Dear Chalkboard,
As another school year gets underway, most students are returning to the same schools they were in last year, they will likely have some of the same kids in their classes, and they will probably find themselves eating similar school lunches. But, there will definitely be changes: new teachers, new books, new supplies, new knowledge. Chalkboard too is going through a transition similar to most of Oregon's students. We are the same organization with the same mission, but we are learning more and have narrowed our focus. Read on to find out more...
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Teacher effectiveness becomes Chalkboard's primary focus
 For the last 5 years, Chalkboard has been working to improve K-12 education in Oregon by combining best practices with public will. Our approach has been broad and has encompassed efforts that fell into the categories of accountability, student success, and teacher quality.
But as we have stated many times before, research shows that having an effective teacher is the most important factor in raising student achievement. It is this knowledge that helped lead to the creation of the CLASS™ Project and it is this knowledge that has now led our board to refocus Chalkboard's efforts on teacher effectiveness.
Our mission will remain the same: Uniting Oregonians to make our K-12 public schools among the nation's best. And we will continue to be involved in a projects, such as Open Books, that help inform Oregonians about the tough choices and trade-offs required to improve our schools.
If you want to learn more about how teacher effectiveness impacts student achievement, read this info brief from ASCD: http://bit.ly/3iJwiM.
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Hispanic-White Achievement Gap Report Released
 Findings from the Hispanic-White Achievement Gap Report released last week show that the achievement gap exists between Oregon's Hispanic and white students by the time they reach 3rd grade. However, the achievement gap varies little from 3rd through 10th grade, demonstrating that Hispanic students learn at the same pace as their white classmates, although they start off behind.
The findings are similar to the Black-White Achievement Gap report released last year by the Chalkboard Project in partnership with the Black Parent Initiative. Additionally, Hispanic students, like black students, are more likely than white students to change schools and be taught by an inexperienced teacher.
The report also identifies 42 Oregon schools that are closing the gap.
Find out if your school is on the list and learn more about the Hispanic-White Achievement Gap in Oregon.
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Thank you CLASS™ districts!
 On September 8th, the Statesman Journal editorial board voiced its support for Chalkboard's focus on teacher effectiveness through CLASS.
We certainly appreciate the kind words, but the CLASS Project would not have become praise-worthy without the willingness of the first three CLASS districts, and now nine more, to develop new models to strengthen teacher leadership and raise student achievement.
Thank you CLASS districts!
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 Encouraging results from the Oregon Small Schools Initiative
When the state standardized test scores were released this month, Oregon's small schools celebrated gains in reading, writing, and math.
From E3's newsletter:
"For example, the Initiative schools composite shows a four-year gain of ten percentage points in writing, with 55.7% of 10th graders in small schools earning passing scores in the '08-'09 school year. This exceeded Oregon's average of 55%. In reading, the Initiative schools' composite reflects a four-year gain of five percentage points to reach 64.8%. Initiative school composite gains in math were nearly four percentage points.
Most promising of all, though, were results from our Initiative schools that serve disproportionate percentages of students of color and students on free and reduced lunch. These schools experienced double digit gains in all three subjects over five years: 21 percentage points in writing, 13 in reading and 10 in math."
Read more at www.e3oregon.org
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Our Voices, Our Schools 
This month we are interviewing Deborah Sommer. In addition to her 37 years in the education professional, Deborah is a CLASS Project coach and chairs Chalkboard's Advisory Council.
1) For the last year you have been assisting with the CLASS Project as a CLASS coach. What made you want to lend your knowledge and expertise to this specific project?
After 37 years in public education, I know from experience that student success is directly correlated with the quality of the teacher in the classroom. I wanted to work with school districts involved in the CLASS project because the focus is on teachers - on recognizing their expertise and leadership, providing them with support and training, and finding ways for them to share their knowledge about effective instruction with their colleagues. It is very exciting to be part of an effort that puts the focus on where it needs to be - the classroom.
2) Research shows that having an effective teacher is the most important factor in raising student achievement. How would you define an effective teacher?
Effective teachers don't organize their classrooms around a "one size fits all" approach to learning or see their job as simply to "teach" and the students' job to "learn." Instead, they are constantly seeking information and data about whether students are mastering the content and skills and then making the necessary adjustments in their instruction. They are focused on students as individual learners and they work with their colleagues to develop a repertoire of teaching strategies and materials they can choose from to make learning happen for each and every one of them. A teacher's job is to make sure that all students are being successful and challenged at the appropriate level, which is a daunting responsibility and one that requires a significant amount of knowledge and experience given the range of student needs and the pressure around high stakes testing in today's schools.
3) You have taught at every level of schooling and worked as an administrator. What advice do you have for new teachers who are just starting in the classroom?
Teaching can be a very lonely profession. There is no time built into a school day and very little time built into a school year to work with one's colleagues around professional issues or to share information about effective teaching and learning practices. Essentially teachers work alone to meet an ever-widening range of academic, social and emotional needs of the students in their classroom. And -as budget cuts have increased class sizes, this work becomes even more difficult. So, my advice to a new teacher is to acknowledge how overwhelming the job feels on some days and don't expect to know all the answers. Your teacher licensure program will have prepared you somewhat for the work, but even experienced teachers are never afraid to ask for help - from colleagues, from parents, from their principal. As professionals they know they are also learners. They talk with colleagues about what might work with a given student or about an intervention they might try with their grade level or department team based on how the students are performing in reading or math. It's what good teacher do.
After 37 years, I may still be wearing rose-colored glasses, but I can't think of a parent who didn't want their child to succeed. I have never met an experienced teacher who wasn't willing to share with those just starting out. I have never met a principal who didn't want their school to be the very best. Take advantage of that expertise and good will. Above all, know that teaching is one of the most difficult professions to choose but also one of the most rewarding. It is not for the fainthearted, but I believe it is the most important work of all.
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Go to your library, find a tutor
Libraries of Eastern Oregon (LEO), with a grant from Chalkboard, will continue their second year of providing online tutoring services to member libraries at no cost through tutor.com. Anyone with a library card or access to one of the member libraries can log-on and get free, live homework help or tutoring.
If you live in Eastern Oregon, log-on to your library's website and click on "Live Homework Help."
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Ready, Set, Teach! begins another school year
Mollie and Melissa have begun their first year as full-time teachers.
From Melissa:
"My students' comments are thoughtful and sometimes surprising as they participate in the community building activity."
As you read the latest entries, feel free to offer advice, provide words of encouragement, or share your own experiences. We hope to hear from you on Ready, Set, Teach!
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Chalkboard and Social Media
Chalkboard is on Facebook and Twitter. Connect with us on-line and help spread the word about how to make Oregon's public schools among the nation's best.
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What's Next for Chalkboard...
September 24: Chalkboard Advisory Council meeting
October 5th - 7th: Grantmakers for Education conference
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