APPENDIX - cgesd.k12.or.us · Observation and/or narrative x x x x x x Other formal x Minimal to none x x Advise of number transferring? Y Y Y Y Y Y Y N Y Y N N Y NA Y Y N N Y Y N

Four Rivers Early Learning Hub

Building Bridges: Columbia Gorge Education & Workforce Collaborative

Appendix - June 2015

1

APPENDIX

Pre-school matrix. This provides responses gleaned during interviews with pre-school providers across the five-county region of

the Four Rivers Early Learning Hub. Pre-schools are referenced by numbers and intentionally not named in this

table.

Pre-school by ref. number:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Service area characterized as:

The Dalles or Hood River urban

x x x x x x x x x x x x x x x x

Rural x x x x x x x x Frontier x x x x x

QRIS rating if applicable: 4 3 4 5 5 3

Seat capacity 16 38 72 45 38 22 6 121 18 58 16 37 18 16 40 96 20 33 12 24 20 260/135 30 18 6 16 20 10 20

Average enrollment (actual)

12-14 38 65 45 38 22 6 121 10 40 16 22 18 16 38 96 20 20 5 14 13 64/38 24 18 6 20 9 5 19

Head Start/OPK/EHS/MHS

6 38 51 13HS 38 0 3 3 0 0 0 0 18 16 40 96 0 0 6 0 5 395 0 18 0 0 6 5 1

Demographics by % Anglo 97 50 100 30 98 99 50 95 98 75 50 65 95 80 50 60 95 100 1 100 50 98 90 99 100 95

Latino 1 50 70 2 1 50 5 2 25 50 35 5 20 40 40 5 99 50 10 4

Pacific Islander 10 1 1

Native American 1 African-American

Income level: Low - Med - High

LM L LM LM L LM LM LMH M MH MH M L L L L LM LM L MH LM L MH L LM MH LM L MH

Use standard transition form?

MCCC Head Start x x x x x x x x x The Dalles P-3 x x x x x x

Other /Assessment form serves

x x x x x x x x

None x x x x x x x

Curricula (may be combination):

Creative Curriculum x x x x x x x x x x x x x x x x x




2

Handwriting Without Tears

x x x x x x x x x x

PBIS x x x Pocketful of Feelings x x x x x x x

Second Steps x x x x x x x x x x x x x Reggio-Emilia x

Mother Goose x x x x Oak x

I'm Moving, I'm Learning

x

Healthy Kids/Health in Action x x x

Conscious Discipline x x Other formal x x x x x x x x

Self-developed x x x x

Lesson plans only x x x Minimal to none x

Assessment tool(s):

TS-Gold x x x x x x x x x x x x x x ASQ / ASQ SE x x x x x x x x

P3 transition form serves x x

DECA x x x x x x Portage

Self-developed x x x x x x x x x

Observation and/or narrative x x x x x x

Other formal x

Minimal to none x x

Advise of number transferring?

Y Y Y Y Y Y Y N Y Y N N Y NA Y Y N N Y Y N Y Y N Y N Y Y Y Y

Assess. Freq.: F-W-S-Sm- C'tinuous

C FWS FWS FWSSU FWS FS FWS FS FS FWS FWS FWS FWS FWS FWS C FWS WS FWS FWS FWSS

Process for kindergarten trans.

Classroom visits x x x x x x x x x x x x x x x x x x x

Compare curricula x x x x x x x x x x x x




3

Regular communication

(ex.: P-3)

x x x x x x x x x x x x x x x x

Interpersonal skills x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Kindergarten classroom behavior

x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Kindergarten academics

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Minimal direct communication x x x x x x x

Tuition - Public rate

Free or nominal x x x x x x x x x $50 - $100 / month x x x x $101-200 / month x x x x x x x x

$201 - $500 / month x x x x x $501 + / month x x x

Discount / sliding scale? x x

Free time (unstructured)

1 -2 - 3 -4 hrs/day 1 1 1.5-hr.

1.5-hr. 45min 45min 1 2 1 1.45hr 1 1.45hr EHS 2 1 1 2.5 1.5 1 2 1.5 2.5 1 1 2.5 1 40min 1

Screen time

Computer x x x x x x x Movie, integrated

with curriculum x x x x x x x x x x x x x

TV None allowed x x x x x x x x x x x

Tactile / sensory

Many - Few M M M M M M M M M ? M M M M M M F M M ? M M M M M M M M M

Students transfer to:

Chenowith x x x x x x x x x x

Dry Hollow x x x x x x x x x Col. Wright x x x x x x x x May Street x x x x x x x x x x x

Westside x x x x x x x x x x x x

Mid-Valley x x x x x x x x x Mosier Charter

School x x x x

Pine Grove x




4

Parkdale x x x x x x Whitson x x x x x x x Sherman x x

Dallesport x x Dufur x x

South County (Maupin) x

Arlington x

Condon Elementary x Spray x Fossil x

Mitchell x Private or other x x x x x x x

Relationship with school(s)

Very close; strong personal trust

x x x x x x x x x x x x

Generally helpful x x x x x Varies by school x x x x

Somewhat distant x x x x Almost non-existent x x x x x x

Common Core familarity

Familiar / favorable x x x x x x x x

Familiar / not favorable x x x x x x Familiar / no opinion x x x x x x x

No familiarity x x x x

Socio-emotional issues?

Stable or none x x x x x x x x x x x x x

Declining x Escalating x x x x x x x x x x x x

Community resources - Primary

Child Care Partners x x x x x x x x x x x x ESD (U.-Mor., N. Cent., Col.

Gorge x x x x x

Adult & Family Services x x x x x x x x x The Next Door x x x




5

Early Intervention x x x x x x x x x x CASA

Center for Living x x x x x x Inclusive Childcare x

KidsSense x x x Head Start x x x

YouthThink x x Community Counseling

Solutions x x x x

Julie Smith x x x Other (includes MCCC) x x x x x x x x x x x x x x x x

Minimal to none x x

Required professional training

15 hours CE/ year x x x x x x x x x x x

More than 15 hrs. CE/ year x x x x Seminars, conferences x x x x

None required x Degree/cert. req. or in

process x x x x x x x x x x x x




6

Selected site photos (additional photos available upon request)

Vocabulary – Mitchell Pre-School

Belmont Head Start class assignment system

North Sherman – Kid-sized furnishings

Petersburg Head Start math poster




7

Spray Pre-school – Garden table

Sherman Pre-School word list




8

Transition Forms: Sample transition forms and learning milestone tracking tools from selected pre-

schools in the Four Rivers Hub region. Additional examples can be provided upon request.




9




10




11




12




13




14




15




16




17




18




19




20




21




22




23




24




25

Building Bridges: Columbia Gorge Education & Workforce Collaborative focus

teams, priorities and measures

Early School

Success:

Team LEARN

Early Learning

Grades K-5

Healthcare/CCO’s

STEM/GTA

Social Services

CBO’s

Four Rivers Hub

representative

College & Career

Readiness:

Team LIVE

Grades 6-14

Community

colleges

STEM/GTA

Industry CEO’s

OED/

WorkSource

Wash./LWIB

CBO’s

Access to Higher

Education:

Team THRIVE

High school

principals

Comm. Colleges

STEM/GTA

Universities

Industry CEO’s

Healthcare/CCO’s

CBO’s

Chambers & SBDC

Growing an

Economic

Ecosystem:

Team CONNECT

MCEDD

MCHA

CRGC

CCO’s

CBO’s

STEM/GTA

Chambers &

SBDC

One rep. each

from LEARN,

LIVE, THRIVE

STEM – Leads from each Focus Team coordinate bi-state regional STEM initiatives within RAC

Focus team priorities:

Team LEARN

PreK to K transition

Early school success

Team LIVE

Close the skills gap

College & work

readiness

Team THRIVE

Expand pathways to

continuing education

Team CONNECT

Align education &

training with other

regional strategies




26

Focus team measures:

Team LEARN

Percentage children

with completed

developmental

screens

Percentage

Pathways referrals

completed

Percentage parents

accessing BP

parenting

Percentage of

children in

pre-school

Percentage of Pre-3

children attending

regularly

Percentage of

students screened for

reading proficiency

and intervened when

indicated

Percentage of

students meeting 3rd

grade reading

Percentage of

students meeting

SBAC reading and

math in 5th grade

Reduction in

childhood obesity

rates

Team LIVE

Percentage of

students meeting

SBAC in 8th grade

Percentage of

students with seven

credits by start of

10th grade

Percentage of

students meeting

11th grade SBAC

Community college

retention rate

Percentage of

college freshmen

earning certificate

within two years or

degree within four

years

Number of

professional

internships filled by

local residents

annually

Team THRIVE

Number of post-

grade degrees

awarded to local

residents

Number of degree

partnerships or

articulation

agreements

Percentage of

community college

students

transferring to

university

Number of

community college

credits awarded to

high school

students prior to

high school

graduation

Team CONNECT

Reduction in

employee

recruitment costs

Increase in

employee retention

Increase in number

of qualified local

job applicants

Increase in number

of college graduates

working in chosen

field after three

years

Increase in

attainable housing

stock

Increase in public

transportation

options

Increase in use of

public transportation

to school and

workplace




27

Appendix G: Columbia Gorge Education & Workforce Collaborative draft governance model, Statements of

Commitment and Sept. 23 Collaborative board minutes.

Building Bridges: Columbia Gorge

Education & Workforce Collaborative

Board of Directors: 17 Members

K-12 (Oregon and Washington) = 4

2015-16 Board Chair: Jerry Lewis, Superintendent, White Salmon Valley School District

Dan Goldman, Superintendent, Hood River County School District

Candy Armstrong, Superintendent, North Wasco County School District

Mike Carroll, Superintendent, North Central Education Service District

Community Colleges (Oregon & Washington) = 2

Dr. Frank Toda, President, Columbia Gorge Community College

Karin Dunker, Educational Program Manager, Clark College in the Gorge

Oregon State University & Washington State University = 2

Anne Harris, Open Campus Coordinator, Oregon State University

Missy Cummins, Associate Professor/Extension, Washington State University

Industry CEOs (Oregon & Washington) = 4

Technology: Chris Lindstrom, Vice President, Human Resources, Insitu

Agriculture & Adv. Manufac.: Wendy Werner, Director, Human Resources, Orchard View

Farms Healthcare: TBD

Information technologies: TBD

Early Learning = 2

Coordinator, Four Rivers Early Learning Hub - TBD

Matthew Solomon, Executive Director, Mid-Columbia Children’s Council

Workforce Training (Oregon & Washington) = 2

Oregon – TBD

Patrick Baldoz, Director, South Central Workforce Council, Yakima WA

Community-Based Organization = 1

The Next Door, Inc.-Janet Hamada




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Executive Director

Reports to Board of Directors

Statements of Commitment: Columbia Gorge Education & Workforce

Collaborative:

Early School Success: Team LEARN We the undersigned commit to: • Ensure our organization is represented at board meetings of the Columbia Gorge Education &

Workforce Collaborative (meetings six times per year) • Consider in-kind support for related grant applications • Continually seek new opportunities to reach underserved populations • Use research to guide program recommendations • Encourage and recommend regular communication of expectations, challenges, barriers and best

practices between pre-school and kindergarten instructors • Identify barriers and solutions to increase the percent of students at low risk for kindergarten

success as measured by the OKA or other appropriate tool • Identify barriers and solutions to increase percentage of students at low risk for reading failure in

3rd and 5th grades as measured by State Assessment • Provide access to data which would already be gathered in order to track Focus Team measures as

stated in the Collaborative’s governance model • Contribute to the Collaborative’s report to be presented by March 2016 detailing progress toward

the Collaborative’s success measures

Supt. Candy Armstrong, North Wasco County School District Supt. Mike Carroll, North Central Education Service District

Supt. Dan Goldman, Hood River County School District Supt. Jerry Lewis, White Salmon Valley School District

Christa Rude, Four Rivers Early Learning Hub Coordinator

College and Career Readiness: Team LIVE We the undersigned commit to: • Ensure our organization is represented at board meetings of the Columbia Gorge

Education & Workforce Collaborative (meetings six times per year) • Consider in-kind support for related grant applications • Continually seek new opportunities to reach underserved populations • Use research to guide program recommendations • Identify barriers and solutions toward increasing the number of students taking Advanced

Placement or International Baccalaureate high school coursework. • Identify barriers and solutions to expand the number of students transitioning from high school to

college, with a focus on students of color, English learners and economically disadvantaged




29

students • Encourage avenues to promote internships, early college credit, applied learning opportunities in

partnership with business and industry, and other strategies to support college and work readiness

• Help identify strategies to close the workforce skills gap through industry partnerships and other opportunities

• Help the Collaborative establish five (5) specific, on-going internship tracks with business and industry sectors by March 2016

Supt. Candy Armstrong, North Wasco County School District Patrick Baldoz, Director, South Central Workforce Development Council

Jordana Barclay, Workforce Initiatives Project Manager, Oregon Employment Dept. Supt. Mike Carroll, North Central Education Service District

Missy Cummins, 4-H Regional Specialist, Washington State University Extension Karin Duncker, Educational Program Manager, Clark College

Supt. Dan Goldman, Hood River County School District Ann Harris, Open Campus Director, Oregon State University Ryan Hartman, President and Chief Executive Officer, Insitu

Supt. Jerry Lewis, White Salmon Valley School District Jessica Metta, Executive Director, Gorge Technology Alliance

Dr. Frank Toda, President, Columbia Gorge Community College Wendy C. Werner, Human Resources Manager, Orchard View Farms, Inc.

Access to Higher Education: Team THRIVE We the undersigned commit to: • Ensure our organization is represented at board meetings of the Columbia Gorge Education &

Workforce Collaborative (meetings six times per year) • Consider in-kind support for related grant applications • Continually seek new opportunities to reach underserved populations • Use research to guide program recommendations • Identify barriers and solutions toward increasing a culture of college and career beginning in

kindergarten and continuing throughout a student’s K-12 career • Help design appropriate strategies for students to obtain early college credit prior to high school

graduation • Encourage development of additional degree partnerships or articulation agreements between

community colleges and universities • Advise the Collaborative on strategies to expand the number of community college students

transferring to universities and other four-year institutions • Help the Collaborative identify and map, by June 2016, critical milestones to create two new STEM-

related instructional programs that bridge community colleges and universities serving the Columbia Gorge region

Supt. Candy Armstrong, North Wasco County School District




30

Patrick Baldoz, Director, South Central Workforce Development Council Jordana Barclay, Workforce Initiatives Project Manager, Oregon Employment Dept.

Supt. Mike Carroll, North Central Education Service District Missy Cummins, 4-H Regional Specialist, Washington State University Extension

Karin Duncker, Educational Program Manager, Clark College Supt. Dan Goldman, Hood River County School District

Ann Harris, Open Campus Director, Oregon State University Ryan Hartman, President and Chief Executive Officer, Insitu


Dr. Frank Toda, President, Columbia Gorge Community College Wendy C. Werner, Human Resources Manager, Orchard View Farms

Growing an Economic Ecosystem: Team CONNECT We the undersigned commit to: • Ensure our organization is represented at board meetings of the Columbia Gorge Education &

Workforce Collaborative (meetings six times per year) • Consider in-kind support for related grant applications

• Continually seek new opportunities to reach underserved populations

• Help identify strategies to expand use of the Columbia Gorge Internship Network

• Help the Collaborative establish five (5) internship tracks by March 2016

• Support the Collaborative’s efforts to connect students and employees with housing, transportation and other human service resources

• Help the Collaborative regularly identify current and anticipated workforce skills in order to inform curriculum planning

• Help identify barriers and solutions to establish pre-apprenticeship workforce training opportunities

• While recognizing and protecting proprietary information, provide to the extent possible cumulative data on employee recruitment, placement and retention in order to help the Collaborative track success measures identified in the governance model.

Supt. Candy Armstrong, North Wasco County School District

Patrick Baldoz, Director, South Central Workforce Development Council Jordana Barclay, Workforce Initiatives Project Manager, Oregon Employment Dept.

Supt. Mike Carroll, North Central Education Service District Missy Cummins, 4-H Regional Specialist, Washington State University Extension

Karin Duncker, Educational Program Manager, Clark College Supt. Dan Goldman, Hood River County School District Janet Hamada, Executive Director, The Next Door, Inc.

Ann Harris, Open Campus Director, Oregon State University Ryan Hartman, President and Chief Executive Officer, Insitu





31

Dr. Frank Toda, President, Columbia Gorge Community College Wendy C. Werner, Human Resources Manager, Orchard View Farms


Minutes: September 23, 2015

Attending: Supt. Jerry Lewis – White Salmon Valley SD

Frank Toda – CGCC President

Geri Robinson representing Chris Lindstrom - Insitu

Paul Lindberg- Consultant

Karin Duncker- Clark College in the Gorge

Wendy Werner- Orchard View Farms

Lisa Harness, Klickitat County 4-H WSU

Kelly Newell, WSU Outreach & Program Director, WSU Global Campus

Janet Hamada, The Next Door Incorporated

Jessica Metta - Mid Columbia Economic Development District/Gorge Technology Alliance

Matthew Solomon - Mid Columbia Children’s Council

Ann Harris - OSU Open Campus

Peg Caliendo - CGCC

Patrick Baldoz, South Central Workforce Council

Dan Spatz - Co-Convener

Gary Peterson- CGESD, Co-Convener

Candy Armstrong: NWSD21 Superintendent

Christa Rude – Four Rivers Early Learning Hub

1. Welcome and Introductions: Gary Peterson convened the meeting and noted that in the absence of

Oregon Solutions staff Heidi McGowan, he and Dan Spatz would facilitate. Introductions were made

around the table and on the phone.

2. History: Dan Spatz provided a brief History of the Regional Achievement Collaborative (RAC)

2012- Stronger Economies together MCEDD/USDA Identified barriers; Regional Center of Innovation;

Oregon Solutions convened a series of sessions to develop the draft governance model presented for

approval today.

3. Oregon Legislation that has impacted the work:

2013 legislation funded pilot sites for “Regional Achievement Compacts” (as a pilot of 5) with a

focus on alignment on Birth to Workforce from Business and Education Sectors. An AD HOC

opportunity to have a dialog about how to address this.

Also historically there was the OEIB that had responsibility for setting up the RACS. There are

now 14 RACs set up in Oregon. In 2015 Legislature, OEIB was transitioned to a “task force” and

also there has remained a strong interest in the RACs. We know there are funds available but we

don’t know where they are and how they are available.

Three main interface points:

STEM funding to RACs - a key focus

CTE Technical Education totaled $35 million and had connectivity to RACs.




32

Early Childhood Education - about $15 million and the Four Rivers Early Learning Hub overlays

the same counties as the RAC. The Early Learning Hub legislation also dictates sector

representation on the board (different from the organic nature of the RAC.)

4. Selection of a Recorder for the Day

Gary asked Christa who gladly agreed.

5. REPORTS

A- State RAC Summit Dr. Toda: Materials were sent “reply all” to the group with handouts and Dr. Toda has Dropbox

available. There is a Columbia Gorge PowerPoint that represents this work. Key point: RACs are

being discussed as a way to distribute education funds in the state, with specific focus on Workforce

Innovation Opportunity Act. These conversations are also being had at the College Presidents’

meetings. While things are shifting across the field of Education in Oregon, HECC is working well.

There is a new community college group and conversations support local education options. The

Gorge is a great place to invest; the collective estimate of investments in this area is approximately

$135 million. TAKEAWAY: The next regional achievement collaborative summit should happen

here in The Dalles. The Governor’s office is definitely interested. We are positioned to leverage

support from Oregon for our region; acting now will support sustainability.

Dan Spatz: Common strand: Industry involvement is a must. When designed properly it

demonstrates return on investment. For example: “Milwaukie Strive Together” is led by industry, not

government (www.strivetogether.org ). K-20 is the pipeline for economic growth.

The emphasis of “place” as a factor in poverty; the need to focus on the equity lens to reach

populations of all colors and socio-economics; a huge focus for us.

TAKEAWAY: This doesn’t work unless industry sees a return on investment.

QUESTION (Hamada): Are any other Oregon RACs bi-state? No. What is the commitment of WA?

Jessica: There is a Washington STEM funding source from a non-profit that has some opportunities.

Superintendent Lewis: “Building Bridges”- As we are such close knit communities, we need to figure

out how to do this. (NOTED: 20% of CGCC students come from WA side of the Gorge with no

differentiation in student fees or charges. Reflective challenge: How do we protect that?)

Clark County has a border waiver that allows for Oregon students to receive same tuition as

Washington residents and President Knight is supportive of this regional policy. It is similar to the

scenario with Vancouver and Portland; noted that a significant number of Clark faculty are Portland

residents. Reciprocity also exists for the Columbia Gorge.

Geri: Insitu doesn’t differentiate; about a 50/50 split for workers, and she works with Clark College

WSU Global Campus charges in-state tuition for all participants

Patrick: Interest and participation are going to be dependent on the agency/institution. From

workforce development there is an interest in a joint effort; from a practical side funding has reduced

while demands are same. Secondly, as more synergy is created, it will generate interest from other

agencies or entities in Washington.

Peg: Reauthorization of WIOA will overlay everyone’s work; workforce investment boards are really

going to drive educational focus. Even if those boards are not physical partners, they are silent

partners at the federal funding level.

Matthew noted some parallels in early learning: There is a conference entitled “Starting Strong” in

Washington and a focus on P-3 alignment. Oregon also has a P-3 conference and prioritizes P-3

http://www.strivetogether.org/




33

efforts. There are also funding opportunities in Oregon/Washington. WA has an assessment strategy

using an abbreviated version of TSGold while Oregon conducts an annual Kindergarten Readiness

Assessment. Both states fund pre-school model based on Head Start: ECEAP (WA) and OPK (OR).

Also both states are thinking about universal pre-k. MCCC is also a bi-state entity.

B. Grant Funding Application: Paul reported - Due on August 28 from OEIB- Chief Education Officer Application Overview

o $20-50K for 18 months.

o We have received unofficial notice of the funding; possible $42,500

o Gratitude expressed for HR Supt. Goldman for fiscal support to create the grant (Paul as grant

writer; Dan helped with declarations of commitment)

o Grant written as a framework based on the RFA document; RAC entity recognized as being in

a “fragile developmental state” and also poised to develop as a cross border effort.

o Funding guidance designed to support coordinator for the RAC

C. Early Learning Hub – Christa noted key initiatives that might be of interest to this group in future: Kindergarten Partnership and Innovation: funding to link early childhood with K-12 efforts

Quality Rating Improvement System: a child care resource to industry in two respects:

o Quality care that brings peace of mind and increased productivity for current workforce

o Educationally focused care and interactions that lay foundation for future workforce.

Matthew added to comments above about WA/OR parallels in Early Education

D. Presentation to Governor Brown at Hood River Indian Creek Campus – Dr. Toda Governor supported bi-state approach.

The group demonstrated progress on the RAC and the Governor seemed impressed.

Dr. Toda suggested that 2016 statewide RAC summit occur in the Columbia Gorge. We will explore,

but if this is feasible scheduling needs to occur quickly.

F. Other MCEDD, Mid-Columbia Housing Authority, CGCC, Gorge Commission and MCCOG sponsored

Columbia Gorge Bi-State Legislative Summit on Sept. 11 in The Dalles. Patrick was there to represent

Klickitat and Skamania… that group talked about the comparisons of their work on economic

development mirroring this group’s conversation...

Jessica noted a great opportunity to share what the STEM is doing and meet Lindsey Capps

o RFP for STEM hubs is coming out in November

o Funding at $100-200K to develop planning around a STEM hub; being seen as regional

coordination around STEM coordination, possibly in concert with the RAC.

o Funding for implementation expected to follow

o Hood River, Wasco, and CGCC submitted an earlier proposal that was not accepted. Feedback

from initial submission indicated a need for further focus on region and diversity. Regional

Alliance has become involved and an increased focus on the Latino population, girls in

science, and rural poverty.

Janet Hamada – NDI’s Nuestra Comunidad Sana (“Our Healthy Community”) program is focused on health

promotion and Latino-driven entrepreneurial efforts.

6. Discussion/Action Items




34

A. Conceptual Design for Board of Directors for Building Bridges Collaborative The Columbia Gorge Education & Workforce Collaborative governance model was reviewed. Feedback:

Only 2 industry representatives—is there a way to expand or build the representation?

o Suggested MCMC or other healthcare, since this is a major employer

o Chambers of Commerce

o Google

o Workforce Investment Boards

o (MCMC CEO Duane Francis is on East Cascades WIB)

Proposed: A sector approach

o Discussion on representation from Advanced Manufacturing, IT, Healthcare and Agriculture.

o There was general agreement that Agriculture could be represented under the broader category

of Advanced Manufacturing.

o Question about whether MCMC leadership could represent WA efforts… Note about Skyline

-- Possibly bring in KVH, Providence and MCMC

o Underwood Fruit in agriculture sector.

Suggested we formalize the sector or the group to be represented, inform them that they have a position at the

table and allow them to self-select representation.

Comment: If the goal from education is that we want adults who can work, advance and become community

members-- it would be great to have as many of the large employers at this table too.

Supt. Peterson discussed the relationship between the board and focus teams; it could be structured so the

board provides leadership and engages broader participation at the team level.

PROPOSED: Add IT (Google) and Healthcare (MCMC, Providence or Skyline) under the Industry CEOs

section of the governance board model. Karin Duncker moved to accept this proposal. Matthew Solomon

seconded. Unanimous approval of the revised governance structure.

B. Membership

Are members identified in the draft governance model acceptable to the group? Ann Harris moved to accept

the roster as submitted; Karin Duncker seconded. Unanimous approval.

C. Focus Teams: Suggested that one model would be to have a member of the board participating on each of the work teams.

There was also an invitation for discussion on recruitment and engagement of the appropriate people to

participate in the conversation.

Suggested that nominations for the sector could come from the Board.

Suggested that there be a strategy that would include marketing the Board at local meetings with an invitation

for self-nomination from interested community members.

Recognized a need for some kind of written overview or marketing material about the RAC.

Q: Does the grant have any language that could be utilized? A: Perhaps. Dan, Gary and Christa

to assist in supporting this draft to be sent out for others.

SUGGESTED to use technology for team meetings. ZOOM is a great tool; WSU (Kelly Newell) offers to

assist.

DETERMINED: Board Members will nominate individuals for focus teams and provide a basic biographical

sketch and a recommendation about which team they should serve on. A general template or structure about

the information requested for each nominee will be created in addition to a marketing document.

Recognized that these are beginning efforts and we are not yet prepared to implement focus teams.

https://zoom.us/




35

D. FISCAL Agent Conversation It may be the case where at both state and or local resources will be available. While we do not have to make a

decision today, board direction will be needed in the case of a grant award. CGESD has served as a fiscal

agent for this group.

E. Bylaws Another topic that Board will address: membership, terms, sectors, and also decision-making process. We

effectively have a board in place and if there are folks who would want to start work on this—volunteer efforts

would be welcome. Unknown what state requirements might be; we don’t want to move too far down the road

without this information. AGREED: to hold until funding status is known.

QUESTION: are there other bylaws available from different RACS in the state that might serve as a

foundation to build from? (TBD)

F. Leadership Need an interim role for someone to lead the effort and convene the group. At some point there is an

expectation that there would be an Executive Director/Coordinator. State funding could provide support.

CONSENSUS that Supt. Lewis be interim chair and convener. Dr. Toda and Kelly Newell offered technical

support. Supt. Lewis will look to Supt. Peterson and Dan to assist as needed.

Noted that another grant is being reviewed: Regional Promise Grant-- Dan Spatz shared details and

will be participating in an informational webinar and will share back with the group. The question

becomes: How do we ensure funding opportunities align with and do not distract from main focus?

It was noted that it would be great to have Washington’s input and perspective on how to cultivate

relationships around initiatives such as STEM hubs and early learning.

NEXT steps: Discussion with Dan, Candy and Dr. Toda: Does the Regional Promise grant of 2015-2017

align with our RAC, and might our largest school districts (Hood River, North Wasco and White Salmon

Valley) serve as core districts for the proposal, given that one district is in Washington? Could we apply as a

RAC?

Are there any other connections that need to be discussed? Early Learning? Workforce Initiatives?

Closing suggestion that the notion of an in-person meeting is the most effective strategy for Board level

discussions. Regarding frequency, this board has met bi-quarterly. Suggested that as a start-up, this might not

be enough. AGREED that an increased frequency at the beginning is useful.

Question: Has Goldendale School District participated in this group? Supt. Lewis keeps them informed.

Supt. Karen Douglas is new to Skamania County; very interested in Early Learning.

Follow-up Actions:

o Notes from Dr. Toda- available from him upon request

o Also an updated PowerPoint to reflect the changes from today will be sent out to the group by

Dr. Toda.

o Notes from this meeting will be sent from the ESD

o Marketing document from ESD and Dan and also nomination template will be developed

o Next meeting date to be scheduled when funding status is determined. A Doodle poll will be

distributed at that time.




36

Supt. Lewis commented about the regional nature of this initiative and the importance of everyone having an

active role. Meeting adjourned at 11:20 AM

Respectfully submitted by Christa Rude, Four Rivers Early Learning Hub

ACRONYM EXPANSION ACRONYM EXPANSION

CEO Chief Executive Officer OEIB Oregon Education Investment Board

CGCC Columbia Gorge Community College RAC Regional Achievement Collaborative

CGESD Columbia Gorge Education Service District RFP Request for Proposal(s)

ESD Education Service District SD School District

HECC Higher Education Coordinating Commission STEM Science Technology Engineering and Math

IT Information Technology TSGold Teaching Strategies Gold

KVH Klickitat Valley Health USDA Unites States Department of Agriculture

MCCC Mid-Columbia Children's Council WA Washington

MCEDD Mid-Columbia Economic Development District WIB Workforce Investment Board

MCMC Mid-Columbia Medical Center WIOA Workforce Innovation and Opportunity Act

NDI Next Door Incorporated WSU Washington State University




37

K-3 question set

District Information

Do you have full day kindergarten?

What curriculum do you use? K-1-2-3

Is the curriculum aligned throughout these grades?

What sort of screening/progress monitoring do you conduct for K-3 literacy?

How is student info passed from one grade level teacher to the next year?

What sort of support does the district or ESD provide for increasing reading proficiency in K-3?

What training and continuing education is available to your teachers?

What type of extended learning time do you have in summer for students in K, 1, 2, 3?

Do you have afterschool programs for K-1-2-3?

If so, what is the focus? Who leads? Is transportation provided?

Do you have partnerships with local community based organizations for services?

Is there a K-3 literacy PLC in the area? Or any collaboration between K-3 teachers in school? In the

district?

Kindergarten

How do you communicate with preschools about children you expect to enter K?

If so, what information do you get and how do you receive it?

Do you use a standard transition form for students entering Kindergarten?

If not, how do you obtain and record information for specific students?

Do you use a standard Kindergarten readiness assessment?

If so, how is this assessment used?

How do you identify students who need extra help before they enroll in K?

If so, what extra supports do you provide?

How is this done in practice?

Are students prepared when they come to Kindergarten… aside from what the assessments say?

What is your experience?

What are most common types of areas where incoming K students struggle? Behavior, learning,

articulation, fine motor skills, etc.




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K-3 interview results

Arlington Hood River SWCSD Mitchell Fossil Condon Sherman NWCSD Dufur

Early Learning Articulation: Kinder Assessment

*OKA Teacher assessment

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

OKA Teacher Assess

Effective Curriculum: Research-based Curriculum (reading)

Journeys Wonders McGraw Hill 1-3 ~ Kinder uses her own

Treasures None Fountas & Pinnell Literacy

Reading Streets

Wonders Journeys

Effective Curriculum: Research-based Reading Intervention

Small group reading intervention with in-class reading specialist or educational assistant

Many available

1-3 Curric. based

RTI used as district

Title I Small groups across grades; after-school

Title I Small group reading interventions

Title I; Curriculum based SMART

Curriculum based; small groups

Progress Monitoring: Data-based decisions/consistent assessments

STARS once or twice every two weeks DIBELS once a quarter

K-5 EZ CBM; SRI 3rd Gr. OAKS

DIBELS 1x/qtr

EZ CBM DIBELS 1x/qtr

Curriculum based

DIBELS (3x/yr) Zoo Phonics (kinders)

RTI; EZCBM

Curriculum based

Implementation Support: Reading Interventionists (staff)

N/A Each Elem. has Instr. Asst.

Title I N/A N/A N/A N/A .5 literacy aide in Kinder

Implementation Support: School Literacy Specialists

Librarian: Master

library science) Two classroom teachers have reading special endorsement

Each school has Liter Specialist

Title I Coordinator

.5 fte Title I K-8; Targeted Title I

Title I after-school

Title I Title I 1.5 fte Title I Math; Literacy (2015-16)




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District Support: District Literacy Specialists

N/A

1.0 fte Title I Coordinator

N/A N/A N/A Training for Wonders

1.5 fte Title I Math; Literacy (2015-16)

After School: Extended Day programs

No; 4 day school weeks

Some schools

PM tutoring M-Th ~ 4H pgms

1 hr. 4 days/wk academ social

None 4 long days

Reading groups; Title I Art Pgms Music

SCORE 3 days/wk Tutoring, other pgm Trans incl.

Some academic, some activity, all volunteer

Limited 4H; robotics

After School: Partnerships with community based organizations

4-H Art Therapy classes

Some pshps 4-H Garden Club

Wheeler Cty Comm Schools Pgm

N/A 4-H N/A Parks & Rec 4-H; Friends of Dufur Arts in Ed

Summer School: Extended Year programs

No Migrant SS Title IA SS

Summer school, 4 days/wk w/trans.

N/A Summer Reading; 2 wks K-6

Some reading; teacher vols.

N/A Kinder Jumpstart (1 yr); Summer Migrant

Title I summer; 3-4 da/wk Academic, literacy

Professional Learning Communities: Teaming/Leadership

School based PLCs

PLC for teachers; RTI every 6 wks

PLC for teachers; weekly

No, 36 miles from nearest comm.

Informally No, too far from other comm

Alt. weeks; K-3 team 4-6 team

PLC on early release days

PLC: late start Tuesday;

Staffing and Professional Development

On going in-house professional development 1 conference per teacher per year

Limited Title I; Title II; $1,000/y@PSU per teacher

In-house through NCESD

PDX, ESD, Online

2-day trainings; consultants

District pays for CE

District pays 6 credit hrs per year; 2 days each fall

ESD; PD funds available (little used) Visit other schools




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For More Information about this report, please contact:

Christa Rude, Coordinator

Four Rivers Early Learning Hub – Gilliam, Hood River, Sherman, Wasco and Wheeler counties

Columbia Gorge ESD

Office: (541) 506-2255

[email protected]

mailto:[email protected]

Documents

APPENDIX - cgesd.k12.or.us · Observation and/or narrative x x x x x x Other formal x Minimal to none x x Advise of number transferring? Y Y Y Y Y Y Y N Y Y N N Y NA Y Y N N Y Y N