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About Portland observer. (Portland, Or.) 1970-current | View Entire Issue (Feb. 21, 1980)
Portland Obaarvar February 2 1 ,1M0 DESEGREGATION DRAFT II Your Chance To Speak * PUBLIC M EETINGS 7:30 TO 10:30 P.M. • Feb. 22: Allen Temple CME Church 4236 N.E. 8th Ave. • Feb. 27: Humboldt Primary School 49,5 N. Gantenbein St. • Feb. 28: Boise Elementary School 620 N. Fremont St. Sherri Johnson of George School with family, after cermony at which the School Board presen ted George students w ith the McPherson Memorial Award for Interracial understanding. (Photo: Richard Brown) • Feb. 29: Maranta Church 1222 N.E. Skidmore St. * PORTLAND PUBLIC SCHOOLS Board of Education BUF: Administrators; teachers, curriculum "The Negro needs neither segre gated schools nor mixed schools. A mixed school with p o o r and un sympathetic teachers, with hostile public opinion and no teaching o f truth concerning Black fo lk , is bad. A segregated school with ignorant placeholders, inadequate equip ment, poor salaries, and wretched housing, is equally bad. O ther things being equal, the mixed school is the broader, more natural basis f o r the education o f a ll youth. It gives wider contacts; it inspires greater self-confidence; and sup presses the inferiority complex. But other things seldom are equal, and in that case. Sympathy, Knowledge, and the Truth, outweigh all that the mixed school can offer. " W.E.B. DuBois, 1935 The Black U nited Front is recommending that rather than em phasize numerical desegregation, the Portland School Board improve teaching in Albina schools in order to bring them to and above the district norm. The Scope and Sequence is the curriculum format that is used in the public schools, but implementation varies from school to school. The Black United Front recommends that changes be made to strengthen the curriculum , leading to expec tation o f higher student achieve ment. F ollow ing are some o f the curriculum recommendations fo r elementary schools. M a th e m a tic s : N um - ber/num eration; operation/com - pu ta tio n (heavy emphasis), measurement (heavy emphasis), s ta tis tic s /p ro b a b ility , functions (heavy emphasis). Langu age A rts : reading (heavy emphasis where needed at particular grade level), literature (including contriubutions o f Blacks), writing (heavy emphasis), speaking, listening/viewing. F o re ig n L a n gu age: Languages should be taught at the elementary level, concentrating on conver sational skills. Art: Concepts o f art, cultural con cepts, skills. The appreciation o f art at the elementary level is essential. The mastery/messages o f African and African-American works o f art should be explored. Muaic: Rhythm, melody, form, ex pression, harmony. Appreciation is essential and can be done w ith recordings o f Black musical artists illu s tra tin g their interest tied to above musical categories. Science: Physical, biological and combined science. Physical Educaton: Movement education, rhythm (including A fr i can dance styles, game skills, f it ness. Social Science: Skills (heavy em- ject with greater and more accurate emphasis on Black people in te r n a tio n a lly . It is suggested that Africa be recognized as the begin ning o f c iv iliz a tio n . P o litica l systems, social systems, economic systems, environmental systems. Health and Safety: C aring o f one’ s self; physical grow th and development; growing and develop ing m entally, em otionally and socially; caring for and protecting our environment; safety, first aid and emergency care. Staff Hiring A personnel director should be hired im m ediately to commence recruiting Black teachers and ad ministrators. The S ta ff Selection Committee should be reorganized to include four community members and five administrators. The responsibilities o f the committee should be clearly drawn and the School Board should monitor recruitment and the reten tion of Black administrators. The Selection Committee, under the auspices o f the School Board, should submit recommendations for hiring and transferring principals and teachers. Principals should work w ith local review panels in selection o f teachers. This commit tee would also recommend hiring or transferring principals. FOR FURTHER INFORMATION. CALL; carefully handled by staff - respect cultural plurality and in sist on the same from staff - be committed to education to the extent that student’ s achievement is a personal reflection - transmit expectations to staff, parents and students - have the capacity to clearly ar ticulate the school’ s goals and ob jectives - make parent involvem ent a priority - establish good com m unity relations - require teachers to have goals and objectives defined in terms un derstandable to parents and teachers. DESEGREGATION INFORMATION ( ENTER - 249-3311. The Morns Marks House 1501 SW Hornson Street Portland 97201 Telephone 22 7 -2 6 6 6 Teacher responsibility The teacher has the prim ary responsibility to teach and to assess the students’ learning. The teacher’s presentation should set the tone that lets students know they w ill be required to achieve, demonstrate self-discipline, and develop adequate study skills. - The teacher’ s presentation should reflect the m u lti-c u ltu ra l world - Classroom environment should have meaning to the students - The teacher must have an un derstanding o f the community - Relevant assignments and ac tivities must be utilized - Provisions must be made fo r students to complete assignments that w ill allow fo r individual in terests and preferences - Teachers must have expec tations for each studsent that w ill challenge that student - Instruction should allow for in dividual student learning styles and encourage creativity - Teachers should relate present learning to fu tu re learning and career choices - Teachers should be required to have individual plans for students below grade level - Teachers should assign homework DES CONNALL Professional Corporation LEGAL CLINIC CONCENTRATING IN THE FIELDS OF: CRIMINAL LAW INDUSTRIAL ACCIDENTS DRIVING UNDER THE INFLUENCE OF INTOXICANTS DOMESTIC RELATIONS WORKERS' COMPENSATION BANKRUPTCY PERSONAL INJURY WILLS - PROBATE AUTOMOBILE ACCIDENTS CONSUMER PROTECTION Administrative Responsibility A PERSONAL MOMENT FOR THOSE W HO CARE We adjust our driving to traffic, our clothing to weather Our relationship with others calls too. for adjustments. We must talk louder to one that Is deaf. Are all these adjustments wor th harmony? How many ad justments are others making for me? Maybe the lack of harm ony comes from measuring the adjustments. When love is alive an adjust ment becomes positive, the maker of all harmony. C 1979 Wm A K um n,,i ■iiiiitmMiiaMiiiiiMiiitmtii PRESENTED BY A M E R IC A N STATE BANK 2737 NE Union Ave. School principals are the key to education. The principal should: - have the fin a l w ord in s ta ff selection - support staff and provide incen tives for staff to do an excellent job, offer assistance to teachers wanting to enhance skills, and seek change among teachers needing assistance. - be visible w ithin the school, com m unicating w ith s ta ff and students - besure that discipline is Recruiting Staff To insure that Black children have positive role models and that they are m otivated, the Black United Front recommends that the school d istrict develop a com prehensive affirm ative action plan that w ill move representation o f Black adm inistrators, teachers, guidance and counseling personnel and other supportive staff to 20 per cent in each o f the aforementioned categories. BUF asks academic remedy (Continued from page I col. 3) The current capacity o f Eliot is 600 students. The Front suggests that the middle school maintain a program for 300-600 students, from Humboldt, King, Eliot, and Boise upper grades who select the program. This would allow space fo r approximately 150 additional students to transfer to Eliot from outside the community. Boise would continue as a P-8 program to provide fo r children who do better in self-contained classrooms. Kennedy school, near 33rd and K illingsw orth, would become the second middle school. Kennedy has been closed as a school since 1975, used to house students from other schools which buildings are ren- novated. Kennedy would house students from Vernon and W oodlaw n, leaving over one hundred spaces for transfers, with a total enrollment o f 480. This would relieve the over crowding at Columbia/Whitaker. These middle schools buildings w ould be rennovated, w ith ad d itio n a l property purchased fo r Eliot, and they would be named af ter Black persons who have made contributions to the community and /o r would. 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