CHALK TALK

Chalkboard was recently called out in the new book, Do More Than Give: The Six Practices of Donors Who Change the World, by Leslie Crutchfield, John Kania and Mark Kramer. The book provides a blueprint for individuals, philanthropists and foundation leaders to increase their impact, and Chalkboard is one of 25 organizations featured as high-impact nonprofits that are working to advance social causes. 

Learn more about the book.

Have you read Do More than Give? Let us know what you think.

After an initial study by the Chalkboard Project in 2010, a number of the school districts in central Oregon went to work creating plans to combine business services to find efficiencies and save money. The superintendents of High Desert ESD, Sisters, Redmond, and Crook County have just announced those plans, which include sharing services in the following areas:

• Special education
• Business services
• Human resource services
• Informational/Instructional technology services
• Maintenance services

The districts estimate over $460,000 in savings over the next school year. 

Read the press release for more information.

We've done some organizational reorganization and have some new faces here at Chalkboard. We'd like to take the opportunity to introduce you to the newest team members:

Abby Block, Project and Outreach Assistant

Abby Block began as our Intern and was hired on as our Project and Outreach Assistant in March. Abby is a 2009 graduate of Colorado College and a 2010 graduate of the Coro Fellowship Program in Public Affairs.  She has served as a teaching assistant in public schools in Colorado Springs and has mentored "at-risk" students.  She holds a BA with a major in sociology and a minor in education and served as a deputy field organizer for the Obama campaign. Abby will work directly with Dan Jamison on managing the CLASS and TIF program and overall in helping Chalkboard orchestrate our convenings and key events.  

Liz Hummer, Communications Assistant

Liz Hummer also joined the Chalkboard team in March as our Communications Assistant. Liz is a 2004 graduate of Lewis & Clark College and has spent the last seven years as a local magazine and website editor and writer. She's covered lifestyle features and neighborhood issues for the Oregonian, PDX Magazine, Portland Monthly, NW Kids, and Neighborhood Notes. She's currently the editor of Oregon Bride magazine. But she's always been passionate about children, volunteering with SMART, CASA, the Children's Healing Art Project, and the Children's Cancer Association since college. She's excited to delve into the world of education reform, and will be working with Aimee to manage the website, blog, newsletters, and other communications.

Stacy Michaelson, who provided Communications and CLASS Project support, is now a Policy Assistant with Children First of Oregon. We wish Stacy well in her new role and know that she will continue to make a difference for Oregon's children. 

Learn more about Chalkboard staff on our website.

Native Oregonian Jennifer Singleton has taught elementary school music in the Portland metro area for the last seven years and is the latest addition to our ChalkBlogger team (look for her first post this week). At her current Title 1 school, the majority of students are English Language Learners who come from low-income families. We asked her to reflect on the challenges of this learning environment and how she uses music to reach her students.

What are some of the challenges of working at your particular school?

Because our student population is generally at or below poverty level, there is not a lot of extra funding. In my case, the lack of funding or parent volunteers effects my ability to put on programs or concerts. I usually have very low-key performances and have the refreshments be "pot luck" style. Putting on a program with costumes, a stage set or props is simply not possible at my school.

Our student body is also very transitional. Students are moving in and out all the time. We have homeless students, students who have been at three or more schools in a year, student's whose parents cannot afford properly fitting clothes or shoes. We also have students whose home life is in constant flux due to drug problems, domestic violence and poverty. Some parents are truly trying their best, and some are willfully neglectful of their children. These circumstances often lead to student misbehavior related to stress or a lack of positive parenting. It can also cause students to be under a high level of stress, which makes it much harder to focus on learning.  

When I'm teaching a class with a lot of students who have high needs, whether they be emotionally or academically, I have to make a conscious effort to slow down and change my expectations. I must define success in a different way for these students. My instructions must be slow, clear, and structured.  

How have these challenges made you a better teacher? What do you appreciate about your particular school?

Classroom management is my greatest daily challenge, but I feel one of my strengths as well. At a school like this, teaching social skills is not only necessary but vital to our students' success. It is not all about reading, writing and arithmetic. Students must understand how to function individually and within a group regardless of their challenging personal circumstances. 

I like that our school is unique and that when needed, our community comes together in amazing ways-our annual garage sale raises thousands to create college scholarships for former students. Nearly all of the staff get involved, and current and former students volunteer, too. No other school in our district does that, and we are one of the poorest schools. I like being part of a community that doesn't sit there with their hands out; if we want something, we make it happen through hard work and unified efforts. It is a great feeling, but also sets a good example for our students. I like that the expectations are high at our school, but they are feasible as well. Our staff is so caring for our kids, we are definitely a team. I don't feel there is a single teacher or other staff member who is not "in it for the kids."

It is also cool working in such a bi-lingual environment. Our teachers are so talented and our student's are learning to be bi-lingual and bi-literate. Being a part of that is wonderful. 

What role do you think your music class plays in student success?

My English Language learners are mostly native Spanish speakers, but we also have students from several Asian, Middle Eastern and African countries. Music is wonderful because it is a universal language. Even if a student can't understand or sing all of the lyrics in a song, or know what is being read aloud, they can listen and enjoy the music and follow the melodies. Instrument activities are also wonderful because there are no words to worry about. 

But I also teach elementary music in a relatively academic style. When you work in a school that has many students who are struggling with literacy, it is so important that all subjects integrate literacy, even music. I teach my class in English, which is challenging for our English Language Learners. We have a word of the day each day. I introduce the word, then give examples of what it means within a musical context, and then have the students experience it. We might learn to sing a song, perform a rhythm on instruments, do a listening activity, or play a game to elevate comprehension. With my younger students, I involve as much movement as possible. Learning to sing in English enhances fluency as well. Singing a song in a non-native language improves reading skills including word recognition, beat and flow, sight words. and mastering new vocabulary. Singing in a second language also increases confidence and enjoyment.   

Most of our students do not have access to musical opportunities outside of public school programs because their families cannot afford private lessons or musical instruments. The continuance of general music classes in public school is vital not only to create "well-rounded" students, but because it provides unique ways to integrate other academic subjects that may speak to students more effectively.