Oregon Librarians needed as Heritage Mentors

Be an Oregon Heritage Mentor! Deadline to apply = January 15th. Mentors from the library community needed from all regions of Oregon. An application and information about the Oregon Heritage MentorCorps is available online at http://www.oregon.gov/oprd/HCD/OHC/Pages/mentorcorps.aspx
Oregon Heritage MentorCorps will train mentors to assist libraries, archives and museums with collections care and emergency preparedness issues.

The mentors, who will be located in all regions of the state, will receive six days of free training to assist them in helping heritage organizations in their community. Applications to be a mentor are now available at the Oregon Heritage website.

 “Every time we survey heritage organizations, the number one need besides money is training for volunteers and staff,” said Kyle Jansson, coordinator of the Oregon Heritage Commission. “This neighbor-helping-neighbor approach is designed to have expertise available locally where it is needed.”

The MentorCorps is a creative solution based upon research by the Connecting to Collections statewide planning group. That group included members from the Northwest Archivists, the Oregon Historical Society, the Oregon Library Association, the Oregon Museums Association, the Oregon State Library, the Oregon State Archives, Tamástslikt Cultural Institute and Oregon Heritage.

Their research found that staff and volunteers at the more than 200 museums, 300 public libraries and dozens of archives preferred local training, with collections care and management the most desired topics.

After the mentors are trained, they will provide information and basic training in collections and emergency preparedness for libraries, museums and archives in their region. In addition to enabling cooperative efforts by libraries, archives and museums where they live, they will support the quality of life in their communities and sustaining important cultural resources.

       

The deadline to apply to be a mentor is Jan. 15. An application and information about the Oregon Heritage MentorCorps is available online at http://www.oregon.gov/oprd/HCD/OHC/Pages/mentorcorps.aspx

 

            Additional information is available from Jansson at 503-986-0673 or kyle.jansson@state.or.us

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Notes from guest presentation by Rudy Crew, Oregon Chief Education Officer

Dr. Rudy Crew spoke at the Chemeketa Community College fall kickoff on 9/10/12. These are the notes I took during his presentation.

 Dr. Crew’s task = education reform in Oregon

  • Sees creating a reform package as a unique opportunity for Oregon (doesn’t see this happening in other states)
  • The question “how do I make sense of my life as a student” needs to become a permanent part of the educational conversation
  • Regarding the education of oneself…education is fundamentally about how you come to know yourself and understand yourself in the world (from his conversation with his son)

 Three areas that need to address education reform

  1. Student’s personal responsibility (“Educate yourself!”)
    • Understand that you are entitled to have these experiences and do this work
    • Suspend your disbelief in yourself
    • What matters is that you put yourself into it and risk it
    • Entre into the feeling of being college eligible- and the importance of any experience that gives the student this feeling (e.g., Boys and Girls club on campus as an introduction to being comfortable on campus)

 2. Institutional responsibility

  • Steps to matriculate
  • Build and expand the number of “steps” or things we are doing to bring students along
  • Go out and recruit the 6th-10th graders (uses the analogy of recruiting an athlete…we should be recruiting intellectuals)
  • Institutions need to be able to answer the questions “what would you do with more money” and “what will happen as a result of what you do with the money” (specifically, how many more students will have access to college, will graduate, find employment…etc.)

 3. Parents responsibility

  • Parents are consumers asking for access in response to dreams and aspirations
  • Schools need to be  “dream solution institutions”
  • Example of the mother who wants her child in the “BP program”…actually the “IB” program but she didn’t know the acronym…the point being that she has dreams and aspiration for her child, whether or not she has insider vocabulary or information  

Closing comments

  • We need to teach civics and what it means to be a member of a community
  • Education needs to help the student develop “a moral compass that enables one to use a degree and education to make the world a better place”
  • Students need confidence to succeed and “confidence is an emotion and it has to do with how you take in information”…”so the successful person you see next to you, you need to be able to see yourself in those leaders”
  • Students need to have and believe in the “picture of the possible”

 3 things (for higher ed to work on):

  1. Student achievement
  2. Access with completion
  3. Opportunities to continue leading around student success

OEIB Community Forums

OREGON EDUCATION INVESTMENT BOARD
Share Your Expectations and Priorities for Education Funding

Seven community forums and a webinar scheduled in the month of October

 The Oregon Education Investment Board (OEIB) will hold seven community forums and a webinar at which stakeholders can provide input and feedback on education funding.  The OEIB will present its vision for building a seamless P-20 system and, most important, provide an opportunity for all Oregonians to engage in the conversation and share their own expectations and priorities.

 The forums will be held from October 15th through the 30th at 6-8:00 p.m., and will offer a family-friendly area for parents with children, as well as light snacks and refreshments.

 Anyone wishing to speak must sign in beginning at 5:30 p.m. Individuals will be heard on a first come basis. Each speaker will be given two minutes.  Public comments may also be emailed to: Education.Investment@state.or.us

 Community Forums:
 Monday, October 15 – Eastern Oregon
Hermiston High School, Commons Room
600 S. First Street, Hermiston, OR 97838
6-8:00 p.m.

 Wednesday, October 17 – Eugene
University of Oregon
Ford Alumni Center, Giustina Ballroom
1720 East 13th Avenue, Eugene, OR 97403
6-8:00 p.m.

 Thursday, October 18 – Portland
Marshall High School, Auditorium
3905 91st Avenue, Portland, OR 97266
6-8:00 p.m.

Tuesday, October 23 – Salem
McKay High School, Auditorium
2440 Lancaster Drive, Northeast  Salem, OR 97305
6-8:00 p.m.

Wednesday, October 24 – Medford
North Medford High School, Commons
1900 North Keene Way Drive, Medford, OR 97504
6-8:00 p.m.

 Thursday, October 25 – Coos Bay
Southwestern Oregon Community College, Performing Arts Center, Lakeview Room, 2nd Floor
1988 Newmark Avenue, Coos Bay, OR 97420
6-8:00 p.m.

Monday, October 29 – WEBINAR
Streams at:  http://www.ode.state.or.us/search/page/?id=3310
3-5:00 p.m.

Tuesday, October 30 – Bend    
Pilot Butte Middle School, Cafeteria
1501 Northeast Neff Road, Bend, OR 97701
6-8:00 p.m.

Should you have questions or need more information about the Community Forums, please contact Seth Allen at seth.allen@state.or.us
All locations are accessible to individuals with disabilities. For other accommodations or language interpretation, please contact Seth Allen at the Oregon Education Investment Board via seth.allen@state.or.us or 503-378-8213 at least 48 hours prior to the meeting.

 775 Court Street NE, Salem, Oregon, 97301 • 503-373-0206 • education.oregon.gov • @ORLearns
Seth Allen, Board Administrator, Oregon Education Investment Board
Early Learning Council, 503-378-8213, @ORLearns

notes on Oregon QEM report and invitation to discuss

Hello ILAGO, OWEAC, OASL, and LIRT,

The most recent Oregon Quality Education Model (QEM) and School Libraries Report is available. As you will see on the QEM website, the QEM is intended to be a “research-based link between student achievement and the resources devoted to Oregon Schools to use as a guide in future efforts to adequately fund Oregon schools.” You can see that 5 of the 1,303 Oregon schools met the QEM guidelines in 2009-2010. While the low number is alarming, it is not surprising.

Take our district, for example, where all Salem-Keizer elementary and middle school librarians were let go. This was a top-down, across-the-board action, not a school-by-school decision. The Salem-Keizer High School librarians are seeing their first wave of students who did not receive library instruction in 7th and 8th grade. These High School librarians who continue to run the HS libraries now have the additional charge of acting as consultants to the library aides/assistants who remain in the grade and elementary schools. It is hard to fully grasp the range of logistical and personal challenges this situation has created for all parties involved (including the newly unemployed librarians who continue to care about their students).

Along with many other states, Oregon is in the process of implementing K-12 Common Core State Standards (CCSS). The goal of the CCSS is to prepare high school graduates to meet college and career expectations. In the English Language Arts (ELA) area, increased rigor is achieved by requiring the use of a higher percentage of informational texts and by increasing the level of text complexity (see my notes at https://lemonsky.wordpress.com/). Librarians are uniquely trained to find, to make accessible, and to make use of informational texts of varying complexity (just some of the information literacy skills we teach).

While the CCSS create interesting opportunities for librarian/writing faculty partnerships, how will that take shape in our current K-12 climate? Understand that a solid literacy foundation begins in kindergarten with wrap-around services that support the child as a whole person, not just as a student. How will losing K-8 librarians impact the literacy foundations and eventually the college and career readiness of these people?

Who’s talking about this and where (the acronyms):
OWEAC = Oregon Writing and English Advisory Committee (see www.oweac.wordpress.com)
ILAGO = Information Literacy Advisory Group of Oregon (see www.ilago.wordpress.com to join the listserv and get info on the IL Summit on Saturday, May 19th)
OASL = Oregon Association of School Libraries (see http://oasl.memberclicks.net/ and please consider adding OASL to your OLA membership)
OLA-LIRT = Oregon Library Association- Library Instruction Roundtable (join us at OLA for the annual LIRT membership meeting, April 26th, Thursday evening, in the conference center lounge, 5:30pm).

Please join me for information literacy conversation at the LIRT meeting or at the Information Literacy Summit (scheduled for a Saturday to make it easier for school librarians to attend). Where else are these conversations taking place? Please share with the group!

Talk to you soon, ~Michele

K-12 instructional shifts (notes from CCSS spring regional mtg- COSA at the KROC Center)

Fall regional COSA meetings focused on the why of the CCSS (why were they created, who created them, how were they developed, who has adopted them).

The spring regional COSA meetings focus on the what of the CCSS (what is different, what are the shifts that instructors will need to make in terms of material being taught). The CCSS are not a curriculum and don’t tell how to teach or that an instructor must use a specific text. We met as a large group of K-12 instructors and administrators. After a general introduction, the math instructors went to one room and English language arts (ELA) along with social science and history instructors stayed in another room. Administrators joined either group for part of the morning and then met separately.  The large ELA group was comprised of K-12 instructors, one social science person, one history person, one librarian (me), and three people from higher ed (Ed Woods, Kevin Dye, me).

Emphasis on informational text

    • In 12th grade, students should read 30% literary and 70% informational
    • Use of informational text raised several questions about how/where do we find these
    • Note that we want to encourage deep, contemplative reading so this will be a balance
    • Students will need appropriate supports to make the text accessible (e.g., reference sources)
    • Instructor told me “hard to find complementary texts and it takes hours of research”

Writing framework

  • Increase in informational and argumentative writing
  • My question, what kind of practice making connections between texts
  • Who finds the complementary text (who chooses, the student or the instructor, or both)

Increase in text complexity (some anxiety around students who are not meeting current reading standards necessary to graduate)

Appropriate text complexity determined by three facets:

1. Lexile (vocabulary and sentence length)

  • For 11th grade to College Career Ready (CCR) the old lexile ranges were 1070-1220. New lexile ranges for 11-CCR = 1215-1355
  • We looked at a website that will generate a lexile score for blocks of text, free to use for text of 900 words or less so we experimented with entering a sample block of text from a larger work
  • Presenter commented that lexile scores for informational text are pure- but that doesn’t seem correct to me

2. Content (Stephen King = 4th grade reading lexile but not 4th grade content)

3. The individual who is reading (lexile is appropriate, content is a nice book about clowns, but reader was once attacked by a clown and emotionally this book is very difficult)

Fall 2012 regionals will focus on the how. This is huge for librarians! We need to be involved and out in front informing this because I’m guessing that by fall they will be talking about a plan. If I were a textbook company, I would want to be part of the plan (e.g., McGraw Hill education handout  “Master the Common Core State Standards” resources online http://www.mhecommoncoretoolbox.com/). Likewise, this is the moment for libraries to describe what we do and how it fits in here. A common level of understanding is that librarians might be able to help because we can purchase books to support this. Hmph. Not good enough. We need to take every opportunity to describe our instruction and consultation roles and the resources we already have (OSLIS). Summer, August 9th there is a CCSS training for administrators. I would love to go- I would love to see librarians there, and someone like Jennifer Maurer to talk about use of OSLIS. It is $329 to attend and says there is capacity for 80 K-12 administrators. Librarian(s) may be able to attend as presenter(s).

While this is a great moment for librarians to jump in, it may not be realistic to expect that K-12 librarians will be able to participate proactively right now. I attended the Oregon Association of School Libraries district meeting in Salem last weekend. They made it very clear that school librarians cannot attend happenings during the week. Structurally, in districts like Salem-Keizer where all K-8 librarians have been let go, the high school librarians are asked to function as consultants to the assistants or aides who were left running the grade and elementary school libraries. Note that assistants and aides are not supposed to provide instruction. Also note that no assistants or aides attended the district meeting (this really surprised me). Beaverton School District may be on the brink of losing their librarians. High school librarians in S-Keizer are seeing their first groups of kids who did not receive library instruction in middle school and the librarians report having to play catch up to get this group up to speed. How do we support our K-12 colleagues and how do we support students in the current system?

Three updates on the Common Core pertinent to higher ed

Karen Marrongelle forwarded three Common Core State Standards updates  pertinent to higher education faculty in Oregon:

 1. Higher education-specific information about the CCSS on the OUS website at: http://www.ous.edu/commoncore . If you have suggestions for content to include on this page, please forward to karen_marrongelle@ous.edu .

 2. Recording of webinar on The Early Assessment Program, California’s Approach to College Readiness available—California’s Early Assessment Program (EAP) is a model for the use of K-12 assessments to signal to students in high school their readiness for entry-level, credit-bearing college coursework. A recording of the March 21 webinar presentation on the EAP by Dr. Beverly Young, Assistant Vice Chancellor for Academic Affairs for the California State University System and Smarter Balanced Higher Education Lead and Executive Committee member, can now be viewed at: https://sites.google.com/a/smarterbalanced.org/home/higher-education/higher-education-meetings. Information on how California has used assessments to help prepare students for college.

3. Beth LaForce from George Fox University has been named to the SBAC Performance Tasks Work Group as a Higher Education member. 

 Karen Marrongelle is the Assistant Vice Chancellor
for Academic Standards and Collaborations
for the Oregon University System

Other April dates and locations for CCSS trainings

I didn’t realize until yesterday that the CCSS trainings are regional. Here is a page with other dates and locations for spring training (all are in April): http://www.cosa.k12.or.us/news/regionalccsstrainingsscheduledforfallandspring.html

There is a registration fee to attend. I am attending as part of our district team because I meet with College Credit Now faculty in the fall and I was in conversation with our  CCN coordinator about the CCSS. I am sure other schools and service districts are sending teams.  For people who are interested in attending, you may register as an individual or you might ask a CCN coordinator about participating as part of the district.

For more information on the content of the training, visit this COSA page. This information is useful if you would like to prep for the meeting, or if you can’t attend but want to get an idea of what might be covered.