[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6301397,"mediaKeyId","2488550-d9369e1055b02c0c8de14523aa652569","parentId",2488550,"title","Union leaders urge clearer district communications amid statewide policy uncertainty; board discusses staff supports","audioSeconds",828,"startMs",3404000,"endMs",4232000,"viewUrl","/Search/View?dp=1&key=2488550-d9369e1055b02c0c8de14523aa652569&start=3404&end=4232","thumbnailUrl","https://assets.pipeline.soar.com/2488550-d9369e1055b02c0c8de14523aa652569/thumbnail_3404000.jpg","articleUrl","/articles/6301397/Oregon/Union-leaders-urge-clearer-district-communications-amid-statewide-policy-uncertainty-board-discusses-staff-supports","mediaUrl","https://secure.pipeline.soar.com/6301397-d6a92242e585146a82d0e86647f2126a/orig.mp4?Expires=1771174467&Signature=f2aLmeCSOPUX2et20UNWU9GET5caNwmDITAc0mZXih7JPr5hQvXpa1Xlbs6PIbjaxMLrKwDJiwDQM1qvChsKhivMczKst30WLHggTjKE-bMFXyLsAncm-8Wm7RSXCU3-uI8iTokrn~ZQdzyrEaz-8QcZnqs~aZMPcHjjyM~FKafhsVB4NRgYqySeXu-3W-ZdOKInzdduBi5jBhDocTIC97z5SLkoBDTNbwF6WzhfHzZFUoKJZiqJ3fvFfgefdCzn3f8Vxf8~9UcaJZNhJPrFdVR9AHpUX0EnFL3ArhwT-4Z5SEM4GdcZc4RRylSg0eTJ-XIgCX0n-QL9hVaH12q3tA__&Key-Pair-Id=KUT5TJCACFTXG","author","Parkrose School District 3","date","2025-03-04T19:49:49Z","article","Representatives of the Parkrose teachers’ organization reported to the board that members are anxious about a wave of state and federal policy proposals they said could affect school programs and staff; union leaders urged clearer, regular communication from district leadership and asked the board to publicly affirm staff safety and protections.

The union reported that representative bodies had unanimously signed a statement asking public‑fund managers to consider divestment from companies connected to violence or environmental harm, and described heightened staff concern about rapidly posted media content and conflicting social media reports. Union leaders said when staff feel vulnerable, silence or delayed responses can exacerbate anxiety.

Union representatives urged the district to provide timely reminders of operational protocols, logistics and legal constraints — for example, clarifying what teachers may legally do in response to political or immigration‑related events — and asked that the district refresh emergency protocols and make legal guidance readily available.

The superintendent and other district leaders responded that the district would seek legal advice, work with state education authorities as needed, and offer drop‑in Q&A sessions for employees to ask administrators questions. The superintendent said the district plans a written message acknowledging uncertainty, affirming district values and describing what the district is doing (including legal consultation) and that principals would be briefed to provide building‑level reminders of procedures.

The board and union agreed on the value of maintaining values‑based messaging and practical guidance; no formal board action was taken during the meeting.","mediaType","Video","parentTitle","2025.02.24 Business Meeting","oneSentenceSummary","Parkrose teacher‑union representatives told the board they and members feel vulnerable because of rapid state and federal policy shifts; union leaders asked for clearer, frequent messages and protocols. District leaders said they are seeking legal guidance, planning drop‑in Q&A sessions and will send a supportive communication to staff.","taxTitle","Parkrose SD 3, School Districts, Oregon","taxId",38719,"location","Oregon","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6301402,"District details Student Investment Account spending; highlights teacher pathway, STEAM night and youth basketball",803,4723000,5526000,"/Search/View?dp=1&key=2488550-d9369e1055b02c0c8de14523aa652569&start=4723&end=5526","https://assets.pipeline.soar.com/2488550-d9369e1055b02c0c8de14523aa652569/thumbnail_4723000.jpg","/articles/6301402/Oregon/District-details-Student-Investment-Account-spending-highlights-teacher-pathway-STEAM-night-and-youth-basketball","https://secure.pipeline.soar.com/6301402-2e3298bc887d774d8d64bd78ae06d4ed/orig.mp4?Expires=1771174467&Signature=UpTNtRRNDOqOyjLd52tzcz9QFxsSVrc0peKHJ8IVqMlDo816kTFTUv12VnVWL0g97Ct9DUEI~62rEXFjdiQXSV82hNaaD-aIUyLndyuy9DhaIegubcp9jJ~pGMPzcJsrl7X2OEo19u95WMhJkFKwG5glniCG-B6Ihoo0j6h-bsZN87Sjc5hGM86D3ZAbLbRFD21bQ8cSS727omeu3S99wPjpNSkA-VbtIBm~ZvA9N4RstM6zqn2gWLOFta25avRzLbSINHUHrlqVTT0-dJ81uxIRnIvLMf9N~Mvo6EVO8of8-qhKYp4XqLiira8nPILGalG5To7nPeLGjh1NURLdYA__&Key-Pair-Id=KUT5TJCACFTXG","Teaching and learning staff presented a quarter‑two update on the Student Investment Account (SIA) and the High School Success (HSS) grant, describing how the district has spent the biennial funds and highlighting community programs financed by the grants.

The presentation said the largest single expenditure category for both grants is salaries and benefits. Staff described uses that include instructional coaches, new‑teacher supports, athletic equipment and transportation for middle‑school athletics, STEAM materials and partnerships with outside providers. District staff noted the SIA and HSS grants are supporting pathways that aim to diversify the teacher pipeline and to provide college exposure for middle‑school students.

The presenter described a “diverse teacher pathways” example, identifying Warren Williams — who started as an Elevate mentor, worked as a dean and is now a licensed PE teacher after district‑supported coursework — as a success story enabled by district support and tuition assistance. Staff also described a fall STEAM night where students built simple windmill projects and a Parkrose Youth Basketball program that ran kindergarten through fifth‑grade skill and scrimmage sessions; the district reported participation numbers for several divisions (e.g., roughly 55 kindergarten participants and 35 first‑graders in one program block).

Staff showed a budget pie chart and said salaries account for about 78% of SIA expenditures (presented as a percentage on a chart). The district also described HSS investments in middle‑college partnerships, college tours for eighth‑graders, and a contract with Northwest College of Construction to transport high‑school students to off‑site construction instruction.

Board members praised the community opportunities and emphasized the importance of finding ways to publicize successful programs. The superintendent said the district would explore more ways to share positive program highlights and asked board members to volunteer at community events when possible.","District staff presented a quarter‑2 update on the Student Investment Account (SIA) and the High School Success (HSS) grant, showing that salaries comprise the largest share of both grants and describing programs funded — teacher pathways, STEAM events and a growing youth basketball league.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6301407,"District coaches describe classroom coaching, ties to retention and teacher development",1378,2102000,3480000,"/Search/View?dp=1&key=2488550-d9369e1055b02c0c8de14523aa652569&start=2102&end=3480","https://assets.pipeline.soar.com/2488550-d9369e1055b02c0c8de14523aa652569/thumbnail_2102000.jpg","/articles/6301407/Oregon/District-coaches-describe-classroom-coaching-ties-to-retention-and-teacher-development","https://secure.pipeline.soar.com/6301407-018503bc20db6b4aa1cfd5e9709ec568/orig.mp4?Expires=1771174467&Signature=V-5h6867gFikaGOxGlES67nV2KZVbvIRPKCNbFDt8z4il2EH8Kln-vdrszO~M1Gliyq9v-veygHyCwrQ9eM8AYye658P84gIj~eTCFIN-FWwFZw42Y1Yh8N1Piy1X3T2P-oZUcZYfht-y3vs-jhoLOT~Yv7nqgYCeEhduMGw4O2PmSu~H67BWFP2s8VS~JDCS8q~Pl6dnP11SPMmr9UNefYk3A0T2rvSq0a~ONUeehw6LWMQu8xWUUzrjg~K~lckQq2p8Ms5ggk1m~wcjWCvddtuGu-QkHtBQ7YdlFicYjoro0WFzaO7ja9xMlt0C9EevyBpHc6c2oj0VdZZKPDEVg__&Key-Pair-Id=KUT5TJCACFTXG","A team of Parkrose instructional and equity coaches outlined how classroom coaching supports teacher learning and retention across elementary, middle and high school.

Presenters described coaching duties that include in‑class modeling, co‑teaching, videotaped observations for reflection, planning cycles, and targeted professional development. Coaches said they work as thought partners with teachers, lead learning walks and offer planning days where groups of teachers visit demonstration classrooms and debrief.

The coaches cited research‑style survey claims included on their materials — that 93% of teachers surveyed say coaching helps them apply learning more deeply and 92% say coaches are essential to a supportive learning culture — and contrasted Parkrose’s multi‑year attrition rates (presenters said district rates are below the state three‑year attrition average cited in their materials).

Coaches reported that between the four elementary schools they touch roughly 50 teachers directly through planning days and PD; districtwide the coaches estimated they reach approximately half of licensed staff through workshops, planning and one‑on‑one cycles. At the secondary level, presenters said they are working with 16 first‑year teachers and about 26 second‑ and third‑year teachers who access new‑teacher trainings and coaching cycles.

Board members and the superintendent discussed funding: coaches are paid from a mix of sources including the Student Investment Account (SIA), the High School Success grant and corporate‑activity tax allocations. The superintendent said the district uses multiple grants to sustain coaching positions while noting those funding streams are not permanent.

Board members praised the coaching work, noted the coaches commonly perform additional duties (substituting, teaching a class when necessary) and asked that the coaches return periodically with impact metrics and examples of classroom work.","Coaches told the board they provide classroom modeling, co‑teaching, video‑based reflection and professional development across elementary and secondary schools. The coaches said their work reaches roughly half of the district’s licensed staff and supports new teachers; board members noted multiple funding streams are used to sustain the program.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6301412,"Mt. Hood Community College asks voters for $136 million bond to modernize facilities and expand CTE",777,1212000,1989000,"/Search/View?dp=1&key=2488550-d9369e1055b02c0c8de14523aa652569&start=1212&end=1989","https://assets.pipeline.soar.com/2488550-d9369e1055b02c0c8de14523aa652569/thumbnail_1212000.jpg","/articles/6301412/Oregon/Mt-Hood-Community-College-asks-voters-for-136-million-bond-to-modernize-facilities-and-expand-CTE","https://secure.pipeline.soar.com/6301412-e984299418fdf21d15f81ee19e546b7c/orig.mp4?Expires=1771174467&Signature=e~bBFNXtNC493Bmd8dP69OvXSLzDAxJo~ew-VCKrLZ2G9sMafYLx2L1l9--dQjYd4-sW5dCZBDEcGFASHsocsH2fXS3UMr4vfY~o~m04GrcnHAVRn8-jfl2brusBBJYy0031nUj179kZSxuiNrPYACl59u2kvZqb~H6BvRFKUKdzUY9d47pL-cvT9FiCl9C41K88Z2JXAw2oWKFVau0v0L6rJzNJvEEjnxrhMoH~sPEjC5BhGaeP6Nqa9oeh7Sx4FMrPvmbBEp3FNtAEuWXSSQhAAfjbxN4~cfMh3tzF2jBai4oVOxrcXgY5Y21luVNJfcFy9Tru~RVTPEZS7gQgPw__&Key-Pair-Id=KUT5TJCACFTXG","Representatives from Mount Hood Community College told the Parkrose School District Board that the college will ask Multnomah County voters in May to approve a $136 million bond to modernize aging facilities, expand career and technical education (CTE) and improve campus safety and sustainability.

Jennifer Bomer, vice president for advancement and community engagement at MHCC, and Andrew Spear, an MHCC board member representing Zone 3, said the college identified roughly $200 million in deferred facility needs during a multi‑year planning process and pared that list to a prioritized $136 million request after community consultations.

Spear said the measure would not fund new square footage but would renovate existing spaces, addressing seismic, HVAC, roof and classroom modernization needs. He said the tax rate would be about 25 cents per $1,000 of assessed value (the college emphasized assessed value rather than market value when describing taxpayer impact).

Bomer and Spear highlighted four priorities for the bond: expand CTE aligned with local industry needs, modernize classrooms and labs, improve campus safety and accessibility, and invest in sustainable infrastructure to lower long‑term operating costs. Spear described a multi‑year planning and community engagement process that included dozens of presentations and focus groups.

The presenters said the bond would support allied‑health interdisciplinary training space and existing workforce training partnerships. They reported recent credentialing and workforce numbers for the college: 236 health‑related credentials over the past year, including 66 nursing credentials, plus other career‑technical completions (transcript numbers provided by presenters).

Spear also said Maywood and other MHCC properties would be eligible for renovations under the bond; he described the main campus as the largest share of the work because it has the most deferred needs.

Spear, who is co‑chairing the campaign, asked board members and community leaders for endorsements and said campaign volunteers can sign a simple endorsement form; he provided contact information for follow‑up.

Board members thanked the presenters and noted the potential benefits for Parkrose students who attend MHCC programs; no district action was taken on the presentation.","MHCC officials briefed the Parkrose board on a $136 million bond measure set for a May special election. The college said the measure would modernize classrooms, expand career and technical education, improve safety and invest in sustainable infrastructure; MHCC estimated the tax impact at 25¢ per $1,000 of assessed value.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6301417,"Shaver principal reports reading gains, highlights comprehension gap and staffing needs",742,254000,996000,"/Search/View?dp=1&key=2488550-d9369e1055b02c0c8de14523aa652569&start=254&end=996","https://assets.pipeline.soar.com/2488550-d9369e1055b02c0c8de14523aa652569/thumbnail_254000.jpg","/articles/6301417/Oregon/Shaver-principal-reports-reading-gains-highlights-comprehension-gap-and-staffing-needs","https://secure.pipeline.soar.com/6301417-bfe689e8b28fe3b2364971bfdf400056/orig.mp4?Expires=1771174467&Signature=FZM9QfMic5Aml1Jet7Mw3JF7eulkGQOPfkyZrSjKTkOjGBIxDTZyZsYGOoG~mdulsnuN-eQFZWGS9rKrS2kYqLXdkWsZlxW56-89VYn7D4fleQ7wh2WYYzujQtu9k-wjyeRiUaZqbKmFh2mRy3PL0idpr-iuoKOrXQKJR4ksLWy2NyUUeD2MJDHQw1K6EMO7rm2V6m6L0UM~qiy0m3DZT3T2~s8Qs1OCiEe5BooXkgMe1REpu0scWXWeYpCYgBSt7W40355JteAITNIjLNdOe4yC5LgfwzJE30kGg7UBLJ5~DTZVJdjv2dUnJNG5KxZwG5ohOnWgPV3BWQkCNRwUTg__&Key-Pair-Id=KUT5TJCACFTXG","Melanie Seca, principal of Shaver Elementary, told the Parkrose School District Board that the school has reduced teacher turnover since last year, reconfigured classroom hallways and shifted its intervention model so every student spends 30 minutes in a grade‑level group tailored to need.

The change replaces the prior “pull‑out” model with a regular “What I Need” (WINd) block in which some groups receive intervention, some enrichment and some targeted core practice. Seca said teachers update intervention groups every six weeks and the school progress‑monitors students every other week to decide who moves between groups.

The move is part of a wider MTSS (multi‑tiered system of supports) approach. Staff added a counselor, a media specialist, a reading specialist, a family liaison and a kinder‑care professional during the year. Seca said an Elevate support staff member is now on site daily, but a Trillium therapist position remains unfilled and that gap shifts some clinical work back to school staff.

On reading outcomes, Seca said the district’s adaptive diagnostic (i‑Ready) shows relatively strong word‑recognition or phonics skills for about three‑quarters of students, but language‑comprehension measures remain lower — in the 30–40% range in the data Seca showed. To address comprehension, the school selected a single school‑wide instructional strategy — “summarize and synthesize” — with grade‑appropriate scaffolds from kindergarten through fifth grade.

The school also opened a third third‑grade classroom, which Seca said improved student experience but created space constraints that temporarily closed a central room earmarked for a sensory/regulation space. Seca said the district is in talks with a partner organization (not yet under contract) to re‑create a regulation space within the new layout.

Student representatives asked whether all students attend the WINd block. Seca said every student in a given grade joins a 30‑minute group; groups have different instructional focuses and students are moved based on the progress‑monitoring data.

Seca emphasized that classroom teachers now lead many intervention groups (previously assistants often led those groups), which she said allows teachers to focus on targeted instruction for students who still need additional support.

The presentation included a Q&A about assessment: Seca explained that a district change in which grades are included for a phonemic‑awareness screener made the historical comparative graph appear to drop sharply; she described that as a testing‑scope change rather than a sudden decline in student skills.

The school asked board members for continued support as it implements MTSS, fills partner clinician positions and refines group placement cycles.","Principal Melanie Seca told the Parkrose School Board the school has stabilized staffing, expanded tiered supports and switched to a grade‑level group intervention block; she said decoding scores are stronger than language‑comprehension scores and flagged unfilled partner positions that limit services.","actionData","errors"]

Article not found

Union leaders urge clearer district communications amid statewide policy uncertainty; board discusses staff supports

District details Student Investment Account spending; highlights teacher pathway, STEAM night and youth basketball

District coaches describe classroom coaching, ties to retention and teacher development

Mt. Hood Community College asks voters for $136 million bond to modernize facilities and expand CTE

Shaver principal reports reading gains, highlights comprehension gap and staffing needs