American History Month, members from the local tribes will teach drumming to student participants. One or two evenings a month, Landrum hosts Native American family nights — and always attends schoolwide family engagement nights so that her name and face become recognizable to the parents in that school community. “It’s all about building that relationship,” she says. The structure of her day has evolved in the 18 months she’s held this new position. “This year, I changed course to focus more on that parent education piece — it’s become more about the phone calls,” Landrum says. Last year, she remembers meeting a little girl in Kindergarten whose attendance hovered right around 70 percent — alarmingly low. “Our Indian Education coordinator contacted her family, and they started coming to our family events. She joined our reading groups. I’d make phone calls to her mom, and she’d message me on Facebook. We had such an open line of communication and she ended the school year with 94 percent attendance, meeting the Credits: Thomas Patterson

state expectation and our district’s expectation,” Landrum says.

Successes Across Oregon

HE successes in Coos Bay, even in a short period of time, have been emerging across the state in every district where a TAPP grant is in place. Ramona Halcomb, ODE’s Indian Education Specialist and statewide TAPP coordinator, can rattle off one example after another of successful — and innovative — strategies for reducing absenteeism rates seen across Oregon. In Pendleton, for example, the TAPP project focuses on the importance of language. When you pull into the parking lot of the elementary school, the reader board says “Welcome” in Umatilla (the local tribe). Restrooms are labeled “Boys” or “Girls” in English, and in Umatilla. “For people who understand our boarding school era history, in which speaking our Native language was not allowed, for this district to do a full-180 and bring language back into the schools has been so powerful,” says Halcomb, who herself is an enrolled member of the Confederated Tribes of the Umatilla Indian Reservation.

In Klamath County, the TAPP grant has focused on professional development with a special emphasis on mindfulness. The training was delivered to all employees — teachers, administrators, custodians, food service staff, and more — all learning how to de-escalate situations with students. In Lincoln County, the TAPP family advocate noticed a mom needed some extra support in parenting at home. The advocate designed a simple chore chart for the parent and child, and provided the stickers for completed tasks. At the end of the week, the TAPP project provided a small prize to that child for a completed chart. “In Jefferson County, where there are a lot of Native American students, the family advocate stands in the hallway and gives high fives and welcomes kids to school every day,” Holcomb reports. “At Siletz Valley School, the TAPP family advocate is the first person you’ll see coming into school every day.” This year, Halcomb hopes that family advocates across the state will be able to weave together stronger connections with the Tribes and tap into the tribal programs already underway. “Building those stronger TODAY’S OEA | FALL 2017

Third-grader Nico Van Ortwick is a Coquille tribal member who lives on the reservation. He enjoys the playground and helps tend the garden at Madison Elementary School.

WHEN DO ABSENCES BECOME A PROBLEM? (Numbers assume a 180-day school year)

CHRONIC ABSENCE 18 or more days

WARNING SIGN 10 to 17 days

SATISFACTORY 9 or fewer absences

TODAY’S OEA | FALL 2017

connections with our tribal partners is what’s going to make TAPP sustainable, so we don’t get so grant-dependent,” Halcomb says. Each site is granted $150,000 per biennium to put their plans in place and fund the family advocate position. This year, the Legislature increased the project to $155,000 per site for the 2017-19 period. In three of the nine districts where TAPP is in place, school superintendents have committed to finding ways to continue funding the efforts once the grant period ends. Halcomb hopes to see that number grow this year.

Trauma-Informed Practices

BSENTEEISM is very complex. When you look at Native American history and boarding schools, there is such a mistrust between parents and the school. There’s curriculum, climate, the history of mistrust, and high, high poverty in some cases. You have to overcome all of these barriers that exist,” Halcomb says. “Creativity is the key.” To Halcomb, TAPP helps underscore that fundamental core value of education — that one caring adult can make all the difference in a child’s life. The program moves the conversation toward a more holistic view of each

student; instead of “What’s wrong with this student?” we look at “What’s happened to this child?” For Native students, any combination of factors — historic trauma, higher than average referral into special education programs, rural locations and barriers to accessing social services and healthcare, higher rates of suspension, and poverty all play a role. “You’re walking on a lake that hasn’t fully frozen, and at some point, there’s going to be a crack. Some kids are going to fall through it,” Halcomb says. According to ODE literature on TraumaInformed Practices in Schools, “Adverse childhood experiences (ACES) have a huge impact on the learning and lives of individuals. Addressing trauma early in life through trauma-informed practices can improve outcomes for individuals. 'Trauma-sensitive schools understand the impacts of trauma on students, family and staff and become safe, supportive environments where all members of the school community have positive connections and can focus on skills necessary to improve learning.” The work around trauma-informed care as a method for reducing absenteeism kicked into high gear during the 2016 legislative

>>>>?> session, when a landmark bill to address “chronic absences of students” (HB 4002) passed the Oregon Legislature, requiring two state education agencies to develop a statewide plan to address the problem and provide $500,000 in funding for trauma-informed approaches in schools. While vastly more funding will be needed to fully realize this approach across the state, it provides a start at leveraging funds, including those available through ESSA.

A Community of Learners

HE students in Michelle Boice’s special education classroom at Madison Elementary in Coos Bay are anywhere from one to two grade levels behind their peers. Boice is constantly striving to align her teaching with the curriculum underway in the general education classroom. “Absenteeism is huge for me. A typical child might need seven to 10 times with a particular concept before it becomes routine. When you start the learning with a kid who has a learning disability or cognitive delay, it can be upwards of 200 times before something becomes habit,” Boice says. “If they are missing instruction — one to two days a month — that increases the amount of time they need to grasp that concept or skill.” Beyond the seat time a student may miss, they’re also out of step with the school community that’s built over the course of the year. At Madison, this work is all-encompassing. The school has adopted a Positive Behavior Intervention System (PBIS) approach and each classroom focuses on a “growth mindset” — instead of a student saying, “I can’t do that,” they’re taught to rethink the sentiment as “I can’t do that yet.” “We’re trying to make that inner motivation, that determination and flexibility in thinking a primary focus,” says Boice. “They’re working on being better citizens of the world. We work with a group of children who don’t necessarily get that message, but we’re hoping to teach some of those skills. You don’t think you have to teach optimism and persistence, but you do.” Landrum and Boice work closely on ensuring that PBIS best-practices are part of the TAPP efforts; over time, this has resulted in some switching of gears when efforts weren’t lining up. For example, Landrum Credits: Thomas Patterson

Breana Landrum-Gesberg leads an after school program for Native American students at the Coos Bay Boys & Girls Club.

decided not to offer incentive prizes to students for individual attendance efforts at Madison, because it doesn’t align with the community-minded PBIS model at the school. Instead, she’s invested grant dollars in books for each classroom that teach empathy and flexibility. “The first thing you can do is make your [classroom] a space that children want to come to. It provides that wraparound model of care,” she says. She’s also used funds to provide books to every Kindergartener coming in to the district, and produced magnets with all of the noschool days, which she hands out to parents. Boice agrees, and says the PBIS model is, at its core, about creating culture. “When you walk into a classroom, the teacher sets out to create a community of learners. If a child is chronically absent, they are going to be out of step with that community and the culture that’s being built in that class.”

A Promising Future

DUCATORS involved in the TAPP effort see huge promise moving forward, especially with the passage of Senate Bill 13 during the 2017 Legislative Session. This new bill will require the teaching of American Indian/Alaska Native History and Sovereignty, written from Native perspectives, in K-12 public schools across Oregon. It was signed into law on Aug. 2. The Western States Center, which convened the coalition to pass SB 13, believes that over the long term, all Oregon students will benefit from a better K-12 curriculum regarding Indian History and Sovereignty, and Indian students will have better educational

attainment and retention because they will see themselves reflected in curriculum. “A lot of students grow up — myself included — without ever seeing themselves in the curriculum, and if they do, it’s in a negative way,” says Halcomb. She points to the idea that this month, students will most often learn about Thanksgiving from a Euro-centric point of view, taking home handdrawn turkey puppets and wearing pilgrim hats. That doesn’t tell the full story of how Thanksgiving came to be, of course. “When we are shown in the curriculum, it’s often in a very stereotyped way. For so many years as an educator, it seemed like I was beating down the doors and saying ‘pay attention to those Native kids!’ The community is finally responding, I think,” Halcomb says. Landrum is also inspired to see what comes of SB 13 passing. “We have multiple Tribes running up and down the coastal area — and now we have an amazing opportunity to teach true, local native histories in our schools,” she says. “When you recognize those cultures that aren’t often taught, that’s when a child from that culture totally feels like they are seen. Just as much as we’re celebrating differences, we want to celebrate what we have in common.” “There’s vast research that shows we celebrate what we value. When we don’t celebrate it, we send the message that it’s not as valued, even if that’s unintended. This is our chance to incorporate those ideas into our schools and talk about the rich history and culture that has made our community what it is today,” Landrum says. ■ TODAY’S OEA | FALL 2017

TODAYâ&#x20AC;&#x2122;S OEA | FALL 2017

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A Lebanon ESP Lands a Promising Practices Grant and Transforms her Students’ Education By Milana Grant / Photos by Meg Krugel

Laura Warren uses new phonics boards with her small group of students during Title 1 reading time.

* innovation in action

Nothing is as satisfying to an educator as the moment a light bulb of understanding flickers on in a student’s face. It’s the reason Laura Warren, a Title I Reading Specialist in the Lebanon Community Schools district, has been working in education for the last 22 years. What began as simply volunteering to help out in the reading program at her children’s elementary school soon sparked a passion for teaching; now, as an Education Support Professional, she has become an incredible asset to her district. It’s easy to see that Warren is an important fixture in her building. Every passing group of students in the halls of Riverview School has more than a few students whose faces light up when they catch a glimpse of her. Though her classroom is only a few steps away from the front office, she can scarcely make it there without being flagged down to listen to a story from recess or to get a high five from one of “her kiddos,” as she affectionately calls them. She is a warm and welcoming presence from the moment her first group of students files into her table area in the Title I room; to anyone watching her interact with each group, it would be clear that she loves what she does. Warren typically works with 65 students every day from grades K-5 with varying literacy skill levels. In order to make the most of the 30-minute blocks she gets with each group of four or five students, she has to work fast, while giving each one the meaningful practice they deserve. “I have to switch from first graders to TODAY’S OEA | FALL 2017

Above: Laura Warren's student uses an OEA grant-funded phonics kit to sound and spell out vocabulary; Right: A variety of learning implements are available in Warren's teaching space, many of which she has purchased herself.

fourth graders at the drop of a hat; I can’t spend 10 minutes setting up between groups. It’s a waste of time. Learning time is so precious,” Warren says. Since many of her students struggle with learning some of the basics, such as letter sounds, Warren has a whole host of different tools and curriculum that she uses to bring them up to speed. Many of her classroom materials have been purchased with her own money; she admits to spending $600 alone on props to supplement one of her programs with a more multisensory approach. She was using the Zoo-phonics program, which helps students learn phonemes by matching each sound to a corresponding animal name. “I felt that it wasn’t multi-sensory enough! I went out and bought puppets to match all the animals, and I wrote a play,” she says with a laugh. Adding the extra visual and tactile elements to the program has been a huge benefit to her students who need a bit more help to fully grasp the concept. Warren has gone to great lengths to become a better educator, spending countless hours and thousands of her own dollars to improve her practice. Most recently, she went through the first round of the rigorous 30-hour Orton-Gillingham certification, 32

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which has become the gold standard methodology for teaching literacy to students who have language processing disorders, such as dyslexia. Because she is not a certified teacher, grant opportunities to cover the training’s cost (over $1,000) are not as easy to find. But Warren knew that continuing her own education in the subject would make her a more effective education support professional to her struggling students, so she paid for the training and the travel costs out of her own pocket. She is the only person in the entire Lebanon Community Schools district to have gone through Orton-Gillingham training, and she has now become the go-to trainer for district-wide multisensory literacy programs. “I am blessed to be where I am because the district office comes to me to ask me to teach certified teachers; that doesn’t happen in very many districts,” says Warren. As the President of the Lebanon Education Support Professionals Association, Secretary of the Oregon Council for Education Support Professionals, and through her extensive service in local and statewide organizing efforts, Warren is a strong advocate for ESPs as educators. She had heard about the Center for Great Public School’s Promising Practices Grant program through the

OEA grapevine, but her last grant application experience had left her feeling discouraged. “I had applied for one grant once, to get a second set of Zoo-phonics puppets so we could use them throughout the school and didn’t get it because my proposal wasn’t technology-based. I spent all that time [on it] and because it wasn’t considered technology, it wasn’t any good. I was really upset, and it took me maybe six years to shake that before I would even go after another grant,” Warren says. She explains that she has known a lot of ESPs who have had great ideas, but because of financial barriers or a lack of support from their districts, those ideas went unfulfilled. For that reason, Warren decided that she needed to lead by example to show herself and her fellow ESPs that they do have the power to initiate change in their schools. She learned about a line of phonics kits that dovetailed with her Orton-Gillingham training and provided the level of multisensory practice that she desired for her students. The kits contain magnetic boards with letter tiles that represent all the different letter sounds and are specifically designed to help students with decoding weaknesses. There are multiple boards

in each kit, which makes it easier to front-load tiles for specific learning needs and allows them to be set up in advance to save time during the transition between skilllevel groups. Each kit comes with the hefty price tag of $75, and Warren needed at least five kits to be able to use them in her small reading groups. It was the perfect opportunity to get in touch with OEA’s Center for Great Public Schools and apply for a Promising Practices Grant. “I thought, ‘well, the worst thing that could happen is that I won’t get it,’” Warren says. This time, her innovative idea was selected for funding; she received $500 last April to purchase five phonics kits for her classroom. Though she has only begun implementing the curriculum this school year, she is already seeing results. “For some reason, one of my fourth-grade students was having trouble understanding the concepts for vowel sounds, but when I got him on the phonics kit, and he was able to see it visually, that broke the barrier for this kid. He’s all over the place now. I can’t even ‘trick’ him anymore!” she exclaims. Seeing the boards in action, it is clear that the students not only enjoy working with them, but that they are effective. Words that have a lot of different phonemes can be broken down visually with different colored tiles, and fourth-graders attempting to spell “vampire” can move their tiles around to create the word sound by sound. When they start to get frustrated, Warren is able to give them visual cues to help them correct their mistakes. Once they finally understand, it’s hard to tell whether it’s the student or the teacher who is more excited.

Her goal in the next year is to be able to expand the use of the phonics boards throughout the Title I program, which works with about half the students at Riverview School. “We have around 245 kids that come through our program each day; we can hit mass quantities of our students if all of our instructors are using them,” Warren says. A byproduct of being selected for the Promising Practices Grant is that she has gained the confidence to seek more funding opportunities for ESPs to continue

their education and improve their practice. “The grant certainly encourages the rest of us to say ‘You know what, we are worth it. What can we do? We can dream big; we can do anything that anybody else can do.’ Money holds a lot of ESPs back, but with the grants available, it opens doors,” she says. In March, Warren attended the NEA ESP conference in Dallas, TX and was able to join a grant-writing session, where she learned more about the NEA Foundation grant programs. Fresh from the success of her OEA Promising Practices Grant application, she decided to apply for the NEA Learning and Leadership Grant to continue with the Advanced Orton-Gillingham certification. The recipients of the grant were announced in September, and Warren was ecstatic to find that she had been selected to receive $2,000 to help continue specialized training. Receiving the OEA Promising Practices Grant has not only given Warren the opportunity to continue her own professional development, it has also allowed her to show other ESPs across the state what OEA can do for them, too. “It’s opened the eyes of my colleagues because now they ask ‘I can get a grant for this?’ and I tell them, ‘Oh yes, you can!’” Warren says, “OEA isn’t just here for you when you’re in trouble.” ■ OEA’s Center for Great Public Schools makes a valiant effort to get the word out about the Promising Practices Grants, but OEA members are still the best representatives of the program’s versatility. Visit oregoned.org/our-community/grants to find out how you can turn your innovative ideas into a reality. TODAY’S OEA | FALL 2017

The End of a Dream Oregon’s Students and Higher Education Staff Deal with the Trump Administration’s Decision to Cancel the Deferred Action for Childhood Arrivals (DACA) Program By Amy Korst

Imagine crossing the Mexican border

into the United States as a baby in your mother’s arms. You grow up in America, thinking of this country as your own. You go to American schools, receive vaccinations from American doctors, learn the ABCs, eat American fast food, shoot off fireworks on the Fourth of July. This is the only home you’ve ever known. Yet, when the time comes to assume adult responsibilities in American society — to obtain a driver’s license, to register to vote, to apply for college — you are barred from taking your place alongside your countrymen because you are not a United States citizen. This is stark reality for about 1.2 million young people in the United States today. These individuals were brought to the United States as children by parents who did not enter the country legally. Prior to Oct. 5, 2017, these young people were eligible for DACA — Deferred Action for Childhood Arrival — a government program created in 2012 that allowed 34

TODAY’S OEA | FALL 2017

A supporter of DACA attends a rally at Portland State University on the day the Trump Administration announced its plans to rescind the program.

Credit: Meg Krugel

TODAYâ&#x20AC;&#x2122;S OEA | FALL 2017

them to, among other things, legally attend school, enter the workforce and removed the threat of imminent deportation. The Trump Administration announced the cancellation of DACA in early September, throwing the lives of hundreds of thousands of undocumented immigrants into utter disarray, including the livelihoods of more than 11,000 Oregonians, many of them teachers and students. Diana Alvarez, a Spanish teacher at Sprague High School in Salem, is one of those educators. Alvarez, who is originally from Guanajanto, Mexico, crossed the border into the United States when she was six years old. She came here with her parents and her four siblings. She applied for DACA as soon as it was made available by the Obama Administration, and has worked legally in America ever since. Now, her future is uncertain. If Congress cannot come up with a viable solution to allow individuals previously protected through DACA to remain productive members of American society, Alvarez faces potentially drastic consequences. Once her DACA status expires next October, she will no longer be able to legally drive or work in the United States. Deportation is a very real threat. “Several of [my students] commented on how they had no idea and admired how I was handling it with calm and peace,” she said about her students finding out about her undocumented status. “One of them also said that I couldn't lose the DACA because they didn't want me to lose my job and/or get deported; they needed me to be there for graduation. That confirmed what my principal had mentioned: my students who know me, know me as their teacher and now that they know my situation, they are also supporting me.” Still, Alvarez chooses not to worry, 36

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accepted, an undocumented individual was allowed to live and work in the United States without the immediate threat of deportation — however, it was clear that DACA status could be (and since has been) rescinded at any time and deferred status was only granted for a twoyear interval at the steep price of $495. This does not include lawyer fees incurred by the vast majority of applicants who desired legal assistance to navigate the application process. Undocumented individuals considered DACA a “temporary bandaid to cover up a cut that keeps on bleeding,” says Calzada, and as with any government process involving paperwork, Diana Alvarez' DACA status navigating the application allowed her to pursue her dream process is anything but easy. of becoming a high school teacher “There’s a lot of paperwork,” Calzada says. “You have to prove that you’ve been here since instead relying on her strong sense of faith 2007 constantly. I had to find to see her through these uncertain times. documents from every month: school “I’ve seen God provide. I do what I can, grades, vaccinations I had received, church and what I can’t fix, I can’t fix,” she says, files, anything, so there’s a lot of digging mentioning that a lot can happen in the going on.” space of six months. DACA status remained a bandaid for Christian Calzada is an Oregon student this specific subset of undocumented impacted by the DACA rescission. individuals while Congress worked to Calzada entered the United States pass the DREAM (Development, Relief, as a one-year-old. Today, he attends and Education for Alien Minors) Act, Portland Community College where he legislation that, if enacted, would provide is a tireless advocate for undocumented DACA-eligible individuals a pathway to Oregonians. He aspires to become a lawyer permanent American citizenship. For this to use his firsthand experience to help reason, DACA recipients are often referred undocumented communities and refugees. to as DREAMers. Calzada was smack in the middle of The Dream Act was first introduced the DACA application process when the to Congress in 2001 and has been Trump Administration announced DACA’s reintroduced several times. Despite rescission. bipartisan support, it has still failed to To qualify for DACA, operated through pass. Oregon Senators Ron Wyden and the Department of Homeland Security, a Jeff Merkley, who hosted a roundtable young person had to be under 31 years of with some of Oregon’s undocumented age as of June 15, 2012, entered the U.S. students and allies in early October, both under the age of 16, and continuously plan to push ferociously for the Act’s latest resided in the United States from June iteration to pass through the Senate by the 15, 2007 to the present. No felonies or end of the year, they said, referring to the significant misdemeanors could be on file. young people gathered around them as Once a person’s DACA application was “Oregon’s Dream Team.”

“The current position our Dreamers have been put in — more than 11,000 in Oregon — is heartless and it’s stupid,” Merkley said to the crowd. Oregon’s DACA recipients agree. “We’re angry and we’re exhausted,” said roundtable participant Liliana Luna, coordinator of Portland Community College’s Rock Creek Campus Multicultural Center.“This is not the first time that we are sharing our stories. I’m exhausted of sharing my story. While I appreciate the time, I want to work. I want to get this done. We have shared our stories so many times but we have not been heard.”

Fear, Anger, Exhaustion

Oregon DACA recipients echo Luna’s sentiments, and many add fear to the list. Undocumented individuals live in the constant turmoil of uncertainty, a realm of limbo that doesn’t show signs of relenting anytime soon. The fear of deportation is a tangible one for all of Oregon’s undocumented individuals. When ICE — Immigration and Customs Enforcement — is mentioned, the air chills. While young people with DACA status are protected until their two-year period of deferment expires, their families are not. Many of today’s DACA recipients refer to their parents as the “original Dreamers,” individuals who risked everything to give their children a better future. Calzada, whose family is originally from Mexico City, worries that while Dreamers are often seen as blameless, their parents are vilified for making a decision that virtually any parent would make — the decision to risk everything for the possibility of a brighter future for their children. “The lack of opportunity that was there (in Mexico City) was not something that my parents could do anymore. They understood they had to feed their kids. … I can imagine that any parent is willing to risk it all for their kids,” he said. Even if the Dream Act is passed and DACA recipients are provided a circuitous path to American citizenship, their parents will not, meaning that fear of deportation never goes away. Roundtable participants Credit: Godofredo Vasquez / Albany Democrat Herald

“THE DREAMERS ARE FULLY PART OF OUR COMMUNITY, RAISED HERE AND BUILDING THE FOUNDATION FOR THEIR LIFE HERE.” — SENATOR JEFF MERKLEY

urged Merkley and Wyden to throw their support behind legislation that would also offer a pathway to citizenship for their parents. And, with the Administration’s rescission of DACA and tougher stance on illegal immigration, current recipients worry that their personal information — information they provided to Homeland Security on good faith as part of their DACA application — could actually make them an easy target for job loss and even deportation. Many Oregon students would not speak on the record about this issue due to this very fear. “My DACA expiration date is a very real threat,” explained Leo Reyes, cofounder of the Oregon DACA Coalition based in Salem. “At that point, I will lose my job. I will lose my ability to drive. Therefore I will probably lose my ability to pay my rent, to make my car payment.” The tone of the conversation shifts from fear to anger when immigration politics are raised and neither Democrats nor Republicans are off the hook. Dreamers are tired of being used as political pawns as the two parties spar for an upper hand. “It’s sad that our allies talk about Dreamers, DACA recipients, but don’t talk about our parents,” Calzada said to the two Oregon senators during the roundtable discussion. Others added that they are tired of being tokenized on the partisan battlefield.

Impact on the Education Industry

Among the more than a million people potentially impacted by a stroke of the Trump Administration’s pen, many are teachers and students who face job loss and deportation.

According to the Migration Policy Institute, 365,000 DACA-eligible young people are high school students and another 241,000 are college students. An additional 20,000 are teachers. While Alvarez’s students have indicated they will fight for her, the expiration of her DACA protections next October looms, and students may be no match against the federal government. Like any quality educator, Alvarez just wants to teach. Her plate is already overfull with the normal duties of the teaching profession, a feeling all educators know well. Now, on top of worries about test scores, a mountain of grading, Common Core, and whether her students go home to a safe place each night, Alvarez adds concerns over her immigration status to the list. She says she became a teacher because she loves spending time with kids, a realization that came from a fellow camp counselor one summer. Throughout high school, Alvarez volunteered as a counselor at a local faithbased camp. “I didn’t work up until I had my DACA documents, because I didn’t want to break any more laws so I volunteered at camps in the summer,” says Alvarez, explaining that DACA came at a really good time for her post-high school graduation. One summer, a coworker suggested that she consider a career in teaching, a novel idea for Alvarez, who was then considering a career in engineering. “The more I worked with kids in the summer, the more I realized I really liked working with students,” she says. Alvarez remembers clearly the moment she was first teaching in her very own classroom, describing the realization that she would now be paid to do something she loves as “incredible.” TODAY’S OEA | FALL 2017

Diana Alvarez finds joy in being a part of her students life journey at Sprague High School in Salem.

“That’s what I tell students,” she says. “I get to be a part of your lives and hopefully give you some good tools and be a good influence and impact your life for good.” The rescission of DACA creates a snowball effect for Oregon students and educators, a snowball that has both ethical and economic repercussions. Students enrolled in Oregon community colleges and universities will still be able to attend school, but they can expect to see their education costs increase exponentially as their DACA status enabled them to pay in-state tuition. They are not eligible for federal financial aid programs. And, their ability to legally work in the United States will be revoked, meaning their ability to pay for a suddenly more expensive education will be a great barrier. Many students, some primary wageearners for their immediate and extended families, will drop out of school. Economically, this will impact the Oregon college and university system. According to the Oregon Attorney General’s office, 5,000 of the state’s DACA grantees are enrolled in post-high school institutions. “These are young people who contribute 38

TODAY’S OEA | FALL 2017

“YOU GROW UP WITH THIS IDEA OF EQUALITY, OF EQUAL OPPORTUNITY, AND THE IDEA THAT WE FIRMLY AND STRONGLY BELIEVE THAT IF YOU WORK HARD ENOUGH THAT YOU CAN SUCCEED. AND THEN YOU CAN ACQUIRE A BETTER QUALITY OF LIFE. AND YOU START TO REALIZE THAT THOSE THINGS AREN’T TRUE FOR YOU.” LEO REYES, COFOUNDER OF THE OREGON DACA COALITION

so much,” says Oregon Attorney General Ellen Rosenblum. “All you have to do is meet them and you’re just won over by their humanity, their desire to be like everyone else.” The domino effect continues, Rosenblum says, when you consider that many DACA recepients have children of their own in Oregon’s public schools. These children, American citizens by birthright, do not face deportation while some of their parents do. In a very real way, rescinding DACA threatens to break families apart.

Many DACA recipients spoke about how they grew up in an American school system that explicitly teaches them they reside in the land of opportunity, a country where, if you work hard enough, you can achieve anything. They are told that their education is a right, not a privilege, a sentiment echoed by Oregon’s public officials. “The Dreamers are fully part of our community, raised here and building the foundation for their life here, and to be able to thrive you have to have access to education, and that’s true for any child

growing up here,” says Oregon Senator Merkley. Dreamers do not necessarily feel as if this narrative applies to them. “You grow up with this idea of equality, of equal opportunity, and the idea that we firmly and strongly believe that if you work hard enough that you can succeed and acquire a better quality of life. Then you start to realize that those things aren’t true for you,” Reyes says. The potential impact of the loss of DACA continues if you consider the cost of replacing the employees who will lose their jobs. The National Commission on Teaching and America’s Future places the cost of replacing a single teacher at $17,872. And DACA grantees aren’t just teachers, they work in every industry imaginable, including the public sector. Re-filling government positions threatens to cost taxpayers and local government entities like school districts millions of dollars nationwide. “These people contribute to an educated and talented workforce here in Oregon,” says Rosenblum. A day after the Trump Administration announced the end of DACA, Oregon became one of 15 states, along with their attorneys general, to jointly file suit against the president and his administration. Additionally, Rosenblum says, the state has made every effort to strengthen Oregon’s sanctuary status, which means that Oregon will refuse to assist the federal government in enforcing immigration law. While Governor Kate Brown’s office has recently made moves to strengthen Oregon’s sanctuary status, Oregon has been a sanctuary state since 1987, when the legislature passed a law blocking state police departments from using resources to proactively arrest people wanted on immigration violations. While officials fight back on the local, state, and federal levels, grassroots activism is strong in Oregon. The Oregon DACA Coalition, spearheaded by Reyes, was formed the day after President Trump’s election as a proactive response to the now-President’s incendiary remarks about immigration

Tips for Oregon Dreamers enrolled in the community college system: Get in touch with college resources and staff. You have a right to your education, and college staff members can help you navigate the financial aid system. Call your local, state, and national representatives. Share your story, even if those legislators already support the Dream Act. Call legislators to support these three bills in Congress: n Dream Act – A bill that grants permanent legal status to more than 1 million young people across the country n Dreamer Confidentiality Act – A bill that safeguards private infomation that Dreamers provided as part of their

on the campaign trail. Between the President’s Sept. 5 announcement about the end of DACA and the Oct. 5 enrollment deadline, Reyes says the coalition awarded 54 scholarships to Dreamers to cover the $495 filing fee. Now, the coalition turns its focus toward advocating for Congress to pass legislation that protects Dreamers and offers a path to citizenship for them and their parents. Oregon educators have a role to play, too, says Klaudia Cuevas, financial aid specialist and scholarship coordinator at Clackamas Community College. “Talk to [undocumented] students,” she says. “Talk to them about if they considered going to college because many of them are afraid and don’t have that information available. Provide that

Credit: Left: David Patton / Albany Democrat Herald; Right: Meg Krugel

DACA application to ensure they aren’t targeted by the Trump Administration for deportation n The Bridge Act - A bill that protects those who signed up under DACA by codifying and extending DACA for 3 years. Join grassroots movements to aid in the fight for a clean Dream Act. Email info@oregondacacoalition.org for more information. Know your rights in the face of deportation proceedings. You have the right to remain silent, the right not to sign any papers, and the right to two phone calls: to a family member and an immigration organization or lawyer.

support and guidance. Many of these students rely on those educators and allies for them to be able to navigate such a challenging education system.” As an educator herself, Alvarez reminds everyone that, even if they don’t know a DACA recipient personally, chances are they have friends and family who do. “Growing up in school, my teachers knew me as me and what I did and what I was about, not that I was undocumented,” she says. “Know that you have all these other people living and working around you, and you would probably think differently about this if you knew your really good friend who you play golf with is also undocumented. We’re people just like anyone else.” ■ TODAY’S OEA | FALL 2017

Sources + Resources The following information is provided as a resource to members of the Oregon Education Association. Their publication within Today’s OEA is not to be construed as a recommendation or endorsement of the products or services by the Oregon Education Association, its Board of Directors or staff. AWARDS, GRANTS, SCHOLARSHIPS

WHEN: November 16-17, 2017 WHO: Pre-Kindergarten-3rd grade educators. n WHERE: Sheraton Portland Airport, Portland, Oregon n HOW: To learn more or to register for this event, visit https://www.cosa.k12. or.us/events/2017-early-learning-conference-pre-k-3 n n

The Beacon Technology Teacher Grants

WHAT: Win up to $1,000 for your classroom to implement a tech-focused lesson plan. Funds can be used for classroom supplies, subscriptions, or applications that help teach students the role of technology in their world. n WHO: K-8 Educators with technologyfocused curriculum. n WHEN: Online applications will be accepted until December 9, 2017. n HOW: To read the guidelines and submit your application, visit www.fios.verizon. com/beacon/technology-teacher-grant n

The Sprint 1Million Project

WHAT: Sprint is teaming up with high schools across the country to provide students who don’t have internet access at home with free smartphones or tablets, and four years of free high-speed internet. Their goal is to help bridge the achievement gap for low-income students by giving the gift of connectivity to one million high school students within five years. n WHO: High school educators and administrators — applications must be submitted on behalf of an entire school or district. n WHEN: Applications will be accepted until early Spring 2018. n HOW: For more information and to access the application, please visit http://goodworks.sprint. com/1millionproject/#enrollment n

OPPORTUNITIES

2017 Early Learning Conference Pre-K-3

WHAT: A comprehensive, two-day conference which offers a variety of learning opportunities geared toward educators of early elementary students. With over 30 different learning sessions to choose from, participants will be able to tailor their experience to their own professional development needs. n

TODAY’S OEA | FALL 2017

Oregon Civics Conference

WHAT: Each year, participants get an insider’s view of the halls of Oregon government. From those who make laws to those who interpret them, this conference features officials from every branch. It is a day filled with everything you ever wanted to know about Oregon government from the mouths of elected and appointed officials, civic leaders, and scholars. Attendees receive lessons, materials, and ideas that can be put right to work in classrooms! n WHEN: December 1, 2017 n WHO: Educators of all grade levels. n WHERE: State Capitol Building, Salem, Oregon n HOW: For more information and to register for the conference, visit http://www. classroomlaw.org/professional-development/oregon-civics-conference/ n

FOR STUDENTS

2018 Profile in Courage Essay Contest

WHAT: The John F. Kennedy Library Foundation is offering cash prizes of up to $10,000 for essays that demonstrate an understanding of political courage, as described in John F. Kennedy’s Profiles in Courage. Students must analyze an act of political courage by a U.S. elected official who served during or after 1917. n WHO: High school students, grades 9-12. n WHEN: Mailed essays must be postmarked by January 4, 2018. n HOW: For essay guidelines, examples, and resources, visit https://www.jfklibrary. org/Education/Profile-in-Courage-EssayContest.aspx n

National Geographic Bee

WHAT: For 30 years, The National Geographic Society has inspired students to learn more about the world around them through the National Geographic Bee. Over 10,000 schools participate in the event annually, with students competing to win college scholarships and n WHO: Students in grades 4-8. n WHEN: Register now to take advantage of the early-bird discount; registration closes January 26, 2018. n HOW: To learn more about the competition and key deadlines, or to register your school, visit www.nationalgeographic.org/ bee n

ON THE WEB

Glogster

WHAT: This website allows you and your students to create “glogs” — interactive multimedia posters that allows ideas to be expressed easily by combining images, graphics, video, audio, and text on one digital canvas! Gather inspiration from over 40,000 glogs from students and educators around the world, or create your own using the templates provided. n HOW: Start creating here: http://edu. glogster.com/ n

Share My Lesson

WHAT: Thousands of free lesson plans for all grade levels and subjects! Join this learning community to get ideas from other educators, or share your own. n HOW: Get inspired here: https://sharemylesson.com/ n

Kahoot!

WHAT: Make your classroom awesome by creating your own learning games with Kahoot! Upload your own set of multiple choice questions, add images and videos, and get playing! Your students play from their own devices, keeping them engaged throughout the lesson. n HOW: https://kahoot.com/welcomeback/ n

Sources + Resources BOOKS

Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K–5 By Susan E. Craig Teachers College Press, 2015, ISBN-13: 9780807757451, $30.95 (List Price); available at www.tcpress.com Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of “zero tolerance” policies to resolve issues of school safety and a new understanding of children’s disruptive behavior, educators are changing the way they view children’s academic and social problems.

Trauma-Sensitive Schools for the Adolescent Years: Promoting Resiliency and Healing, Grades 6-12 By Susan E. Craig Teachers College Press, 2017, ISBN-13: 9780807758250, $29.95 (List Price); available at www.tcpress.com The trauma-sensitive schools movement is the result of a confluence of forces that are changing how educators view students’ academic and social problems, including the failure of zerotolerance policies to resolve issues of school safety, bullying, and academic failure, as well as a new understanding of adolescents’ disruptive behavior.

Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom By Nel Noddings and Laurie Brooks Teachers College Press, 2016, ISBN-13: 9780807757802, $34.95 (List Price), available at www.tcpress.com This book offers specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other group with respect and understanding for others' values.

Teaching for Promise: Transforming Dis/ability Through Multimodal Literacy By Kathleen M. Collins Teachers College Press, 2018, ISBN-13: 9780807756973, $44.95 (List Price), available at www.tcpress.com How can we create classrooms where children historically positioned as “struggling” or “deficient” are able to participate fully and successfully? In detailed case studies, the author demonstrates how teachers integrated multimodal literacies and a sociocultural understanding of disability to inform their teaching and help students meet or exceed expected academic standards.

2018 OEA/NEA POSITIONS OPEN FOR NOMINATION & ELECTION The following positions are open for nomination for the 2018 elections: ELECTED AT OEA RA: n Region I Vice President:

1 position for a 2- year term n Region II Vice President:

1 position for a 2-year term

n Region III Vice President:

1 position for a 2-year term n Education Support

Professional Director: 1 position for a 3-year term n NEA Director:

1 position for a 3-year term (term begins September 1, 2018) ELECTED BY MAIL BALLOT: n State Delegates to the NEA RA: 13 positions: Region I: 6 positions for a 3-year term; Region II: 4 positions for a 3-year term; Region III: 3 positions for a 3-year term. (The number of delegates per region may be adjusted as the number of members within the region dictates as indicated by the January-February NEA membership report.) OEA BOARD OF DIRECTORS: n 9 positions for 3-year terms in Board Districts: 03b (Scott), 04 (Scruggs), 05 (Leaton), 07 (Overley), 10a (Collins), 14 (Nelson), 17 (Jacobs), 18 (Calkins), 26a (Stauffer) n 5 positions for a 1-year term

in Board District: 06 (Marshall), 20b (Nordstrom), 08 (Scott), 12 (Lathim), 19 (Todd) (strikethrough = not eligible for re-election)

TODAY’S OEA | FALL 2017

ON THE WEB / Fall2017 » www.oregoned.org

TODAY’S OEA — NOW AVAILABLE ON YOUR COMPUTER OR MOBILE DEVICE!

he quarterly member publication you know and love has gone digital! All the interesting and informative content of Today’s OEA is now ready to view on the go — and we’ve added even more stories, photos, and video. With the launch of Today’s OEA Online, you now have access to more frequent updates on the amazing work done by our members every day! Our membership includes teachers, education support professionals, specialists, community college faculty, retired educators, and student members, and we constantly strive to create content that is relevant and valuable to this broad and diverse group. With the release of the digital version of Today’s OEA, we are now able to provide you with more material that you want to see! 42

TODAY’S OEA | FALL 2017

By visiting todaysoea.org, you will be able to view featured articles and your favorite quarterly columns on a mobilefriendly platform, making it easier than ever to stay on top of news that impacts OEA members. You will also find content developed especially for the digital version of the magazine — no more missing out on great stories between issues! Today’s OEA Online was designed with you in mind. It’s easy to find the content you’re looking for with our user-friendly interface and optimized search tool. The home page includes links to all current feature stories, and all archived content is searchable by subject. Want to keep up with OEA’s work on Equity? Just click “Eye on Equity” under the Departments tab to see all articles, photo galleries, and videos related to that subject. All issues will be archived on the

site, so you’ll never have to dig through piles of old magazines to find that great article on National Board Certification again! The Resources section of the website will now include more opportunities for professional development, like workshops and grants that will help you improve your practice as an educator. You can also sign up to receive a free digital subscription to Today’s OEA; just scroll to the bottom of any page on the site and enter your email address. As always, we value the ideas of our members and welcome suggestions for articles and features. If you have a great story to share about the work of OEA members, or issues affecting public education in Oregon, please send your suggestion to our Editor, Meg Krugel at meg.krugel@oregoned.org.

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