today's oea - fall 2014

OEATODAY’SA PUBLICATION FOR MEMBERS OFTHE OREGON EDUCATION ASSOCIATION

FALL 2014 | VOLUME 89 : NUMBER 1

ALSO IN THIS ISSUE » ALL ABOUT OPTING OUT » TEACHING WITH PURPOSE » JOINING THE FIGHT FOR A LIVING WAGE

not

How the struggle for college affordability has united educators with our students

Fred Meyer is donating $2.5 million per year to non-profi ts in Alaska, Idaho, Oregon and Washington, based on where their customers tell them to give. Here’s how the program works:

• Sign up for the Community Rewards program by linking your Fred Meyer Rewards Card to the OEA Foundation at www.fredmeyer.com/communityrewards. You can search for us by our name or by our non-profi t number 85681.

• Then, every time you shop and use your Rewards Card, you are helping the OEA Foundation provide children with clothing, shoes, and other basic needs!

• You still earn your Rewards Points, Fuel Points, and Rebates, just as you do today.

• If you do not have a Rewards Card, they are available at the Customer Service desk of any Fred Meyer store.

• For more information, please visit www.fredmeyer.com/communityrewards.

You can help the

OEA Foundation

earn donations

just by shopping with your

Fred Meyer Rewards

Card!

OEA FOUNDATION

On the Cover24 / Degrees Not DebtThe struggle for college affordability unites educators with the students they teach.By Meg Krugel

In-Depth20 / From the Assembly FloorThree OEA members — from new delegate to local leader to NEA Director — share their experiences about attending, and engaging, in the work of the NEA Representative Assembly.

3TODAY’S OEA | FALL 2014Credits:Thomas Patterson, Rick Runion

CONTENTS / Fall2014VOLUME 89 . ISSUE NO. 1

Features

ON THE COVER: Clackamas Community College instructor Lauren Zavrel teaches GED classes inside the Clackamas County Jail. PhotO by THOMAS Patterson

President’s Column05 / OEA Members Leading the Way!

By Hanna Vaandering, OEA President

Upcoming06 / Events for OEA Members

Newsflash07 /the great homework debate08 /making a stand for the whole child »

Politics & You10 / fighting for equal rights11 / OEA's voter guide

Organizer's Toolbox12 / So you want to opt out?13 / 2015 OEA/NEA POSITIONS OPEN FOR

NOMINATION & ELECTION

Eye on Equity14 / A Call to Culturally Responsive Teaching

Teaching & Learning17 / Student Learning Goals: Myths Vs. Facts

Opinion18 / it's time to fight for a living wage

Book Review30 / Excerpt from American Tales

Sources + Resources32/ Books and Opportunities

On the Web34 /week of action roundup and more

Departments

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Joining is Easy!Go to: www.oregoned.org/join-oea-retired, or call 503-684-3300 to become an OEA-Retired member.

5TODAY’S OEA | FALL 2014Credit:Becca Uherbelau

5

Thank you for all you do every day to make a difference in the lives of Oregon’s students. You don’t hear it enough, but your dedication is greatly appreciated.

We are 42,000 strong, leading the way to the Schools Our Students Deserve. We have reached the turning

point. Educators across this state have done more with less for far too long. We are done watching our students endure cuts to programs, school days and services. We are done with the steady disinvestment in public education and the push for reform by those who have never been responsible for a student’s learning or safety.

The demands for results and accountability are relentless, while the resources for support are nowhere to be found. Now is the time for OEA to take the lead. We are standing strong with parents and our students to advocate for quality learning conditions. We are charting the path and building the coalition to put the love of learning back in our schools and provide our students the well-rounded education that we all know they deserve and need.

The October “Week of Action” was just the beginning. OEA and our members will be hitting the streets, walking the halls of the capitol, and talking with everyone they meet about the realities in our schools and what our students need to be successful. Educators across the state are standing up and speaking out against toxic testing and lack of support. OEA members are leading the way in building a system of assessments

PRESIDENT’SMESSAGE / Fall2014Hanna VaanderingOEA President

that supports student learning and is meaningful to educators. We are not in this alone; we will continue to build coalitions

with students, parents, other unions, community groups and education stakeholders. Together we will ensure that our students — no matter where they live — will go to school every day to a quality learning environment that will prepare them for a healthy, happy, successful life.

Please join us in leading the way. Together we will build the Schools Our Students Deserve! n

OEA MEMBERS ARE LEADING THE WAY IN BUILDING A SYSTEM OF ASSESSMENTS THAT SUPPORTS STUDENT LEARNING AND IS MEANINGFUL TO EDUCATORS.

OEA President Hanna Vaandering is joined by Sen. Jeff Merkley (D-Ore.), as well as OEA local leaders and members at the Quality Education Festival, part of OEA's Week of Action in late October.

6 TODAY’S OEA | FALL 2014

OFFICE HEADQUARTERS6900 SW Atlanta Street

Portland, OR 97223 Phone: 503.684.3300 FAX: 503.684.8063 www.oregoned.org

PUBLISHERSJohanna Vaandering, President

Richard Sanders, Executive Director

EDITOR Meg Krugel

PRODUCTION ASSISTANTJanine Leggett

CONTRIBUTORSJanine Leggett, Erin Whitlock,

Becca Uherbelau, Julia Sanders, Thomas Patterson

To submit a story idea for publication in Today’s OEA magazine, email editor

Meg Krugel at [email protected]

PRINTERMorel 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 Attn: Becky Nelson

Membership Processing 6900 SW Atlanta Street Portland, OR 97223-2513

DESIGN AND PRODUCTIONFrancesca Genovese-Finch

OFFICIAL PUBLICATION OF THEOREGON EDUCATION ASSOCIATION

FALL 2014VOLUME 89 : ISSUE NO. 1

UPCOMING / Fall2014

Nov. 4, 2014

Election Day!n WHERE: Check out a full list of OEA's election recommendations at: www.oregoned.org/stay-informed/politics/elections.n how: Find your nearest ballot drop-off site at: www.sos.state.or.us/dropbox.

Nov. 15, 2014

Eastern Oregon Regional Advocacy Conferencen What: Trainings include building power through contract negotiations, effective communi-cations, engaging new members in the union, and educator evaluation.n WHERE: Blue Mountain Community College, Pendleton, Ore.n how: www.oregoned.org/whats-new/regional-advocacy-conferences-save-the-date.

Nov. 16-22, 2014

American Education Weekn What: American Education Week—November 17-21, 2014—presents all Americans with a wonderful opportunity to celebrate public education and honor individuals who are making a difference in ensuring that every child receives a quality education. The weeklong celebration features a special observance each day of the week.n how: For more information, www.nea.org/grants/19823.htm.

DEC. 5, 2014

Oregon Civics Conference for Teachersn What: Classroom Law Project invites teachers of grades 5-12 to the State Capitol for an insider’s view of Oregon government. n WHERE: State Capitol Building, Salem, Ore.n how: Learn more at www.classroomlaw.org/programs/oregon-civics-conference.

SAVE THE DATE! Jan. 12, 2015

OEA Legislative Training Day for OEA Political Activistsn What: Legislative training day for OEA members who are interested in political activism.n how: Details to be posted at www.oregoned.org.

SAVE THE DATE! Mar. 7, 2015

OEA Symposium on Transformation in Educationn What: Join educators and policy-makers from around Oregon for thought-provoking conversa-tions about the critical challenges facing students and educators in a time of rising demands and declining resources in our public schools. n how: Details will be posted soon at www.oregoned.org.

SAVE THE DATE! March 22-24, 2015

Oregon School Employee Wellness/Education Conferencen What: Build skills to rejuvenate health, access resources to support school employee well-ness, and learn how healthy school employees lead to greater student success.n WHERE:The Riverhouse, Bend, Ore.n how: For more information, contact Inge Aldersebeas, OEA Choice Trust, 800-452-0914, ext 101, or email: [email protected].

OEATODAY’S

7TODAY’S OEA | FALL 2014Credits:iStock

Newsflash

The typical American student is not unfamiliar with the expectation of homework and the typical Ameri-can teacher is not unfamiliar with assigning and grading it. All of this

is despite the fact that no research has ever found a benefit to assigning homework in the primary grades.

While the idea of eliminating homework seems shocking to many educators and parents in the United States, it is a more common notion overseas and in Canada. In 2012, for example, French President

Francoise Hollande proposed banning homework for all elementary and middle school students. This year, one school in Quebec has banned homework for one year to study the effects.

While little is known about what the result of eliminating homework would be, some families argue that after seven to nine hours at school, students need to be active and spend time with family. At the same time, others dispute this idea, worried that the change would result in lower academic achievement.

As Portland teachers opened their doors on their first day of school this September, smil-

ing students excitedly met their new teachers and visited with old friends. What made this familiar occasion unique this year were the more than 500 new staff members, including 180 teachers, who were added to Portland Public Schools.

This growth in teaching staff and subsequently smaller class sizes has been heralded by teachers and admin-istrators alike as a small, but exciting step in the right direction.

Superintendent Carole Smith com-mented on the changes in an interview at Sitton Elementary in North Portland. "Teaching is all about relationships be-tween adults and kids." Smith explained, "So the degree to which we are able to add adults into the system, those kids are going to have more attention and that's what we're looking for and that's what you'll feel that's different."

While more support for students is something everyone can get excited about, 150 of the added teaching posi-tions can be attributed to the efforts of the Portland Association of Teachers, who narrowly avoided a strike that cen-tered around the issue just a few short months ago. The slightly smaller class sizes and the ability to build stronger relationships within the classroom is something that was done by Portland teachers for Portland students and it shows that through solidarity we can build a better future for education.

Portland Public Schools Gets a Boost in School Staff

THE GREAT HOMEWORK DEBATE

> STATISTICS

82% of voters believe their local teachers to be excellent, very good, or good.

61% of voters back more funding for public schools — including 79% of Democrats, 57% of Independents, and even 45% of Republicans.


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 [email protected].

Representative Suzanne Bonamici Makes a Stand for the Whole Child

For years teachers have argued for a "whole child" approach to education, one which takes into consideration factors such as parent involvement, school climate and emotional wellbeing. A new school health model released this summer by health

experts and federal officials supports this philosophy. The model, named "Whole School, Whole Community, Whole Child," emphasizes that students need more than simple academics to be successful at school. Oregon Rep. Suzanne Bonamici (D-Ore.) helped introduce the resolution, which has received support from both sides of the aisle. While it may change how we look at student health, the resolution would not necessarily lead to any change in policy or funding.

Oregon Adds Modified Diplomas to Graduation Rates

Big changes and new opportunities are coming for special education students who receive a modified high school diploma in Oregon. Newly tightened requirements have

convinced federal education officials that the modified diploma is "a recognized equivalent of a high school diploma."

Not only does this mean that graduation rates will go up by approximately 3 percent, but also that graduates who receive the diploma will be eligible for federal financial aid, allowing them to attend community college.

The degree is only available to special education students who have earned 24 high school credits. While state officials feel that the new policy only makes sense, they will not be able to retroactively alter graduation rates. Even with the change, other credentials such as GEDs, extended diplomas, and certificates of attendance will still not be included in the graduation rate.

FAKE SUPPLY COMPANY TARGETS OREGON SCHOOLS

The Oregon School Boards Association has reported that several school districts

were contacted by a company called Scholastic School Supply with requests for

purchasing data that were later linked to fraudulent billings. The popular children’s publishing company Scholastic, Inc. has said that the company is using their trademark

and name without permission. If you know of a school that has been targeted, call the Oregon Department of Justice Consumer Protection at 1-877-877-9392.

The census bureau recently reported that the 2013 school year was the first year that students of color made up the

majority of first graders. There has been a dramatic change in the percentage of non-Hispanic white students, with a drop in the past decade from 60 percent to 49 percent.

Another study released by the state of Oregon in February revealed that for the first time, 1 in 4 students in Oregon is Latino, a statistic that falls just shy of the national average of 27 percent.

Both of these studies highlight the increasing need to close the achievement gap between white students and students of color.

White Students Are the Minority Among U.S. First Graders

9TODAY’S OEA | FALL 2014Credits:Randy Johnson

Newsflash

DON'T MISS OUT! » Celebrate American Education Week, Nov. 16-22! with your colleagues, students and parents. Join this national week of celebration that honors the important work we all do in our public schools. Go to www.nea.org/aew to learn more about activities planned.

Earthquake Preparedness Comic Aimed at Oregon Kids

When tragedy strikes and we are hit with the all too familiar scene of a

school shooting, people wish they had seen the warning signs. It is hard not to imagine scenarios that could have led to the prevention of such senseless acts. We wonder if a simple intervention by a counselor, a supportive friend, or a teacher’s observant eye could have changed the outcome.

While there is no profile for a school shooter, statistics from previous attacks can give us a better picture of warning signs to look out for. In 95 percent of school shootings for example, shooters were current students.

In most cases the shooter planned the attack in advance and had previously engaged in concerning behavior.

In around 80 percent of school shootings, at least one other person was aware that the attacker was planning or thinking about the attack.

The most common motive stems from the shooter feeling threatened or bullied by others and is often a form of retaliation or revenge.

In most cases school attacks are stopped by means other than law enforcement. While the data is difficult to think about, educators who act quickly can be the difference between an alarming situation and a tragic one.

What to Know About School Shooters

Scientists predicted long ago that a major earthquake would hit the northwest. A study released in 2013 revealed that more than 1,000 of

Oregon’s schools would collapse in a major earthquake, leaving community members wondering what we can do to improve our odds in such a catastrophic event.

Oregon’s own Dark Horse Comics, as well as the Oregon Office for Emergency Management, released a comic book addressing the issue in late August. The project, which was partially funded by a grant from Cascadia Region Earthquake Workgroup, is one of the first pieces of outreach intended for young people.

“Without Warning” is geared toward children and teens. Though it addresses a serious topic, the comic book captures the attention of young readers while still remaining age-appropriate and positive. In addition to instructing kids on what should be included in an emergency “go kit,” the

comic also encourages teens to join or start a Community Emergency Response Team at their schools.

The comic, “Without Warning,” is available for download on the Dark Horse website and apps. It is also available for free through the Oregon Emergency Management website.

You can prevent child abuse in Oregon by changing your license plate. When you register your

car with Keep Kids Safe plates through Oregon DMV, you join others in provid-ing a sustainable source of funding for

proven child abuse prevention efforts throughout Oregon. But we need your help today to meet the 500-plate mini-

mum, required to continue the program, before the Oct. 31, 2014 deadline.

For more information, and links on how to order your Keep Kids Safe

license plates, go to www.ctfo.org/kkslicenseplate.

Change Your License Plate and Change a Child’s Life


Without a presidential race on the ballot, it can be easy for voters to discount midterm elections — but they shouldn’t. There are

significant issues at stake this November for women and working families throughout the state.

With several hot issues beginning to bubble up already for the 2015 legislative session — including possible bills to provide paid sick days to Oregon workers, raise the minimum wage, promote equal pay for equal work, and create a statewide retirement savings plan — it’s clear that the legislators we elect in November will have a huge hand in shaping future economic opportunities that really matter for Oregon families and, in turn, play a critical role in determining student success.

Today, about half of private-sector workers in Oregon don’t have access to paid sick time, which means they’re losing pay or, in some cases, even risking their jobs to care for their own and their children’s health. In our schools, we often see older students with no choice but to stay home with sick younger siblings to cover for a parent who can’t take a sick day. This contributes to Oregon’s troubling high rate of student absenteeism and has a direct impact on student achievement.

Further, too many of our working families are struggling to get by on minimum wage. Nationally, two-thirds of minimum-wage workers are women. In Oregon, 150,000 workers earn minimum wage. It’s a well-documented fact that a leading predictor of student success is their families’ economic wellbeing. Yet working full-time at the minimum wage is just $18,925 a year — not nearly enough

to raise a family and definitely not a wage that fosters economic stability.

Shockingly, women in Oregon are being paid just 79 cents for every dollar men earn, on average. And this isn’t just a women’s issue. Women are primary or co-breadwinners in two-thirds of households. When we shortchange women and working families, we all pay the price.

Wage gaps, low wages and diminishing workplace standards add up over time, making it difficult for too many women and families to plan for a secure retirement. In fact, one in six Oregonians today has less than $5,000 in retirement savings.

Each of these issues on their own presents a real barrier to financial stability, but together they create a domino effect that keeps women, working families — and the students who are part of those families — from getting a fair shot

every single day. Our students need to be able to focus on learning and growing in the classroom, not worrying about where they’ll get their next meal. Their parents need to be able to build financial security, not risk it every time their child gets the flu.

That’s why the Oregon Education Association and Family Forward Action have joined together with Planned Parenthood Advocates of Oregon, Oregon AFL-CIO, AFSCME, and Oregon Action to form Fair Shot Oregon. We’re working together to fight for the women, working families, and kids who are being left behind.

Let’s send the people to Salem who will finally make students, women and families a top priority.

For more information and to find out where your candidates stand, visit: www.fairshotoregon.org. Join the effort at www.facebook.com/FairShotOR.

Politics & You

BY H A N N A VAA N D E R I N G / President, Oregon Education Association A N D R E A PA L U S O / Executive Director, Family Forward Action

JOINING THE FIGHT FOR EQUAL RIGHTSWhen we shortchange women and working families, we all pay the price

Educators in the Salem-Monmouth area can send one of their own to the state Capitol! PAUL EVANS is an OEA member and professor at Chemeketa Community College. He is a veteran and former city councilor and volunteer fire fighter. Paul will be a champion for public education and will work to reduce class size, lower tuition and provide educators the support and resources they need to help their students. paulevans.org

11TODAY’S OEA | FALL 2014Credits:Provided by Candidates/Campaigns

Politics & You

PUT EDUCATORS IN THE HOUSE!

86 88 89OREGON OPPORTUNITY - VOTE YES!Creates a permanent investment fund to finance student assistance needs for Oregonians pursuing post-secondary education. Makes higher education and job training more affordable, reduces student debt and encourages the expansion of vocational and technical job training. oregonopportunity.org

YES YES YESSAFE ROADS - VOTE YES!As the federal government has failed to reform our immigration system, Measure 88 upholds the state law requiring undocumented immigrants to get drivers licenses, pass written and driver tests and have auto insurance. Provides a common sense approach to keeping our communities safer. voteyeson88.com

EQUAL RIGHTS AMENDMENT - VOTE YES!Places equal rights for women into the Oregon Constitution, establishing permanent protection against discrimination based on gender. Will expressly provide for equality in the Constitution where only case law now exists. voteera.org

PROTECT OUR VOTE! - VOTE NOMeasure 90 dramatically changes our elections, replacing our current elections with a “Top Two” system that limits voters’ choice to just two candidates to vote for in the general election.

This measure was written by and is being funded by a few big corporations, lobbyists and millionaire CEOs — the same people who’ve been behind attacks on labor unions and working people. They want a system that elects even more politicians who support their narrow corporate agenda. noonmeasure90.org

Washington County voters have the opportunity to send an educator with first-hand classroom experience to the State Capitol! SUSAN McLAIN is a retired teacher and OEA member who taught and coached speech and debate in Hillsboro schools for 42 years. Susan knows first-hand that education is the key to creating a strong economy and making our community a great place to raise our families. That's why she will fight to increase funding for our local public schools and make sure students, parents, and educators have a voice in Salem. susanmclain.org

As our Senator, JEFF MERKLEY has a long history of supporting Oregon educators and working to ensure every student has access to a quality education. Jeff, who has kids in Oregon public schools, knows that quality education is a top priority for Oregonians, and he's always been true to his promises to prioritize education and fight for Oregon's students, schools, teachers and education support professionals. jeffmerkley.com

SUPPORT AN EDUCATION HERO!

OEA'S VOTER GUIDE

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Susan McLain for HD 29

Paul Evans for HD 20

For a full list of 2014 Election recommendations: www.oregoned.org/stay-informed/politics/elections


FAQs1. Can I support or promote opt out during working hours? If yes, how?

a. Yes…with limitations. You can promote student and parent rights to opt out with colleagues during break periods or lunch periods (when colleagues are also on a break period). Your free speech rights during working hours are limited, how-ever. If your school district determines that your “speech” is disruptive to district policy or the educational process you will be subject to discipline up to and includ-ing dismissal.

b. If a parent/guardian asks you about opt out you can provide information about the right to do so, reasons for allowing opt out and the district process for doing so.

c. If a student asks you about opt-out, your safest course of action is to direct them to online resources and ask them to have their parent/guardian contact you or the school district. Be mindful about unduly influencing a minor.

2. Can I encourage parents/guardians to pursue opt out for their children during working hours? During non-working hours?

a. There is not an easy “yes” or “no” answer to the first question. School em-ployees should NOT use work time to en-courage parents to pursue opt out because the state Department of Education and all school districts require standardized test-ing. One exception could be providing opt out information to parents who ask about the process for opting out.

b. You can encourage parents/guard-ians, during non-working hours, to pursue opt out for reasons consistent with state law (currently religion and disability).

3. Can I support and promote the right of parents and students to opt out of standardized tests?

a. Yes , keeping in mind restrictions during working hours. Parents, legal guardians and students 18 years of age and

older can opt out of testing because of re-ligious beliefs or disability (OAR 581-022-1910); and, you can support and promote their right to do so.

4. Can I speak out publicly in support of opt out?

a. Yes. You have a “free speech” right to speak out publicly in support of opt out.

b. You have a right to speak out as an individual during NON-WORK hours in public forums such as school board meet-ings, organized rallies, sporting events, directly to the media and other forums.

5. Can I be disciplined for talking about opt out with my parents?

a. The answer is "yes" if doing so during working hours; and "no" in most cases when talking to parents during non-work-ing hours; but, it depends upon the circum-stances in each situation. There are much greater limitations on free speech rights during working hours (see answer to #1).

6. Can I have opt out forms in my classroom and distribute these forms to parents/guardians?

a. If these are official school district opt out forms, the answer is yes. If they are not official school district forms, do not keep and pass them out at school without getting permission from the district.

7. What are the consequences if I choose/refuse to administer standardized tests?

a. You will be subject to discipline up to and including dismissal unless it involves a student whose parents/guardians have opted out and the district has given you notice of the opt out. It has long been school district policy and a job duty of school employees to administer standard-ized tests. Refusing to administer these tests would be considered a violation of

Organizer's Toolbox

P R E PA R E D BY O E A C E N T E R FO R L EG A L S E RV I C E S

SO YOU WANT TO OPT OUT?FAQs on Your Legal Rights as a Public School Educator

There is a growing level of concern expressed by educators, parents, policy makers and community members about the harmful impact and high-stakes nature of standardized testing associated with the Common Core State Standards. Good tests should be used to guide instruction, helping teachers understand where students are excelling and where they need more work. But improving student

learning and fairly assessing teacher quality should be based on a more broad assessment.According to a national study, more than a month of instructional time can be lost to

test preparation and administration in a single school year. In a 2013 PDK/Gallup poll, 77 percent said increased testing has either hurt or made no difference in improving schools and in a 2014 PDK/Gallup poll, 68 percent of parents said standardized tests aren’t help-ful to teachers.

Instead of spending millions of dollars on standardized tests, we should be investing in schools to give every child the opportunity to succeed. That means smaller class sizes and more funding for schools.

This coming Spring, Oregon students are expected to take the new, standardized test known as Smarter Balanced. However, many parents are exploring opting their students out of the new test. State law allows parents to opt their students out from mandatory testing. For educators who are concerned about the overuse and abuse of high-stakes test-ing, here are some legal guidelines on your rights and responsibilities.

13TODAY’S OEA | FALL 2014Credits:EdwardShackleford/iStock

Organizer's Toolbox

2015 OEA/NEA POSITIONS OPEN FOR NOMINATION & ELECTIONThe following positions are open for nomination for the 2015 elections:

ELECTED AT OEA RA:n OEA President: 1 position for a 2-year termn OEA Vice President: 1 position for a 2-year termn ESP Director: 1 position for a 3-year termn NEA Director: 1 position for a 3-year term (term begins September 1, 2015)

ELECTED BY MAIL BALLOT:n State Delegates to the NEA RA: 12 positions

n Region I: 4 positions for a 3-year term;n Region II: 4 positions for a 3-year term;n Region III: 4 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 (Gilles), 04 (Scruggs), 05 (Leaton), 07 (Rebick), 10a (Swehla), 14 (Scott-Schwalbach), 17 (Jacobs), 18 (Calkins), and 26a (Muller)

n 2 positions for 1-year term in Board District:

19 (Swan) and 20 (Vacant)

district policy and insubordination. Based upon current law and school district policies regarding testing, school em-ployees should NOT refuse to administer standardized tests without knowing and understanding the consequences.

8. What if I believe that a test is particularly stressful to a student or group of students?

a. Do not change or modify the testing protocols. School employees, includ-ing school administrators, have been disciplined and/or dismissed for changing test protocols or offering assistance to students involved in standardized tests.

9. Will my students’ test scores be a part of my evaluation in the 2014-15 school year?

a. No

10. Will student test scores be a part of our school and/or district rating in the 2014-15 school year?

a. Yes

11. Are my students at risk of not graduating if they/their parents/guardians opt out of the new assessments (SBAC – SMARTER BALANCED)?

a. No, as long as your student has demonstrated proficiency in the Essential Skills required for high school graduation by successfully completing OAKS or one of the other approved assessment options for meeting the Essential Skills before 2014-15. In, 2014-15, the Grade 12 retest opportunity for OAKS Reading, Writing, and Mathematics Assessment will only be available for 12th graders who have not yet met or exceeded the achievement standard for the Essential Skills.From: Essential Skills and Local Performance Assess-ment Manual, Updated September 4, 2014.

12. Can my principal get into trouble if too many parents opt out?

a. No. Parents have a legal right to opt out their student.

Opting out


When it comes to cultur-ally responsive teaching, Karanja Crews wants to see policy put into practice. A young African American

teacher who grew up immersed in hip hop and believes the positive message in the music saved his life, Crews witnessed crack cocaine addiction in his family, deal-ers and gangs in his neighborhood. At one point his house was sprayed with bullets while he sat in the living room. Crews says the positive messages in conscious rap music helped him develop, at age 12, a plan to escape through education.

Crews wants to share his vision with educators, and to transform education so it works for all students.

Working toward his goal of a vibrant, culturally responsive educational system, Crews organized the 5th Annual Teaching with Purpose Conference and Leadership Institute. The conference was held at Roo-sevelt High School in North Portland on Oct. 10 —11. During the same two days, the Leadership Institute, which will continue through the academic year, had its inaugu-ral gathering.

Oregon has had multicultural education policy on the books since 1999, in the form of SB103 and other equity laws. However, the bill was all but forgotten until Doris McEwen, Deputy Director of Curriculum and Instruction for OEIB, was looking for it in 2012.

She couldn’t find it.The state had lost track of its own policy

on multicultural education. Oregon’s commitment to culturally responsive teaching had been pushed to the back burner, and it dropped out of sight. Rob Saxton, Oregon’s Deputy State Super-intendent of Public Education, was not pleased. He committed to embracing the multicultural education embedded in

SB103 and other Oregon legislation, and promised to staff the Department of Edu-cation with people dedicated to closing the achievement gap.

Now, thanks to Karanja Crews and the other members of ODE’s new Equity Unit, SB103 is front and center.

Crews, who taught in Portland and Bea-verton schools for 10 years, and has a child in kindergarten and another in pre-k, organized the first Teaching with Purpose Conference in 2001, when he was a gradu-ate student. He was seeking a proactive response to parents’ disenchantment.

“I thought, what about a more positive approach, why don’t we bring experts in who know about closing achievement gaps, and about culturally relevant peda-gogy. We had our first conference with about 150 participants at Portland State. Our keynote speaker was civil rights icon Bob Moses,” Crews remembered.

Crews started teaching full time and couldn’t keep the conference going, but in 2011 held a 10 year anniversary gathering.

“In 2012, we did it again. Our keynote speaker was Doris McEwen, and we had Dr. Monica Miller as well. We focused on infusing hip hop education as a culturally relevant practice.”

It was time to increase attendance. Crews developed partnerships with dis-tricts and sought sponsorships that now include six Oregon school districts, three local universities, Multnomah ESD, the OEA, and Portland Association of Teach-ers (PAT).

“I’m glad to have unions as key part-ners.” Crews said, “It’s really important. It keeps us grounded in a sense of staying grassroots. I feel this is my purpose and this is my passion. This is the way I try to help humanity, so this is what I do.”

Crews has been hugely successful in attracting prominent, internationally re-nowned scholars and practitioners to the conference. Among them are Dr. Geneva Gay, award winning Professor at Univer-sity of Washington, and Dr. Christopher Emdin, who has gained national attention

Eye on Equity

BY M A RY M E R E D I T H D R E W

A CALL TO CULTURALLY RESPONSIVE TEACHINGThe 5th Annual Teaching with Purpose Conference Pushes Forward

Participants at the Teaching with Purpose Conference engage in thoughtful dialogue.

FPO

15TODAY’S OEA | FALL 2014Credits:Teaching With Purpose Conference; Chris Becerra

for his work with urban youth using hip hop pedagogy. ODE was there as well, represented by Rob Saxton, Assistant Superintendent David Bautista, and the agency’s equity unit.

Dr. Johnny Lake, scholar and author of Turtle’s True Friend, an anti-bullying book for Grades K-5, is well known in Oregon for his work with school districts on leadership and cultural competency. Lake presented a workshop called “Inclusive Equity Education” on Friday afternoon. Superintendent Todd Hamilton described the presentation as “fabulous” and highly engaging for teachers.

Regarding standardized testing and equity, Dr. Lake remarked:

“Testing is only a single measure of a student’s academic performance, a very limited measure of a student’s potential. Testing cannot be the ultimate or final conclusive of our assessment of student’s learning...to suggest that only kids who get a certain score on a test should be afforded opportunities for advanced education is a

huge mistake; you lose a lot of potential, as we have historically with sexism, racism, classism. We marginalize and exclude a lot of potential of this very diverse society that needs to be included in these conver-sations. Significant research suggests that a diverse classroom benefits all students. So to imagine that all the smart students should be in one group and all the not so smart students should be in another group defeats the whole purpose of a university as an asset.”

The conference’s offerings were wide and deep, with most of the conference presenters in agreement that our educa-tional system is culture-bound, benefit-ting only white, middle class mainstream students.

On Friday, there was a Town Hall presentation with Rob Saxton and ODE’s Equity Unit, a keynote by Dr. Christopher Emdin, and 17 breakout sessions designed to instruct, inspire and activate educa-tors in culturally responsive approaches to teaching, including African centered

Eye on Equity

literature, hip hop theater, and an indig-enous lens on transformative pedagogy. Roosevelt High School’s writing group presented their books. The first one, Roo-sevelt Freedom Fighter Project, is a series of interviews with community leaders who have worked to improve lives in their neighborhoods.

Dr. Christopher Emdin, Friday’s key-note speaker, is an associate professor at Columbia University. His writings on race, culture, and education have appeared in The New York Times, The Wall Street Journal and other publications. Dr. Emdin was frustrated and failing in his first years as a classroom teacher when he attempted to follow the prescribed curriculum. He claims achievement gaps exist because a rigid, scripted curriculum does not meet the needs of diverse students. Dr. Emdin developed a new system to educate these students successfully, including Hip-Hop Ed and Reality Pedagogy. He asserts that schools need to go to pre-integration models, when school was like home,

Educator Karanja Crews' work of the heart has been to organize the Teaching with Purpose Conference for the past five years.


Eye on Equity

students had jobs integral to the func-tioning of the classroom, families were welcome in class anytime, and teachers embraced the role of preacher. Dr. Emdin challenged the audience to work to un-derstand the students’ cultures before at-tempting to implement culturally relevant education.

A concert performance with Mumu Fresh and Gabriel “Asheru” Benn eased conference attendees out the door on Fri-day as the Leadership Institute prepared to meet.

Saturday’s schedule was equally packed. Besides thirteen breakout sessions, Dr. Monica Miller presented the keynote, and there was a free Hip Hop Youth Sympo-sium side-by-side with the conference.

A noteworthy addition to this year’s conference, the new Teaching with Pur-pose Leadership Institute is designed to implement culturally responsive teach-ing practice into Oregon schools at the classroom level. Teams from six districts, supported by a grant from the ODE, will follow a year long inquiry process to in-crease their knowledge of Oregon’s equity laws and local district equity policies, as-sess their own equity policy context, and design and enact culturally responsive practices.

Dr. Geneva Gay, a keynote speaker at the conference, will be the consultant for the Institute. Participants will use her book Culturally Responsive Teach-ing: Theory, Research, and Practice as a launching pad for their work together. Culturally responsive teaching involves many components, she told me, and in each session she plans to work through one component of the practice. Team members will discuss how to implement the concepts at their districts, developing their own localized strategies.

Dr. Gay describes culturally responsive teaching as using the heritages, the cul-tural experiences, and the backgrounds of diverse students as resources in teaching academic skills more effectively.

It also means modifying or enriching content, she says, because contribu-tions of ethnically diverse people are not sufficiently included in school subjects.

That’s another operational dimension of culturally responsive teaching.

Regarding scripted lessons, Dr. Gay be-lieves that people who design curriculum tend to look for the common denominator across diverse experiences, backgrounds, and that’s not a useful framework to pursue, she says. Curriculum designers should start with the skill being taught, and use different kinds of experiential perspectives to give meaning to that skill. Reading, for example, might be a universal need, but the way people go about it is different. Culturally responsive teaching endeavors to bring to schools the model of the university: diversity within unity. The bridge between the academic idea and the student is the student’s frame of reference, their experience. If not, it’s still

academic, it’s still abstraction.Culturally responsive teaching is about

humanizing the content that we want students to learn, Gay says. And it’s not just content but method as well; context, relationships, all are dimensions of cultur-ally responsive teaching.

“However young kids come in to a school situation, they bring a host of com-plex dimensions of their being into that place called school. They were not just rolled off an assembly line the day before they started school. At five years old, plus nine months in incubation, they have had almost six years of complex training and learning, so school should not ignore that, or deny it, or invalidate it, but look at what the children bring to school, and add to that, rather than try to replace it.”

Keynote speaker Dr. Geneva Gay (below) and writing instructor Erik Cork (above) take to the microphone at the 5th Annual Teaching With Purpose Conference.

17TODAY’S OEA | FALL 2014Credits:Teaching With Purpose Conference; Ivelin Radkov/iStock

Student Learning and Growth Goals (SLGGs) are an opportunity for educators to have a lens on their practice and its implications for student growth. When done well

and as the Oregon Framework intends, they can be an invaluable professional growth tool by which all educators can improve their practice.

Many explicit practices and components were built into the Oregon Department of Education’s "Guidance on Student Learning and Growth Goals." These best practices are intended to honor the profes-sionalism and expertise of the individual educators who are writing the goals. The process for setting Student Learning and Growth Goals should not be solely about outcomes, but inclusive of a deep conversa-tion about practice and supports for educa-tors to grow and develop as practitioners.

Many myths about the “how” or “what” of the Student Learning and Growth Goal setting process have emerged. The following myths vs. facts are intended to empower educators to understand and use this goal setting process to support their growth and practice.

MYTH #1: The evaluator chooses the content of Student Learning & Growth Goals

FACT: The educator (the teacher or administrator who is writing the goal as a part of their personal evaluation) is responsible for drafting the goal prior to the Initial Collaborative meet-ing with the evaluator. As stated in the ODE Guidance for Set-

ting Student Learning and Growth Goals, “Goals originate with the educator after their analysis of student data.”

There are typically five (5) steps that go into drafting the goal, all of which the

educator will need to do prior to that meeting:1. Identify core content and standards — what is the most important learn-ing in this class or course?2. Gather and analyze baseline of student data, including information about students that goes beyond the data gleaned from assessments (e.g., attendance, demographics, learning support needs, etc.). Baseline data will help identify areas of need for students, which should connect to the goal.3. Determine the focus of the SLG Goal — which students, which class(es) or course(s), how long is the goal, etc.4. Select or develop assessments for prog-ress monitoring5. Write their SMART goal statement and rationale, along with the instructional strategies and professional learning and support necessary to implement the goal.

MYTH #2: The evaluator can require a building-level or team focus for Student Learning and Growth Goals

FACT: As stated in ODE’s Student Learn-ing and Growth Goal Guidance, it is the educator’s responsibility to identify the content and standards, and gather and analyze baseline data in setting Student Learning and Growth Goal(s). The goal should connect to the impor-

tant learning in the class or course and student needs identified via baseline data. Thus, a building-wide focus for a goal may not work for all students. While the evalu-ator cannot mandate a building or team focus, teacher teams could decide to have a team focus or emphasis on one particular

subject or goal area, and work with one an-other collaboratively to support that end.

MYTH #3: The evaluator determines what student learning measures and assessments are used for the Student Learning and Growth Goals

FACT: It is the educator’s responsibility to identify the content and standards, and gather and analyze baseline data. This process occurs prior to the initial

collaborative meeting between the educa-tor and evaluator. Thus, an evaluator-de-termined student learning measure would not be appropriate. An evaluator may help brainstorm measures to use if educators are having problems ensuring that two measures of student learning are found. Ultimately, the goal-setting process origi-nates with the educator and that means the student learning measures chosen for the educator’s goals are the educator’s choice.

The Oregon Department of Education’s Guidance on Student Learning and Growth Goals, FAQs for Education Evaluation and Support Systems, and the Educator Effectiveness Toolkit are available online: http://www.ode.state.or.us/search/page/?id=3904

Teaching & Learning

BY E R I N W H I T LO C K / OEA Center for Great Public Schools

A QUICK GLIMPSE AT THE STUDENT LEARNING AND GROWTH GOALS: SLGG MYTHS VS. FACTS


If we ever expect to end poverty in this country, the issue of income inequal-ity will have to be seriously addressed. For more than 30 years, Americans have been attacked with very deliberate

legislative agendas and policy decisions at all levels of government, made for the pur-pose of redistributing wealth upwards to the very rich. Call it “class warfare” — the billionaire investor, Warren Buffet does! An average household’s net worth has decreased 36 percent over the last 10 years, while corporate profits and the wealth of the richest Americans have skyrocketed over the same time period. A significant step in reversing this trend would be to require all employers to pay a living wage. Our union would be wise to join in this fight for economic justice: to combat pov-erty, to build a stronger tax base for school funding, and to transform our union into a thriving social justice organization.

A living wage, one that enables a person to meet his or her basic needs for nutri-tion, housing, health care, and recreation within the community he or she works, has become a rallying cry for economic justice activists around the country. Most notable was the passing of a $15 minimum wage in Seattle, which the mayor signed into law last spring (after it was watered down significantly). Justin Norton-Kertson, with the Portland-based grassroots group 15Now! PDX, says that “a living wage is a wage that allows people to pay their rent, bills, and provide food for them and their dependents, while also leaving some money left over for discretionary spending. It is about more than just making enough to scrape by living paycheck to paycheck, it is about having a little extra after paying all your bills so that you have a standard of living that is more than just living to work and pay bills.”

A common definition of living wage usu-ally implies living above the poverty line. Although certainly related, a minimum wage increase is not quite the same as a living wage. Indeed, many argue that $15/hour isn’t even a living wage in Seattle today, let alone in seven years when the law is fully implemented. In Oregon, some politicians and unions are looking to start a $10.10 wage campaign. This is a poverty wage, not a living wage.

The National Low Income Housing Coalition recently reported that, in 2013, single parents in Oregon needed to earn at least $16.38/hour for a 40-hour work week to be able to afford adequate housing. The distinction between $10.10 and $15 is clear when you’re the one receiving the paycheck and stopping by the food bank on your way home from work. Recently, SEIU passed a resolution to seek the overturning of the state preemption law that prohibits cities and municipalities from setting their own minimum wage, and to work with

other organizations on a statewide ballot initiative to raise the minimum wage to $15/hour. This would be a great step for OEA to take as well.

So, what does this fight for a living wage have to do with educators and our union? Plenty! While the wages of educators in public schools have failed to keep up with inflation, most of us are still earning what is considered a living wage. But, we all understand that the impact of poverty on our students is devastating. Almost two-thirds of our food stamp recipients are children, the elderly, and the disabled. When students come to school hungry or suffer from food insecurity and homeless-ness, their capacity to learn and to create diminishes significantly. Students whose parents are incarcerated or working three jobs don’t have the help at home to support their academic efforts. High expectations are a poor substitute for economic justice and a stable home. A living wage for our students’ parents would dramatically increase the potential for our students to thrive in our schools and achieve at high levels. No matter how good a teacher is, the deck is stacked against a student who lives in poverty.

Second, families living under the pov-erty line tend to need more government assistance and are often unable to contrib-ute to our tax revenue. Schools in poor neighborhoods are less resourced, school buildings are more likely to be in disre-pair, and fundraising for extras is severely limited. Teachers working in these schools are more likely to burn out, and many, find-ing the expectations unsustainable, seek transfers to more affluent communities. In addition, as students living in poverty understandably fare poorly on their state standardized tests, pressures mount (in-cluding threats of school closures) to raise

Opinion

BY ST E P H E N S I EG E L / Former school counselor and OEA member; Presenter of Living Wage NBI at 2013 OEA Representative Assembly

IT'S TIME TO FIGHT FOR A LIVING WAGEFrom our union to our classrooms to our neighborhoods, raising the minimum wage benefits us all

UPCOMING EVENTLabor Notes Forum - Winning a $15 Minimum WageFeaturing union leaders from Seattle and San FranciscoNovember 15th at 10:30 a.m.Portland AFL-CIO Hall, 3645 S.E. 32nd Ave.

19TODAY’S OEA | FALL 2014Credits:Thomas Patterson

test scores, at the expense of meaningful and engaging teaching lessons. A school where all parents earned a living wage would see an increase in tax revenue and fundraising potential, safe buildings, and a more stable and experienced group of teachers less subject to the corporate edu-cation reforms plaguing all schools today.

The last, but by no means least impor-tant reason for our union to join the fight for a living wage, is for the very survival of OEA. Like all unions, our strength has diminished over the years The majority of educators that I talk with don’t see much relevance in their union, except during contract negotiations that come up every couple of years or so. For unions to once again be an important part of our daily lives, they must turn their focus to the fight for social justice in the world, and become fully engaged with their communities and ready to march in the streets or strike in solidarity with their allies.

There is probably no more important ally for edcuators than the parents of the students they teach. Joining parents and other community members in a living wage campaign would be a clear step to-ward social movement unionism. Recently, I met with Anne McDonnell, a food worker

at the Oregon Zoo for the last seven years who joined the 15NOW! PDX campaign. McDonnell’s story is a clear illustration of the fallacy behind the promise that graduating “college and career-ready” puts people on a direct path to a living wage job. Anne has a degree in Biology but has so far been unable to land a job in her field. She reports that in order to get the experi-ence under her belt to make her a more attractive job candidate, she would need to first work as an unpaid intern, perhaps for a number of years, and she just can’t afford to do that. Food workers at the zoo start out at minimum wage. A seven-year veteran in this career, Anne is earning just $11 per hour. She makes ends meet by sharing a small 2 bedroom house with 4-6 roommates and by gardening for some of her food. “I haven’t bought a new pair of shoes in quite a while,” she said.

At the 2013 OEA Representative Assem-bly, OEA members passed a New Business Item (NBI) stating that “OEA will support Locals that get involved in and contribute resources to living wage campaigns for all workers. OEA will do this by highlighting local actions in existing publications to all members, and by making a substan-tial effort to mobilize members in large

numbers for events that promote, demand, or debate a living wage.” How that effort to mobilize plays out is yet to be seen. Could OEA members, working together through our statewide union, turn out a couple of thousand members for a living wage rally and march targeting Walmart or McDonalds? Could we all, as OEA, mobilize a couple of hundred members to join with 15Now! PDX and Portland Rising (Jobs with Justice committee) and other groups fighting for a living wage to testify at a Portland City Council meeting about the importance of living wage jobs for the parents of the students we teach and the community members who live in our schools’ neighborhoods?

Last year, the Oregon Zoo food workers (there are 200 of them during the peak season) organized and joined Laborers Lo-cal 483, or LiUNA. Their rallying cry was “Zoolidarity!” They demanded a $15 living wage, but settled for less. If supporters, including OEA members and other unions, had threatened a zoo boycott, their nego-tiating position might have been greatly strengthened. If we don’t start fighting for economic justice soon, we’ll be extinct. It’s time to join the poor and working class in their struggle. It’s time for Zoolidarity!

Portlanders pressure their City Council to raise the minimum wage at a rally outside of City Hall on Oct. 1.

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W e might as well face it — one of the most complicated parts of being an educator is the

alphabet soup that we use (to the point that the people in the conversation can get lost). I know that before this last year, I was beyond ignorant about what an RA was (besides a college dorm resident advisor), and why we had one at the state level and another at the national level. A couple of coworkers, who got me really involved at the local level this year, convinced me to run to represent at both RAs. I say now that doing so was one of the best decisions I’ve made in my professional career.

Fast forward the clock to this past July 2014, inside the Denver Convention

★FROM★ THE

ASSEMBLY ★FLOOR★

Three OEA members — from new delegate to local

leader to NEA Director — share their experiences

about attending and engaging in the work of the NEA Representative

Assembly

Center where this year’s NEA RA was held. When I walked into the convention center for the first business meeting of the 2014 NEA RA, I was at Overwhelm Stage 4: Would I be able to follow along? (Yes!) Was I the right person to represent Oregon? (I think I was part of a great group). Would I end up completely lost in the meetings? (Not usually. When I did, plenty of people were happy to help me). I had plenty of questions about how everything worked, and was always able to find someone (friendly!) with an answer.

I entered the NEA RA almost completely clueless, but cautiously hopeful; I wanted to learn more about our union and how it works. When I left a

★NEA, OEA, RA, NBI, M-O-U-S-E★

BY JACQ U I P I T T, First-Time NEA RA Delegate

Confetti falls from the sky during the opening of the NEA 152nd Annual Meeting and 93rd Representative Assembly.

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21TODAY’S OEA | FALL 2014Credits:Rick Runion

week later, I was less on the clueless and a great deal more on the hopeful.

For those wondering, here are the basics: early every morning, Oregon’s crew of delegates met and discussed the New Business Items (NBIs) that we thought the general (read: huge) meeting would get to for discussion and voting that day. We would vote to see where the group stood on any topic before we went to the floor (the big meeting of the day). Once there, we settled in for the day: listening to speeches that tried to persuade us to vote a certain way or aimed to get us riled up and excited for the work we do as educators. We had a lunch break, and finished by dinner time. Representatives were able to not only get a lot of work done (over a hundred NBIs this year!), but also see Denver and what it offers.

So, what is the NEA RA, anyway? Before I went to Denver to attend the 2014 NEA RA, I could not answer that question accurately. At that point, it was alphabet soup. Sure, I heard from different people what they saw in it: a business meeting; a great learning experience; a chance to meet other educators and have a voice in how our union moves on a national level; a chance to network with other educators and remind ourselves that we are all in this together. No matter what job title we claim, we are educators. For me, the NEA RA was and still is an opportunity. What will it become for you? n

Most of the business that comes to the floor of the NEA RA comes through each state’s caucus. Our

caucus consists of our entire delegation. We meet for a couple hours before the beginning of each day of RA to, among other things, take positions on the various business that will be on the floor throughout the RA.

This year, a New Business Item titled, “NEA Campaign Against Toxic Testing” came before us. The NBI was generally good in that it called for a reduction in the use of and emphasis on standardized tests, and called for the use of more effective and responsible forms of assessment. But, it also had language that declared standardized testing results a reliable source of information about students and schools. This I objected to — as did others. During the course of our debates on the NBI, positions were clarified and we ended up taking a position of “no position.”

Fellow OEA member Diana Collins and I held very similar positions during the caucus debate and felt strongly that any language which legitimized the use of standardized testing should be struck from the NBI, so we went about writing an amendment to offer on the floor that would do just that.

My previous year’s experience in amending a Common Core policy statement suggested we speak with one of our NEA Directors first. They have insight that can help craft appropriate language and can help with the procedural parts of bringing things to the floor. Our amendment was simple — we wanted language struck without rewrite, so we started the process.

We found out as we were submitting ours that others had already submitted

amendments on the NBI and at least one was similar to ours. This presented us with some strategic challenges. We could withdraw ours; leave it on the agenda in case others withdrew theirs; find the sponsors of the other amendments and work with them; or see if ours could be accepted as “friendly” by the original maker.

A friendly amendment would preclude a floor fight, but the maker was not interested. After some investigation, we were informed that the California delegation was offering something very similar to ours so, through some networking, we contacted their Vice President, read their amendment and decided we would back their language. Eventually, the California language was accepted as friendly, and we withdrew ours.

It is kind of heady stuff to move new business, amend, or speak about the business on the floor of NEA RA. When you step up to a microphone, 10,000 or more people are listening and 3 million are potentially affected by what you do and say. While Diana and I did not get to put our amendment forward or speak on the floor about what was passed, we used a strategy that achieved our end to the betterment of the NEA and our members. n

★★OFFERING A ★★ FRIENDLY AMENDMENT

BY M I C H A E L E N D I COT T, NEA RA Delegate and OEA Region III Vice President

A COUPLE OF COWORKERS, WHO GOT ME REALLY INVOLVED AT THE LOCAL LEVEL THIS YEAR, CONVINCED ME TO RUN TO

REPRESENT AT BOTH RAS. I SAY NOW THAT DOING SO WAS ONE

OF THE BEST DECISIONS I’VE MADE IN MY PROFESSIONAL

CAREER.

★

★

WHEN YOU STEP UP TO A MICROPHONE, 10,000 OR MORE

PEOPLE ARE LISTENING AND 3 MILLION ARE POTENTIALLY AFFECTED BY WHAT YOU DO

AND SAY.

★

★

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Delegates raise their hands for education during the opening of the NEA 152nd Annual Meeting and 93rd Representative Assembly, at the Denver Convention Center.

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23TODAY’S OEA | FALL 2014Credits:Rick Runion

the light of day. García is quick to point out, however, that there are appropri-ate accountability systems as well. New Business item ‘B’ called for the creation of an accountability task force to explore what an appropriate accountability system would look like on a national scale. Calls for nominations for the task force went out the week of Sept. 22, 2014 and will close in October.

Another New Business Item that passed at the summer meeting called for a college affordability plan called “Degrees Not Debt” (read more about this campaign in this issue’s feature story, page 24!) This campaign is stressing the large sums of money college students owe upon gradu-ation. NEA has launched a web campaign around this issue and is encouraging all of its members to sign on. Additionally, NEA Board Directors lobbied Congress on fund-ing for PELL Grants and college graduates’ ability to refinance student loans on the basis that when students graduate with mountains of debt, they are unable to apply their income to the economy. They cannot purchase a car or a house and have very little disposable income. PELL Grants, which once funded 70 percent of an eco-nomically disadvantaged student’s college education, today barely covers 30 percent.

Delegates to the assembly were also clearly concerned with which corporate sponsors NEA partnered. One new business item directed staff to vet all corporate spon-sors and get approval of the NEA Board of Directors before engaging in any corporate sponsorships. This NBI was referred to the Executive Committee. John Stocks, Execu-tive Director of the NEA, explained the strenuous process through which all cor-porate sponsors were currently vetted and suggested that to delay forming corporate sponsorships in order to receive Board ap-proval would unnecessarily delay important programs and cost a great deal of money. He did, however, suggest greater attention to transparency around these sponsorships.

I encourage you to read the full list of NBI’s, and the action taken on each to inform yourself. They can be found online at: www.nea.org/grants/nbis-amende-ments-resolutions.html. n

New Business Items dominated the business of the 2014 NEA Representative Assembly, where

delegates passed items totaling $827,797, a dollar amount that exceeds that spent by the previous four assemblies combined. While the number of adopted new business items was vast, the themes of the week centered around the use and abuse of standardized testing , appropriate accountability systems, common core state standards, pre-service teacher preparation programs, Perkins funding for schools, college affordability, evaluating NEA corporate sponsorships, and the Dream Act. In addition, the delegation called on NEA President Dennis Van Roekel to

write a letter to the Obama administration demanding the resignation of Secretary of Education Arne Duncan, a task that President Van Roekel completed before the end of the Assembly.

The NEA Executive committee and NEA staff have been working tirelessly on all of these items since the close of business of the Assembly. Since taking office on Sept. 1, NEA President Lily Eskelsen García em-barked on her back-to-school tour across the U.S., consistently speaking out against the culture of “toxic testing” that exists in our public school system. García has appeared on talk shows and given count-less interviews in an attempt to bring this dire abuse of accountability systems into

★WORKING ON BEHALF OF YOU★

BY C . J O H N L A R S O N , NEA Director

W hen Bobi Blue received her first paycheck as a full-time teacher, it was the first time in her life that she’d

experienced the freedom that comes with living “middle class.” A recent graduate of University of Portland, Blue — with her newly minted Bachelor’s of Arts and a teaching license—was taking home about $2,100 per month. For a young girl who’d faced deep, generational poverty as a child — it felt like she was living

large for the first time ever.Blue grew up in the David Douglas School

District — the same district she would land her permanent teaching job out of college. As a child, Blue’s family struggled with issues of addiction and criminality, and so she was raised primarily by her grandmother, who worked hard to make ends meet and tried to create a sense of financial stability for Blue and her sibling.

not

In an interesting twist, the struggle for college affordability unites educators with the students they teach

BY MEG KRUGEL • PHOTOS BY THOMAS PATTERSON

25TODAY’S OEA | FALL 2014

Bobi Blue, a teacher in the David Douglas School District, visits her childhood home on SE 104th Ave., not far from the school where she now teaches and the house she now owns. Despite earning a middle class income, Blue still struggles financially due to huge student loan payments each month.


“Despite the fact that I can very much remember running out of food stamps and being on the Oregon Health Plan, we were really lucky in the sense that we always had housing and we always had the utili-ties on, and food for the most part. I think that stability — even growing up in poverty — really made a lasting difference because I know that some families don’t have that,” Blue said. She credits a mentor, who stepped in when Blue was 11 years old, for instilling in her the idea that she could, in fact, be the first in her family to go to col-lege and earn a degree.

But, upon her graduation from Uni-versity of Portland with her Bachelor’s degree, Blue had amassed about $50,000 in student debt. “The idea is that you go to college, you get out, you get a job, and yes, you’ll pay off the student loan debt,” Blue said. “When I got hired out of college it seemed like that was working. Imme-diately after my first paycheck, I was a middle class person, which was my first time experiencing that.

“But I was also immediately slapped in the face with a really cold reality of what student loan debt looks and feels like.”

Blue says that growing up in poverty did not give her the financial literacy for navi-gating the waters of college affordability, or understanding the reality of what living as a single-household adult would look like in a middle class lifestyle. When she graduated from University of Portland in 2004, she could not anticipate the rental cost increases that were about to shock the city of Portland, or the rising cost of food and gas.

For the first few years of her career as a high school English teacher at Fir Ridge Campus, the alternative high school in David Douglas, Blue socked away about a third of her take-home pay to student loans. “I was scared to death of [those loans], so I paid them,” she remembered.

Over the next several years, as cuts be-came the norm in school districts across Oregon —the idea of needing a Master’s degree to maintain her teaching position loomed large. She’d worked hard to put a dent in her undergraduate student loans, but by the time she was ready to begin a

Master’s program, the interest rate for loans had jumped from around 2.9 per-cent to 8 percent.

“It was a nebulous cloud,” Blue said of the student loan process. “I didn’t set up a budget. I was lost in this weird void. These are all the things you would have learned if you came from a family that taught you about budgets, but my grandma didn’t even have a checking account.”

As she began her Master’s program at Lewis and Clark College, she was no longer a six-year professional teacher, but instead, she was 18-year-old Bobi again, scared by the thought of taking on more student loans, but even more scared by the thought of not getting that Master’s degree and losing her career as an educa-tor — which was, she knew, exactly the right fit for her.

“I think there’s no better profession for me. I really felt born to teach," Blus said. "I’ve resolved that I’ll always have student

debt, but I dream of a life that’s free of it."Blue’s story likely rings true for any-

body who’s had to come to terms with the idea that the key to becoming an educator is education, or, more aptly, paying for that education. The National Education Association recently reported that seven out of 10 college graduates owe an average of $30,000 in student loans and nationally, existing student debt exceeds an astound-ing $1.2 trillion. Accumulatively, there are approximately 40 million people in the U.S. who have student debt.

To bring awareness to these alarm-ing statistics, this fall, NEA launched the “Degrees Not Debt” campaign, an informational campaign to help NEA members, students, and their families learn about their options to make college more affordable. There are three tenets to the campaign:

n Increase need-based federal aid, like Pell Grants.

n Refinance loan interest rates, with the idea that it’s not right that we can refinance loans on cars or homes, but not on student loans.

n Expand loan forgiveness programs, especially those for people working in public service careers like education.

A UNITING CAUSECollege affordability is one of those

unique issues that impacts educators of all walks — from elementary to post-sec-ondary, and unites these educators with the students they serve. OEA member and Clackamas Community College Part-Time Faculty Association Presi-dent (CCC PTFA) Lauren Zavrel teaches community college GED courses at the Clackamas County Jail. As she walks through the long, sterile halls of the jail and passes inmates who are students in her classroom, she gives a cheerful hello and they respond with a smile. Inside her classroom, which looks a lot like any other high school classroom with motivational posters and reading logs taped to the painted brick walls — Zavrel is at home. There’s little doubt that serving the most marginalized of all student populations is her true passion — but, it took a while (and

Degrees Not Debt Campaign National Week of Action

With seven out of 10 college graduates owing an average $30,000 in student loans, student debt is no longer just a burden — it’s become a barrier to the American Dream. The thousands of educators and students who have joined NEA’s Degrees Not Debt campaign don’t think that’s right. Together, we seek to make college more affordable and accessible to all.

Join NEA members across the country Nov. 10-18 for a Degrees Not Debt Campaign Week of Action.

Will you commit to participate or lead an event? (NEA will provide the training, information and resources to help you be successful)

n 1. Host an event: https://actionnetwork.org/event_campaigns/degrees-not-debt

n 2. Request materials: https://actionnetwork.org/forms/degrees-not-debt-event-materials-request-form

For more information, contact: Nilka Julio at [email protected].

27TODAY’S OEA | FALL 2014Credits:Thomas Patterson

a lot of loans) to make her way there. Now, with a Bachelor’s degree, Master’s

degree and graduate certificate (all from in-state, public universities) — Zavrel cur-rently has a student loan debt load of about $80,000. It’s a huge burden, she admits. But, “it was always for me about putting your passion first, and the money will figure itself out. And as a teacher, that has certainly carried over, and I’m glad that I have always pursued my dreams,” she said.

The adults in her GED classes have dreams not unlike her own — to make a difference in the lives of students who struggle with the same issues they as indi-viduals once faced. “A lot of my students have big dreams to be drug and alcohol counselors because they’ve been there, done that,” Zavrel said. “But if you look at the income attached to that, it will make people shy away from the career. For folks like my students who are really interested in pursuing non-profit and service careers, they aren’t sure how to weigh their passion against their future income. I think that’s

a really sad sacrifice that a lot of folks feel like they have to make.”

For teachers, the Federal Teacher Loan Forgiveness Program is designed to help alleviate some of this hardship — but it comes with hard-to-meet stipulations. One must be employed full-time for five consecutive years in the field, work in a school district that qualifies for funds un-der Title I of the Elementary and Second-ary Education Act of 1965, and cannot be in default for loan payments, at the time of making the request for loan forgiveness (among other requirements).

If you meet these qualifications, you are eligible for up to $5,000 in loan forgive-ness for elementary or secondary school teachers, and $17,500 for secondary mathematics and science teachers, as well as special education teachers. Zavrel notes that part-time community college faculty are at a distinct disadvantage when it comes to loan forgiveness, given that they struggle to (or, for one reason or another do not) maintain a full-time teaching load.

As Co-President of her faculty union, she’s currently in negotiation with the college’s human resource department to make part-time faculty more aware of what their options might be for loan forgiveness.

For Zavrel, who has three part-time teaching jobs — all for non-profit institu-tions — she cumulatively could be eligible for some form of debt forgiveness but the requirements remain murky. Of course, the possibility of loan forgiveness is “not why we go into the jobs that we go into,” Zavrel said.

For her students, Zavrel notes that Clackamas Community College (CCC) has made big strides in opening up the gate for pursuing higher education in an afford-able way. If you finish your GED through CCC, the college pays for one of your classes during your first college-credit term. “Making it cheaper demonstrates to the students that we genuinely care about their success and believe in them as students, and that’s really the key piece,” Zavrel said. “That’s why I love teaching

Lauren Zavrel works with Tanner Boyle on GED prep. After 10 months in incarceration, Boyle received his GED and was released the day after this photo was taken.


here, because a lot of these [students] have never been told ‘You have potential.’”

MAKING STRIDES IN WASHINGTON

This is a banner year for college af-fordability in Congress, with the Higher Education Act (HEA) up for reauthoriza-tion. First signed into law in 1965, the Higher Education Act governs the nation’s student-aid programs, while also supply-ing direct aid to colleges and universities. The landmark legislation provides a key opportunity for Congress to make higher education more affordable and accessible to all Americans.

Before Congress recessed this August, U.S. Sen. Tom Harkin (D-IA) released an HEA proposal that focuses on college affordability and debt, as well as strength-ening accountability and improving transparency. Harkin’s proposal calls for reinstating year-round Pell Grants, reduc-tions in unfair fees to student borrowers, and a state-federal college affordability partnership to increase state funding for public higher education and lower the costs of tuition. His plan also would allow borrowers to discharge their loans during bankruptcy proceedings.

The reauthorization of the HEA has incredible promise for both students and graduates — but so far this year, higher education bills have struggled in Congress.

In June, Zavrel was invited to Wash-ington D.C. to speak with Congress and President Obama about the need to refi-nance student loans and cap payments to 10 percent of the borrower’s income. As it turned out, Zavrel didn’t need to convince President Obama of the need. Just hours after her plane landed in Washington D.C., Zavrel stood directly behind the President as he signed the Executive Order, which called on the Department of Education to expand a program to lower monthly fed-eral student loan payments for 5 million student loan borrowers.

Part of Obama’s Executive Order also encouraged the U.S. Senate to consider a student loan refinancing bill presented by Sen. Elizabeth Warren (D-Mass.), which would help millions of Americans with

existing federal student loans and private loans to refinance at a lower rate to make repayment more manageable. However, the Bill, titled the “Bank on Students Emergency Loan Refinancing Act,” was blocked in Congress just days after Obama signed his Executive Order.

“With this vote we show the American people who we work for in the United States Senate—billionaires or students,” said Warren on the Senate floor just min-utes before the vote.

In September, Republicans again blocked a revised version of Warren’s bill, objecting to the inclusion of the bill’s “Buffet Rule” to pay for the legislation, which would have added a minimum tax rate of 30 percent for individuals with incomes of $1 million or more.

Zavrel will never forget stepping into the halls of the White House or watching her President take a stand on an issue of such personal importance. But at the same time, she’s honest about how tricky an issue it is to solve. “Making college more affordable is a huge endeavor that you can’t just solve with an Executive Order,” she said.

SOLUTIONS IN OUR SCHOOLS

For both Zavrel and Blue — and the stu-dents they teach — improving the pathway to college is just as important as making it affordable. Blue’s students at Fir Ridge alternative high school must take a 22-day class called Senior Exit before they gradu-ate. Blue packs in as much information as she can about financial literacy — from

avoiding high-interest rate credit cards to understanding what the FAFSA is all about.

“I have 22 days to try and give my students as much of what I think they will need… before [throwing them] out to the big wide ocean and saying ‘I hope you can swim’,” Blue said. “These students live incredibly challenging lives. They’re survivors, they go home to drug-addicted parents and gang families and some of them have children themselves. They’re facing pretty insurmountable odds, let alone trying to interact with the financial realities of adulthood.”

Given the small size of the school, many of these students come back after they graduate, seeking financial, college and life advice from Blue and the other teach-ers and counselors who helped see them through. Had a similar option been avail-able to Blue when she was just starting out in college, she may have approached the student loan process quite differ-ently. “Somebody was handing me this big check, and I thought it was free money. It wasn’t free,” she said.

“But, I also have to play devil’s advocate and admit that without that student loan and my experience in education, I’m not middle class. It’s frightening to think that I’m barely hanging on, and that without it, I would still be living in poverty, probably following the same footsteps that my fam-ily did,” Blue said.

“It’s a bittersweet pill to swallow. I’m just so in love with education, and I just so deeply believe in it. It shouldn’t be the thing that bankrupts you, though.” n

One benefit of teaching in a small school is that Blue can serve as a mentor for her students post-graduation.

29TODAY’S OEA | FALL 2014Credits:Thomas Patterson, Groff Creative/NEA

AMERICAN TALES: STORIES OF AMERICA’S PAST FOR THE YOUNG PEOPLE OF TODAY


American Tales ExcerptOur couch took us nine years into

the future. “It is now the late summer of 1774,” stated Mr. B. “The Boston Tea Party occurred a year ago. In response, the British shut down the port of Boston and removed self-government from the people of all of Massachusetts, not just Boston. Not only did the Massachusetts Government Act shut down the legislature, the British would no longer allow the people to hold town meetings without permission, and the British would control what the people could talk about. Also, the people could no longer have their

elected representatives appoint judges and other officials. How do you think the people of Massachusetts are responding?”

“I’ll show you how we are responding!” replied a tall, muscular, young man who was approaching our group. “Walk with me!” he ordered.

“Students, do you all remember Jeremy?” asked Mr. B, pointing to the young man. “As you can see, he is all grown up. Let’s join him.”

So we proceeded to walk into the town we were near. It was a town much smaller than Boston; in fact, its total population was less than three hundred. It didn’t

take long to reach the town square, and there we found a huge crowd of over 4,000 people, mostly farmers, armed with guns or pitchforks. In front of the courthouse stood two terrified men, and they were being addressed by a big, burly farmer in overalls.

“You have been appointed by the British Crown, haven’t you?” yelled the farmer.

“Yes,” they answered weakly.“Which one of you was to be the judge?”

shouted the farmer.One of the men tentatively raised his

hand. Pointing at the other man, the farmer screamed, “And you must be the tax collector!” Turning to the crowd, the farmer shouted, “Are we going to let His Majesty push us around?”

“No!” responded the crowd in one huge barrage of noise.

A second member of the crowd pointed at the jail, where a man’s head was just visible between the bars of his window. “Are we going to let these royal fools put our people in jail for not paying their ridiculous taxes?”

“No!” came the resounding answer.Another member of the crowd then

yelled, “Are we going to let the British take away our ability to rule ourselves as men?”

“No!” responded the crowd again.A fourth member of the crowd

instructed, “Everyone, let’s form two lines six feet apart.” Amazingly, this huge mass of people quickly formed the two lines; they looked like they had done it before.

Then a fifth man addressed the two would-be British officials, “OK, your majesties,” he said sarcastically. “Take your hats off, and walk between our two lines. As you do, we want to hear how sorry you are and that you will not be carrying out the duties you were assigned.

Book Review

A Book Excerpt by Northwest Educator David TurnoyAuthor’s Note: Students need to be taught US history

in an honest manner. Traditional textbooks leave out the fact that most progressive change has come about only because of common people working together.

To remedy this challenge, I have written an honest historical fiction account of US history, fiction so that it is more enjoyable for students, and honest so that children can begin to think critically and ask good questions about our history.

In American Tales: Stories of America’s Past for the Young People of Today, six intermediate-level elementary students enroll in an after-school American history enrichment class. Their teacher helps them to learn about important events — from the time of explorers through the Civil War and Reconstruction — not only through class discussion but also by traveling back in time to these important events. In each new epoch, the students are met by a young person their own age who guides them through the experience, enabling the students to experience history firsthand and sometimes a little too close for comfort.

This book would be especially helpful for elementary level teachers who know less about US history and might otherwise teach only the textbook. It could also be used in middle school, and it could be read along with a textbook to compare and contrast, encouraging critical thinking. If you would like to see history come alive for your students while helping them to get ready to change the world for the better, this book is for you.


Make sure we can hear you.”The two men proceeded to walk slowly

between the two lines saying exactly what they had been told. No one raised a hand to harm them.

When the two men reached the end, the last person in line told them, “Now if I were you, I would walk over there to my horse, I would get on my horse, I would ride back to Boston, and I would never set foot in this town again.”

The two men once again did exactly as they were told. As they rode out of town, a huge cry of celebration rose up from the crowd.

Then members of the crowd opened the door to the jail and let out the man the British officials had imprisoned. Our group moved off to the side so we could ask Jeremy some questions.

“Wow, that was impressive,” commented Logan. “You didn’t hurt them at all physically, but you sure made your point.”

“Yes,” responded Jeremy. “That is what’s happening all over Massachusetts. The British control Boston, but they don’t control one county seat outside of Boston. Wherever they send their officials, we bring in thousands of farmers to prevent them from governing. We continue to have our town meetings and

govern ourselves. And what’s amazing is that we have been able to do all this without a single person getting killed. The British are so badly outnumbered that they would be foolish to resist.” …

We got on our couch once more.

“Hey, Mr. B, I thought the American Revolution started with some fighting at Lexington and Concord in April, 1775,” said Angela in a confused voice as we traveled on the couch. “But what

we just saw shows that the revolution really started the summer before in the Massachusetts countryside. What’s the deal?”

“What you just saw is true, Angela, but most historians have chosen not to write

about it,” responded Mr. B. “Can anyone think why that might be?”

“It shows what can happen when a group of citizens gets together to fight injustice,” answered Melanie.

“That should be a good thing, but maybe the people who publish history books are afraid to have that message out there.”

“That’s an interesting idea, Melanie,” replied Mr. B. “Let’s keep this question in mind, not only during the American Revolution, but also as we go through other time periods. Are there things that happened in our past that some people don’t want us to know about, perhaps because it might influence people today in a way that these other people don’t want?” n

David Turnoy is a retired elementary education teacher with a longtime interest in history. He continues his passion for teaching and history as an elementary school volunteer, a substitute teacher, and a curriculum provider. American Tales is Turnoy’s debut book offering. He can be reached at [email protected].

American Tales is available for purchase in e-book, paperback and hard cover on Amazon.com and at most other online book sites.

Book Review

IT DIDN’T TAKE LONG TO REACH THE TOWN SQUARE, AND THERE WE FOUND A HUGE CROWD OF OVER 4,000 PEOPLE, MOSTLY FARMERS, ARMED WITH GUNS OR PITCHFORKS. IN FRONT OF THE COURTHOUSE STOOD TWO TERRIFIED MEN, AND THEY WERE BEING ADDRESSED BY A BIG, BURLY FARMER IN OVERALLS.

Credits:Boston in 1774 by Joseph Greenleaf c/o Brown University, John Carter Brown Archive of Early American Images

Free Online Webinars and moren WHAT: NEA's Great Public Schools (GPS) Network provides a way for mem-bers to connect with each other to address common core standards, educational lead-ership, and other key educational issues. The Network offers a newsletter, teaching resources, free online webinars, and more.n WHO: Open to all educators.n HOW: For more information, go to GPS Network's website, www.gpsnetwork.org

The Reading Association 2014 Fall Instituten WHAT: During this institute, presenter Cheryl Dobbertin shows how to plan instruction that addresses Common Core reading standards while opening the door for every student to get noticed every day. Registration Fee: Member–$125, Non-Member–$150. One PSU graduate credit available.n WHO: Grades 6-12 teachers and admin-istratorsn WHEN: Nov. 7, 2014n WHERE: Holiday Inn Hotel, Portland Airport, 8439 NE Columbia Blvd, Port-land, Oregon n HOW: For more information and to reg-ister, go to http://oregonread.org

Free Tax Preparation for OEA Membersn WHAT: As a valued partner of Liberty Tax Service, OEA members can file federal and state income tax using our online tax software for free in 2015. Liberty Online offers easy-to-use tax prep software, expert tax advice when needed, and live technical support through chat.n WHEN: Offer valid Jan. 2, 2015 to Apr. 15, 2015.n HOW: Go to www.libertytax.com/online. Enter promo code “OEA” at checkout and Liberty Tax Service will waive the tax preparation fee for OEA members, their family and friends.


Oregon Sustainable School Awardsn WHAT: Applications are being accepted for the Oregon Sustainable School Awards—recognizing a school that best addresses four “pillar” areas: 1) Environmental Impacts, 2) Healthy, Safe Students and Staff, 3) Education for Sustainability, and 4) Social Sustainability. The U.S. Department of Education GRS program recognizes schools and districts across the U.S. for progress within Pillars 1-3.n WHO: Oregon K-12 schools and districts.n WHEN: Informational conference calls in Nov. 2014. Application Deadline: Jan. 12, 2015.n HOW: Find more information at: www.sustainableschools.org/sosi/oregon-award-program

Fulbright Distinguished Award in Teaching Programn WHAT: This program seeks to improve mutual understanding among teachers, their schools and communities in the U.S. and abroad by providing teachers with international professional development opportunities for three or four months.n WHO: U.S. K-12 educators are eligible.n WHEN: Application deadline is Nov. 5, 2014.n HOW: For more information, go to www.fulbrightteacherexchange.org

Pets in the Classroom Grantsn WHAT: The Pets in the Classroom grant program offers 7 different types of educational grants so educators can choose the right grant for their classroom, whether it’s to purchase new pets, pet environments or pet food and supplies for existing classroom pets.n WHO: Pre-K through 8th grade educatorsn HOW: Go to www.PetsintheClassroom.org

**Valid for online products only. Cannot be combined with other offers or used toward past services. Does not include financial products. Void where prohibited by law. Valid 1/2/2015-4/15/2015.

ClassWallet.comn WHAT: Teachers are provided an e-wallet to collect funds for ongoing classroom needs, special projects and to purchase supplies within ClassWallet.com’s ecommerce marketplace. Register for an account—it’s free.n HOW: Go to www.ClassWallet.com.

The Oregon Encyclopedian WHAT: The Oregon Encyclopedia has been updated and is a great tool for class-room projects, offering resources in cat-egories such as Labor; Civil War & Oregon; Government, Law & Politics; and more.n HOW: Go to www.oregonencyclopedia.org

Financial Education Curriculum and Speakersn WHAT: Financial Beginnings offers free financial education programs, which pro-vide age-specific curriculum that teaches youth how to navigate banking, credit and insurance industries and responsibly manage their personal finances. n WHO: For K-12 studentsn HOW: For information about this program and to schedule a class for your students, visit http://financialbeginnings.org/educators

Mission Blue Education Resourcesn WHAT: National Geographic’s Mission Blue Education Resources offer informa-tion and free lesson plans and activities that help students understand the prob-lems aquatic environments face.n HOW: Go to http://education.national-geographic.com/education/mission-blue-netflix

Sources + Resources

FOR THE CLASSROOM

OPPORTUNITIESAWARDS, GRANTS, SCHOLARSHIPS

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.

WEBSITES


Sources + Resources

A Still Quiet Place: A Mindfulness Program for Teaching Children and Adolescents to Ease Stress and Difficult EmotionsBy Amy Saltzman MDNew Harbinger Publications, 2014; ISBN-13: 9781608827572; $49.95 (List Price); Available at www.barnesandnoble.com

This guide presents an eight-week mindfulness-based stress reduction program with easy-to-implement practices that help children and adolescents manage stress and anxiety and develop a natural capacity for emotional fluency, respectful communication, and compassionate action.

Word Nerds: Teaching All Students to Learn and Love Vocabulary By Brenda J. Overturf, Leslie Montgomery, Margot Holmes Smith Stenhouse Publishers, 2013; ISBN: 978-157110-954-5; $20.00 (List Price); available at www.stenhouse.com/html/word-nerds.htm

In this book, the authors cover a five part plan—introducing new words in context, adding related synonyms and antonyms, engaging students in several days of active learning, celebrat-ing new words, and assessing vocabulary development—that teaches all students to learn and love vocabulary. A study guide is also available for download.

Reading Wellness: Lessons in Independence and ProficiencyBy Jan Miller Burkins, Kim YarisStenhouse Publishers, 2014; 978-1625310156; $21.00 (List Price); available at www.stenhouse.com/html/reading-wellness.htm

In Reading Wellness, the authors offer educators a series of les-sons that are practical and sustainable, while encouraging each educator to shape these ideas in ways that support personal ideals and goals while nurturing a love of reading and a passion for lifelong learning.

Zishe the Strongmanby Robert E. Rubinstein Kar-Ben Publishing, 2010; ISBN-13: 978-0761339588; $17.95 (List Price); available at www.amazon.com

Geared for grades K-3 and based on a true biography, this picture book tells the story of Sigmund Breitbart, a Polish Jew, who emigrated to the U.S. in the early twentieth century and became a famous circus strongman.

BOOKSBrown v. Board of Educationn WHAT: Check out the different resourc-es—such as original government records or the Library of Congress’s resources from their online exhibit—related to this landmark case for insight into the history and impact of Brown v. Board.n HOW: Go to http://free.ed.gov/?p=305

KidsKnowIt Networkn WHAT: This website offers free educa-tional movies and podcasts on subjects about astronomy, math, spelling, geology, and more.n HOW: Go to www.kidsknowit.com/inter-active-educational-movies/index.php

NeoK12 n WHAT: This website offers science videos, lessons, and games on topics such as the human body, geography, physical science, and life science. Other topics include history, social studies, and more.n HOW: Go to www.neok12.com

Toshiba/NSTA: ExploraVision Awardsn WHAT: The Toshiba/National Science Teachers Association ExploraVision Awards Program encourages kids to create and explore a vision of future technology by combining their imaginations with the tools of science. Maximum award: $10,000 bond per student on winning team.n WHO: K-12 students are eligible.n WHEN: Deadline is Jan. 30, 2015.n HOW: For more information and to reg-ister, go to http://www.exploravision.org

National History Day contestn WHAT: The theme for 2014/15 is “Lead-ership and Legacy in History.” OHS offers awards at the state-level. Awards are also offered at nationals.n WHO: 6th to 12th grade studentsn WHEN: State level – Apr. 18, 2015n WHERE: Portland, Ore.n HOW: See www.nhd.org for details, and contact Denise at OHS, [email protected], for more information on how to participate.

FOR STUDENTS

WRITTEN BY OEA-RETIRED

MEMBER


ON THE WEB / Fall2014» www.oregoned.org

Week of Action Roundup

Meet Your New Board of Directors!

It’s the start of a new year, which means there are new faces on the OEA Board of Directors. Get to know them on the OEA website – you’ll find photos and a personal snapshot for each Board member.

www.oregoned.org/our-association/leadership/officers

New Member? Don’t Miss out on Member-Only Access!

Assessment Resources for You, Your Students, and Their Families

Corporate profits are off the charts, yet our schools remain desperately underfunded. Standardized testing is taking the love of learning out of our classrooms, yet there is still overuse and abuse of high-stakes tests in our schools.

The good news is that Oregon educators are leading the way and taking action to create the schools our students deserve. During the week of October 12-19, 2014, educators joined together with students,

parents and the broader community to bring attention to the challenges and opportunities facing Oregon’s students and public education system.

Did you participate in an OEA Week of Action event through your local association? We’ve compiled pictures from around the state highlighting the amazing work our members did that week. Check them out at: www.oregoned.org/whats-new/oea-2014-week-of-action.

Credit:Becca Uherbelau

Students perform at the Quality Education Festival in Downtown Portland, Oct. 19, 2014.

If this is your first year as an OEA member, it’s time to set up your member login for the OEA website! While much of the content is open to the public, OEA does maintain secure resources just for our members that you won’t want to miss out on. Go to: www.oregoned.org/member-resources/log-in and follow the prompts to register for a new

member account. Also, make sure you’re receiving OEA’s

email newsletters to stay up to date on all things related to your profession and union! If you’re not currently subscribed to our e-newsletters, go to: www.oregoned.org/our-association/oea-centers/communications to fill out a quick form.

In order to move Oregon toward the goal of a system of assessments that guides instruction and improves student learning, Oregon educators at the 2014 OEA Representative Assembly took a strong stand on behalf of students and against the overuse and abuse of new high-stakes, standardized tests.

On our website, you’ll find a plethora of resources for talking with your stu-dents and their families about assess-ment options. Check out our FAQ and legal do’s and don’ts on opting out of standardized tests; read up on the newest articles from Dr. Rick Stiggins, a prominent figure in the fight against high-stakes testing; or download a toolkit for talking about the movie Standardized in your commu-nity. There’s a lot to discover at: www.oregoned.org/stay-informed/student-as-sessment.

The Official Publication of Oregon Education Association

OEA • NEA6900 S.W. Atlanta StreetPortland, OR 97223tel: (503) 684-3300fax: (503) 684-8063www.oregoned.org

PeriodicalsPOSTAGE PAIDat Portland OR

American Education WeekNovember 16-22, 2014

Great Public SchoolsA Basic Right and Our Responsibility

Kickoff DayOrganize a kickoffevent to get theweek started!

SUNDAY

16MONDAY

17TUESDAY

18WEDNESDAY

19THURSDAY

20FRIDAY

21SATURDAY

22Parents DayInvite parents and family members to school for a first-hand look at a typical school day.

Education Support Professionals DayRecognize the role of ESPs in meeting the needs of the whole student.

Educator for a DayEncourage elected officials to serve as “educators for a day” for a hands-on school experience.

Substitute Educator DayHonor and cele-brate educators who substitute for classroom teachers.

#aew2014www.nea.org/aew

today's oea - fall 2014

Documents