From jana at hoodriverlibrary.org Sat Feb 1 10:09:15 2014 From: jana at hoodriverlibrary.org (jana at hoodriverlibrary.org) Date: Sat, 01 Feb 2014 11:09:15 -0700 Subject: [kids-lib] Spring Break Ideas Message-ID: <20140201110915.5849a6e70ddf9184345e698e039147e4.1b7891ccee.wbe@email03.secureserver.net> An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 4 09:52:26 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 4 Feb 2014 17:52:26 +0000 Subject: [kids-lib] Early Learning Division, Round Two Early Learning Hub Webinars Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2442867760@OSLEXCHANGE.osl.state.or.us.local> Many of you are attending meetings of and/or partnering with the early childhood coalition in your region that is planning to become an early learning hub. Below is information about upcoming webinars for people in early childhood coalitions planning to apply to become an early learning hub. If you plan to participate in these webinars, please note: "The Early Learning Division will send out registration emails one week in advance of each webinar so please save the dates on your calendar." Which means all you need to do at this time is mark your calendar. Registration and the URL and login information will come later. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: earlylearning.oeib at state.or.us [mailto:earlylearning.oeib at state.or.us] Sent: Thursday, January 30, 2014 2:22 PM To: Katie Anderson Subject: Early Learning Division, Round Two Early Learning Hub Webinars Oregon Early Learning Division, Department of Education January 30, 2014 Dear Early Learning Partner, The Early Learning Division is preparing for the launch of the round two Early Learning Hub applications and would like to invite you to attend a series of Webinars on topics designed to support you develop your Early Learning Hub proposed plans. The Webinars will occur on their respective dates below, beginning late February through March on the following topics: February 19 1:00 - 2:00 pm Building a Strategic Framework: How to build an outcomes aligned strategic plan February 26 11:00-12:00 pm Early Learning Hub Outcome Metrics: Why they were selected, where to get the data, what they mean for strategic planning March 6 10:00-11:00 am Equity and Family Engagement: Building an action plan to engage families as core partners in the work to prepare ALL children for school and decrease disparities March 13 10:00-11:00 am Building a Strong Health Care Connection: Early learning as a prevention strategy; developmental screening as a cross sector bridge March 20 10:00-11:00 am Building a Strong K-3 Connection: How partnerships between early learning providers and elementary schools can increase kindergarten readiness March 27 10:00-11:00 am Oregon's QRIS: How to use QRIS to drive quality and access in your community Heidi McGowan will facilitate the Webinars and Early Learning Division staff will serve as lead presenters, joined by invited guests. I would like to extend a warm invitation to you to join us and participate in these valuable conversations. The Early Learning Division will send out registration emails one week in advance of each Webinar so please save the dates on your calendar. Thank you for your continued work and leadership for Oregon's children and families! Warm regards, Megan Irwin, Early Learning System Design Manager Forward this email -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 4 10:30:21 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 4 Feb 2014 18:30:21 +0000 Subject: [kids-lib] Free Oregon Webinars: Common Core Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286784B@OSLEXCHANGE.osl.state.or.us.local> Hi! I thought you all might be particularly interested in this training, see full list of trainings below: eResources and the Common Core February 26, 2014, 3:00 pm (Pacific) The Common Core Standards are here. How can the Gale eResources help teachers get ready for them? How can teachers find informational texts to teach to these new standards? This one hour webinar session will discuss certain aspects of the common core standards and show users how to find articles to support these new standards. Please register for these sessions and see the full schedule of webinars through May 2014 at: http://tinyurl.com/pf86rqy Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Libs-Or [mailto:libs-or-bounces at listsmart.osl.state.or.us] On Behalf Of Arlene Weible Sent: Monday, February 03, 2014 11:56 AM To: libs-or at listsmart.osl.state.or.us Cc: Pepera, Julie Subject: [Libs-Or] Free Oregon Webinars Featuring Gale Resources and More! The Oregon State Library and Gale are offering a series of free webinars between February and May 2014 designed specifically for Oregon users of the Gale resources available in the Statewide Database Licensing Program (SDLP). Topics include business and health resources, information about Spanish-language resources, using periodicals databases to support Common Core, and developing library impact stories. The presenter will be Julie Pepera, Customer Education Specialist from Gale who has provided well-received training sessions for Oregon over the last several years. Looking for programming ideas for your local business community? Want to help parents understand the Common Core standards? With the focus on Oregon users, the sessions in February are particularly appropriate to advertise with your local library users. Your library patrons can register for these sessions on their own, or you may want to consider hosting broadcasts of the sessions at your library. Webinars offered in February Gale Health Resources February 12, 2014, 3:00 pm (Pacific) This one hour webinar will cover the health resources from Gale, primarily the Health and Wellness Resource Center and the Nursing Resource Center. How about using these resources for healthy living, recipes, exercise tips, and more? The instructor will discuss the strengths of each of the resources for different types of health research projects and queries. Gale Business Resources February 18, 2014, 9:00 am (Pacific) This one hour webinar will cover the business resources from Gale, primarily Business Insights Essentials and the Small Business Resource Center. Get investing information and reports as well as articles on a variety of business topics. Information on many major companies is also available. eResources and the Common Core February 26, 2014, 3:00 pm (Pacific) The Common Core Standards are here. How can the Gale eResources help teachers get ready for them? How can teachers find informational texts to teach to these new standards? This one hour webinar session will discuss certain aspects of the common core standards and show users how to find articles to support these new standards. Please register for these sessions and see the full schedule of webinars through May 2014 at: http://tinyurl.com/pf86rqy If you are unable to attend, archived sessions will also be accessible through the Oregon Gale Support Portals at: http://galesupport.com/oregon/ and http://galesupport.com/oregonacad/ As always, please contact me if you have any questions about training or the SDLP! --Arlene Arlene Weible Electronic Services Consultant Oregon Federal Regional Depository Coordinator Library Development Services Oregon State Library 250 Winter St NE Salem OR, 97301 503-378-5020 arlene.weible at state.or.us http://www.oregon.gov/osl/LD/Pages/technology/sdlp/index.aspx -------------- next part -------------- An HTML attachment was scrubbed... URL: From Heidi.Weisel at corvallisoregon.gov Tue Feb 4 10:49:39 2014 From: Heidi.Weisel at corvallisoregon.gov (Weisel, Heidi) Date: Tue, 4 Feb 2014 18:49:39 +0000 Subject: [kids-lib] Position Announcement: Youth Services Librarian at Corvallis-Benton County Public Library Message-ID: <4E8ADB3086C3A04CA34766942155FD7531CEE195@CVOEXDAG2.ci.corvallis.or.us> Please excuse any cross-posting. ********************************** Youth Services Librarian The City of Corvallis is currently accepting applications for a full-time Reference Librarian in Youth Services to provide reference service and information to patrons in person, on the telephone, online and by mail in order to meet the Library's mission of "bringing people and information together." Develop and manage youth collections, develop and maintain web sites and provide a variety of technology applications for providing library services to patrons as well as for marketing and publicity purposes. Develop, plan, contract, and provide youth and teen programming. Promote library services in the community. May act as facility manager, work evenings and weekends, or rotating schedules. These tasks are illustrative only and may include other related duties. Visit the City of Corvallis web site for a full position description including essential functions, minimum qualifications and application process. http://www.corvallisoregon.gov/index.aspx?page=1106 Closing date is March 3, 2014. Heidi Weisel Youth Services Librarian Corvallis-Benton County Public Library 541-766-6784 heidi.weisel at corvallisoregon.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: From youthlib.taylor at creswell-library.org Tue Feb 4 11:02:32 2014 From: youthlib.taylor at creswell-library.org (Taylor Worley) Date: Tue, 4 Feb 2014 11:02:32 -0800 Subject: [kids-lib] Small Library Storytimes - Looking for Advice Message-ID: Hello, I'm looking for some information regarding storytimes in libraries with under a 10,000 service population. Specifically, I'm curious as to how you incorporate all ages into very few storytimes. Right now, I have the following three in-library storytimes: Itty Bitty Storytime (Ages 0-2) PreK Storytime (Ages 3-5) Family Storytime (All Ages, but we usually see ages 2-7 at this one) Our largest storytime by far is our PreK, but a number of the families dislike that the storytime doesn't hold their young kids' (ages 1 and 2) attention or that the after-storytime craft is too complicated for the younger age group. I've tried to be accommodating by providing and after-storytime sensory play area that usually isn't set up, etc., but I haven't changed the focus age of the storytime. I'm also trying to add more repetition from week to week without "getting stale." (I already use the same structure, opening/closing songs, etc.) The families also seem resistant to trying the younger storytime and we've had trouble building a regular attendance base for that program. I'd be very interested to hear from other libraries that have had this type of problem (or if this is a unique problem for me, that's good to know too) and how you've approached or successfully resolved the issue. Thank you! P.S. I'm happy to collect and forward responses to anyone who is interested, just let me know if you'd like the information. -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- *"Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne* -------------- next part -------------- An HTML attachment was scrubbed... URL: From kimbrec at yahoo.com Tue Feb 4 12:08:02 2014 From: kimbrec at yahoo.com (Kimbre Chapman) Date: Tue, 4 Feb 2014 12:08:02 -0800 (PST) Subject: [kids-lib] Small Library Storytimes - Looking for Advice In-Reply-To: References: Message-ID: <1391544482.11218.YahooMailNeo@web160503.mail.bf1.yahoo.com> Hi Taylor, ? You could run a survey?regarding ?what the parents want.? Another thing you can do is to create a toddler storytime (aimed at ages 2 - 3), which has the advantage of capturing a wider audience because you can aim it in between the developmental stages.? Do you do puppetry?? Using a puppet or two (and they can be stuffed animals used as puppets) attracts a variety of ages and you can write some fun dialog for your character or character.? Bubbles at the end are fun for a variety of ages. Are you getting babies?? If not, you could just have a preschool storytime ages 3 - 5 and a toddler, 2 - 3 using the same theme but more advanced material for the preschoolers.? Visiting a few places that have a toddler time will helps kickstart some ideas too. ? Hope this helps. ? Kimbre Chapman ? Kimbre Chapman Children's Services Supervisor McMinnville Public Library kimbre.chapman at ci.mcminnville.or.us 503-435-5569 ________________________________ From: Taylor Worley To: kids-lib at listsmart.osl.state.or.us Sent: Tuesday, February 4, 2014 11:02 AM Subject: [kids-lib] Small Library Storytimes - Looking for Advice Hello, I'm looking for some information regarding storytimes in libraries with under a 10,000 service population. Specifically, I'm curious as to how you incorporate all ages into very few storytimes. Right now, I have the following three in-library storytimes: Itty Bitty Storytime (Ages 0-2) PreK Storytime (Ages 3-5) Family Storytime (All Ages, but we usually see ages 2-7 at this one) Our largest storytime by far is our PreK, but a number of the families dislike that the storytime doesn't hold their young kids' (ages 1 and 2) attention or that the after-storytime craft is too complicated for the younger age group. I've tried to be accommodating by providing and after-storytime sensory play area that usually isn't set up, etc., but I haven't changed the focus age of the storytime. I'm also trying to add more repetition from week to week without "getting stale." (I already use the same structure, opening/closing songs, etc.) The families also seem resistant to trying the younger storytime and we've had trouble building a regular attendance base for that program. I'd be very interested to hear from other libraries that have had this type of problem (or if this is a unique problem for me, that's good to know too) and how you've approached or successfully resolved the issue. Thank you! P.S. I'm happy to collect and forward responses to anyone who is interested, just let me know if you'd like the information.? -- Taylor Worley |Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- "Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne _____________________________________________________ Kids-lib mailing list Kids-lib at listsmart.osl.state.or.us http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib Hosted by the Oregon State Library. The Library is not responsible for content. Questions related to message content should be directed to list owner(s) or the sender of the message, by phone or email. Technical questions? Call 503-378-8800. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 4 12:26:00 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 4 Feb 2014 20:26:00 +0000 Subject: [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don't have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn't name a single letter. Students were shown a chart with 100 letters - both lower case and upper case - and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image002.jpg at 01CF21A4.42CEDC80] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image005.jpg at 01CF21A4.42CEDC80] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not "teach to the test", we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children's room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don't know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill's CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children's section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I'm pretty sure you will have seen this, but just in case you haven't-pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | *nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) - Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon's statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor's early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon's youngest learners. "Today's results validate our focus on reforming Oregon's historically scattershot approach to early learning," said Governor Kitzhaber. "This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency." The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn't name a single letter. "The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade," said Chief Education Officer Nancy Golden. "We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark." By highlighting gaps in student knowledge and skill - and gaps between student subgroups and underserved communities - these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student's approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students' strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters - both lower case and upper case - and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Facebook][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Twitter][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][YouTube][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 17827 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.jpg Type: image/jpeg Size: 16068 bytes Desc: image005.jpg URL: From katie.anderson at state.or.us Tue Feb 4 11:35:31 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 4 Feb 2014 19:35:31 +0000 Subject: [kids-lib] Apply now for ODE's Early Literacy Grant, due March 14, 2014 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24428679EE@OSLEXCHANGE.osl.state.or.us.local> Finally, the time has come! The Oregon Department of Education's Early Learning Division is now requesting applications for the Oregon Early Literacy Grant. The application deadline is March 14, 2014. The request for applications is available here: http://earlylearningcouncil.files.wordpress.com/2014/01/earlyliteracygrant_rfa_20141.pdf Some different information about the grant is available here: http://oregonearlylearning.com/2014/01/30/requests-for-application/ The Early Learning Division is offering two technical assistance webinars to help applications. If you are interested in applying for this grant, I highly recommend you participate in one of these webinars because this application, reporting, and accountability may be very different compared the types of grants you are most familiar with. Dates, times, and links are listed below. Pre-registration is not required. February 10 2:00 - 3:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269346222&UID=0&RT=MiM0 February 28 2:00 - 3:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269347532&UID=0&RT=MiM0 All questions and inquiries may be directed to Brett Walker with the Early Learning Division by email at brett.walker at state.or.us or by phone at 503.378.5160. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Katie Anderson Sent: Tuesday, January 07, 2014 12:18 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: More info on early literacy grant from Oregon Department of Education Hello! I just attended a meeting to provide feedback on the temporary Oregon Administrative Rules for the early literacy grant being offered by the Oregon Department of Education and have a little more information. First of all, keep in mind nothing is set in stone yet so the information provided in these resources could change. However, the information should help you and your local early learning hub or coalition start planning for this grant opportunity. ODE is likely going to put out the request for applications in February, not this month as previously suggested. They have not yet decided how long the application period will be open. Attached are scanned copies of the handouts provided at my meeting today. One provides an overview of the early literacy grant program and one is a copy of the temporary Oregon Administrative Rules for the early literacy grant program. You can learn more by reading the full House Bill 3232 which is where they come from. Another public document that may be helpful is buried in the materials for the Early Learning Council's November 12, 2013 meeting. Go to page 11 of this document to read a proposal for the early literacy grant. Please remember the grant that is actually administered may look different than this, but this should provide insight into what the Early Learning Council is thinking and may be looking for in successful grant applications. Please contact me if you have any questions, want to run ideas by me, or want to invite me to one of your local meetings where this grant is being discussed. Thank you, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 For more information about this, read my previous posts to this listserv regarding this grant opportunity. * First email: http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20130814/532a3ad4/attachment-0001.html * Second email: http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20131127/c6f8926d/attachment.html * Third email (I've attached the attachment I sent then to this email because attachments aren't accessible in the list archives): http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20131220/d33196e7/attachment.html URLs: * House Bill 3232 https://olis.leg.state.or.us/LIZ/2013R1/Measures/Text/HB3232/Enrolled * Meeting materials http://www.oregon.gov/gov/docs/OEIB/NovELC.pdf -------------- next part -------------- An HTML attachment was scrubbed... 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Name: EarlyLitGrantTEMPORARYrules.pdf Type: application/pdf Size: 231611 bytes Desc: EarlyLitGrantTEMPORARYrules.pdf URL: From denisew at ccrls.org Tue Feb 4 13:37:09 2014 From: denisew at ccrls.org (Denise Willms) Date: Tue, 4 Feb 2014 13:37:09 -0800 Subject: [kids-lib] Small Library Storytimes - Looking for Advice In-Reply-To: <1391544482.11218.YahooMailNeo@web160503.mail.bf1.yahoo.com> References: <1391544482.11218.YahooMailNeo@web160503.mail.bf1.yahoo.com> Message-ID: Taylor, I have one storytime a week in the library ( I do outreach at headstart) it is an all ages storytime, so I have babies on up. We have lots of homeschool families that come to storytime so I have a couple of kids that are 8 and 9. I usually have 20 children attending each week. I started doing kid yoga to start our storytimes it gets the kids ready to listen and moms can do it with their babies and toddlers (which is super cute to watch). After we strech and are ready to listen we do a finger play or wiggle, we talk a bit about what we are going to read then we have our first sotry. The first story is usually really simple and sometimes I will have an older child come up and help read it. Another wiggle and a longer story follows which leads into our craft. I try to do things that are real simple but can be taken up a notch for my older kids. Every community is different but I find that my all ages storytime works great here and our older kids act as helpers and readers which gets my younger ones excited to learn so they can take a turn being a reader. hope this helps On Tue, Feb 4, 2014 at 12:08 PM, Kimbre Chapman wrote: > Hi Taylor, > > You could run a survey regarding what the parents want. Another thing > you can do is to create a toddler storytime (aimed at ages 2 - 3), which > has the advantage of capturing a wider audience because you can aim it in > between the developmental stages. Do you do puppetry? Using a puppet or > two (and they can be stuffed animals used as puppets) attracts a variety of > ages and you can write some fun dialog for your character or character. > Bubbles at the end are fun for a variety of ages. Are you getting babies? > If not, you could just have a preschool storytime ages 3 - 5 and a toddler, > 2 - 3 using the same theme but more advanced material for the > preschoolers. Visiting a few places that have a toddler time will helps > kickstart some ideas too. > > Hope this helps. > > Kimbre Chapman > > Kimbre Chapman > Children's Services Supervisor > McMinnville Public Library > kimbre.chapman at ci.mcminnville.or.us > 503-435-5569 > > > *From:* Taylor Worley > *To:* kids-lib at listsmart.osl.state.or.us > *Sent:* Tuesday, February 4, 2014 11:02 AM > *Subject:* [kids-lib] Small Library Storytimes - Looking for Advice > > Hello, > > I'm looking for some information regarding storytimes in libraries with > under a 10,000 service population. Specifically, I'm curious as to how you > incorporate all ages into very few storytimes. Right now, I have the > following three in-library storytimes: > > Itty Bitty Storytime (Ages 0-2) > PreK Storytime (Ages 3-5) > Family Storytime (All Ages, but we usually see ages 2-7 at this one) > > Our largest storytime by far is our PreK, but a number of the families > dislike that the storytime doesn't hold their young kids' (ages 1 and 2) > attention or that the after-storytime craft is too complicated for the > younger age group. I've tried to be accommodating by providing and > after-storytime sensory play area that usually isn't set up, etc., but I > haven't changed the focus age of the storytime. I'm also trying to add more > repetition from week to week without "getting stale." (I already use the > same structure, opening/closing songs, etc.) > > The families also seem resistant to trying the younger storytime and we've > had trouble building a regular attendance base for that program. > > I'd be very interested to hear from other libraries that have had this > type of problem (or if this is a unique problem for me, that's good to know > too) and how you've approached or successfully resolved the issue. > > Thank you! > > P.S. I'm happy to collect and forward responses to anyone who is > interested, just let me know if you'd like the information. > -- > Taylor Worley | Youth & Community Services Librarian, Creswell Library > > ----------------------------------------------------------------------------------------------------- > *"Always remember you're braver than you believe, and stronger than you > seem, and smarter than you think." - A. A. Milne* > > _____________________________________________________ > Kids-lib mailing list > Kids-lib at listsmart.osl.state.or.us > http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib > Hosted by the Oregon State Library. The Library is not responsible for > content. > Questions related to message content should be directed to list owner(s) > or the sender of the message, by phone or email. > Technical questions? Call 503-378-8800. > > > > _____________________________________________________ > Kids-lib mailing list > Kids-lib at listsmart.osl.state.or.us > http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib > Hosted by the Oregon State Library. The Library is not responsible for > content. > Questions related to message content should be directed to list owner(s) > or the sender of the message, by phone or email. > Technical questions? Call 503-378-8800. > > -- Denise Willms Youth Services Librarian Willamina Public Library 382 C. St Willamina OR 97396 503-876-6182 *Prayer for Librarians* Lord, grant me the serenity to accept that the book is lost forever; The courage to refuse a loan when there is an overdue book; And the wisdom to know when its time to take a break. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MartinB at wccls.org Tue Feb 4 15:04:38 2014 From: MartinB at wccls.org (=?windows-1258?Q?Marti=ECn_Blasco?=) Date: Tue, 4 Feb 2014 23:04:38 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> Message-ID: Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF21BA.5A2FF600] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF21BA.5A2FF600] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Facebook][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Twitter][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][YouTube][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 16068 bytes Desc: image002.jpg URL: From katie.anderson at state.or.us Tue Feb 4 15:55:57 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 4 Feb 2014 23:55:57 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF21C1.9635B2A0] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF21C1.9635B2A0] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Facebook][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Twitter][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][YouTube][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 16068 bytes Desc: image002.jpg URL: From tanenz at comcast.net Tue Feb 4 19:59:19 2014 From: tanenz at comcast.net (tanenz at comcast.net) Date: Tue, 4 Feb 2014 19:59:19 -0800 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> Message-ID: <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net> Hi Katie, Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like. Cultivate possible Spanish-speaking volunteers to be involved in the library?s services to Latino families. This takes persistence, creativity, and open-mindedness. Buena suerte, Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 3:56 PM To: Marti?n Blasco; (kids-lib at listsmart.osl.state.or.us) Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookiesJ Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | *nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. Image removed by sender. John A. Kitzhaber, M.D. NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### Image removed by sender. Facebook Image removed by sender.Image removed by sender. Twitter Image removed by sender.Image removed by sender. YouTube Image removed by sender.Image removed by sender. Flickr Image removed by sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image004.jpg Type: image/jpeg Size: 332 bytes Desc: not available URL: From MartinB at wccls.org Wed Feb 5 08:16:52 2014 From: MartinB at wccls.org (=?windows-1258?Q?Marti=ECn_Blasco?=) Date: Wed, 5 Feb 2014 16:16:52 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net> References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net> Message-ID: Buenos d?as Hope: This is a great point. Many Latino families have members that speak English and can be a great resource by communicating with the community in general. Libraries, for lack of moneys, in many cases, cannot hire more staff. Volunteers can be of great help. Of course, inquiring to all the organizations and agencies that you mentioned it?s an important part, if not the most, of outreach. Mart?n From: tanenz at comcast.net [mailto:tanenz at comcast.net] Sent: Tuesday, February 04, 2014 7:59 PM To: 'Katie Anderson'; Marti?n Blasco; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie, Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like. Cultivate possible Spanish-speaking volunteers to be involved in the library?s services to Latino families. This takes persistence, creativity, and open-mindedness. Buena suerte, Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 3:56 PM To: Marti?n Blasco; (kids-lib at listsmart.osl.state.or.us) Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF224A.40380090] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF224A.40380090] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [Image removed by sender. John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Image removed by sender. Facebook][Image removed by sender.][Image removed by sender. Twitter][Image removed by sender.][Image removed by sender. YouTube][Image removed by sender.][Image removed by sender. Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image006.jpg Type: image/jpeg Size: 332 bytes Desc: image006.jpg URL: From jennifer.maurer at state.or.us Wed Feb 5 08:23:03 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Wed, 5 Feb 2014 16:23:03 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net>, Message-ID: Sorry if I shared this before, but it fits the discussion of reaching out to find ways of offering storytime in other languages. This story is from The Emporia Gazette about staff from the Emporia Public Library working with staff and students from the Emporia Unified School District to offer bilingual storytime in English and Spanish. http://www.emporiagazette.com/news/article_340f00b4-5947-11e3-ab07-10604b9f6eda.html Here are a few points that stood out to me: ? The school district?s migrant student & family resource specialist, approached her [public librarian] about the program. ? Bilingual story time [takes place] at Emporia Public Library. ? Each story time begins with a song, followed by a story, which is followed by an activity related to the story. Ibarra, a senior at Emporia High School, reads a page in English and Reyes translates the page into Spanish. [I wonder if they ever choose any Spanish stories that are translated into English?] ? The program?s primary goals are to invite Latino families into the library and to spark enthusiasm for reading. ? ?Many Latino parents are a little bit nervous about coming to the library,? Mendez said. ?Almost all the books are in English. They might feel a bit intimidated.? ? This concern echoes a pattern that researchers have noted about educational facilities and Spanish-speaking students in general. John Schweiter, an associate professor of Spanish and linguistics at Wilfrid Laurier University in Waterloo, Canada, reported that some Latino students avoid school libraries because there seem to be so few Spanish materials. FYI, Jen Jennifer Maurer School Library Consultant Oregon State Library 250 Winter St NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us ________________________________ From: Kids-lib [kids-lib-bounces at listsmart.osl.state.or.us] on behalf of Marti?n Blasco [MartinB at wccls.org] Sent: Wednesday, February 05, 2014 8:16 AM To: 'tanenz at comcast.net'; Katie Anderson; kids-lib at listsmart.osl.state.or.us Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Buenos d?as Hope: This is a great point. Many Latino families have members that speak English and can be a great resource by communicating with the community in general. Libraries, for lack of moneys, in many cases, cannot hire more staff. Volunteers can be of great help. Of course, inquiring to all the organizations and agencies that you mentioned it?s an important part, if not the most, of outreach. Mart?n From: tanenz at comcast.net [mailto:tanenz at comcast.net] Sent: Tuesday, February 04, 2014 7:59 PM To: 'Katie Anderson'; Marti?n Blasco; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie, Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like. Cultivate possible Spanish-speaking volunteers to be involved in the library?s services to Latino families. This takes persistence, creativity, and open-mindedness. Buena suerte, Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 3:56 PM To: Marti?n Blasco; (kids-lib at listsmart.osl.state.or.us) Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF224A.40380090] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF224A.40380090] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [Image removed by sender. John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Image removed by sender. Facebook][Image removed by sender.][Image removed by sender. Twitter][Image removed by sender.][Image removed by sender. YouTube][Image removed by sender.][Image removed by sender. Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image006.jpg Type: image/jpeg Size: 332 bytes Desc: image006.jpg URL: From heatherm at dpls.lib.or.us Wed Feb 5 08:44:28 2014 From: heatherm at dpls.lib.or.us (heather mcneil) Date: Wed, 5 Feb 2014 16:44:28 +0000 Subject: [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> Message-ID: <0420E281B583654FAE6DAE3229867F564602FE54@JEFFERSON.dpls.lib.or.us> Thanks, Katie, for getting us all to think about what we can continue to do to prepare children for kindergarten. I thought I'd share a few activities we have going on at Deschutes Library, to answer your questions. At the Redmond Library, in the early learning space, they have a flannel board easel that features the Letter of the Day. Below is a tub of items that begin with that letter, plus felt board characters to play with on the board that begin with the letter. Children just help themselves to the characters, make up their own stories, play with the items, etc. To show letters and phonological awareness together, I love the book Jump by Scott Fischer. I have large felt letters of the word JUMP, which we "read" before and during the story. Then we play with the word after the story, making new words. Bump, lump, hump, grump, etc. And if it's a nonsense word, that's fine, too. The book K Is For Kissing a Cool Kangaroo is another favorite of mine for so many reasons-rhyming, letters, dialogic reading, making up stories, etc. I think all of the movement rhymes all of us do at storytime help with self-regulation. We've posted many of ours on our web page. http://www.deschuteslibrary.org/kids/earlylit/videos/default.aspx Washington County has wonderful ones, too! Have a great day, everyone. From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:27 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don't have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn't name a single letter. Students were shown a chart with 100 letters - both lower case and upper case - and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF224D.B2C33F00] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF224D.B2C33F00] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not "teach to the test", we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children's room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don't know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill's CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children's section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I'm pretty sure you will have seen this, but just in case you haven't-pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | *nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) - Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon's statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor's early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon's youngest learners. "Today's results validate our focus on reforming Oregon's historically scattershot approach to early learning," said Governor Kitzhaber. "This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency." The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn't name a single letter. "The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade," said Chief Education Officer Nancy Golden. "We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark." By highlighting gaps in student knowledge and skill - and gaps between student subgroups and underserved communities - these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student's approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students' strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters - both lower case and upper case - and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Facebook][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Twitter][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][YouTube][https://gallery.mailchimp.com/41b11f32beefba0380ee8ecb5/images/spacer.gif][Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 16068 bytes Desc: image002.jpg URL: From katie.anderson at state.or.us Wed Feb 5 09:36:04 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 5 Feb 2014 17:36:04 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net> Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2442867FB1@OSLEXCHANGE.osl.state.or.us.local> This reminds me. A youth services librarian was just telling me that one of their Spanish speaking teens presents a monthly Spanish storytime at the library. Talk about a killing two birds with one stone! What a great leadership and career readiness opportunity for the teen, as well as providing young children with a positive early literacy experience and teen role model they can look up to. I?m sorry, I?ve forgotten which library is doing this. If you?re reading this, please chime in if you have more information about how you make this happen and take credit for your great idea! Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Wednesday, February 05, 2014 8:17 AM To: 'tanenz at comcast.net'; Katie Anderson; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Buenos d?as Hope: This is a great point. Many Latino families have members that speak English and can be a great resource by communicating with the community in general. Libraries, for lack of moneys, in many cases, cannot hire more staff. Volunteers can be of great help. Of course, inquiring to all the organizations and agencies that you mentioned it?s an important part, if not the most, of outreach. Mart?n From: tanenz at comcast.net [mailto:tanenz at comcast.net] Sent: Tuesday, February 04, 2014 7:59 PM To: 'Katie Anderson'; Marti?n Blasco; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie, Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like. Cultivate possible Spanish-speaking volunteers to be involved in the library?s services to Latino families. This takes persistence, creativity, and open-mindedness. Buena suerte, Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 3:56 PM To: Marti?n Blasco; (kids-lib at listsmart.osl.state.or.us) Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF2255.AE001800] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF2255.AE001800] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [Image removed by sender. John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Image removed by sender. Facebook][Image removed by sender.][Image removed by sender. Twitter][Image removed by sender.][Image removed by sender. YouTube][Image removed by sender.][Image removed by sender. Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 16068 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 1175 bytes Desc: image003.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 823 bytes Desc: image004.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.jpg Type: image/jpeg Size: 332 bytes Desc: image005.jpg URL: From ricks at wccls.org Wed Feb 5 10:05:36 2014 From: ricks at wccls.org (Rick Samuelson) Date: Wed, 5 Feb 2014 18:05:36 +0000 Subject: [kids-lib] CLEL Bell Awards Announced!! Message-ID: Hi gang, The Colorado Libraries for Early Literacy announced the winners of their Bell Awards this morning! These awards were given to honor five picture books from 2013 that provide families with excellent support of children's early literacy development around five key practices (which will be familiar to folks who are using the Every Child Ready to Read 2nd Edition): 1) Read - Open This Little Book by Jesse Klausmeier; illustrated by Suzy Lee 2) Talk - Moo! by David LaRochelle; illustrated by Mike Wohnoutka 3) Sing - Nighty-night, Cooper by Laura Numeroff; illustrated by Lynn Munsinger 4) Write - The Things I Can Do by Jeff Mack 5) Play - Ni?o Wrestles the World by Yuyi Morales These books have been recognized as some of last year's best early literacy contributions. I would recommend you check out CLEL's Award page ... you can click on each book's title to discover some activity ideas for how families can extend the fun and meaningful learning! http://www.clel.org/content/bell-awards-2014-winners%20 Take care! Rick Samuelson, Youth Services Librarian Washington County Cooperative Library Services 111 NE Lincoln, MS 58A Hillsboro, OR 97124 (503) 648-9785 5# ricks at wccls.org "The clever men at Oxford Know all that there is to be knowed. But they none of them know one half as much As intelligent Mr Toad!" -Kenneth Grahame, The Wind in the Willows -------------- next part -------------- An HTML attachment was scrubbed... URL: From BMiller at crooklib.org Wed Feb 5 11:34:33 2014 From: BMiller at crooklib.org (Barratt Miller) Date: Wed, 5 Feb 2014 19:34:33 +0000 Subject: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA2442867FB1@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA2442867A9C@OSLEXCHANGE.osl.state.or.us.local> <640435851FD7CB4AB3C4BE0D1963BA2442867C46@OSLEXCHANGE.osl.state.or.us.local> <001b01cf2226$a5ba37e0$f12ea7a0$@comcast.net> <640435851FD7CB4AB3C4BE0D1963BA2442867FB1@OSLEXCHANGE.osl.state.or.us.local> Message-ID: <727AAB8A6685F24886C5686916657C4CFA3D07@CCMAIL2010.cc1.com> Hi Katie, Crook County Library has a teen volunteer who provides our monthly ?Hora de Cuentos? storytime! She?s a native Spanish speaker and presents most of the stories and rhymes in Spanish (the stories that aren?t Spanish-only are done in both languages, usually alternating between English and Spanish from one page to the next). This is great, since we don?t currently have a Spanish-speaking staff member. Our teen volunteer also translated our flyers into Spanish and has distributed them to several Spanish-speaking families in town. (Have I mentioned that she?s amazing? She?s amazing.) Our local dual-language K-3 program sends flyers home with their students and teachers try to include it in their weekly parent newsletter. The program is small so far, but slowly growing. We?re hoping to connect with the Spanish-language parenting class coordinator, who?s very active in the Spanish-speaking community, to help spread the word. We?ll hopefully be able to recruit another teen volunteer for the program when she graduates this spring. She?s involved in our local high school?s ASPIRE program, which is another way you might connect to teen volunteers in your community. When the ASPIRE coordinator heard we were looking for volunteers, she connected me with three of her mentees who she thought would be a good fit for the program. Two of the three high school seniors who?d wanted to do the program had to drop out to help with family responsibilities. I?d recommend finding several interested students and, if you can, working with freshmen or sophomores, who often aren?t under the same amount of pressure as upperclassmen. I hope this helps! Thanks, Barratt Barratt Miller, MSLIS Youth & Adult Services Librarian Crook County Library 175 NW Meadow Lakes Drive Prineville, OR 97754 541-447-7978 ext 303 bmiller at crooklib.org Crook County Library ? Experience the Journey! From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Wednesday, February 05, 2014 9:36 AM To: Marti?n Blasco; 'tanenz at comcast.net'; kids-lib at listsmart.osl.state.or.us Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results This reminds me. A youth services librarian was just telling me that one of their Spanish speaking teens presents a monthly Spanish storytime at the library. Talk about a killing two birds with one stone! What a great leadership and career readiness opportunity for the teen, as well as providing young children with a positive early literacy experience and teen role model they can look up to. I?m sorry, I?ve forgotten which library is doing this. If you?re reading this, please chime in if you have more information about how you make this happen and take credit for your great idea! Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Wednesday, February 05, 2014 8:17 AM To: 'tanenz at comcast.net'; Katie Anderson; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Buenos d?as Hope: This is a great point. Many Latino families have members that speak English and can be a great resource by communicating with the community in general. Libraries, for lack of moneys, in many cases, cannot hire more staff. Volunteers can be of great help. Of course, inquiring to all the organizations and agencies that you mentioned it?s an important part, if not the most, of outreach. Mart?n From: tanenz at comcast.net [mailto:tanenz at comcast.net] Sent: Tuesday, February 04, 2014 7:59 PM To: 'Katie Anderson'; Marti?n Blasco; kids-lib at listsmart.osl.state.or.us Subject: RE: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie, Inquire at the elementary schools, Head Starts, churches, middle and high school Latino cultural clubs, and the like. Cultivate possible Spanish-speaking volunteers to be involved in the library?s services to Latino families. This takes persistence, creativity, and open-mindedness. Buena suerte, Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 3:56 PM To: Marti?n Blasco; (kids-lib at listsmart.osl.state.or.us) Subject: Re: [kids-lib] [MARKETING] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Mart?n, That?s a great point. Yes, we should also consider reaching out more to Spanish families with young children because there is a huge gap between their results compared with other populations?this is not to say others don?t need services too, it?s just to say Spanish speaking families may need a little extra support to catch up. Does anyone have ideas for small libraries (1-3 staff members, none bilingual) for improving services to the Spanish speaking community? Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Marti?n Blasco [mailto:MartinB at wccls.org] Sent: Tuesday, February 04, 2014 3:05 PM To: Katie Anderson; (kids-lib at listsmart.osl.state.or.us) Subject: RE: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Hi Katie: Thank you so much for this info. No doubt there?s a deficit among Latino children. Libraries should put more emphasis in storytimes in Spanish, especially considering that is the largest growing minority in the country. Again, thank you so much, Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Tuesday, February 04, 2014 12:26 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: [MARKETING] [kids-lib] Governor Kitzhaber Releases Statewide Kindergarten Assessment Results On Friday, the Governor released the first statewide Kindergarten Readiness Assessment results. Below is the official press release or you can go to http://www.oregon.gov/gov/media_room/Pages/press_releases/press_013114.aspx to read it online. Here are a few things I thought you might be most interested in if you don?t have time to read the full press release. These are cut and paste directly from the press release: over 95% of all entering kindergarteners [participated] in the assessment Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. [cid:image001.jpg at 01CF2266.11CD27A0] Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. [cid:image002.jpg at 01CF2266.11CD27A0] What might this mean to libraries? The most important thing to remember is to keep storytimes fun! Young children learn best through interation and play, not flash cards and worksheets. We should not ?teach to the test?, we should continue to talk about all six early literacy skills and do all five early literacy practices. However when we are planning to talk about letter knowledge and phonological awarness, we may try to be more intentional about how we do it and we may include a few more books and activities about numbers and simple math with preschoolers. ? For example, Crook County Library is using Ready to Read Grant funds to purchas metalic paint to create a letter magnet wall in their children?s room. This will provide children opportunities to play with letters and adults to name them and talk about their shapes. What fun ways do you explore letter knowledge? ? I don?t know about any real examples about including letters in phonological awareness activities, but perhaps when singing a nonsense rhyme like the name game song (http://www.youtube.com/watch?v=4s1safp44V4) we could put up flannel letters of the kids names before we start. Does anyone else have fun ideas for showing preschoolers letters while working on phonological awareness? ? The Doorbell Rang by Pat Hutchins springs to my mind right away when I think about adding simple math to preschool storytimes! One could read the book and retell the story with actual cookies:) Any other ideas? ? Include songs and activities in stortyimes that help kids develop self-regulation. For example, Washington County Cooperative Library System had a training on this presented by Jim Gill (http://www.jimgill.com/). While you may not be able to get trained, you can use Jim Gill?s CDs in storytimes to get started. Does anyone else have fun activities to help children develop self-regulation skills? ? Include activities in which children have the opportunity to interact with each other, with you, and with their adults. For example, many Oregon libraries now have imaginative toys such as puppets and puppet stages in their children?s section that children can use any time. This provides children an opportunity to talk to each other about what story they are going to act out with the puppets and how they are going to share or take turns through imaginative play. What are you doing to encourage the development of interpersonal skills? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: DALTON Nicole [mailto:nicole.dalton at state.or.us] Sent: Friday, January 31, 2014 12:54 PM To: Katie Anderson Subject: FW: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Katie, I?m pretty sure you will have seen this, but just in case you haven?t?pretty interesting results! Nicole Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | ?nicole.dalton at state.or.us From: Super [mailto:super-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Friday, January 31, 2014 10:11 AM To: super at listsmart.osl.state.or.us Subject: [Super] PRESS RELEASE: Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Governor Kitzhaber Releases Statewide Kindergarten Assessment Results, Reinforces Need for Early Childhood Investment and Community Participation Is this email not displaying correctly? View it in your browser. [Image removed by sender. John A. Kitzhaber, M.D.] NEWS RELEASE JANUARY 31, 2014 Media Contact: Rachel Wray, 503-559-1277 Governor Kitzhaber Releases Statewide Kindergarten Assessment Results Reinforces Need for Early Childhood Investment and Community Participation (Salem, OR) ? Today, Governor Kitzhaber and the Oregon Department of Education released the results of Oregon?s statewide Kindergarten Assessment. The assessment was called for by Governor Kitzhaber and passed by the Legislature in 2012, and is a key aspect of the Governor?s early childhood reform efforts. With over 95% of all entering kindergarteners participating in the assessment, the results provide an unprecedented and sobering look at the readiness of Oregon?s youngest learners. ?Today?s results validate our focus on reforming Oregon?s historically scattershot approach to early learning,? said Governor Kitzhaber. ?This assessment will help drive our current early learning reforms and accountability for results, and should serve as a challenge to all our communities to focus on kindergarten readiness with a true sense of urgency.? The assessment was designed to focus on the areas that are most strongly linked to 3rd grade reading, which is one of the strongest predictors of future academic success. These results will be used by schools, districts, early learning hubs, and providers of early learning services to focus resources and proven programs on the areas of greatest need. Some results give a startling look at the state of early childhood development in Oregon. For instance, 33% of entering kindergarteners could name five or fewer letters of the alphabet and 14% couldn?t name a single letter. ?The Kindergarten Assessment information will provide us critical baseline data so that educators can ensure students are poised to read at grade level by 3rd grade,? said Chief Education Officer Nancy Golden. ?We know that early education plays a profound role in a student's trajectory, and the ability to provide concrete feedback to early education providers creates tremendous system alignment and focus towards the third grade reading benchmark.? By highlighting gaps in student knowledge and skill ? and gaps between student subgroups and underserved communities ? these results provide direction and urgency for early action. In addition, results provide a baseline for tracking trends over time, measuring progress and increasing accountability. The Results The test was comprised of three main elements: two 60 second literacy measures, an early math measure, and a teacher observation component which assessed the student?s approaches to learning including interpersonal skills and self-regulation. Early Literacy and Math These measures were designed to assess some of the skills entering kindergarteners had in early literacy and math. Students build on these early skills as they start learning to read, write, and do simple math problems, and this early assessment provides teachers and parents with information about students? strengths and areas that could use additional focus and development. The early literacy measures were designed to assess fluency in the identification of letter names and letter sounds. Early letter fluency is a key contributor to later reading development and academic success. Students were shown a chart with 100 letters ? both lower case and upper case ? and were asked to identify as many letter names as they could within 60 seconds. They were also shown a chart with 110 letters and letter combinations and were asked to produce as many letter sounds as they could within 60 seconds. The numbers below represent the average number of letter names and letter sounds students named correctly in the 60 second fluency assessments. For the early math assessment, students were posed 16 simple math questions that addressed addition, subtraction, patterns, and number recognition and were asked to point at the correct answer. The numbers below show the average number of questions a student got correct. This assessment was not timed but generally took 5 to 9 minutes. Student Group Early Literacy: Letter Names Early Literacy: Letter Sounds Early Math: Numbers & Operations All Students 18.5 6.7 8.0 Asian 29.9 12.3 9.4 African American 19.1 6.2 7.2 Hispanic 9.8 2.9 6.8 Native American 14.5 4.7 7.2 Multi-Ethnic 21.3 7.9 8.4 Pacific Islander 14.7 4.2 7.0 White 20.9 7.8 8.4 Female 19.2 7.1 8.0 Male 17.8 6.4 8.0 Approaches to Learning How a student approaches learning and his or her ability to focus, persevere at a task, and work with others are also critical skills which must be developed and practiced. Teachers observed students during regular classroom activities and assessed students on 15 factors related to self-regulation and interpersonal skills using a research validated assessment tool. Students were rated on a 1 to 5 scale on these measures with 1 being never demonstrated the skill, 3 being sometimes, and 5 being always demonstrated the skill. State averages are provided below. Student Group Self-Regulation Interpersonal Skills All Students 3.5 3.9 Asian 3.8 4.1 African American 3.3 3.7 Hispanic 3.4 3.9 Native American 3.3 3.8 Multi-Ethnic 3.6 3.9 Pacific Islander 3.4 3.8 White 3.6 3.9 Female 3.7 4.1 Male 3.3 3.7 To learn more about the kindergarten assessment, please visit: http://oregonearlylearning.com/kindergarten-assessment/ For kindergarten assessment results by school and district, please visit: http://www.ode.state.or.us/go/KA ### [Image removed by sender. Facebook][Image removed by sender.][Image removed by sender. Twitter][Image removed by sender.][Image removed by sender. YouTube][Image removed by sender.][Image removed by sender. Flickr] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 17827 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image005.jpg Type: image/jpeg Size: 332 bytes Desc: image005.jpg URL: From katie.anderson at state.or.us Wed Feb 5 13:14:17 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 5 Feb 2014 21:14:17 +0000 Subject: [kids-lib] February Early Literacy Newsletter Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24428682C8@OSLEXCHANGE.osl.state.or.us.local> The February Ready to Learn newsletter is now available online at https://docs.google.com/a/eou.edu/file/d/0B0P0RWAoMH_TODVlYmx6VlV2Yy0tQWtxUDI3LWhCazdITlJF/edit?pli=1 Feel free to distribute it as is to whomever you want, but be sure to let them know your library or organization's contact information-only Ready to Learn library's are listed at the bottom of the document. You may also copy and paste the text of one or more of the articles into your own newsletter, blog, or whatever communications you use, but please remember to give the authors' credit. Enjoy, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 6 11:53:07 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 6 Feb 2014 19:53:07 +0000 Subject: [kids-lib] Grants now available to become a free afterschool snack or meal site. Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286894D@OSLEXCHANGE.osl.state.or.us.local> Does your library offer regularly scheduled programs for children and teens afterschool? Is your library near a school with 50% of students eligible to receive free and reduced price lunch? Then you may qualify for a grant to become an Afterschool Meal or Snack Program! Read the information below and visit ODE's Child Nutrition Programs website for more information about the grant. 10 Oregon libraries were summer food sites and may be willing to talk with you about what is required and the impact on the library to help you decide whether or not becoming an afterschool food site is right for your library. You can find out which libraries were summer food sites via the 2013 summer reading statistics (pages 25-28) and their contact information via the library directory. Questions about being a food site? Contact Darcy Miller, 503-947-5899 darcy.miller at state.or.us, or Lynne Reinoso, lynne.reinoso at state.or.us, 503-947-5892. [cid:image003.jpg at 01CF2331.FF85C440] Grants available to help feed kids in afterschool settings! We all know that kids are able to concentrate and do better in school when their stomachs are full. Do you work for an afterschool program that struggles to feed kids? Oregon has one-time grant funds available to help afterschool sponsors cover the start-up costs for the At-Risk Afterschool Meal and Snack Program (AMSP). Funds are also available for sponsors who are currently running AMSP, but need help to increase participation. Requests for funds can be up to $10,000 per organization. Applications are being received beginning now, through February, 2015, or until all grant funds have been expended (submit your proposal soon!). Visit ODE's Child Nutrition Programs website for more information and to apply. Oregon Department of Education & Partners for a Hunger-Free Oregon are equal opportunity providers. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 URLs in case they hyperlinks don't work: * List of schools with 50% student eligibility: http://www.ode.state.or.us/wma/nutrition/snp/memos/over_50_revised-3-19-13.pdf * ODE's nutrition website: http://www.ode.state.or.us/search/page/?id=4013 * SRP statistics: http://www.oregon.gov/osl/LD/youthsvcs/srp.certificates/2013SRPstatisticsAndOrders.pdf * Library directory: http://libdir.osl.state.or.us/ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 4004 bytes Desc: image003.jpg URL: From youthlib.taylor at creswell-library.org Sun Feb 9 20:31:16 2014 From: youthlib.taylor at creswell-library.org (Taylor Worley) Date: Sun, 9 Feb 2014 20:31:16 -0800 Subject: [kids-lib] Responses to Storytime Questions Message-ID: *I received so many wonderful responses to my storytime inquiry last week, that I wanted to share the results. Here they are and there is also a PDF attached to the email. A huge thanks to every who shared! I think I got everyone listed at the bottom. * *Ideas for Storytime Troubleshooting * ? Survey attendees to see if a different day and time would work for a specific age group. ? Simply tell caregivers that all ages are welcome, but x storytime is designed for y age group. ? Label the storytime based on what happens, not on an age group. For example: "We will share songs, lap bounces, tickles, 1-2 short books, and information about how to make books a part of your regular routine" or "We will share longer stories, flannel stories, and other participatory activities that help kids practice focusing." (Thanks, Rick!) ? Try different labels: lapbounce, music and movement, sit and listen, etc. (More from Mr. Rick) ? Focus on two ages: 2-3 and 3-5, especially if a "baby" storytime isn't drawing a crowd. << MAKE IT EASY: Use the same theme all week, but change the difficulty level for each age group. *Helpful Tools/Tricks* ? Use puppets; they reach a wide age range. Try to give them specific characteristics or lines. (Create a friend!) ? Bubbles at the end of storytime are great for many ages. ? BE FLEXIBLE. Even if 9/10 times you have x age range, have backup stories for younger/older as applicable. ? Remember that every community is unique, and that what works for x may not work for y. ? Consider adding K-3 Storytime in the summer. ? Let the parents know that if children get restless or fussy, they are very welcome to play in the children's area/away from the story area with parental supervision, and that this is okay! A 1 or 2 year old will not have the attention span of a 4 year old. ? Crafts are about the process, NOT the product. Provide materials and an idea, but the kids to what they want with the media. Parents should not have to provide much assistance (if any). ? Handouts, Handouts, Handouts - Describe, explain, entice, and write the rules down. ? Include information on early literacy at all storytimes. << Favorite term: Emergent Reader *Likely Issues that may or may not have a solution...* ? Parents want a one-stop-shop storytime for multiple ages. ? Parents may think that children are more advanced than they are, or not know what level their kids are or should be at all. Traditional "Baby, Toddler, PreK" may not be the best way to sell a storytime to a given community. ? Unrealistic expectations are not uncommon. Gently educate and adjust expectations over time. *Resources* ? http://storytimeunderground.wordpress.com/ *"One of the most important things I've learned over the years is to keep smiling, and to remember, to quote Pete the Cat, that it's all good. (Did Pete cry? Goodness no!) I enforce my very few rules and explain my expectations with a smile and sense of humor (sometimes through gritted teeth), and most parents and kids eventually learn." - Sara* *Contributors (THANK YOU!)* Karen Fischer Kimbre Chapman Rick Samuelson Denise Willms Sara Simpkins Becky Pearson -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- *"Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne* -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Ideas for Storytime Troubleshooting.pdf Type: application/pdf Size: 423215 bytes Desc: not available URL: From katie.anderson at state.or.us Mon Feb 10 09:23:07 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 10 Feb 2014 17:23:07 +0000 Subject: [kids-lib] Early Learning Council - Public Meeting Notice - February 13, 2014 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286A426@OSLEXCHANGE.osl.state.or.us.local> Below is the information about the next Early Learning Council meeting. I plan to attend. If you want to join me, let me know. You can also watch the meeting streaming live if you're interested: http://www.ode.state.or.us/apps/vidstream/. Meeting materials are online at: http://earlylearningcouncil.files.wordpress.com/2013/03/elc-feb-13-materials.pdf. PLEASE NOTE: Seating is limited to presenters and Council members due to capacity issues. Please go to the Somerville Small Conference Room at 775 Court St NE, Salem, OR 97301 to stream the meeting in our Overflow Seating. Testimony will still be accepted. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: earlylearning.oeib at state.or.us [mailto:earlylearning.oeib at state.or.us] Sent: Friday, February 07, 2014 3:36 PM To: Katie Anderson Subject: Early Learning Council - Public Meeting Notice - February 13, 2014 [http://ih.constantcontact.com/fs120/1112004712927/img/4.jpg] EARLY LEARNING COUNCIL PAM CURTIS ELC Chair HARRIET ADAIR VIKKI BISHOP JANET DOUGHERTY- SMITH DANA HARGUNANI CHARLES McGEE EVA RIPPETEAU CHRISTA RUDE LYNNE SAXTON NORM SMITH TERI THALHOFER JIM TIERNEY ROBERTA WEBER KIM WILLIAMS DICK WITHNELL MARLENE YESQUEN ROB SAXTON JADA RUPLEY Early Learning System Director Thursday, February 13, 2014 11:00-4:00 pm* State Capitol, Room 257 900 Court St NE, Salem, OR 97301 OVERFLOW SEATING AT 775 Court St NE, Salem, OR 97301. Members of the public wanting to give public testimony must sign in. There will only be one speaker from each group. Each individual speaker or group spokesperson will have 2 minutes. 1. Board Welcome and Roll call 2. Approval of Minutes from January Council Meeting Action Item 3. Council Member Updates All Council Members 4. Coordinating the P-20 System Dr. Nancy Golden, Chief Education Officer 5. OEIB Subcommittee Updates Equity & Partnerships - Janet Dougherty-Smith, Harriet Adair Outcomes & Investments - Dick WIthnell, Pam Curtis Best Practices & Student Transitions - Lynne Saxton, Kim Williams 6. Hub Recommendations Norm Smith, Early Learning Council Member Sarah Miller, Deputy COO, DAS Megan Irwin, ELD Staff Action Item 7. Break and Working Lunch 8. Kindergarten Assessment Kara Williams, ODE Staff Brett Walker, ELD Staff 9. Equity Workgroup Charter Marlene Yesquen Action Item 10. Child Care and Education Committee Appointments Bobbie Weber, Early Learning Council Member Action Item 11. Director Report Jada Rupley, Early Learning System Director 12. Pay for Prevention Pam Curtis, Deputy Director, Center for Evidence- based Policy, OHSU 13. Chair Report Chair Curtis 14. Public Testimony 15. Adjournment *Times are approximate All meetings of the Early Learning Council are open to the public and will conform to Oregon public meetings laws. The upcoming meeting schedule and materials from past meetings are posted online. A request for an interpreter for the hearing impaired or for accommodations for people with disabilities should be made to Alyssa Chatterjee at 503-373-0066 or by email at Alyssa.Chatterjee at state.or.us. Requests for accommodation should be made at least 48 hours in advance. Forward this email [http://img.constantcontact.com/letters/images/SafeUnsubscribe_Footer_Logo_New.png] [http://img.constantcontact.com/letters/images/CC_Footer_Logo_New.png] This email was sent to katie.anderson at state.or.us by earlylearning.oeib at state.or.us | Update Profile/Email Address | Instant removal with SafeUnsubscribe(tm) | Privacy Policy. Early Learning Council | 775 Summer St NE | Salem | OR | 97301 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Mon Feb 10 09:39:44 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 10 Feb 2014 17:39:44 +0000 Subject: [kids-lib] Early Learning Kindergarten Readiness Partnership and Innovation Grants Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286A4B2@OSLEXCHANGE.osl.state.or.us.local> Below is information on another grant being administered by the Oregon Department of Education in which public libraries may be able to participate. This grant is explicitly focused on increasing the connection between early learning and K-12 education so may be a good opportunity for your library to partner with your local Education Services District (ESD), school, and/or college. All questions and inquiries may be directed to Brett Walker with the Early Learning Division by email at brett.walker at state.or.us or by phone at 503.378.5160. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: SuperUpdate [mailto:superupdate-bounces at listsmart.osl.state.or.us] On Behalf Of ODE Communications Sent: Wednesday, February 05, 2014 11:21 AM To: superupdate at listsmart.osl.state.or.us Subject: [SuperUpdate] Early Learning Kindergarten Readiness Partnership and Innovation Grants Oregon's Early Learning Council is seeking applications for Early Learning Kindergarten Readiness Partnership and Innovation grants. The goals of this program are to increase the connection between early learning and K-12 education by investing in innovative and promising models for early learning/K-12 integration across the state; to build a body of evidence that Oregon can use to create stronger alignment between its early learning and K-12 education systems; and to promote community and school partnerships that result in measurable increases in children's readiness for kindergarten. Any K-12 school district, Education Service District, nonprofit organization, post-secondary institution, Early Learning Hub, or collaboration thereof may apply for funds. To access the Request for Applications, go to: http://oregonearlylearning.com/2014/02/05/request-for-applications-early-learning-kindergarten-readiness-partnership-innovation-program/. The grant application deadline is March 28, 2014. The Early Learning Division will offer two technical assistance webinars for potential applicants. Dates, times, and links are listed below. Pre-registration is not required. February 11, 2:00 - 3:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269346327&UID=0&RT=MiM0 February 26, 2:00 - 4:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269347637&UID=0&RT=MiM0 All questions and inquiries may be directed to Brett Walker with the Early Learning Division by email at brett.walker at state.or.us or by phone at 503.378.5160. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Mon Feb 10 09:52:54 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 10 Feb 2014 17:52:54 +0000 Subject: [kids-lib] Oregon featured on YALSA's blog! Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286A4FA@OSLEXCHANGE.osl.state.or.us.local> ALA's Young Adult Library Services Association is taking a virtual road trip and today's stop is Oregon! Read about what Beaverton City Library is doing with teen volunteers and follow the blog to learn more about what other libraries in other states are doing around library services for teens. Thanks to Dawn Borgardt for representing Oregon libraries-great job! Enjoy, Katie If the hyperlink doesn't work, here's the URL: http://yalsa.ala.org/blog/2014/02/10/virtual-road-trip-oregon/ Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From jennifer.maurer at state.or.us Mon Feb 10 10:24:43 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Mon, 10 Feb 2014 18:24:43 +0000 Subject: [kids-lib] Gov Docs about Emancipation Proclamation & Underground Railroad Message-ID: Arlene Weible is my colleague in Library Development and is our expert on government documents. She passed along these resources about the Emancipation Proclamation and the Underground Railroad. The first is probably most appropriate for elementary, and the second for elementary and perhaps some middle schoolers. [150th Anniversary of the Emancipation Proclamation Commemorative Coloring Book:] 150th Anniversary of the Emancipation Proclamation: Commemorative Coloring Book: Forever Free (from 2013) http://www.archives.gov/publications/kids/emancipation-proclamation-coloring-book.pdf [National Park Service Discovering the Underground Railroad: Junior Ranger Activity Book ISBN: 9780160900181] Discovering the Underground Railroad: Junior Ranger Activity Book http://www.nps.gov/subjects/ugrr/education/upload/Junior-Ranger-Activity-Booklet.pdf (Has good biographical and timeline information plus a fun way to create a glossary) For more ideas about using government documents as sources of informational text, including an ebook about the Emancipation Proclamation that is appropriate for middle schoolers and up, see the Resource Roundup column in the spring 2013 Interchange. FYI, Jen Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.?[http://ola.memberclicks.net/message2/image/26a3f365-2290-4415-abb0-c528695b198b] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4335 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 6287 bytes Desc: image002.jpg URL: From jennifer.maurer at state.or.us Mon Feb 10 18:02:52 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Tue, 11 Feb 2014 02:02:52 +0000 Subject: [kids-lib] New Books Available from State Library =>Topics: Storytime, Youth Coll Dev Resources, NextGen Info Lit Skills, & Librarians as Negotiators Message-ID: Please pardon the cross-posting. These books are now available for interlibrary loan from the Oregon State Library. New.....New.....New.....New.....New.....New.....New.....New.....New [Negotiation.jpg] Ashmore, Beth, Jill E. Grogg, and Jeff Weddle. The Librarian's Guide to Negotiation: Winning Strategies for the Digital Age. Medford, NJ: Information Today, 2012. ISBN: 978-1-57387-428-1 Librarians negotiate every day with vendors, funding agencies, administrators, employees, co-workers, and patrons-yet the art of negotiation receives little attention in library education and training. This practical guide by three experienced librarian-negotiators will help you develop the mindset, skills, and ... [read more] [DigitalScholar.jpg] McClure, Randall, and James P. Purdy, eds. The New Digital Scholar: Exploring and Enriching the Research and Writing Practices of NextGen Students. Medford, NJ: Information Today, 2013. ISBN: 978-1-57387-475-5 This book presents innovative thinking and groundbreaking research on the challenges NextGen students face with research-writing projects. Reminding readers of the history of the academic research paper and the scope of the recent information explosion, editors McClure and Purdy open a discussion long silent in academic circles-that the teaching of research-writing is mired in ... [read more] [Storytime.PNG] Copeland, Brenda S., and Patricia A. Messner. School Library Storytime: Just the Basics. Santa Barbara, CA: Libraries Unlimited, 2013. ISBN: 978-1-61069-202-1 This book is an invaluable resource for school library aides who conduct storytime activities, providing everything from instruction on how to read to children to a week-by-week read aloud curriculum for the entire school year...The fifth title in the highly regarded Just the Basics series, this book starts with an ... [read more] [BestMiddle.PNG] Barr, Catherine. Best Books for Middle School and Junior High School Readers, Grades 6-9. 3rd ed. Santa Barbara, CA: Libraries Unlimited, 2013. ISBN: 978-1-59884-782-6 Now thoroughly updated to include the latest best books, this essential resource for middle school and junior high school libraries and public libraries supplies information on more than 11,000 in-print titles, most of which have been recommended in at least two reviewing journals. It retains its simple, thematic organization that makes finding the right book easy ... [read more] We also have the newest edition and supplements for Best Books for Children and A to Zoo. [BestHigh.PNG] Barr, Catherine. Best Books for High School Readers, Grades 9-12. 3rd ed. Santa Barbara, CA: Libraries Unlimited, 2013. ISBN: 978-1-59884-784-0 Now in its third edition, this essential resource supplies information on more than 11,000 in-print titles-most of which have been recommended in at least two reviewing journals-suitable for high school and public libraries. With its simple, thematic organization and user-friendly subject terms, it makes finding the right book Example minutes and agendas ... [read more] If you would like to request these or other materials from the Oregon State Library, please use your library's established interlibrary loan process or send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at library.request at state.or.us or (fax) 503-588-7119. Items will be checked out to your library, not to you personally, for 4 weeks (print materials) or 2 weeks (videos). Materials will be delivered via mail or Orbis Cascade Alliance Courier, and you may return them the same way. Normally a single copy is purchased and is loaned on a first-come-first-serve basis. Should the item prove popular, you may be put on a hold list for several weeks. Thank you for your patience. Be sure to check out our Library and Information Science (LIS) blog (http://osl-lis.blogspot.com/) to discover the most recent additions to our LIS collection, and search our catalog (http://catalog.osl.state.or.us) for our complete holdings. The library science collection is meant to support the whole Oregon library community, and the Library Development Division welcomes your suggestions for acquisitions. See the blog for an input form or email us. This collection is supported in whole by the Institute of Museum and Library Services through the Library Services and Technology Act, administered by the Oregon State Library. Thanks, Jen Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.(c) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 8300 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 9772 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 86675 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 78303 bytes Desc: image004.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image007.png Type: image/png Size: 94360 bytes Desc: image007.png URL: From katie.anderson at state.or.us Tue Feb 11 08:29:34 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 11 Feb 2014 16:29:34 +0000 Subject: [kids-lib] Early Learning Division, Round Two Hub Webinar #1: Building a Strategic Framework Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286AAF2@OSLEXCHANGE.osl.state.or.us.local> Attention libraries participating in early learning coalitions that will be applying to become an Early Learning Hub in the second round, below is information about a webinar to provide technical assistance to round 2 Early Learning Hub applicants. Even if you aren't participating at a high level in your group's application process, this may provide you with more information about hubs in general that could be helpful to know as a hub partner. Questions? Contact Teresa Waite Oregon Department of Education/Early Learning Division 503-947-1891 teresa.n.waite at state.or.us Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: oregonearlylearning at gmail.com [mailto:oregonearlylearning at gmail.com] Sent: Monday, February 10, 2014 2:17 PM To: Katie Anderson Subject: Early Learning Division, Round Two Hub Webinar #1: Building a Strategic Framework Oregon Early Learning Division, Department of Education February 10, 2014 Dear Early Learning Partner, As promised, here is the registration for the first of the Round Two, Early Learning Hub Webinars. This will take place on February 19 from 1:00 to 2:00 pm and the topic is "Building a Strategic Framework: How to build an outcomes aligned strategic plan". The details on how to connect to the webinar will be sent with your registration confirmation. Please follow the link below to register for this event: http://events.constantcontact.com/register/event?llr=4owkkulab&oeidk=a07e8t1gq1z44815fb4 We hope you will be able to join us and participate in these valuable conversations. Thank you for your continued work and leadership for Oregon's children and families. Warm regards, Megan Irwin Early Learning System Design Manager -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 11 11:39:59 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 11 Feb 2014 19:39:59 +0000 Subject: [kids-lib] Summer reading and Bedtime Math partnership details Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286ADF0@OSLEXCHANGE.osl.state.or.us.local> The Collaborative Summer Library Program (CSLP) is proud to be partnering with Bedtime Math for the 2014 ?Fizz, Boom, Read!? summer reading program. Through this partnership materials are now available on the Shop CSLP website to enhance and support your local summer reading program. The Bedtime Math partnership is a fun and easy way to add math components to your programs. In addition to the daily math riddles at www.bedtimemath.org there is a free app that families can download for a fun math question every day. This addition to your summer programs is easy and fun for children, families and staff. Constellation charts, star stickers and flashlights are available now on the www.shopCSLP.com website. Attached to this email please find the Bedtime Math Summer of Numbers flyer with additional details about their program and the materials that are available. In addition, I have attached the promotional poster that libraries can use to promote this program. This free poster is available on the CSLP website http://www.cslpreads.org/ in 3 sizes (8.5 x 11, 8.5 x 14, 11 x 17) and have plenty of space for libraries to customize with their programs or information. If you have additional questions please do not hesitate to contact Karen Yother, the CSLP Vice President, at kareny at communitylibrary.net Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 _____________________________________________________ All Oregon public, volunteer, and tribal libraries are members of the Collaborative Summer Library Program (CSLP), and receive a free summer reading manual. To get the most out of your membership, create an account on the CSLP website (http://www.cslpreads.org/) and you will be able to access additional summer reading resources. CSLP membership dues and manual fees are paid for by the State Library with LSTA funds. Summer reading manuals are distributed by OLA?s Children?s Services Division summer reading chair, summer reading feedback and suggestions are collected by OLA?s Young Adult Network CSLP Liaison, and all four of us listed below represent you on CSLP committees and at the CSLP annual meeting. For more information contact one of your CSLP representatives: * Rick Samuelson, CSD Summer Reading Chair: ricks at wccls.org * Danielle Jones, CSD Summer Reading Incoming Chair: daniellej at multco.us * Abbie Anderson, OYAN CSLP Liaison: aanderson at cclsd.org * Katie Anderson, CSLP Oregon State Representative: katie.anderson at state.or.us -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 70 bytes Desc: image001.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: SONposter8 5x11.pdf Type: application/pdf Size: 227449 bytes Desc: SONposter8 5x11.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Bedtime Math Flyer.pdf Type: application/pdf Size: 1359877 bytes Desc: Bedtime Math Flyer.pdf URL: From korie.buerkle at newbergoregon.gov Tue Feb 11 15:45:57 2014 From: korie.buerkle at newbergoregon.gov (Korie Jones Buerkle) Date: Tue, 11 Feb 2014 23:45:57 +0000 Subject: [kids-lib] Storytime with a band Message-ID: <1344F043397FAE4B96280E464E6C43DD88647F74@mail> Hi all, I'm planning to offer a hands-on learning experience and storytime with members of our community band. Has anyone done something like this before and would you be willing to share your ideas? I'm looking at doing this with 1-2 year olds and with 3-6 year olds. Thanks for your help! Korie Korie Buerkle Children's Librarian | Assistant Library Director Newberg Public Library | OLA CSD Chair Children's Desk: 503 537 0304 | Office: 503 554 7734 newberglibrary.org From kfischer at cityofsalem.net Tue Feb 11 14:50:00 2014 From: kfischer at cityofsalem.net (Karen Fischer) Date: Tue, 11 Feb 2014 14:50:00 -0800 Subject: [kids-lib] Performer Showcase 2014 - Calling all Performers! Message-ID: <52FA38980200004500027EBD@GWGate.cityofsalem.net> Oregon Library Association's Children's Services Division is sponsoring the Eleventh Showcase of Performers. Previous showcases have provided librarians, parks and recreation staff, teachers and others who schedule children's programs the opportunity to see first hand a wide variety of performing artists. Feedback from performers has also been tremendously positive because the showcase enables them to display their talents before many prospective "buyers" at one time. The Showcase will be held at Salem Public Library from 9:00 a.m. - 4:00 p.m. on Saturday, September 27, 2014. You are invited to showcase your work for interested librarians and teachers. Each performer will be given only five minutes to demonstrate a representative sampling of his or her work. Your preference for a desired time slot may be designated on the information sheet and I will do my best to honor your preference. There will be some table space available in the lobby area in back of the auditorium for brochures or fliers and for attendees and performers to meet and visit. If you are interested in attending the Showcase, contact Karen Fischer, Salem Public Library Youth Services Manager at kfischer at cityofsalem.net or by calling (503) 588-6039. Deadline: 9/1/14 -------------- next part -------------- An HTML attachment was scrubbed... URL: From BMiller at crooklib.org Tue Feb 11 17:19:58 2014 From: BMiller at crooklib.org (Barratt Miller) Date: Wed, 12 Feb 2014 01:19:58 +0000 Subject: [kids-lib] Storytime with a band In-Reply-To: <1344F043397FAE4B96280E464E6C43DD88647F74@mail> References: <1344F043397FAE4B96280E464E6C43DD88647F74@mail> Message-ID: <727AAB8A6685F24886C5686916657C4CFA49CF@CCMAIL2010.cc1.com> Hi Korie, I surprised myself by coming up with lots of ideas! * Salem Chamber Orchestra used to do an "Instrument Petting Zoo" at its annual children's concert. Most of the performers had old instruments that they didn't mind letting the kids play with to get a feel for each of the different instruments. I'm not sure if that would work for your group, but SCO always enjoyed it. * Another activity I like is a "playalong." Music Together uses this activity in their classes, and I transplanted it to my baby/toddler storytimes. Basically, you give all of the kids egg shakers/rhythm instruments and let them play them however they want during an upbeat song. It's a good way for the little ones to practice making choices and sharing, and the big kids can work on developing the ability to keep a steady beat. It's kind of chaotic but really, really fun. * You can also do different activities with the performers where the kids learn about loud/soft (dynamics!) and high/low (pitch!). * Some instruments are known as having certain qualities or being like certain animals (e.g. the oboe is a duck), so you could have the performers provide sound bites to supplement a story or you could ask the older kids to describe or draw what the instrument sounds like to them. * You could do sing-alongs with nursery rhymes/children's songs or play Name That Tune. I hope this helps! Barratt Miller, MSLIS Youth & Adult Services Librarian Crook County Library 175 NW Meadow Lakes Drive Prineville, OR 97754 541-447-7978 ext 303 bmiller at crooklib.org Crook County Library - Experience the Journey! -----Original Message----- From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Korie Jones Buerkle Sent: Tuesday, February 11, 2014 3:46 PM To: kids-lib at listsmart.osl.state.or.us Subject: [kids-lib] Storytime with a band Hi all, I'm planning to offer a hands-on learning experience and storytime with members of our community band. Has anyone done something like this before and would you be willing to share your ideas? I'm looking at doing this with 1-2 year olds and with 3-6 year olds. Thanks for your help! Korie Korie Buerkle Children's Librarian | Assistant Library Director Newberg Public Library | OLA CSD Chair Children's Desk: 503 537 0304 | Office: 503 554 7734 newberglibrary.org _____________________________________________________ Kids-lib mailing list Kids-lib at listsmart.osl.state.or.us http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib Hosted by the Oregon State Library. The Library is not responsible for content. Questions related to message content should be directed to list owner(s) or the sender of the message, by phone or email. Technical questions? Call 503-378-8800. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Wed Feb 12 11:16:21 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 12 Feb 2014 19:16:21 +0000 Subject: [kids-lib] Oregon Parenting Educators' Conference: Save the Date & Call for Early Literacy Workshop Proposals Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286B4E6@OSLEXCHANGE.osl.state.or.us.local> The Oregon Parenting Educators' Conference will be Monday, May 19, 2014 at Oregon State University in Corvallis (see details below). If you provide early literacy parent education, you may find this conference valuable in further developing your knowledge and skills to improve the trainings you conduct. Workshop proposals are now being accepted and they are specifically looking for early literacy workshops! If you or someone else at your library is interested in conducting an early literacy workshop for other parent educators, please see attached information for more information about workshop proposals. Please submit proposals at this link: www.surveymonkey.com/s/parentingedconfproposal2014 by March 3rd. Need more info? Contact Aoife Rose Magee, 541-737-0954, Aoife.Magee at oregonstate.edu Denise Rennekamp, 541-737-1013, Denise.Rennekamp at oregonstate.edu Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image001.jpg at 01CF2711.FA226880] Special thanks to Parenting Now! for their pioneer work in professional development for parenting educators and laying the groundwork for future endeavors. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 58001 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Call for Workshop Proposals 2014.pdf Type: application/pdf Size: 110165 bytes Desc: Call for Workshop Proposals 2014.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2014 Oregon Parenting Education Conf Workshop Proposal.pdf Type: application/pdf Size: 181962 bytes Desc: 2014 Oregon Parenting Education Conf Workshop Proposal.pdf URL: -------------- next part -------------- An embedded and charset-unspecified text was scrubbed... Name: ATT00001.txt URL: From katie.anderson at state.or.us Wed Feb 12 12:44:41 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 12 Feb 2014 20:44:41 +0000 Subject: [kids-lib] 1 week reminder: Summer reading certificate design contest--enter by 2/19/2014 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA244286B660@OSLEXCHANGE.osl.state.or.us.local> Please submit certificate designs Wednesday, February 19th (one week from today). So far I haven't received any... please help! Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Katie Anderson Sent: Wednesday, January 29, 2014 2:44 PM To: '(kids-lib at listsmart.osl.state.or.us)'; (oyan at listsmart.osl.state.or.us) Subject: Summer reading certificate design contest--enter by 2/19/2014 Fizz Boom Read/Spark A Reaction 2014 Oregon Summer Reading Certificate Design Contest Enter by February 19th [cid:image002.jpg at 01CF27F0.324C01B0] Certificates entered into the contest must include the following features: * CSLP clip-art for the 2014 summer reading program (children's, teen and/or adult art) * State of Oregon seal which can be downloaded in color or black and white online: http://www.oregon.gov/osl/LD/Pages/youthsvcs/oregon.srp.certificate.aspx#Download___Print_Certificates * The text: "We hereby recognize and commend NAME For completing the 2014 Oregon Summer Reading Program" and/or "Por medio de este certificado reconocemos y felicitamos a NOMBRE por haber terminado el Programa de Lectura del Verano del 2014 de Oreg?n" (Bilingual submissions are welcome!) * Space for the name and signature of an important state official. * The text: "A joint project of the Oregon State Library, Oregon Department of Education, and Oregon Library Association." Entries must be submitted in .pdf format and emailed to katie.anderson at state.or.us Provide the following information in the body of your email: ? Your full name ? Your library name ? Whether or not you want your name released if you win Deadline is Wednesday, February 19, 2014. All the entries that meet the above criteria will be voted on via email sent out on the OYAN, kids-lib, and OASL listserv. You will find some tips for designing certificates at the bottom of this email. The one children's and one teen certificate with the most votes will be selected. [cid:image003.png at 01CF27F0.324C01B0] Please let me know if you have any questions. Thank you, Katie Anderson 503-803-3940 katie.anderson at state.or.us Tips for successful certificate design: ? The certificate should be 8.5" x 11", and should have blank outer margins of at least .25" on all sides. ? EPS files, like the ones found on the CSLP DVD, can be scaled to any size in your docu?ment without losing resolution. These files can be manipulated in illustration programs such as Microsoft Paint or Adobe Illustrator. ? TIFF and JPEG files can be manipulated in any photo editing program such as Adobe Photoshop (another example?). Avoid increasing these images by more than 20% of their original size. If you need an image in a different format and you cannot convert the image on your own, please email your request to the CSLP at info at cslpreads.org. ? Download the State of Oregon seal from http://www.oregon.gov/osl/LD/Pages/youthsvcs/oregon.srp.certificate.aspx#Download___Print_Certificates, and use it in your design. ? When converting your design to a PDF, select a high quality print setting (in particular, images should be at a minimum of 300dpi). ? A good rule of thumb for double-checking the resolution or print quality of your design: Open your PDF in Acrobat, and zoom in at 400%. If the images and type still look smooth (not grainy or pixelated), your design should print nicely. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 30603 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3542 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 29902 bytes Desc: image003.png URL: From korie.buerkle at newbergoregon.gov Wed Feb 12 16:52:05 2014 From: korie.buerkle at newbergoregon.gov (Korie Jones Buerkle) Date: Thu, 13 Feb 2014 00:52:05 +0000 Subject: [kids-lib] CSD Spring Workshop- registration is FREE! Message-ID: <1344F043397FAE4B96280E464E6C43DD88648B23@mail> Registration has officially opened for the 2014 CSD Spring Workshop! Here are the details: CSD Spring Workshop Friday March 14th, 2014 9 am - 3:30 pm Hillsboro Public Library 2850 NE Brookwood Parkway Hillsboro, OR 97124 The Children?s Services Division invites you to join your library pals from around the state for what promises to be a fantastic day of Summer Reading learning and sharing! Registration is free. Lunch is bring your own. Click here to register: https://ola.memberclicks.net/index.php?option=com_mc&view=mc&mcid=form_160752 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 13 08:38:10 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 13 Feb 2014 16:38:10 +0000 Subject: [kids-lib] Ideas for Participating in Oregon Reads 2014 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24428772AB@OSLEXCHANGE.osl.state.or.us.local> My colleague, Jen Maurer, just sent out the following email to school librarians with some great programming suggestions for Oregon Reads 2014 that might work for your public library too! [ORreads2014.PNG] I was glad that my colleague, Katie Anderson, recently clarified that Oregon Reads 2014 is for children and teens, too. As a reminder, Oregon Reads 2014 is a yearlong reading engagement program commemorating the centennial of Oregon?s most celebrated poet, William Stafford. Six books by or about Stafford are featured, including a recently-published picture book based on a Big Foot poem plus a short story about young love and a poetry collection for middle school and up. Many libraries across Oregon have events planned. What is your library or school doing to involve students in this statewide effort? Here are some ideas: Everyone Out Here Knows: A Big Foot Tale ? Read and discuss the book with students during library storytime. (Hey, folks, this doesn?t have to be difficult!) ;-) ? Literature tie-in => Use the story to kick off or extend a study about Oregon authors or about folklore legends and tall tales. ? Art tie-in => First read the book without showing the illustrations; have students create (draw, paint, computer generate) an illustration or two that depicts how they pictured scenes; work with an art teacher, if possible. ? Common Core tie-in => Pair the book with an informational text or two about Bigfoot; discuss or document the evidence that scientists use to question or refute BF?s existence versus that which Sasquatch spotters use to back up their sightings. The Osage Orange Tree ? Read and discuss the short story with students during library time. (See note after first bullet above.) ;-) ? Poetry tie-in => After hearing and independently reading the story, have students communicate the plot and spirit of the story through poems that they write; in other words, rewrite the story as a poem; could study some Stafford poems prior. ? Art tie-in => First read the book without showing the illustrations; have students create (draw, paint, computer generate) an illustration or two that depicts how they pictured scenes. Or, have students experiment with woodcut or linocut-esque illustrations after seeing those Dennis Cunningham created for the story; ideally, collaborate with an art teacher. ? Common Core tie-in => Before or after reading the story, have students do a bit of research about Osage orange trees; with what they learn about the tree (very hard wood, thorns, produces fruit but too bitter to eat, etc.), have students point to evidence to support their argument of what the tree might symbolize in the story. Ask Me: 100 Essential Poems ? Read and discuss several poems from the book. ? National Poetry Month tie-in => Before or after reading select poems in class, listen to audio clips of Stafford reading his poetry; discuss how that does or does not affect students? interpretation of the poems. ? National Poetry Month tie-in => Have students host a Stafford event for parents and the community in which they recite his poetry, give background information about the author and his work, and invite the audience to write down a poem (from any poet; have many poetry collections available) to share on Poem in Your Pocket Day (April 24th); team up with PTA? ? Social studies tie-in => Collaborate with a history teacher to relate Stafford?s stance as a conscientious objector to a study about war. Check out these resources for other ideas. Please encourage participation, whether in an activity you plan or one at an area library, museum, or bookstore. Middle and high school library staff, don?t forget that you can apply to receive a set of 10 copies of The Osage Orange Tree for your library. Applications are due March 7th. See attached for details. Thanks, Jen http://oregonreads2014.com/ http://www.williamstaffordarchives.org/events/ http://oregonreads2014.com/resources.htm Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.? From: oasl-all at memberclicks.net [mailto:oasl-all at memberclicks.net] On Behalf Of Katie Anderson Sent: Tuesday, January 28, 2014 8:53 AM To: Jennifer Maurer Subject: [oasl-all] Oregon Reads 2014 is for children and teens too! Hello youth services library staff! I just got a great question that I thought many of you may be interested in knowing the answer: Q: For the Oregon Reads 2014, are there specific dates for the program? It there something selected for kids to read? A1: No, there aren?t specific dates?anytime throughout the year 2014. A2: Yes, there are youth titles! Everyone Out Here Knows is a picture book appropriate for children, The Osage Orange Tree is graphic literature appropriate for teens, and Ask Me is also appropriate for teens?perhaps good material for a poetry slam! Find some resources for planning and implementing Oregon Reads 2014 on the website: http://oregonreads2014.com/. [http://oregonreads2014.com/images/everyoneouthereknows.jpg] Everyone Out Here Knows: A Big Foot Tale (available 10/15/13) by William Stafford, illustrations by Angelina Marino-Heidel Arnica Creative Services, $15 hardback, $9 paperback, $15 Spanish/English hardback "Bill Stafford?s poem and Angelina Marino-Heidel?s riveting, color-laden art tell an irresistible story. These vibrant pages invite young readers and listeners into the deep and ageless mysteries of Big Foot?s wilderness world." ? Paulann Petersen [http://oregonreads2014.com/images/osage_cover_lg.jpg] The Osage Orange Tree, A Story by William Stafford (available late 2013) by William Stafford, illustrations by Dennis Cunningham Trinity University Press, $14.95 on Amazon.com "William Stafford may not have written many stories in his life, favoring poems and essays, but The Osage Orange Tree, this rare example, rings with the stark perfection of a master?s love and care." ? Naomi Shihab Nye [http://oregonreads2014.com/images/ask_me_cover_lg.jpg] Ask Me: 100 Essential Poems (available late 2013) by William Stafford, edited with an introduction by Kim Stafford Graywolf Press, $16 paperback ?These are verses gathered from the mountain of Stafford, poems that resound from one generation to another; they are poems of welcome and invitation, poems that expand our field of vision; they are wisdom poems, hard-earned poems, poems in conversation with loss and memory at a personal and global level." ? Brian Turner Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [http://ola.memberclicks.net/message2/image/19219297-bc82-48b8-8a84-2460ce4bac2e] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: OsageOrangeTreeAppOrReads2014.doc Type: application/msword Size: 138752 bytes Desc: OsageOrangeTreeAppOrReads2014.doc URL: From MartinB at wccls.org Thu Feb 13 08:46:27 2014 From: MartinB at wccls.org (=?utf-8?B?TWFydGnMgW4gQmxhc2Nv?=) Date: Thu, 13 Feb 2014 16:46:27 +0000 Subject: [kids-lib] Ideas for Participating in Oregon Reads 2014 In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA24428772AB@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA24428772AB@OSLEXCHANGE.osl.state.or.us.local> Message-ID: Thanks Jen for all these excellent ideas and Katie for spreading the word. Mart?n Blasco Outreach Librarian for Latino and Multicultural Services Washington County Cooperative Library Services 503-648-9785 x 3# martinb at wccls.org www.facebook.org/bibliotecaswccls ?Siempre imagin? que el Para?so ser?a alg?n tipo de biblioteca?. ?I have always imagined that Paradise will be a kind of library.? Jorge Luis Borges From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Thursday, February 13, 2014 8:38 AM To: (kids-lib at listsmart.osl.state.or.us); (oyan at listsmart.osl.state.or.us) Subject: [kids-lib] Ideas for Participating in Oregon Reads 2014 My colleague, Jen Maurer, just sent out the following email to school librarians with some great programming suggestions for Oregon Reads 2014 that might work for your public library too! [ORreads2014.PNG] I was glad that my colleague, Katie Anderson, recently clarified that Oregon Reads 2014 is for children and teens, too. As a reminder, Oregon Reads 2014 is a yearlong reading engagement program commemorating the centennial of Oregon?s most celebrated poet, William Stafford. Six books by or about Stafford are featured, including a recently-published picture book based on a Big Foot poem plus a short story about young love and a poetry collection for middle school and up. Many libraries across Oregon have events planned. What is your library or school doing to involve students in this statewide effort? Here are some ideas: Everyone Out Here Knows: A Big Foot Tale ? Read and discuss the book with students during library storytime. (Hey, folks, this doesn?t have to be difficult!) ;-) ? Literature tie-in => Use the story to kick off or extend a study about Oregon authors or about folklore legends and tall tales. ? Art tie-in => First read the book without showing the illustrations; have students create (draw, paint, computer generate) an illustration or two that depicts how they pictured scenes; work with an art teacher, if possible. ? Common Core tie-in => Pair the book with an informational text or two about Bigfoot; discuss or document the evidence that scientists use to question or refute BF?s existence versus that which Sasquatch spotters use to back up their sightings. The Osage Orange Tree ? Read and discuss the short story with students during library time. (See note after first bullet above.) ;-) ? Poetry tie-in => After hearing and independently reading the story, have students communicate the plot and spirit of the story through poems that they write; in other words, rewrite the story as a poem; could study some Stafford poems prior. ? Art tie-in => First read the book without showing the illustrations; have students create (draw, paint, computer generate) an illustration or two that depicts how they pictured scenes. Or, have students experiment with woodcut or linocut-esque illustrations after seeing those Dennis Cunningham created for the story; ideally, collaborate with an art teacher. ? Common Core tie-in => Before or after reading the story, have students do a bit of research about Osage orange trees; with what they learn about the tree (very hard wood, thorns, produces fruit but too bitter to eat, etc.), have students point to evidence to support their argument of what the tree might symbolize in the story. Ask Me: 100 Essential Poems ? Read and discuss several poems from the book. ? National Poetry Month tie-in => Before or after reading select poems in class, listen to audio clips of Stafford reading his poetry; discuss how that does or does not affect students? interpretation of the poems. ? National Poetry Month tie-in => Have students host a Stafford event for parents and the community in which they recite his poetry, give background information about the author and his work, and invite the audience to write down a poem (from any poet; have many poetry collections available) to share on Poem in Your Pocket Day (April 24th); team up with PTA? ? Social studies tie-in => Collaborate with a history teacher to relate Stafford?s stance as a conscientious objector to a study about war. Check out these resources for other ideas. Please encourage participation, whether in an activity you plan or one at an area library, museum, or bookstore. Middle and high school library staff, don?t forget that you can apply to receive a set of 10 copies of The Osage Orange Tree for your library. Applications are due March 7th. See attached for details. Thanks, Jen http://oregonreads2014.com/ http://www.williamstaffordarchives.org/events/ http://oregonreads2014.com/resources.htm Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.? From: oasl-all at memberclicks.net [mailto:oasl-all at memberclicks.net] On Behalf Of Katie Anderson Sent: Tuesday, January 28, 2014 8:53 AM To: Jennifer Maurer Subject: [oasl-all] Oregon Reads 2014 is for children and teens too! Hello youth services library staff! I just got a great question that I thought many of you may be interested in knowing the answer: Q: For the Oregon Reads 2014, are there specific dates for the program? It there something selected for kids to read? A1: No, there aren?t specific dates?anytime throughout the year 2014. A2: Yes, there are youth titles! Everyone Out Here Knows is a picture book appropriate for children, The Osage Orange Tree is graphic literature appropriate for teens, and Ask Me is also appropriate for teens?perhaps good material for a poetry slam! Find some resources for planning and implementing Oregon Reads 2014 on the website: http://oregonreads2014.com/. [http://oregonreads2014.com/images/everyoneouthereknows.jpg] Everyone Out Here Knows: A Big Foot Tale (available 10/15/13) by William Stafford, illustrations by Angelina Marino-Heidel Arnica Creative Services, $15 hardback, $9 paperback, $15 Spanish/English hardback "Bill Stafford?s poem and Angelina Marino-Heidel?s riveting, color-laden art tell an irresistible story. These vibrant pages invite young readers and listeners into the deep and ageless mysteries of Big Foot?s wilderness world." ? Paulann Petersen [http://oregonreads2014.com/images/osage_cover_lg.jpg] The Osage Orange Tree, A Story by William Stafford (available late 2013) by William Stafford, illustrations by Dennis Cunningham Trinity University Press, $14.95 on Amazon.com "William Stafford may not have written many stories in his life, favoring poems and essays, but The Osage Orange Tree, this rare example, rings with the stark perfection of a master?s love and care." ? Naomi Shihab Nye [http://oregonreads2014.com/images/ask_me_cover_lg.jpg] Ask Me: 100 Essential Poems (available late 2013) by William Stafford, edited with an introduction by Kim Stafford Graywolf Press, $16 paperback ?These are verses gathered from the mountain of Stafford, poems that resound from one generation to another; they are poems of welcome and invitation, poems that expand our field of vision; they are wisdom poems, hard-earned poems, poems in conversation with loss and memory at a personal and global level." ? Brian Turner Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [http://ola.memberclicks.net/message2/image/19219297-bc82-48b8-8a84-2460ce4bac2e] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image007.jpg Type: image/jpeg Size: 4593 bytes Desc: image007.jpg URL: From katie.anderson at state.or.us Thu Feb 13 09:24:32 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 13 Feb 2014 17:24:32 +0000 Subject: [kids-lib] 2012-2013 Ready to Read Annual Report is now available Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24428773E5@OSLEXCHANGE.osl.state.or.us.local> The 2012-2013 Ready to Read Annual Report is now available at: http://www.oregon.gov/osl/LD/youthsvcs/ReadytoRead/R2RannualReport2012-2013-FINAL.pdf Congratulations to the Outstanding Ready to Read Grant projects of 2012-2013 * Jackson County Library Services * Nyssa Public Library * Silver Falls Library District * Ukiah Public Library * Yachats Public Library Please note page 8 which is a list of the libraries providing all three youth services best practices. This list is based on the data reported via Public Library Statistics so includes best practices funded by any source, not just the Ready to Read Grant. Thank you all for the wonderful library youth services you provide your communities! Katie Anderson Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From youthlib.taylor at creswell-library.org Thu Feb 13 11:14:20 2014 From: youthlib.taylor at creswell-library.org (Taylor Worley) Date: Thu, 13 Feb 2014 11:14:20 -0800 Subject: [kids-lib] Reaching New Demographics Message-ID: Happy Thursday, Everyone! I'm looking for some new/unique ways to reach potential patrons and infrequent patrons about children's programs. I know how to "preach to the choir", but I am looking for ways to market to the rest of the community. Ideas? Successes? Please share! -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- *"Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne* -------------- next part -------------- An HTML attachment was scrubbed... URL: From marykay.dahlgreen at state.or.us Thu Feb 13 12:05:58 2014 From: marykay.dahlgreen at state.or.us (MaryKay Dahlgreen) Date: Thu, 13 Feb 2014 20:05:58 +0000 Subject: [kids-lib] [OYAN] Ideas for Participating in Oregon Reads 2014 In-Reply-To: <380-22014241320218701@driftwoodlib.org> References: <380-22014241320218701@driftwoodlib.org> Message-ID: Sounds like a great program! -----Original Message----- From: OYAN [mailto:oyan-bounces at listsmart.osl.state.or.us] On Behalf Of tnelson at driftwoodlib.org Sent: Thursday, February 13, 2014 12:02 PM To: Katie Anderson; kids-lib at listsmart.osl.state.or.us; oyan at listsmart.osl.state.or.us Subject: Re: [OYAN] Ideas for Participating in Oregon Reads 2014 >Our library in Lincoln City has invited Tim Barnes (editor of the William Stafford newsletter, teacher, poet etc), to read Everyone out There Knows, and other short pieces, to a family audience Saturday Feb. 22nd, 3pm. We intend to write short poetry and include a collage activity of "a place Big Foot might live" as a family event. Hoping it's well attended! (anyone is welcome!) Teena Nelson- childrens Ron Sears- poetry and outreach Driftwood Public Library 801 SW Hwy 101 #201 Lincoln City, OR 97367 541-996-1258 > > >---- Original Message ---- >From: katie.anderson at state.or.us >To: kids-lib at listsmart.osl.state.or.us, >oyan at listsmart.osl.state.or.us >Subject: RE: [OYAN] Ideas for Participating in Oregon Reads 2014 >Date: Thu, 13 Feb 2014 16:38:10 +0000 > >>My colleague, Jen Maurer, just sent out the following email to >school librarians with some great programming suggestions for Oregon >Reads 2014 that might work for your public library too! >> >> >> >> >>[ORreads2014.PNG] >> >>I was glad that my colleague, Katie Anderson, recently clarified >that Oregon Reads 2014 is for children and teens, too. >> >>As a reminder, Oregon Reads 2014 is a >yearlong reading engagement program commemorating the centennial of >Oregon's most celebrated poet, William Stafford. Six >books by or about Stafford >are featured, including a recently-published picture book based on a >Big Foot poem plus a short story about young love and a poetry >collection for middle school and up. >> >>Many libraries across Oregon have >events planned. What is >your library or school doing to involve students in this statewide >effort? Here are some ideas: >> >>Everyone Out Here Knows: A Big Foot Tale >> >>* Read and discuss the book with students during library >storytime. (Hey, folks, this doesn't have to be difficult!) ;-) >> >>* Literature tie-in => Use the story to kick off or extend a >study about Oregon authors or about folklore legends and tall tales. >> >>* Art tie-in => First read the book without showing the >illustrations; have students create (draw, paint, computer generate) an >illustration or two that depicts how they pictured scenes; work with an >art teacher, if possible. >> >>* Common Core tie-in => Pair the book with an informational >text or two about Bigfoot; discuss or document the evidence that >scientists use to question or refute BF's existence versus that which >Sasquatch spotters use to back up their sightings. >> >>The Osage Orange Tree >> >>* Read and discuss the short story with students during >library time. (See note after first bullet above.) ;-) >> >>* Poetry tie-in => After hearing and independently reading >the story, have students communicate the plot and spirit of the story >through poems that they write; in other words, rewrite the story as a >poem; could study some Stafford poems prior. >> >>* Art tie-in => First read the book without showing the >illustrations; have students create (draw, paint, computer generate) an >illustration or two that depicts how they pictured scenes. Or, have >students experiment with woodcut or linocut-esque illustrations after >seeing those Dennis Cunningham created for the story; ideally, >collaborate with an art teacher. >> >>* Common Core tie-in => Before or after reading the story, >have students do a bit of research about Osage orange trees; with what >they learn about the tree (very hard wood, thorns, produces fruit but >too bitter to eat, etc.), have students point to evidence to support >their argument of what the tree might symbolize in the story. >> >> >>Ask Me: 100 Essential Poems >> >>* Read and discuss several poems from the book. >> >>* National Poetry Month tie-in => Before or after reading >select poems in class, listen to audio clips of Stafford reading his >poetry; discuss how that does or does not affect students' >interpretation of the poems. >> >>* National Poetry Month tie-in => Have students host a >Stafford event for parents and the community in which they recite his >poetry, give background information about the author and his work, and >invite the audience to write down a poem (from any poet; have many >poetry collections available) to share on Poem in Your Pocket Day >(April 24th); team up with PTA? >> >>* Social studies tie-in => Collaborate with a history >teacher to relate Stafford's stance as a conscientious objector to a >study about war. >> >>Check out these resources >for other ideas. Please encourage participation, whether in an activity >you plan or one at an area library, museum, or bookstore. >> >>Middle and high school library staff, don't forget that you can >apply to receive a set of 10 copies of The Osage Orange Tree for your >library. Applications are due March 7th. See attached for details. >> >>Thanks, >>Jen >> >>http://oregonreads2014.com/ >>http://www.williamstaffordarchives.org/events/ >>http://oregonreads2014.com/resources.htm >> >> >>Jennifer Maurer >>School Library Consultant >>Oregon State Library >>250 Winter Street NE >>Salem, OR 97301 >>503.378.5011 >>jennifer.maurer at state.or.us >> >>OSLIS || www.oslis.org >>Learn to research. Research to learn.(c) >> >>From: oasl-all at memberclicks.net >[mailto:oasl-all at memberclicks.net] On Behalf Of Katie Anderson >>Sent: Tuesday, January 28, 2014 8:53 AM >>To: Jennifer Maurer >>Subject: [oasl-all] Oregon Reads 2014 is for children and teens too! >> >>Hello youth services library staff! I just got a great question that >I thought many of you may be interested in knowing the answer: >> >>Q: For the Oregon Reads 2014, are there specific dates for the >program? It there something selected for kids to read? >> >>A1: No, there aren't specific dates-anytime throughout the year >2014. >> >>A2: Yes, there are youth titles! Everyone Out Here Knows is a >picture book appropriate for children, The Osage Orange Tree is graphic >literature appropriate for teens, and Ask Me is also appropriate for >teens-perhaps good material for a poetry slam! Find some resources for >planning and implementing Oregon Reads 2014 on the >website: http://oregonreads2014.com/. >> >>[http://oregonreads2014.com/images/everyoneouthereknows.jpg] >> >> >> >>Everyone Out Here Knows: A Big Foot Tale (available 10/15/13) by >>William Stafford, illustrations by Angelina Marino-Heidel Arnica >>Creative >Servicesry4g5=2>, $15 hardback, $9 paperback, $15 Spanish/English hardback >> >>"Bill Stafford's poem and Angelina Marino-Heidel's riveting, >color-laden art tell an irresistible story. These vibrant pages invite >young readers and listeners into the deep and ageless mysteries of Big >Foot's wilderness world." >>- Paulann Petersen >> >> >>[http://oregonreads2014.com/images/osage_cover_lg.jpg] >> >> >> >>The Osage Orange Tree, A Story by William Stafford (available late >2013) >>by William Stafford, illustrations by Dennis Cunningham Trinity >>University Press, $14.95 on >Amazon.com95341846> >> >>"William Stafford may not have written many stories in his life, >favoring poems and essays, but The Osage Orange Tree, this rare >example, rings with the stark perfection of a master's love and care." >>- Naomi Shihab Nye >> >> >>[http://oregonreads2014.com/images/ask_me_cover_lg.jpg] >> >> >> >>Ask Me: 100 Essential Poems (available late 2013) by William Stafford, >>edited with an introduction by Kim Stafford Graywolf >>Press, $16 >paperback >> >>"These are verses gathered from the mountain of Stafford, poems that >resound from one generation to another; they are poems of welcome and >invitation, poems that expand our field of vision; they are wisdom >poems, hard-earned poems, poems in conversation with loss and memory at >a personal and global level." >>- Brian Turner >> >> >> >>Katie Anderson, Library Development Services >>* Youth Services Consultant * Oregon Center for the Book Coordinator >* >>Oregon State Library, 250 Winter St. NE, Salem, OR 97301 >>katie.anderson at state.or.us, 503-3 >78-2528 >> >> >> >> >>[http://ola.memberclicks.net/message2/image/19219297-bc82-48b8-8a84- >2460ce4bac2e] >> _____________________________________________________ OYAN mailing list OYAN at listsmart.osl.state.or.us http://listsmart.osl.state.or.us/mailman/listinfo/oyan Hosted by the Oregon State Library. The Library is not responsible for content. Questions related to message content should be directed to list owner(s) or the sender of the message, by phone or email. Technical questions? Call 503-378-8800. From tanenz at comcast.net Thu Feb 13 12:08:47 2014 From: tanenz at comcast.net (tanenz at comcast.net) Date: Thu, 13 Feb 2014 12:08:47 -0800 Subject: [kids-lib] Reaching New Demographics In-Reply-To: References: Message-ID: <001301cf28f7$67f6e2a0$37e4a7e0$@comcast.net> Here are a few random ideas. School parent groups School family literacy events Head Start family events or parenting classes Teen parenting classes or groups Host a D?a celebration After-school sessions held by community groups Multi-lingual church groups ESL and immigrant classes Reach Out and Read programs of medical facilities United Way of Lane County Summer Reading Spots Food Pantries Thanks to all library staff reaching out to under-served families. Hope Crandall From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Taylor Worley Sent: Thursday, February 13, 2014 11:14 AM To: kids-lib at listsmart.osl.state.or.us Subject: [kids-lib] Reaching New Demographics Happy Thursday, Everyone! I'm looking for some new/unique ways to reach potential patrons and infrequent patrons about children's programs. I know how to "preach to the choir", but I am looking for ways to market to the rest of the community. Ideas? Successes? Please share! -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ---------------------------------------------------------------------------- ------------------------- "Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne -------------- next part -------------- An HTML attachment was scrubbed... URL: From kfischer at cityofsalem.net Thu Feb 13 21:38:18 2014 From: kfischer at cityofsalem.net (Karen Fischer) Date: Thu, 13 Feb 2014 21:38:18 -0800 Subject: [kids-lib] Reaching New Demographics In-Reply-To: References: Message-ID: <52FD3B4A0200004500027FEE@GWGate.cityofsalem.net> Hi Taylor, You may be able to get permission to place posters in local businesses and at the schools. Ask local clubs or other organizations if they will help you spread the word by forwarding your press releases to their mailing lists. Karen Taylor Worley 2/13/2014 11:14 AM >>> Happy Thursday, Everyone! I'm looking for some new/unique ways to reach potential patrons and infrequent patrons about children's programs. I know how to "preach to the choir", but I am looking for ways to market to the rest of the community. Ideas? Successes? Please share! -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- "Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne -------------- next part -------------- An HTML attachment was scrubbed... URL: From jennifer.maurer at state.or.us Fri Feb 14 09:06:44 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Fri, 14 Feb 2014 17:06:44 +0000 Subject: [kids-lib] EdWeb Webinar about STEM Activities on 2/19 Message-ID: EdWeb is an online professional learning network for K12 educators and administrators. They have many communities - including a couple aimed at school librarians - and each regularly offers webinars. Anyone can participate in a webinar for free, and archived recordings are available to community members. Membership is free. I know there is interest among public library staff in supporting STEM (Science, Technology, Engineering, and Math), so I thought you might be interested in this upcoming webinar. It is aimed at K12 educators, but I suspect some of the ideas could work in public libraries. If interested, you can register here: http://www.instantpresenter.com/AccountManager/RegEv.aspx?PIID=EC55DA898448. You can view the calendar of other offerings from the EdWeb homepage: http://home.edweb.net/. Igniting the Spark! Build, Play, Learn - Fun STEM Activities for School Year & Summer Programs Wednesday, February 19, 2014 1:00 PM - 2:00 PM (Pacific Time) Presented by Laura Briggs, Technology Resource Teacher, Loudoun County Public Schools, Leesburg, Virginia In our community's next webinar, Technology Resource Teacher Laura Briggs will explore ideas and resources for incorporating STEM projects and hands-on activities into science and math while integrating mobile tools. Plans and implementation ideas will be shared for organizing a school-wide STEM program, STEM nights, and STEM summer camps. Find out how to combine discovery, exploration, and hands-on building activities using the design process, iPad apps, and virtual simulations along with a MakerSpace environment to enable students to collaborate and demonstrate creative thinking and problem solving. Join Laura on February 19 to learn how to spark student interest in science, technology, engineering and math with mobile learning resources. Sponsored by Filament Games Co-hosted by CoSN, ISTE SIGML, and SIIA Join the Mobile Learning Explorations community to access the webinar recording and resources. FYI, Jen Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.(c) -------------- next part -------------- An HTML attachment was scrubbed... URL: From josieh at dpls.lib.or.us Fri Feb 14 13:05:27 2014 From: josieh at dpls.lib.or.us (josie hanneman) Date: Fri, 14 Feb 2014 21:05:27 +0000 Subject: [kids-lib] Reaching New Demographics In-Reply-To: <52FD3B4A0200004500027FEE@GWGate.cityofsalem.net> References: <52FD3B4A0200004500027FEE@GWGate.cityofsalem.net> Message-ID: I have grand plans to visit our outdoor flea market this summer. I'm not sure what will come of it, but it seems like another place where people congregate. I have the same challenge. Demographics show that there are more folks out there, but how to I reach them? Places to try (that you might've already tried): * Any and all daycare groups, including the unlicensed ones in people's homes. * Laundromats, can you put up a flyer at least? Or a passive program? Kids get bored while waiting for their laundry!! Same with busstops or public transportation, if you have those. Good luck, and please share with the group if you get any groundbreaking ideas! Josie Hanneman / 541.312.1088 / www.deschuteslibrary.org From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On Behalf Of Karen Fischer Sent: Thursday, February 13, 2014 9:40 PM To: Taylor Worley; kids-lib at listsmart.osl.state.or.us Subject: Re: [kids-lib] Reaching New Demographics Hi Taylor, You may be able to get permission to place posters in local businesses and at the schools. Ask local clubs or other organizations if they will help you spread the word by forwarding your press releases to their mailing lists. Karen Taylor Worley > 2/13/2014 11:14 AM >>> Happy Thursday, Everyone! I'm looking for some new/unique ways to reach potential patrons and infrequent patrons about children's programs. I know how to "preach to the choir", but I am looking for ways to market to the rest of the community. Ideas? Successes? Please share! -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- "Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 18 11:40:25 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 18 Feb 2014 19:40:25 +0000 Subject: [kids-lib] Provide feedback on draft proposal for grant to replace Ready to Read by March 4 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456F70F0@OSLEXCHANGE.osl.state.or.us.local> Please excuse the cross-posting... The State Library and Reimagining Ready to Read task force are looking for feedback from the Oregon library community on a proposal for a public library youth services grant that would replace the existing Ready to Read Grant program. These are the only state funds public libraries in Oregon receive. The purpose of changing the grant program is to better align the distribution of state funds with state education initiatives and library youth services best practices. Please read the attached draft grant proposal, application, and report form carefully before taking this survey (https://www.surveymonkey.com/s/GrantProposalALL) to provide your feedback by Tuesday, March 4th. This is not a quick task and the survey must be completed in one session so please plan your time appropriately. I recommend reading the documents one day, thinking about them for a day or two, and then quickly reviewing the documents again before taking the survey another day. If you don't work in youth services or for a library that currently receives a Ready to Read Grant, then just skip the questions you don't feel you can answer. We would really like your feedback on how the new grant aligns with education initiatives and how the State Library may distribute state funds to public libraries. Here are a few additional documents that may be helpful: * The State Library's public library youth services best practices: http://orysbestpractices.wordpress.com/ * OLA's Children's Services Division Youth Services Guidelines: http://www.olaweb.org/assets/documents/csd_guidelines.pdf * OLA's Oregon Association of School Libraries' Oregon School Library Standards for information literacy: https://sites.google.com/site/oregonschoollibrarystandards/ * The Governor's 40-40-20 Education Goal: http://www.oregon.gov/gov/oeib/docs/nnousreport.pdf * The Oregon Education Investment Board's Equity Lens: http://www.ode.state.or.us/superintendent/priorities/final-equity-lens-draft-adopted.pdf * Common Core State Standards in English Language Arts and Literacy: http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA Please contact me, my supervisor Susan Westin (susan.westin at state.or.us), or one of the task force members listed below if you need clarification on anything in the draft proposal, application, or report form before you feel you can provide feedback. Thank you, Katie Anderson Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 Reimagining Ready to Read project timeline: * January 2014: Convene a task force to develop a proposal to align the Ready to Read Grant with the three library youth services best practices and 40-40-20. * January-March 2014: The task force will seek feedback from the public library community at least once. * April 2014: Submit final proposal to the Oregon State Library's Budget Committee. * June or August 2014: Oregon State Library Board of Trustees approves the State Library's budget and submits it to the Governor's office-the State Library budget will include the proposal. * December 2014: The Governor's budget is released-including the State Library's budget. * Spring 2015: The State Library's budget goes through the regular legislative process. * July 2015: The new grant program will launch, replacing the current Ready to Read Grant program. Reimagining Ready to Read task force members: * Barratt Miller, Crook County Library, bmiller at crooklib.org * BJ Toewe, Salem Public Library, bjtoewe at cityofsalem.net * Brett Walker, Early Learning Division, brett.walker at state.or.us * Dawn Borgardt, Beaverton City Library, DBorgardt at beavertonoregon.gov * Heather McNeil, Deschutes Public Library, heatherm at deschuteslibrary.org * Julie Handyside, Seaside Public Library, jhandyside at cityofseaside.us * Lucy Iraola, Multnomah County Library, lucyi at multcolib.org * Nicole Dalton, ODE Education Specialist, English Language Arts, nicole.dalton at state.or.us * Sam Hall, Oregon State Library Board of Trustee, leeshall at msn.com * Serena Stoudamire, Oregon Education Investment Board, serena.stoudamire at state.or.us * Stu Spence, Woodburn Recreation & Parks (OregonASK Steering Committee), Stu.Spence at ci.woodburn.or.us -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: GrantProposal-D2.pdf Type: application/pdf Size: 269701 bytes Desc: GrantProposal-D2.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: NewGrantAp-D2.pdf Type: application/pdf Size: 398176 bytes Desc: NewGrantAp-D2.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: NewReportForm-D2.pdf Type: application/pdf Size: 328280 bytes Desc: NewReportForm-D2.pdf URL: From kkhodge at ccrls.org Wed Feb 19 19:13:39 2014 From: kkhodge at ccrls.org (Kristy Kemper Hodge) Date: Wed, 19 Feb 2014 19:13:39 -0800 Subject: [kids-lib] Kids-lib Digest, Vol 132, Issue 18 In-Reply-To: References: Message-ID: Joining in...outreach events like "town night out" business open houses can be great, if your community has something like that. We have First Friday in Silverton, and I set up a table in a downtown business with program calendars, email sign-up list, and a kids' activity, and simply don't let people pass me without engaging them :) Also, attending resource fairs and any other community outreach events, setting up shop with handouts, giveaways (bookmarks!), and a simple activity can help get your face out there with families who may not think about the library. As someone else mentioned, swapping fliers with another youth-oriented agency, such as a YMCA or after-school club can be great; you promote them and they promote you. We're very fortunate to be across the street from our Y and community center, so we share each other's info in each venue. I've also tried liking/friending/sharing posts from as many of our community agencies as possible from our Youth Services Facebook page in the hopes of reaching new community members online, too! Hope that helps! Kristy *Kristy Kemper Hodge* Youth Services Librarian Silver Falls Library kkhodge at ccrls.org 503-873-7633 On Sat, Feb 15, 2014 at 12:00 PM, < kids-lib-request at listsmart.osl.state.or.us> wrote: > Send Kids-lib mailing list submissions to > kids-lib at listsmart.osl.state.or.us > > To subscribe or unsubscribe via the World Wide Web, visit > http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib > or, via email, send a message with subject or body 'help' to > kids-lib-request at listsmart.osl.state.or.us > > You can reach the person managing the list at > kids-lib-owner at listsmart.osl.state.or.us > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Kids-lib digest..." > > > Today's Topics: > > 1. Re: Reaching New Demographics (josie hanneman) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 14 Feb 2014 21:05:27 +0000 > From: josie hanneman > To: Taylor Worley , > "kids-lib at listsmart.osl.state.or.us" > > Subject: Re: [kids-lib] Reaching New Demographics > Message-ID: > > > Content-Type: text/plain; charset="us-ascii" > > I have grand plans to visit our outdoor flea market this summer. I'm not > sure what will come of it, but it seems like another place where people > congregate. I have the same challenge. Demographics show that there are > more folks out there, but how to I reach them? Places to try (that you > might've already tried): > > * Any and all daycare groups, including the unlicensed ones in > people's homes. > > * Laundromats, can you put up a flyer at least? Or a passive > program? Kids get bored while waiting for their laundry!! Same with > busstops or public transportation, if you have those. > Good luck, and please share with the group if you get any groundbreaking > ideas! > > Josie Hanneman / 541.312.1088 / www.deschuteslibrary.org< > http://www.deschuteslibrary.org> > > From: Kids-lib [mailto:kids-lib-bounces at listsmart.osl.state.or.us] On > Behalf Of Karen Fischer > Sent: Thursday, February 13, 2014 9:40 PM > To: Taylor Worley; kids-lib at listsmart.osl.state.or.us > Subject: Re: [kids-lib] Reaching New Demographics > > Hi Taylor, > You may be able to get permission to place posters in local businesses and > at the schools. Ask local clubs or other organizations if they will help > you spread the word by forwarding your press releases to their mailing > lists. > Karen > > Taylor Worley youthlib.taylor at creswell-library.org>> 2/13/2014 11:14 AM >>> > Happy Thursday, Everyone! > I'm looking for some new/unique ways to reach potential patrons and > infrequent patrons about children's programs. I know how to "preach to the > choir", but I am looking for ways to market to the rest of the community. > > Ideas? Successes? Please share! > > -- > Taylor Worley | Youth & Community Services Librarian, Creswell Library > > ----------------------------------------------------------------------------------------------------- > "Always remember you're braver than you believe, and stronger than you > seem, and smarter than you think." - A. A. Milne > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20140214/40ca7e2c/attachment-0001.html > > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > Kids-lib mailing list > Kids-lib at listsmart.osl.state.or.us > http://listsmart.osl.state.or.us/mailman/listinfo/kids-lib > > > ------------------------------ > > End of Kids-lib Digest, Vol 132, Issue 18 > ***************************************** > -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 20 09:47:35 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 20 Feb 2014 17:47:35 +0000 Subject: [kids-lib] Book and literacy grant opportunities Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FBEB7@OSLEXCHANGE.osl.state.or.us.local> Hi! Here is just a little reminder about where you can find information about book and literacy grant opportunities: Learn about grant opportunities: http://www.oregon.gov/osl/LD/Pages/youthsvcs/rfhf.deal.on.kids.books.aspx#Literacy_Grants Learn about good deals on books (most are grants or book distribution programs that require matching funds): http://www.oregon.gov/osl/LD/Pages/youthsvcs/rfhf.deal.on.kids.books.aspx#Find_Good_Deals_on_Books Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 20 11:27:32 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 20 Feb 2014 19:27:32 +0000 Subject: [kids-lib] Seeking Reviewers for the Proficiency-Based Teaching and Learning Grant Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC002@OSLEXCHANGE.osl.state.or.us.local> Posted on behalf of ODE and OEIB... The Oregon Department of Education (ODE) and the Oregon Education Investment Board (OEIB) are seeking qualified volunteers to serve as grant proposal reviewers for the Proficiency-Based Teaching and Learning Grant. Ideally, reviewers will come from a variety of backgrounds - business, industry, education, labor - and from a wide range of experiences - partnerships, equity, sustainability, counseling, in addition to being geographically, racially and ethnically diverse. ODE staff will attempt to match grant proposals to reviewer expertise. Reviewers will receive reimbursement for travel expenses at per diem rates and lunch will be provided on March 10th. Substitute teacher expenses will be reimbursed by ODE for March 10th according to established policy. Please do not apply if you are affiliated in any way with this application. In 2013, under the leadership of Governor John Kitzhaber, the Oregon Education Investment Board proposed key strategic investments to support Oregon's attainment of the 40/40/20 goal. One of the focused strategies is to scale-up proficiency-based teaching and learning practices in Oregon. Requirements: ? Access to computer, internet and phone. ? Expertise and time to review 3-5 proposals between February 27th and March 5th. ? Participation in online training from 9-9:30 am on Thursday, February 27st OR from 8:30 am - 9:00 am on Friday, February 28st, 2014. ? All-day attendance at a meeting in Salem, Oregon on Monday, March 10th, 2014 from 9:00 am- 3:00 pm (or accessible by phone during these times if you are more than 2.5+ hours away). Process: ? Proposals will be available electronically. ? Reviewers will read and score proposals using materials provided during the online training. ? Scores must be submitted electronically by Friday, March 7th, 2014. ? Reviewers will meet in Salem (or via phone) on Monday, March 10th to work on final scoring and comments. ? Final scores will be provided to the Deputy Superintendent, Rob Saxton, for review and final recommendations of grant awards. If you are interested in being a reviewer, please click here (https://docs.google.com/forms/d/1k5ABJvNZQrdHO8INylTT44eEn0jkXGmPXoAgnCWQzoQ/viewform?edit_requested=true ) to complete the online application. Due to the limited turnaround time, the deadline to submit this application is Friday, February 21st by 4:00 pm. Approved applicants should receive an appointment letter by Monday, February 24th, 2014 explaining the details of the review and travel reimbursement process. Click here (http://www.ode.state.or.us/superintendent/priorities/proficiency-based-teaching-and-learning-grant.rtf) more information about the grant. Please contact me [Nicole Dalton] if you have additional questions. Thank you, Nicole Dalton Education Specialist Office of Learning | Instruction, Standards, Assessment, & Accountability Unit | Oregon Department of Education ? 503.947.5603 | Fax: 503.378.5156 | *nicole.dalton at state.or.us -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 20 15:39:05 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 20 Feb 2014 23:39:05 +0000 Subject: [kids-lib] New library science titles available for loan from Oregon State Library Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC204@OSLEXCHANGE.osl.state.or.us.local> The following new titles are available for interlibrary loan from the Oregon State Library. If you would like to request these or other materials from the Oregon State Library please use your library's established interlibrary loan process or send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at library.request at state.or.us or (fax) 503-588-7119. Items will be checked out to your library, not to you personally, for 4 weeks (print materials) or 2 weeks (videos). Materials will be delivered via mail or Orbis Cascade Alliance Courier, and you may return them the same way. Normally a single copy is purchased and is loaned on a first-come-first-serve basis. You may be put on a hold list for several weeks. Thank you for your patience. [book4.jpg]Thomsett-Scott, Beth C. Marketing with Social Media: a LITA Guide. Chicago: ALA TechSource, 2014. 302.30285 Marke. ISBN 978-1-55571-972-3 Eschewing mere theory in favor of real-world examples, editor Thomsett-Scott and her contributors offer to-the-point advice for getting up to speed with the world of social media. Ideal for newbies ready to get serious about marketing with social media, as well as practitioners on the lookout for ways to improve existing efforts, this LITA guide will save readers time and effort by providing basic information on the most popular and cutting-edge marketing technologies. With best practices for engaging library users across multiple platforms, this book: * Draws from a range of experiences, with examples from different library types and sizes * Includes case studies of successful social media efforts using Facebook, wikis, video-sharing sites, Pinterest, Google+, Foursquare, blogs, Twitter, and QR codes * Offers tips for maintaining a steady flow of content, coordinating with colleagues, planning for sustainability, and using built-in analytics for evaluation * Features numerous screen shots and illustrations * Provides a resource list at the end of every chapter, allowing readers to dig deeper With the valuable information contained in this guide, libraries can reach their users and create connections that resonate with them. Be sure to check out our Library and Information Science (LIS) blog (http://osl-lis.blogspot.com/) to discover the most recent additions to our LIS collection and search our catalog (http://oregon.gov/OSL/index.shtml) for our complete holdings. The library science collection is meant to support the whole Oregon library community. The Library Development Division welcomes your suggestions for acquisitions - see the blog for an input form or email us! This collection is supported in whole by the Institute of Museum and Library Services through the Library Services and Technology Act, administered by the Oregon State Library. [cid:image015.jpg at 01CF2E51.866B2070] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image011.jpg Type: image/jpeg Size: 7442 bytes Desc: image011.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image015.jpg Type: image/jpeg Size: 1889 bytes Desc: image015.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14977 bytes Desc: image001.jpg URL: From katie.anderson at state.or.us Fri Feb 21 09:49:40 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Feb 2014 17:49:40 +0000 Subject: [kids-lib] Technical Assistant webinar recording now available to watch for ODE's Early Literacy Grant, due March 14, 2014 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC583@OSLEXCHANGE.osl.state.or.us.local> Hi! If you missed the technical assistance webinars the Early Learning Division conducted, you may now watch them at your convenience (https://oregoned.webex.com/oregoned/lsr.php?RCID=c84ce24b91f94ef2b7dc68700f5da02e). If you are interested in applying for the Department of Education's Early Learning Grant, then I highly recommend you watch this webinar because this application, reporting, and accountability may be very different compared the types of grants you are most familiar with. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Katie Anderson Sent: Tuesday, February 04, 2014 11:36 AM To: '(kids-lib at listsmart.osl.state.or.us)' Subject: Apply now for ODE's Early Literacy Grant, due March 14, 2014 Importance: High Finally, the time has come! The Oregon Department of Education's Early Learning Division is now requesting applications for the Oregon Early Literacy Grant. The application deadline is March 14, 2014. The request for applications is available here: http://earlylearningcouncil.files.wordpress.com/2014/01/earlyliteracygrant_rfa_20141.pdf Some different information about the grant is available here: http://oregonearlylearning.com/2014/01/30/requests-for-application/ The Early Learning Division is offering two technical assistance webinars to help applications. If you are interested in applying for this grant, I highly recommend you participate in one of these webinars because this application, reporting, and accountability may be very different compared the types of grants you are most familiar with. Dates, times, and links are listed below. Pre-registration is not required. February 10 2:00 - 3:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269346222&UID=0&RT=MiM0 February 28 2:00 - 3:00 PM https://oregoned.webex.com/oregoned/j.php?ED=269347532&UID=0&RT=MiM0 All questions and inquiries may be directed to Brett Walker with the Early Learning Division by email at brett.walker at state.or.us or by phone at 503.378.5160. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: Katie Anderson Sent: Tuesday, January 07, 2014 12:18 PM To: (kids-lib at listsmart.osl.state.or.us) Subject: More info on early literacy grant from Oregon Department of Education Hello! I just attended a meeting to provide feedback on the temporary Oregon Administrative Rules for the early literacy grant being offered by the Oregon Department of Education and have a little more information. First of all, keep in mind nothing is set in stone yet so the information provided in these resources could change. However, the information should help you and your local early learning hub or coalition start planning for this grant opportunity. ODE is likely going to put out the request for applications in February, not this month as previously suggested. They have not yet decided how long the application period will be open. Attached are scanned copies of the handouts provided at my meeting today. One provides an overview of the early literacy grant program and one is a copy of the temporary Oregon Administrative Rules for the early literacy grant program. You can learn more by reading the full House Bill 3232 which is where they come from. Another public document that may be helpful is buried in the materials for the Early Learning Council's November 12, 2013 meeting. Go to page 11 of this document to read a proposal for the early literacy grant. Please remember the grant that is actually administered may look different than this, but this should provide insight into what the Early Learning Council is thinking and may be looking for in successful grant applications. Please contact me if you have any questions, want to run ideas by me, or want to invite me to one of your local meetings where this grant is being discussed. Thank you, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 For more information about this, read my previous posts to this listserv regarding this grant opportunity. * First email: http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20130814/532a3ad4/attachment-0001.html * Second email: http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20131127/c6f8926d/attachment.html * Third email (I've attached the attachment I sent then to this email because attachments aren't accessible in the list archives): http://listsmart.osl.state.or.us/pipermail/kids-lib/attachments/20131220/d33196e7/attachment.html URLs: * House Bill 3232 https://olis.leg.state.or.us/LIZ/2013R1/Measures/Text/HB3232/Enrolled * Meeting materials http://www.oregon.gov/gov/docs/OEIB/NovELC.pdf -------------- next part -------------- An HTML attachment was scrubbed... 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Name: EarlyLitGrantTEMPORARYrules.pdf Type: application/pdf Size: 231611 bytes Desc: EarlyLitGrantTEMPORARYrules.pdf URL: From katie.anderson at state.or.us Fri Feb 21 09:53:54 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Feb 2014 17:53:54 +0000 Subject: [kids-lib] Dia de los ninos/libros-Children's Day/Book Day resources and registration information Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC5CD@OSLEXCHANGE.osl.state.or.us.local> Posted on behalf of the Association for Library Services to Children (ALSC) Register your D?a Program today! The D?a! Diversity in Action 2014 Celebration is fast approaching, have you registered your library's program yet? Register your D?a Celebration in the 2013 D?a National Program Registry to build a national database that showcases all types and sizes of D?a programming and receive free bookmarks, stickers, and buttons! Visit the D?a website at http://dia.ala.org to learn more about how you can celebrate diversity and connect children to a world of learning through books, stores and libraries. Explore and download the free bi-lingual D?a booklist, book club lesson plans, activity sheets, poster and resource guide to help make your program a success! D?a is a daily commitment to linking children and their families to diverse books, languages and cultures. The celebration is intended to be year-round, culminating on April 30th. Joanna Ison Program Officer for Projects and Partnerships Association for Library Service to Children (ALSC) jison at ala.org 312.280.1398 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Fri Feb 21 12:31:07 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Feb 2014 20:31:07 +0000 Subject: [kids-lib] New books available to ILL from State Library (youth 0-18 yrs) Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC76C@OSLEXCHANGE.osl.state.or.us.local> The following new books are available to check out via interlibrary loan from the Oregon State Library. If you would like to request these or other materials from the Oregon State Library please use your library's established interlibrary loan process or send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at library.request at state.or.us or (fax) 503-588-7119. Items will be checked out to your library, not to you personally, for 4 weeks (print materials) or 2 weeks (videos). Materials will be delivered via mail or Orbis Cascade Alliance Courier, and you may return them the same way. Normally a single copy is purchases and it is loaned on a first-come-first-serve basis. You may be put on a hold list for several weeks. Thank you for your patience. [http://3.bp.blogspot.com/-582C_7N70p4/UwexvD4DN8I/AAAAAAAAASM/5FWiBl6DST8/s1600/klipper300.jpg] Klipper, B. (2014). Programming for Children and Teens with Autism Spectrum Disorder. Chicago, IL: ALA Editions. Those who understand the unique sensitivities of young people with autism spectrum disorder, now the second most commonly diagnosed serious developmental disability, know that ordinary library programming guides are not up to the task of effectively serving these library users. Klipper has presented at conferences and trained librarians from around the country in autism awareness, and the grant-funded Sensory Storytime programming she developed at The Ferguson Library in Stamford, Connecticut is a model for reaching children with autism spectrum disorder. Her complete programming guide, ideal for audiences ranging from preschool through school-age children, teens, and families, * Provides background information on the disorder to help librarians understand how to program for this special audience * Features step-by-step programs from librarians across the country, adaptable for both public and school library settings * Suggests methods for securing funding and establishing partnerships with community organizations * Includes a list of additional resources that will prove valuable to librarians and parents/caregivers alike Klipper's deep knowledge and experience on the subject makes her guidance on serving these library users and their families invaluable. (book description) [http://2.bp.blogspot.com/-dWjaeoA9imw/UwepqGrUdXI/AAAAAAAAARY/3e-EPyV0VM0/s1600/Gateway.jpg] Polette, N.J. (2013).Gateway to Reading: 250+ Author Games and Booktalks to Motivate Middle Readers. Santa Barbara, CA: Libraries Unlimited. Getting students to want to read is one of the greatest challenges facing middle school teachers and librarians. Determining which are the "right books" that can spark a child's mental awakening is also difficult. This book from prolific author Nancy Polette furnishes interesting and fun games to pique students' interest in junior novels that are worth reading-carefully selected titles that will contribute to their educational and emotional growth. Gateway to Reading: 250+ Author Games and Booktalks to Motivate Middle Readers is a powerful tool for luring middle-school students away from the distractions of 21st-century media and introducing them to junior or 'tween novels that they won't be able to put down. By presenting children with a challenge to engage their minds-racing to decode book titles, or using their creativity to come up with titles of their own, for example-students are naturally drawn towards reading these books from well-known children's authors. [http://2.bp.blogspot.com/-9jKyq1jnF28/UwexvKWBbnI/AAAAAAAAASg/MkHfc0kO_fE/s1600/51pyf7K5IlL._SY300_.jpg] Maddigan, B. & Bloos, S. (2014). Community Library Programs That Work: Building Youth and Family Literacy. Santa Barbara, CA: Libraries Unlimited. In a world where the Internet offers educational opportunities 24 hours a day ... where digital aids enrich and supplement printed materials ... and where online instruction is a viable option to classroom teaching, a fresh approach to learning can help libraries stay relevant and interesting to their technologically-savvy patrons. This book provides guidelines for creating dynamic and engaging library programs for children, teens, and families. Organized in thematic chapters, each chapter includes relevant topical research and three to eight community-focused approaches. Programs range from small, single-library initiatives in rural communities to multi-site, cross-border initiatives. This essential reference includes collaborative and locally-inspired programs, many of which can be scaled to the budget of any library, school, or community organization. (book description) [http://3.bp.blogspot.com/-l4B4SU-M-Lk/Uwep-ITt0tI/AAAAAAAAARo/LIVpT5v9TTM/s1600/Free-Voluntary-Reading.jpg] Krashen, S. (2011). Free Voluntary Reading. Santa Barbara, CA: Libraries Unlimited. Free voluntary reading looks better and more powerful than ever. Stephen D. Krashen, PhD, is an advocate for free voluntary reading in schools and has published many journal articles on the subject. Free Voluntary Reading: Power 2010 collects the last ten years of his extensive work and reconsiders all aspects of this important debate in light of the latest findings. The book provides an accessible examination of topics, such as free voluntary reading's value in language and literary acquisition domestically and worldwide, recent developments in support of free voluntary reading, whether rewards-based programs benefit the development of lifelong reading, the value of phonics in reading instruction, and trends in literacy in the United States. (book description) [http://4.bp.blogspot.com/-a7SLHQpOlCE/Uwep93HtprI/AAAAAAAAARc/CEyNr4Cw4Pw/s1600/ReadAloud.jpg] Trelease, J. (2013). The Read-Aloud Handbook: Includes a Giant Treasury of Great Read-Aloud Books, 7th Ed. New York: Penguin Books. Millions of parents and educators have turned to Jim Trelease's beloved classic for more than three decades to help countless children become avid readers through awakening their imaginations and improving their language skills. It has also been a staple in schools of education for new teachers. This updated edition of The Read-Aloud Handbook discusses the benefits, the rewards, and the importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research (including the good and bad news on digital learning), The Read-Aloud Handbook offers proven techniques and strategies for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers. (book description) Be sure to check out our Library and Information Science (LIS) blog (http://osl-lis.blogspot.com/) to discover the most recent additions to our LIS collection and search our catalog (http://oregon.gov/OSL/index.shtml) for our complete holdings. The library science collection is meant to support the whole Oregon library community. The Library Development Division welcomes your suggestions for acquisitions - see the blog for an input form or email us! This collection is funded with LSTA funds administered by the Oregon State Library. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image008.jpg Type: image/jpeg Size: 2322 bytes Desc: image008.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image009.jpg Type: image/jpeg Size: 2585 bytes Desc: image009.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image007.jpg Type: image/jpeg Size: 2690 bytes Desc: image007.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image010.jpg Type: image/jpeg Size: 1903 bytes Desc: image010.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image011.jpg Type: image/jpeg Size: 2202 bytes Desc: image011.jpg URL: From katie.anderson at state.or.us Fri Feb 21 12:33:19 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Feb 2014 20:33:19 +0000 Subject: [kids-lib] New books available to ILL from State Library: Folktales Aloud (youth 3-14 yrs old) Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FC78F@OSLEXCHANGE.osl.state.or.us.local> The following new books are available to check out via interlibrary loan from the Oregon State Library. If you would like to request these or other materials from the Oregon State Library please use your library's established interlibrary loan process or send your full name, the name of your library, complete title information, shipping address, and a phone number to the document delivery department at library.request at state.or.us or (fax) 503-588-7119. Items will be checked out to your library, not to you personally, for 4 weeks (print materials) or 2 weeks (videos). Materials will be delivered via mail or Orbis Cascade Alliance Courier, and you may return them the same way. Normally a single copy is purchases and it is loaned on a first-come-first-serve basis. You may be put on a hold list for several weeks. Thank you for your patience. [http://3.bp.blogspot.com/-fPWrwIy3wrY/UweuYev5z3I/AAAAAAAAAR0/hRLcIwB361A/s1600/DelNegro_300px.jpg] Del Negro, J.M. (2014). Folktales Aloud: Practical Advice for Playful Storytelling. Chicago, IL: ALA Editions. A good folktale triggers the imagination, connecting children to a wider world as well as increasing their vocabulary and comprehension skills. In this delightful and easy-to-use book, teacher and storyteller Del Negro gives librarians, teachers, and parents the keys to storytelling success. Including more than a dozen original adaptations of folktales from around the world, tailored specifically for library and classroom use, she * Reviews storytelling basics such as selecting a tale and learning the story * Offers tips for dealing with stage fright and reluctant listeners * Presents a bibliography of recommended online and print resources, steering readers to more wonderful tales to tell For young listeners the folktale is a perfect gateway to the exciting worlds of culture and literature, and Del Negro's book invites their engagement with proven techniques and original story scripts that can be used by experienced as well as beginning tellers. (book description) (book description) Be sure to check out our Library and Information Science (LIS) blog (http://osl-lis.blogspot.com/) to discover the most recent additions to our LIS collection and search our catalog (http://oregon.gov/OSL/index.shtml) for our complete holdings. The library science collection is meant to support the whole Oregon library community. The Library Development Division welcomes your suggestions for acquisitions - see the blog for an input form or email us! This collection is funded with LSTA funds administered by the Oregon State Library. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 3275 bytes Desc: image003.jpg URL: From jennifer.maurer at state.or.us Fri Feb 21 17:18:06 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Sat, 22 Feb 2014 01:18:06 +0000 Subject: [kids-lib] Ebooks within Gale Databases Message-ID: I sent this out to the Oregon school library community, but I thought this might be useful for the CSD community, too. Please pardon the cross-posting. Ebooks, ebooks, ebooks. If people aren't talking about Common Core, they're talking about ebooks. Well, that and a few other things. Here's a friendly reminder that the Gale databases that you have access to via OSLIS are chock-full of ebooks. Yes siree, Bob. Chock-full. The obvious database is Gale Virtual Reference Library, known as GVRL, which is Gale's platform for delivering ebooks. As part of the statewide contract, we have over 30 reference ebooks in GVRL. Here are a few. (Click on the images to link to the table of contents. If prompted for a password, use oslis.) [Grzimek's Animal Life Encyclopedia, 2003] [Ancient Greece and Rome, 1998] [The Gale Encyclopedia of Alternative Medicine, 2009] [UXL Encyclopedia of Native American Tribes, 2008] [Immigration and Multiculturalism: Essential Primary Sources, 2006] Plus, and only via OSLIS, you have access to 5 additional titles that Oregon public and academic libraries do not. [Environmental Science Experiments, 2010] [Forensic Science Experiments, 2010] [UXL Encyclopedia of Biomes, 2008] [UXL Encyclopedia of Weather and Natural Disasters, 2008] [UXL Encyclopedia of World Mythology, 2009] Besides GVRL, ebook content is generously sprinkled throughout the Gale databases. The ebooks may not look like books, but don't judge them by their lack of covers. All the content is divided into articles and comes up in your searches. Want to know which databases have content from which ebooks? Check out the database title lists. The databases are listed in alphabetical order, and for each there is a spreadsheet that lists all of the periodicals titles and all of the reference books, when there are any of the latter, which is often. For example, Student Resources in Context has econtent from 140 reference books! A sampling of those titles includes Exploring Novels, Exploring Poetry, Encyclopedia of Endangered Species, Gale Encyclopedia of World History: War, Newsmakers, and UXL Science. http://solutions.cengage.com/Gale/Database-Title-Lists/ Need a refresher on how to use the databases? Besides playing around with them on your own, you can view a short tutorial, sign up for a free webinar, or watch an archived webinar. Or, contact me, and I'll point you in the right direction. http://solutions.cengage.com/gale-training/on-demand-tutorials/ http://solutions.cengage.com/gale-training/webinars/ http://solutions.cengage.com/gale-training/webinar/recorded/ One final thought. This is not a secret. Spread the word. Share the elove. :-) Thanks, Jen P.S. There are so many ways to write "ebook." There's ebook. eBook. E-book. Etc. I finally settled on ebook. For now. Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.(c) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 8985 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 51484 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 19449 bytes Desc: image003.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Name: image010.jpg Type: image/jpeg Size: 28366 bytes Desc: image010.jpg URL: From katie.anderson at state.or.us Mon Feb 24 08:07:30 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 24 Feb 2014 16:07:30 +0000 Subject: [kids-lib] Online Class: Library Outreach and Marketing to Latino and Spanish-Speaking Families Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FCD04@OSLEXCHANGE.osl.state.or.us.local> Posted on behalf of the Association for Library Services to Children (ALSC) Please excuse cross-postings, but I wanted to share that there is still space available in my upcoming online class via Library Juice Academy "Building Relationships, Building Bridges: Library Outreach and Marketing to Latino and Spanish-Speaking Families." If you are interested in taking "Bilingual Storytime at Your Biblioteca" (next offered in May), I strongly recommend this course as a prerequisite. Please don't hesitate to be in touch if you have any questions. More information about the class is below, and registration is at http://libraryjuiceacademy.com/032-spanish-speaking.php. Thank you. Building Relationships, Building Bridges: Library Outreach and Marketing to Latino and Spanish-Speaking Families Instructor: Katie Scherrer Dates: March 3-29, 2014 Credits: 1.5 CEUs Price: $175 Description: Public libraries across the country experiencing growth in their Latino and Spanish-speaking populations face similar challenges in connecting these communities with library service. Though libraries may offer Spanish-language materials and/or programming, these services may not attract the targeted community as desired. This class is designed to help libraries to bridge the gap and increase the use of their services by Latinos and Spanish-speakers, with particular emphasis on reaching first-generation immigrants and their families. Participants will increase their knowledge of Latino cultural values that impact library use, develop an understanding of common barriers that impede library use, and develop strategies for overcoming those barriers. Participants will also identify key people/organizations within their own communities for potential partnerships. This course is strongly recommended as a prerequisite for "Bilingual Storytime at Your Biblioteca." Katie Scherrer, MLIS Owner, Connected Communities www.connectedcommunitiesconsulting.com www.bilingualchildrensprogramming.blogspot.com Follow Connected Communities on Twitter! -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Mon Feb 24 11:31:05 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 24 Feb 2014 19:31:05 +0000 Subject: [kids-lib] Vote to select the 2014 summer reading certificates Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FCEFE@OSLEXCHANGE.osl.state.or.us.local> It is time to vote to select the children's and teen 2014 Oregon Summer Reading Certificates! HOW TO VOTE: 1. View the four children's and two teen certificate options online at: http://www.oregon.gov/osl/LD/Pages/youthsvcs/oregon.srp.certificate.aspx#Hardcopies_of_Certificates 2. Email the number and name of the one children's and one teen certificate you want to cast your vote for to Katie Anderson (katie.anderson at state.or.us) by the end of the day March 3, 2014. * Please type "Oregon Summer Reading Certificate" as the subject of your email. The winning certificates will be announced in a couple of weeks via an email sent out on this listserv. Thank you to the librarians who designed these certificates. Regardless of which certificates win, you all did a wonderful job. Thank you! Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 Details about the Oregon Summer Reading Certificates: In 2007 the Oregon Department of Education, Oregon State Library, and Oregon Library Association coordinated their efforts to create a joint Oregon Summer Reading Certificate. The joint certificate has the national Collaborative Summer Library Program artwork on it and is signed by the Governor. This effort signifies the commitment of schools and libraries to the education of Oregon's youth. The winning certificates will be available in English and Spanish or bilingual (depending on which certificates win) to download and print from the Oregon summer reading website. If you want hard copies, please read the following for details: SCHOOL LIBRARIES: You may place orders for hardcopies of the certificate via this survey until the end of business March 3, 2014: https://www.surveymonkey.com/s/2014srpCertificates PUBLIC LIBRARIES: Certificates should be shipped to you at the end of May if everything goes as planned. You already ordered hard copies of the 2014 summer reading certificates when you completed the 2013 Summer Reading Survey in September-if you forgot to print and file your orders when you placed them, then you can check your orders by following the directions below. 1. Go to: http://www.oregon.gov/osl/LD/youthsvcs/srp.certificates/2013SRPstatisticsAndOrders.pdf 2. Go to pages 37-40 to view the summer reading certificate orders 3. Find your library and read how many English Kids, Spanish Kids, English Teen, and Spanish Teen 2014 summer reading certificates you ordered. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Mon Feb 24 13:10:22 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 24 Feb 2014 21:10:22 +0000 Subject: [kids-lib] 1 week reminder: Provide feedback on draft proposal for grant to replace Ready to Read by March 4 Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FD142@OSLEXCHANGE.osl.state.or.us.local> You have one more week to provide review the new grant proposal and provide feedback. From: Katie Anderson Sent: Tuesday, February 18, 2014 11:40 AM Subject: Provide feedback on draft proposal for grant to replace Ready to Read by March 4 Please excuse the cross-posting... The State Library and Reimagining Ready to Read task force are looking for feedback from the Oregon library community on a proposal for a public library youth services grant that would replace the existing Ready to Read Grant program. These are the only state funds public libraries in Oregon receive. The purpose of changing the grant program is to better align the distribution of state funds with state education initiatives and library youth services best practices. Please read the attached draft grant proposal, application, and report form carefully before taking this survey (https://www.surveymonkey.com/s/GrantProposalALL) to provide your feedback by Tuesday, March 4th. This is not a quick task and the survey must be completed in one session so please plan your time appropriately. I recommend reading the documents one day, thinking about them for a day or two, and then quickly reviewing the documents again before taking the survey another day. If you don't work in youth services or for a library that currently receives a Ready to Read Grant, then just skip the questions you don't feel you can answer. We would really like your feedback on how the new grant aligns with education initiatives and how the State Library may distribute state funds to public libraries. Here are a few additional documents that may be helpful: * The State Library's public library youth services best practices: http://orysbestpractices.wordpress.com/ * OLA's Children's Services Division Youth Services Guidelines: http://www.olaweb.org/assets/documents/csd_guidelines.pdf * OLA's Oregon Association of School Libraries' Oregon School Library Standards for information literacy: https://sites.google.com/site/oregonschoollibrarystandards/ * The Governor's 40-40-20 Education Goal: http://www.oregon.gov/gov/oeib/docs/nnousreport.pdf * The Oregon Education Investment Board's Equity Lens: http://www.ode.state.or.us/superintendent/priorities/final-equity-lens-draft-adopted.pdf * Common Core State Standards in English Language Arts and Literacy: http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA Please contact me, my supervisor Susan Westin (susan.westin at state.or.us), or one of the task force members listed below if you need clarification on anything in the draft proposal, application, or report form before you feel you can provide feedback. Thank you, Katie Anderson Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 Reimagining Ready to Read project timeline: * January 2014: Convene a task force to develop a proposal to align the Ready to Read Grant with the three library youth services best practices and 40-40-20. * January-March 2014: The task force will seek feedback from the public library community at least once. * April 2014: Submit final proposal to the Oregon State Library's Budget Committee. * June or August 2014: Oregon State Library Board of Trustees approves the State Library's budget and submits it to the Governor's office-the State Library budget will include the proposal. * December 2014: The Governor's budget is released-including the State Library's budget. * Spring 2015: The State Library's budget goes through the regular legislative process. * July 2015: The new grant program will launch, replacing the current Ready to Read Grant program. Reimagining Ready to Read task force members: * Barratt Miller, Crook County Library, bmiller at crooklib.org * BJ Toewe, Salem Public Library, bjtoewe at cityofsalem.net * Brett Walker, Early Learning Division, brett.walker at state.or.us * Dawn Borgardt, Beaverton City Library, DBorgardt at beavertonoregon.gov * Heather McNeil, Deschutes Public Library, heatherm at deschuteslibrary.org * Julie Handyside, Seaside Public Library, jhandyside at cityofseaside.us * Lucy Iraola, Multnomah County Library, lucyi at multcolib.org * Nicole Dalton, ODE Education Specialist, English Language Arts, nicole.dalton at state.or.us * Sam Hall, Oregon State Library Board of Trustee, leeshall at msn.com * Serena Stoudamire, Oregon Education Investment Board, serena.stoudamire at state.or.us * Stu Spence, Woodburn Recreation & Parks (OregonASK Steering Committee), Stu.Spence at ci.woodburn.or.us -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: NewGrantAp-D2.pdf Type: application/pdf Size: 398176 bytes Desc: NewGrantAp-D2.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: NewReportForm-D2.pdf Type: application/pdf Size: 328280 bytes Desc: NewReportForm-D2.pdf URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: GrantProposal-D2.pdf Type: application/pdf Size: 269749 bytes Desc: GrantProposal-D2.pdf URL: From youthlib.taylor at creswell-library.org Tue Feb 25 10:22:55 2014 From: youthlib.taylor at creswell-library.org (Taylor Worley) Date: Tue, 25 Feb 2014 10:22:55 -0800 Subject: [kids-lib] 2015 Mock Caldecott - Call for Committee Members Message-ID: *Please pardon cross-posting. * Greetings OLA members! Would you like to participate in an OLA/CSD committee? Do you still like to read picture books? Do you enjoy evaluating the art in the picture books? If you answered "yes" to all of these questions, you might be the perfect candidate to serve on the 2015 Mock Caldecott Workshop committee. Responsibilities include: - Read as many new picture books as humanly possible March through September. - Report weekly to an email-based committee on your findings and all things picture book. - Critically assess picture books using the ALA Caldecott guidelines. - Engage in robust dialogue regarding 2014 picture books. - Help plan the 2015 Mock Caldecott Workshop. - Have so much fun that you might compare it to a barrel of monkeys. If you are interested, please email jaithore at gmail.com. Please respond by March 5, 2014. Thank you. -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- *"Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne* -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Feb 25 13:13:23 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 25 Feb 2014 21:13:23 +0000 Subject: [kids-lib] tarot card program for teens? Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FD79D@OSLEXCHANGE.osl.state.or.us.local> Posted on behalf of Jackie Rose: Has anyone out there done a tarot card program for teens? We have scheduled one and are getting a complaint. I'd love to touch base with others who have had this kind of program. Thanks in advance, Jackie Rose Youth Services Manager Lake Oswego Public Library (503) 675-2539 jrose at ci.oswego.or.us -------------- next part -------------- An HTML attachment was scrubbed... URL: From jennifer.maurer at state.or.us Wed Feb 26 08:41:34 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Wed, 26 Feb 2014 16:41:34 +0000 Subject: [kids-lib] Reading is an Investment Goes through April 30th Message-ID: I am forwarding this reminder on behalf of Stephanie Swetland who coordinates the Reading is an Investment program. -- Jen Jennifer Maurer School Library Consultant Oregon State Library jennifer.maurer at state.or.us The Reading is an Investment (RII) program sponsored by the Oregon College Savings Plan is a great way to encourage students to read during Spring Break. Parent/guardians who submit an entry form/reading log on behalf of a child are automatically entered into a drawing to win one of 50 Oregon College Savings Plan accounts, worth $529 each. Additionally, the schools of winning entrants will receive $500. The RII program aims to promote literacy and financial education among K-5 elementary students in Oregon. Annually, two books are featured, and this year they are Earning Excitement by Paul Nourigat and Isabel's Car Wash by Sheila Bair. The books are tied to the applicable state standards, with class activities designed around these standards. Lesson plans are available for use in the classroom, and teachers can access them at ReadingIsAnInvestment.com, as is the full recommended reading list. The biggest program component is encouraging kids to read or be read to, and the books should relate to money and finances. Students are encouraged to read at least 3 books from the recommended reading list. Their time is tracked in increments of 20 (read-to-me kids) or 40 (independent readers) minutes on the entry form/reading log. For entrants to be eligible for one of the $529 Oregon College Savings Plan accounts, their entries must be postmarked by April 30 and received by May 5, 2014. Online entries must be submitted by April 30. Spanish entry forms are available online. To access them or get more information about the Reading is an Investment program, please visit ReadingIsAnInvestment.com. If you have any questions or need additional information, please contact Stephanie Swetland at 503.373.1903 or reading.investment at ost.state.or.us. Financial literacy is emphasized in the Oregon Social Sciences Standards which were adopted in 2011: http://www.ode.state.or.us/search/page/?id=1802. These are the three core financial literacy standards, which are then more specific by grade level: * Acquire the knowledge and economic reasoning skills to make sound personal financial decisions to meet long and short term goals. * Understand and apply key concepts of personal income potential, risk management, and investment. * Examine individual responsibility and the impact of decisions on personal, local, regional, national and global economies. Stephanie Swetland 529 Plan Specialist Oregon 529 College Savings Network Tel: 503-373-1903 Fax: 503-373-7933 -------------- next part -------------- An HTML attachment was scrubbed... URL: From youthlib.taylor at creswell-library.org Wed Feb 26 09:59:51 2014 From: youthlib.taylor at creswell-library.org (Taylor Worley) Date: Wed, 26 Feb 2014 09:59:51 -0800 Subject: [kids-lib] Animals at Storytime Message-ID: Good Morning, I am looking at having a rabbit (named Jasper, just for trivia purposes) visit our storytimes. Jasper has made appearances at one or two elementary schools and has done very well; he has a sparkling bunny reputation. I'm meeting Jasper tomorrow and discussing things more in-depth with his owner. Now, my big question is this: when you have fuzzy, live friends in your library, what unique preparation steps do you take? Do you have special rules/regulations and what type of arrangement do you have with the animal owner? Regarding legality issues, I have a question in with the Lane County Law Library and we have legal representation with whom I can consult, so I'm not worried about that aspect. I'm looking more at logistics/best practices types of information. Any ideas? Thank you in advance! -- Taylor Worley | Youth & Community Services Librarian, Creswell Library ----------------------------------------------------------------------------------------------------- *"Always remember you're braver than you believe, and stronger than you seem, and smarter than you think." - A. A. Milne* -------------- next part -------------- An HTML attachment was scrubbed... URL: From jennifer.maurer at state.or.us Wed Feb 26 10:13:56 2014 From: jennifer.maurer at state.or.us (Jennifer Maurer) Date: Wed, 26 Feb 2014 18:13:56 +0000 Subject: [kids-lib] Reminder: Gale Webinars for Oregonians; One on Common Core Today & 3/27 Message-ID: Remember that between February and May, Gale is offering a series of webinars for Oregon library staff and educators. If you cannot squeeze out the time to attend the live events, look for an archived version to be posted within a few days of the live webinar. These are the topics and dates: * eResources and the Common Core o Today, February 26th at 3pm Pacific o March 27th * Spanish Resources from Gale o March 4th o April 30th * Gale Health Resources o February 12th (recording available) o April 3rd * Gale Business Resources o February 18th (recording available) o May 12th * Telling the Story of Your Library's Impact o April 15th o May 22nd * Finding eResources for Library Programming o March 19th To register (free) and for more information, go to http://tinyurl.com/pf86rqy. The original notice was posted to Kids-lib on February 4th: http://listsmart.osl.state.or.us/pipermail/kids-lib/2014-February/001658.html. Thanks, Jen Jennifer Maurer School Library Consultant Oregon State Library 250 Winter Street NE Salem, OR 97301 503.378.5011 jennifer.maurer at state.or.us OSLIS || www.oslis.org Learn to research. Research to learn.(c) -------------- next part -------------- An HTML attachment was scrubbed... URL: From kkhodge at ccrls.org Wed Feb 26 20:31:37 2014 From: kkhodge at ccrls.org (Kristy Kemper Hodge) Date: Wed, 26 Feb 2014 20:31:37 -0800 Subject: [kids-lib] Book Club Kits to Loan? Message-ID: Hi all! One of the elementary school teachers in our district does not have a school library, and is looking for book club kits for her students. We don't have book club kits at our library, so I'm wondering if any of our sister libraries have kits that can be loaned through CCRLS? If you do offer book club kits that can be requested and travel via courier to us in Silverton, please let me know who you are, how that process works, and, if possible, send along a list of titles. Her classes are lower elementary, I believe. Thanks so much!!! :D Kristy *Kristy Kemper Hodge* Youth Services Librarian Silver Falls Library kkhodge at ccrls.org 503-873-7633 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Feb 27 08:28:26 2014 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 27 Feb 2014 16:28:26 +0000 Subject: [kids-lib] storytime activity idea Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24456FE117@OSLEXCHANGE.osl.state.or.us.local> A great idea was just shared on ALA's Association for Library Services to Children listserv that I thought you might be interested in because many of you are moving away from crafts in storytimes to play and other types of activities to develop early literacy and other skills. Ready to Read recipients may use their grant to purchase Lego Duplos, Quatros, shape sorters, cardboard, crayons, wire-bead mazes, foam shapes, and other materials for storytimes activities. I have had success with my Baby Builders Club. It's about 10 min of story and song and then 45 min of unstructured free building geared towards children 6 months to 2 years, with caregivers. I average about 10 kids and 8 adults. I use LEGO Duplos and Quatros, large cardboard blocks, shape sorters, blank sheets of cardboard and crayons, wire-bead mazes, foam shapes, and a display of touch and feel board books. It has gotten positive responses from all the parents. The little ones love building, and especially destroying their creations. It gives them a social experience and allows the parents/caregivers to connect too. Steve Nichols Children's Librarian Reynolds Corners Toledo Lucas County Public Library Looking to justify blocks and other building material in storytimes or your library in general? Here are four particularly good quotes from this article: http://www.nytimes.com/2011/11/28/nyregion/with-building-blocks-educators-going-back-to-basics.html?_r=0 * Studies dating to the 1940s indicate that blocks help children absorb basic math concepts. * One published in 2001 tracked 37 preschoolers and found that those who had more sophisticated block play got better math grades and standardized test scores in high school. * And a 2007 study by Dimitri Christakis, director of the Center for Child Health, Behavior and Development at Seattle Children's Hospital, found that those with block experience scored significantly better on language acquisition tests. * But perhaps the hottest pitch of late, particularly to high-stress, high-strung New York City parents, is that blocks can build the 21st-century skills essential to success in corporate America. Enjoy, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kkhodge at ccrls.org Thu Feb 27 10:02:18 2014 From: kkhodge at ccrls.org (Kristy Kemper Hodge) Date: Thu, 27 Feb 2014 10:02:18 -0800 Subject: [kids-lib] Disregard Book Club Kit Posting Message-ID: Hi there - I just realized that the message I sent last night, meant for CCRLS, was sent out over the state-wide Kids-Lib list-serv. Oops! Please kindly disregard and have a great day. Thank you! Kristy *Kristy Kemper Hodge* Youth Services Librarian Silver Falls Library kkhodge at ccrls.org 503-873-7633 -------------- next part -------------- An HTML attachment was scrubbed... URL: From korie.buerkle at newbergoregon.gov Fri Feb 28 16:50:56 2014 From: korie.buerkle at newbergoregon.gov (Korie Jones Buerkle) Date: Sat, 1 Mar 2014 00:50:56 +0000 Subject: [kids-lib] Spring Workshop: Summer Reading, STEAM and OBE! Message-ID: <1344F043397FAE4B96280E464E6C43DD8864F2D0@mail> Hi all, I hope you will join us at the Hillsboro Public Library on Friday, March 14th for the CSD Spring Workshop. Registration is free (please bring your own lunch). More details and the registration can be found at: https://ola.memberclicks.net/index.php?option=com_mc&view=mc&mcid=form_160752 See you soon! Korie Buerkle Children's Librarian | Assistant Library Director Newberg Public Library | OLA CSD Chair Children's Desk: 503 537 0304 | Office: 503 554 7734 newberglibrary.org