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State Files – Oregon [1]
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Records of the Office of National Service (Clinton Administration)
Richard C. (Rick) Allen's Files
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FOIA Number: 2013-0661-F (2)
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Service
Series/Staff Member:
Rick Allen
Subseries:
OA/ID Number:
2151
FolderID:
Folder Title:
State Files - Oregon [1]
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S
66
2
3
1
OREGON CHILDREN'S
file k-12 OR
FOUNDATION
February 8, 1993
Eli Segal
Assistant to the President
Director
Office of National Service
The White House
Washington, D.C. 20500
Dear Mr. Segal:
Congratulations on your appointment to this important position in President
Clinton's administration. There is a great deal of interest in public service in
Oregon. We have a wide range of individuals volunteering for our book and
reading program - from middle and high school students to seniors.
Former Gov. Neil Goldschmidt spoke to you at Pamela Harriman's home
about a program our Foundation launched two years ago. SMART, Start
Making A Reader Today, is a book and reading program for children in
kindergarten through second grade.
The goal of SMART is to help create enthusiastic readers who can read at or
above grade level by the time they leave elementary school. The long-term
goal of the program is to increase the number of students graduating from
high school.
To achieve these goals, the Foundation recruits organization and business
sponsors to allow their employees to leave work during the day to tutor
students in our public schools. These sponsors also provide the funds to
purchase books and operate the program. There are 85 sponsors helping our
schools in year two.
This year we have 1,500 volunteers working with 1,500 students in 21 schools
around the state. We will give away more than 18,000 new books this year to
our SMART students. Each SMART volunteer gives one hour a week to read to
and with two children 30-minutes each. Each SMART student has two 30-
AGG\agg316.ltr
222 S.W. Columbia Suite 1850 Portland, Oregon 97201 (503) 221-2012 FAX (503) 221-2101
A fund of the Oregon Community Foundation
Eli Segal
February 8, 1993
Page 2
minute sessions a week (two trained volunteers) and receives two new books
each month to take home to keep.
We manage the program in the schools with VISTA volunteers and other in-
school coordinators. We have eight VISTA positions now and hope to get a
total of 15 for next school year. Each VISTA manages two schools by helping
the Foundation recruit, train, schedule and manage volunteers.
Our program expansion is based (to some degree) on VISTA availability. We
have recruited community volunteers to manage the program and pay them
$25/day expenses. We have also used the federal Chapter One program to
provide coordination in several schools.
The Foundation's Board of Directors recently decided to try a community-
based model in Southern Oregon next year. This model would have a local
paid area manager and an advisory board that raises funds, recruits sponsors
and makes decisions about schools.
About 60 percent of our volunteers are from businesses, the other volunteers
are people who come in through news stories, word-of-mouth and
presentations.
Teachers, principals, parents and volunteers have already seen a difference.
Chronically absent children are coming to school more often, children are
selecting books to read during free time, children are going to the library on
their own, young children are learning the days of the week and the time of
day by waiting for their volunteers to arrive. Parents are telling us their
children are coming home with more enthusiasm for reading.
There are 47 schools on a waiting list for next year. We know we have a low-
cost, high-payoff program that brings the community into public schools to
help children succeed.
As you can tell, we are excited about SMART and the possibilities for future
growth. People who have never volunteered before are volunteering now
with the permission of their companies. These volunteers are telling us they
are getting more out of the experience than the children. Managers are
telling us their employees are returning to work more productive.
AGG\agg316.ltr
Eli Segal
February 8, 1993
Page 3
I'm sending you some materials, including last year's evaluation. Neil also
wanted me to enclose one of his business cards.
If you need any more information, please let me know. Good luck with the
National Service effort. If Oregon is any indication about volunteer
enthusiasm nationwide, you have a winner!
Warm Alice enclosures Executive Galloway regards, Lace Director
AGG\agg316.ltr
NEIL
NG
GOLDSCHMIDT
OREGON CHILDREN'S
INC.
FOUNDATION
Alice Galloway
NEIL GOLDSCHMIDT
Executive Director
503 221-2012 FAX 503 221-2101
222 SW COLUMBIA SUITE 1850 PORTLAND, OR 97201-6618
222 S.W. Columbia, Suite 1850 Portland, Oregon 97201
(503)221-2012 FAX (503) 221-2101
OREGON CHILDREN'S FOUNDATION
SMART SPONSORS
January 8, 1993
Albany Democrat Herald
Powell's Books
Alcohol/Drug Enforcement
Prineville Bank
Astoria Rotary Club
R.A. (Dick) Howells Co.
Ater Wynne Hewitt Dodson Skerrit
Ranch House Deli
Bank of the Cascades - Sisters Branch
Red Lion Hotels & Inns
Bank of Astoria
Reed Bros. Realty
Bean Foundation
Reed & Hertig Packing Co.
Bend Millworks
Rim Co.
Bend Chamber of Commerce
Rose's Restaurant
Bend Foundation
Rotary Club of Albany
Bright Wood Corporation
Samuel Johnson Foundation
Brix Maritime
Seaside Chamber of Commerce
Clatsop Community College
Seaside Rotary Foundation
Columbia Forum
Sedgwick James of Oregon
Columbia River Bar Pilots Association
Shilo Inns
Eagle Crest
Sisters Chamber of Commerce
Falcon Cable
Sisters Rodeo Association
Fred Meyer
Sisters Rotary
GTE
Sisters Depot Deli
Harsch Investment Co.
Smith's Home Furnishings
HGW, Inc.
Sundigne Homes
Hoyt's Hardware
Sunriver
IJL Corporation
Tektronix
Kaiser Permanente
Teledyne Wah Chang
Kiwanis International of Sisters
The Daily Astorian
Kiwanis Club of Madras
The Oregonian
Kiwanis of Sisters
The Bend Bulletin
KOIN-TV
This Week Magazine
Lion's Club of Madras
Thomason Ford
Literacy Line
Tonkon Torp Galen Marmaduke &
M Financial Group
Booth
Marketing One
U.S. Coast Guard
McCormick and Schmicks
U.S. West
NIKE, Inc.
U.S. National Bank - Sisters Branch
Norm Thompson
U.S. Bakery
Olympia & York
University of Portland
Oregon Freeze Dry
VISTA
Oregon Community Foundation
Washington Square
Pacific Power
West One Bank
Pamplin Corp.
Wieden & Kennedy
PGE
Port of Portland
Portland Food Group
Portland Appeals Office
GOLDSCHMIDT
Alice Galloway
INC.
GET SMART
o
ver the past decade, U.S.
our goals are to be anything more than lip
business has become a major
service, every concerned citizen must get
player in the education reform
involved, including parents and business
debate, and for good reason. As
leaders. As I've said before, in the real
taxpayers and as employers, business
world there are no shortcuts to solutions.
helps foot the bill for educational
Victory comes from many people biting
failure.
off a piece of the problem over time.
The Committee for Economic
Well, here's a piece worth chewing on:
Development, a group of mostly
Poor reading performance by the third
corporate executives, found that
grade is a reliable predictor of delin-
dropouts earn about $237 billion less
quency,early childbearing, and school
during their lifetimes than their peers
dropouts. If you are looking for a way to
who graduate. As a result, the govern-
involve yourself and your business in the
ment receives about $70 billion less in
schools, then help a child to read.
taxes.
*Nearly a third of the nation's largest
You Can Help A Child Read
companies together invest $25 billion a
year teaching remedial math and
Here's how: SMART, Start Making A
reading to entry-level employees. Why?
Reader Today, is a low-cost, high-payoff
Because 20% to 30% of U.S. workers
program designed to help children become
lack the basic skills they need to do their jobs.
confident and enthusiastic readers who can read at or above their
In the nation's prisons, 60% of the inmates are illiterate,
grade level by the time they leave elementary school. It combines
and 85% of juvenile offenders have reading problems. It costs
an adult one-on-one volunteer program with books children can
an average of $20,000 to maintain each prisoner annually.
take home to share with their families.
The federal government spends $100 billion annually and
SMART will begin in January 1992 as a demonstration project
state governments an additional $200 million in assisting
in eight elementary schools in Deschutes and Multnomah
illiterate adults.
counties. Approximately 25% to 30% of the pupils in each of the
Perhaps even more ominously, a public unable to read
participating schools are either unready to read or reading
properly and ignorant of government affairs raises questions
significantly below their grade level.
about the long-term stability of U.S. society.
Each school will identify pupils from prekindergarten.
So how does Oregon measure up? Not well: Our school
kindergarten, first, and second grade. Pupils will receive one-on-
dropout rate is around 25%, 31st out of the 50 states and the
one help at least twice a week.
District of Columbia. And in a recent statewide survey of adult
The immediate goal is to provide SMART tutors from January
literacy, we found that while most
to June 1992. This demonstration program
Oregonians can read at some level. only a
will then serve as a model in the development
small percentage can interpret a poem, use
How can we build
of the ongoing program.
a bus schedule, or determine correct
Businesses will be asked to contribute to
change from a lunch bill.
the best workforce in
"the budget, but you and your employees' own
Meanwhile, our economic strategy for
time and effort as volunteer tutors are the most
the future, "Oregon Shines." commits
the world when many
important contributions you can make. All
Oregon to provide the best educated and
trained work force in the United States by
adult Oregonians
volunteers will have the equivalent of one day
of training with periodic retraining courses
the year 2000, and a work force competi-
can't read a bus
throughout the year, and should be prepared to
tive with any country in the world by the
commit at least one hour a week.
year 2010. By that, we mean men and
schedule?
That's not too much to ask for our
women who can think critically, communi-
children's and our country's future. Remem-
cate well, and operate effectively in a
ber, it makes a real difference to you and your
global economy.
business whether these children succeed. We all pay the price for
And the National Educational Goals, agreed to by the
educational failure. And we can't afford to waste any more lives.
president and the governors of each state at the 1989 Educa-
For more information on how to get SMART, call Alice
tional Summit, call for a high school graduation rate of at least
Galloway at the Oregon Children's Foundation, 221-2012.
90% by 2000.
Those are worthy goals that few would argue with. But how
Former governor Neil Goldschmidt is a business consultant in
do we get there from here?
Portland. His opinions also can be heard exclusively on KEX
Education is too important to be left to the politicians. If
1190 AM, Portland.
62 OREGON BUSINESS/NOVEMBER 1991
SMART
Start Making A Reader Today
YEAR-END
SURVEY FOR
VOLUNTEERS,
SPONSORS,
In January 1992, the Oregon Children's Foundation
PARENTS,
launched SMART, a book and reading program, in
AND
eight Oregon elementary schools.
STUDENTS
MAY 1992
This report is based on year-end surveys completed
by students, sponsors, parents, and volunteers.
Responses were analyzed by Dr. Russell Gersten
and his staff at the Eugene Research Institute.
Inside:
Program Description
page 1
Volunteer Survey Results
page 2
Sponsor Survey Results
page 7
Parent Survey Results
page 12
Student Survey Results
page 18
References
page 21
Appendices
page 22
October 5, 1992
Tables
page 28
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
1
PROGRAM DESCRIPTION
SMART, Start Making A Reader Today, is a book and reading
program designed and launched by the Oregon Children's
Foundation in January 1992.
YEAR-END
SURVEY FOR
The Foundation, founded by former Oregon Gov. Neil
Goldschmidt and the law firm of Ater Wynne Hewitt Dodson
VOLUNTEERS,
& Skerritt, started SMART in eight schools - four in Portland
SPONSORS,
and four in Central Oregon. The original eight schools were:
PARENTS,
Ball and Astor in north Portland
AND
Kelly and Whitman in southeast Portland
Sisters
STUDENTS
LaPine
MAY 1992
Evergreen in Redmond
Bear Creek in Bend
The goal of SMART is to help create enthusiastic readers who
can read at or above grade level by the time they leave
elementary school.
The objectives of SMART are:
Provide well-trained tutors to work one-on-one with
students
Establish meaningful adult-child relationships
Get new books into the homes of students
Increase partnerships between businesses, schools, and
communities
Design and test a program that can be adaped to
classrooms throughout Oregon
Encourage family participation
Conduct short and long-term program evaluations
Every week, each SMART volunteer tutors two children 30-
minutes each; students have two SMART volunteers and two
30-minute sessions a week. Each SMART student receives two
books a month to take home to keep.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
2
The SMART Volunteer Survey was completed by 313 volunteers
representing all eight schools. Their comments were grouped
by subject. See Table One for SMART Volunteer Survey data.
VOLUNTEER IDEAS
YEAR-END
Ways to improve SMART volunteer training sessions:
SURVEY FOR
VOLUNTEERS,
Furnish more information about how to deal with specific
situations and student behaviors such as short attention
SPONSORS,
span, angry or unhappy children, and children who
PARENTS,
don't want to read.
AND
Provide age-specific training by informing volunteers of
STUDENTS
what they can expect from each age and grade level in
terms of behavior and reading skills.
MAY 1992
Have current SMART volunteers share their experiences
with new volunteers.
Provide more teacher/volunteer communication includ-
ing teacher conferences and more information about
specific needs of students.
Provide alternative activities/ideas for working with
Volunteers
children to get them interested in reading/writing.
Conduct small, individualized trainings throughout the
year for those who want additional training.
Situations Not Described in Training:
The majority of volunteers who responded to this question (203)
did not have any situations that came up during the year that
were not covered by the SMART training; of the 102 volunteers
who did:
Eight volunteers responded they had questions regarding
short attention spans and hyperactivity; they talked to
their school counselors about individual episodes.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
3
Six volunteers asked about students who shared their
personal problems with them.
What To Do If You Can't Make A Session:
YEAR-END
Arranged for a substitute (66)
SURVEY FOR
Called school and left a message (63)
VOLUNTEERS,
Rescheduled session (13)
Cancelled (13)
SPONSORS,
PARENTS,
What Have You Learned from Volunteering:
AND
Volunteers said they learned:
STUDENTS
Children need one-on-one help (50)
MAY 1992
They need patience and persistence (21)
To respect teachers for the job they do (21)
How to communicate with children (18)
That each child is unique (18)
SMART works and it is needed (13)
About the education system's methods/problems (11)
That children are wonderful and precious (10)
Adult companionship is valued and needed (8)
You don't have to be an expert to help a child (6)
Volunteers
What Benefits have Volunteers Received:
Satisfaction of helping children and community (102)
Friendship with children (82)
Good feelings (31)
What Changes Have You Seen in SMART Students:
The great majority of volunteers (303) noticed changes in their
SMART students, although 33 did not. Volunteers saw the
following improvements in their students:
Better readers (88)
More enthusiastic about books (67)
More open, trusting, and communicative (65)
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
4
More self confidence (39)
Longer attention span (14)
More determined to try harder (7)
Better comprehension (4)
YEAR-END
What Are The Program Strengths:
SURVEY FOR
One-on-one relationship (136)
VOLUNTEERS,
Books going home with the students (25)
Fills a need with at-risk children (11)
SPONSORS,
Community and business involvement in schools (9)
PARENTS,
Good leadership, coordination, and organization (8)
Support from the school staff (8)
AND
Flexibility of the program (6)
STUDENTS
What Are The Program Weaknesses:
MAY 1992
Need more quiet areas for reading (37)
More communication with teachers (28)
Better book selection (20)
More
Volunteers
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
5
COMPARISON OF VOLUNTEER SURVEY RESPONSES:
March 1992 - May 1992
Survey Administration and Design:
YEAR-END
In March, 1992 a survey was administered to a sample of 354
volunteers. They had been participating in the program for
SURVEY FOR
approximately three months. In May, a revised survey was
VOLUNTEERS,
administered to 313 volunteers. The revised survey included
several new open-ended items; therefore the number of
SPONSORS,
forced choice responses was curtailed. However, five forced
PARENTS,
choice items were repeated on both forms of the question-
naire.
AND
STUDENTS
Although the samples were not identical, it still appeared
reasonable to compare the mean performance on these five
MAY 1992
items to detect any significant shifts.
Feelings About Participation:
One item asked the respondents to assess their overall feel-
ings about participation in the SMART program. Mean scores
were virtually identical from March (mean of 3.6) to May
(mean 3.5). The mean score was midway between 3 "worth-
while" and 4 "excellent and valuable."
Volunteers
There was somewhat of a drop in the percentage of partici-
pants who found the experience "excellent and valuable;"
dropping from 64 percent in March to 56 percent in May. It is
important to note that over 98 percent of the volunteers
found the program worthwhile or excellent and valuable.
Volunteer Training:
There was an interesting increase in the mean rating of the
adequacy of training, from 3.04 to 3.22, where 3 is "good job
preparing" and 4 is "excellent job preparing." In March, only
25 percent felt the training was excellent, whereas in the May
sample, 37 percent perceived the training as excellent.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
6
The percentage of volunteers who encountered situations not
covered in the training increased from 22 to 33 percent.
Clearly, over time, a wider range of situations is likely to occur.
Several volunteers noted that some type of additional training
several months into the project might be useful.
YEAR-END
Thoughts About SMART Books:
SURVEY FOR
VOLUNTEERS,
There was a small drop in the volunteers' feelings about the
extent to which the SMART books were appropriate for the
SPONSORS,
students tutored.
PARENTS,
The mean score in March was 3.2 and in May 3.1 on the 1 to 4
AND
scale. In March, 29 percent found the books excellent,
STUDENTS
whereas in May only 25 percent found the books excellent. In
May, five percent more felt the books were "fairly appropriate"
MAY 1992
rather than generally appropriate.
In open-ended responses several volunteers indicated that a
system to help them and the students find more age-
appropriate books might be useful.
Absenses:
Finally, by May, 74 percent of the volunteers indicated that
they had missed a scheduled session, whereas only 34 percent
Volunteers
had missed a session by March. This is an expected phenom-
enon.
More
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
7
BUSINESS LEADERS' COMMENTARY ON SMART
The decision to devote a portion of a business' or agency's
resources to SMART is made by its director or chief executive.
To better understand the relationship between the SMART
YEAR-END
program and its volunteer resource, six leaders of businesses
SURVEY FOR
currently participating in SMART were interviewed.
VOLUNTEERS,
Some of the sponsors' comments are listed in this report. A
SPONSORS,
more extensive business/organization survey report will be
conducted in year two of SMART (1992-1993).
PARENTS,
Procedures:
AND
STUDENTS
Interviews were conducted with representatives of businesses
MAY 1992
who work with seven schools in different regions of Oregon:
Sunriver Properties (LaPine)
Eagle Crest (Evergreen in Redmond)
Bend Bulletin (Bear Creek in Bend)
Portland Food Group (Kelly in SE Portland)
Smith's Home Furnishings (Whitman in SE Portland
Government Agency (Ball and Astor in north Portland)
The government agency asked not to be identified.
Sponsors
Factors Leading to Participation:
All but one of the business firms were introduced and invited
to join the SMART program through personal contact with
other business leaders who were involved in the program.
Several mentioned that direct personal contact with
Neil Goldschmidt had been an important part of their deci-
sion to participate. Attending an informational meeting was
a common step in the recruitment process, often at the per-
sonal invitation of a business associate.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
8
Most of those interviewed listed their desire to make effective,
tangible contributions to the community and society as the
most compelling reason for their decision to participate. As
one director put it: "Society is losing its children, and existing
programs are known not to have the dramatic impact that is
needed at this point."
YEAR-END
SURVEY FOR
The business leaders view SMART as a program that offers a
clear response to a demonstrated need. They also feel it is
VOLUNTEERS,
designed so that individuals can make a difference, and that
SPONSORS,
they are making a difference.
PARENTS,
They find SMART particularly appealing because it provides an
AND
opportunity for direct, individualized contact between their
employees (the tutors) and students, with no interference from
STUDENTS
a bureaucratic layer.
MAY 1992
Outreach to Other Businesses:
Nearly all of the business leaders interviewed mentioned their
efforts to recruit other businesses to participate in SMART. In
several cases, executives had been responsible for significantly
expanding the volunteer pool in their communities, and had
plans for continued recruitment. All had used direct, personal
appeals among their business associates.
Sponsors
Degree of Employee Involvement:
The degree of participation varies widely among the execu-
tives and their businesses. Two executives regularly serve as
tutors. Others reported sharing a student or substituting for an
employee. Some executives were not being involved in the
program in that way. They said they had difficulty finding time
in their demanding schedules to be consistently available for
tutoring.
In addition to providing employees as tutors, at least one busi-
ness made a substantial financial contribution as well. All those
interviewed said they plan to continue their organization's
participation in SMART.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
9
Program Promotion:
There is a wide range in the degree to which the program is
promoted within companies. All of the Portland Food Group
employees are expected to tutor as part of their employ-
YEAR-END
ment; its director considers tutoring part of what it means to
work there and fully compensates employee participation.
SURVEY FOR
In contrast, at Smith's Home Furnishings, SMART has not been
VOLUNTEERS,
promoted internally by its director. Employees were informally
SPONSORS,
apprised of the program by the company's human resources
department. Employee response, however, has been very
PARENTS,
strong, with approximately 50 of its employees tutoring last
AND
year and more asking to be involved during the coming year.
STUDENTS
More than half of the employees in the government agency
MAY 1992
office participate. Thus it appears that informal means can
be equally effective.
Some executives report that certain employees are unable to
take part because they are unable to leave their job during
school hours. One such employee tutors on her day off, and
is compensated by her employer.
No data has been compiled to systematically report what
portion of employees in participating businesses have joined
Sponsors
the SMART program, nor the extent of participation for differ-
ent employment categories. One employer reported, how-
ever, that all of its participating employees were women.
Community Recruitment:
Some businesses also recruit volunteers from their communi-
ties. Sunriver Properties, for example, actively promotes the
program among Sunriver residents. The success of their efforts
is dramatized by the report that some volunteers are forego-
ing their annual winter vacations in Palm Springs so that they
may continue to tutor their students.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
10
Perceived Benefits to Employees:
The government agency director credits employee participa-
tion in SMART with substantially improving office morale.
Several other executives reported increased productivity to be
YEAR-END
a benefit of participation for their businesses. There is evidence
SURVEY FOR
that tutors and students have bonded so that their relationships
are personal as well as academic.
VOLUNTEERS,
SPONSORS,
Tutors report to their employers that they feel appreciated for
their efforts and enjoy feeling that they are contributing to the
PARENTS,
community. Some employees display pictures of the students
AND
they tutor at their desks, and the tutoring experience is a com-
mon topic of discussion in the office.
STUDENTS
MAY 1992
Disruption of business activity was not a problem for any of
those interviewed. Most reported no disruption had arisen.
Carpooling arrangements with free parking for tutors overcame
a potential difficulty for employees in one downtown Portland
office.
Overall, it appears that "administrative" employees have more
flexibility in arranging their work schedule to participate during
school hours than "support" workers.
Sponsors
Perceived Benefits to Children Served by the Project:
Although business leaders reported they already saw specific
benefits for their companies from participating in SMART, they
are less certain of the long-term benefits for students because
the program is new and untested. Their overall assessment is
one of cautious optimism. They by no means hold a simplistic
view that SMART is the answer to educational concerns.
They report that tutors become aware of challenges in
students' lives that create obstacles to learning. Not every
student-tutor relationship "clicks." Although tutors see many
students improve their skills and become more interested in
reading, not every student is seen to make dramatic progress.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
11
Executives are worried about raising expectations with a
program that is in its earliest stages of development.
Some of the executives interviewed expressed a sophisti-
cated understanding of both the potential benefits and
YEAR-END
dangers of their participation.
SURVEY FOR
One executive summarized his concerns this way. "We are
VOLUNTEERS,
tampering with the loyalties of somewhat vulnerable children
and therefore must be extremely careful with getting 'more
SPONSORS,
involved'."
PARENTS,
Conclusion:
AND
STUDENTS
Executives declared a willingness to seek further financial and
personnel support for SMART among other businesses and felt
MAY 1992
those efforts would be successful. Nearly everyone expressed
a sense of responsibility for educating today's students,
tomorrow's employees.
According to one business leader, "We have to claim respon-
sibility for our schools and not leave this to educators and
administrators.. We must get serious about our underfunding
of research and development in this country, especially the
development of a skilled workforce."
Sponsors
Business leaders interviewed for this report are poised to act
upon their sense of responsibility, and the existence and
future of programs like SMART may well depend on business
involvement.
Perhaps the next critical step for business leaders will be to use
their credibility and practical enthusiasm to build support for
educational programs like SMART among the voting, taxpay-
ing public and to increase support for education in general
throughout the state.
More
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
12
PARENT EVALUATION - PILOT STUDY
Introduction:
An essential component of the SMART Program evaluation was
YEAR-END
an assessment by parents of participating children. For the
1991-92 school year, a pilot study was conducted involving a
SURVEY FOR
sample of 42 parents at four school sites.
VOLUNTEERS,
Informal, open-ended surveys were administered to parents of
SPONSORS,
the children selected for the evaluation in each school. Results
PARENTS,
from Kelly and Whitman in southeast Portland, LaPine and
Evergreen in Redmond were available for analysis in this report,
AND
and are summarized below.
STUDENTS
Methodology
MAY 1992
Two different surveys and techniques were used to solicit
parents' opinions of the program:
Parents of students at Kelly School received a one-page
questionnaire to fill out and return to the school office.
Twenty-three forms were returned, assessing the experi-
ence of 24 students (one parent had two children in the
program).
Parents
Parents of students at La Pine, Whitman and Evergreen
Schools were surveyed by telephone, with 19 interviews
completed.
The Kelly questionnaire consisted of five open-ended questions,
while the interview protocol administered at the other three
schools included five open-ended and six objective questions.
Findings
Parent assessment of the SMART Program was overwhelmingly
positive. Parents were nearly unanimous in reporting that their
children had become better readers, more enthusiastic about
books and reading, and more self-confident students through
participating in the program.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
13
Overall, parents applied glowing terms to the SMART
Program, using phrases like "wonderful program", "the best
thing we ever did", "love the program."
Parents made almost no critical comments about SMART,
YEAR-END
although several parents indicated only limited familiarity with
its goals and activities.
SURVEY FOR
Enthusiastic Readers:
VOLUNTEERS,
SPONSORS,
Parents of children at La Pine, Whitman and Evergreen
PARENTS,
Schools were asked "On a scale of 1 to 5, how would you
describe your child's feelings about the SMART Program? (A 1
AND
is not at all interested; a 5 is very enthusiastic.)" All parents
STUDENTS
rated their children's feelings as "very enthusiastic" (mean=5),
with 18 or 19 selection a score of five, while the remaining
MAY 1992
parent answered "10" on a scale of one to five.
In response to the question "How does your child feel about
reading with his or her SMART volunteer?", each of the Kelly
School parents wrote positive comments.
Parents at La Pine, Whitman and Evergreen Schools were also
asked a series of questions about the degree to which their
children brought the program home. All parents said their
children talk with them about the program, and bring books
Parents
home.
All but one parent reported that their children read their
SMART books at home, either alone or with other family mem-
bers, or both. All parents from Kelly School said their students
brought books home, and many were able to name their
children's favorite book(s).
The books often became part of a family activity: "She loves
bringing the books home and retelling the stories to the fam-
ily"; "D. is very proud to bring home 'his own' books to read
with mom and dad"; "The book he brings home is the book
we read at night."
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
14
The mean response was 4.7 when parents at La Pine, Whitman
and Evergreen Schools were asked, "On a scale of 1 to 5, how
would you describe your child's response to these books? (A 1
is not at all enthusiastic; a 5 is very enthusiastic.)" All but four of
the 19 parents surveyed indicated their children were very
enthusiastic about the books they brought home.
YEAR-END
SURVEY FOR
In the telephone survey, parents were asked whether and how
their children had benefitted from the program. Every parent
VOLUNTEERS,
identified at least one benefit, and many listed several. Most
SPONSORS,
parents said their children had become more interested in
reading, and in fact now read much more often. One parent
PARENTS,
explained: "Before SMART, my child hated reading. She would
AND
not read. SMART changed it. She read SMART books to her
younger brother and parents at home. She loved the books."
STUDENTS
MAY 1992
The Kelly parents were asked if they had seen their children
become more interested in books as a result of the program.
Twenty of 23 said "yes", with many adding enthusiastic com-
ments. Two parents reported that their children now ask for
books instead of toys in stores.
Fifteen of 19 parents at La Pine, Whitman and Evergreen
Schools felt their children had become more interested in read-
ing, two felt their children's interest level had stayed about the
Parents
same, two didn't know. No parents felt their children had
become less interested in reading after participating in SMART.
Better, More Confident Readers:
Many parents noted that their children's reading skills and
abilities had improved. One parent wrote, "Now that he can
read better, he enjoys reading to me. We take turns."
Several parents were able to specify improvements in particu-
lar areas, including improved vocabulary, word recognition,
fluency, and willingness and ability to sound out new words.
Parents also frequently mentioned that as their children had
become more skilled, they had become much more confident
about reading: "L. is not afraid to tackle longer words as a
result of SMART"; "He feels good (about reading) and open to
make mistakes."
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
15
Other Perceived Benefits:
Several parents saw favorable results that extended beyond
their children's reading skills, reporting that the SMART Pro-
gram had increased their children's general self-confidence
YEAR-END
and self-esteem - "her self-esteem boosted immensely, confi-
dence level shot through the roof."
SURVEY FOR
Criticisms and Suggestions for Improvement:
VOLUNTEERS,
SPONSORS,
Parents made very few critical comments about the SMART
Program, even when they were specifically asked to name
PARENTS,
problems or suggest how it could be improved. One parent
AND
reported that her son sometimes did not want to be pulled
out of his classroom to meet with the SMART volunteer be-
STUDENTS
cause it meant he missed what was happening in class.
MAY 1992
A few other parents commented that they wished the pro-
gram was more frequent or more consistent. Finally several of
the parents of the second graders voiced concern that their
children would no longer be eligible for the program next
year, because there was no third grade program.
Parent Involvement:
Parents
Parent participation in the evaluation was only one compo-
nent of parent involvement in the SMART Program. Students
regularly took SMART books home to read alone and with
family members, parents were invited to meet their child's
volunteer, and to participate in meetings of a SMART advisory
group.
Because parent involvement is an exceptional part of the
program, its performance is addressed separately here.
A consistent theme in the education reform movement in the
past two decades has been to recognize the importance of
parent participation in successful education programs. Much
of the blame for student and school failure has been laid on
"social disintegration" that includes a breakdown of family
structure and decreased parental authority in their children's
lives (Ravitch, 1985).
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
16
Many subsequent studies have supported the conclusion of a
1976 report that educational gains for "disadvantaged chil-
dren" are "likely to be largest and to be sustained when there is
support in the total ecology of the child" (Shipman, 1976).
YEAR-END
According to "effective school" researchers, supporting a
child's total ecology requires a collaboration between home
SURVEY FOR
and school, with parents involved in their children's education
VOLUNTEERS,
(Comer, 1984).
SPONSORS,
To date, parent involvement in education has been formalized
PARENTS,
on a national scale only for parents of students with disabilities.
Federal law mandates parental involvement in the education
AND
of these students by making parents and school personnel
STUDENTS
"equal participants, to jointly decide what the child's needs
are, what services will be provided to meet those needs, and
MAY 1992
what the anticipated outcomes may be" (34 CFR 300, Appen-
dix C, 1981).
Despite widespread research that supports home-school col-
laboration, parent involvement in education varies greatly
among districts, schools, programs, and classrooms. Although
model programs have successfully achieved parent involve-
ment on several levels, there is yet no consistent opportunity for
participation by all parents in school life.
Parents
Parent involvement can take many forms, ranging from sup-
porting school learning at home, attendance at school events,
volunteering in classrooms and other areas of the school, to
participating in school governance and advocacy, which
includes involving parents in monitoring school performance
(Brandt, 1989).
To a large degree, the SMART Program is unusual in Oregon
public education in specifically utilizing several strategies for
parent involvement. The continued rarity of such involvement
is reflected in the SMART parent evaluations, through expressed
lack of awareness of the program's goals, techniques, and
opportunities for parent involvement.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
17
Even though parents were overwhelmingly and enthusiasti-
cally positive about the program, several indicated less than
complete awareness of its purpose and activities: "If your
goal is to get the kids interested in books SO they'll learn to
read, then with J. you've reached your goal." "The program
YEAR-END
seems to be good. / don't know much about it.
SURVEY FOR
Parents at Kelly School were asked "Would you like to be
VOLUNTEERS,
more involved in SMART next year? In what ways?" Nineteen
of 23 parents responded to the question; seven answered
SPONSORS,
"yes", seven answered "no", and five weren't sure. Many
PARENTS,
parents referred to other obligations, especially work sched-
ules, in their response. Only one parent mentioned attending
AND
Advisory Committee meetings, and several said they didn't
STUDENTS
know how to become involved.
MAY 1992
One parent summed up the challenges both schools and
parents face in truly achieving parent involvement: "It is a
great program. / didn't know exactly what it was at first. /
don't know how / would become more involved. We may
not be in this district next year."
Achieving parent involvement on several levels in programs
like SMART requires lasting and creative effort. To optimize
parental involvement, parents need to feel an integral part of
Parents
the program. They need frequent, understandable communi-
cation about the goals, objectives and techniques of the
SMART Program. Parents must be offered varied, flexible and
meaningful opportunities for participating.
More
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
18
STUDENTS' ATTITUDES TOWARDS READING - PILOT STUDY
Introduction:
Since a major goal of the SMART program is to enhance stu-
YEAR-END
dents' attitudes towards reading, an attitudinal measure was
administered to a small group of students in May, 1992. Forty-
SURVEY FOR
nine students (kindergarten through second grade) at three
VOLUNTEERS,
school sites (Whitman, LaPine and Evergreen), participated.
SPONSORS,
The assessment instrument was administered by the school site
PARENTS,
coordinators at the three schools. A major purpose of the pilot
study was to examine the feasibility of using this type of assess-
AND
ment on a broader scale during the 1992-1993 school year.
STUDENTS
Procedures:
MAY 1992
The Elementary Reading Attitude Survey, developed by
McKenna and Kear (1990), uses a four-point pictorial scale. The
points are linked to pictures of Garfield, the popular cartoon
character. For each of the 20 items in the survey, students
select one of four Garfields - Happiest, Slightly Smiling, Mildly
Upset, Very Upset to represent their response. A copy of this
survey can be found in Appendix Two.
In scoring, each item is assigned 1,2,3, or 4 points, a "4" indicat-
Students
ing the happiest (leftmost) Garfield. Sample questions measur-
ing attitude towards recreational reading include: How do you
feel when you read a book on a rainy Saturday? How do you
feel about getting a book for a present? Two questions related
to academic reading are: How do you feel when the teacher
asks you questions about what you read? How do you feel
about reading your school books?
This survey is increasingly used in primary education. Reliability
coefficients ranging from .74 - .89 were based on a national
sample of over 18,000 children in grades 1-6.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
19
Scores are obtainable for: Recreational Reading, Academic
Reading, and a composite score.
Students were administered the Elementary Reading Attitude
Survey to provide a profile of their attitudes towards Recre-
YEAR-END
ational (free reading) and Academic reading activities.
SURVEY FOR
Both sub-scale (Recreational and Academic) as well as total
scores are reported in Table 2. Scores for the first and second
VOLUNTEERS,
graders are converted to national percentiles.
SPONSORS,
Results:
PARENTS,
AND
Scores of the first and second graders surpassed national
STUDENTS
averages. (Refer to Table 2 for a complete recording of the
scoring results.) This is higher than one would anticipate for
MAY 1992
students who teachers feel need special assistance in read-
ing.
The 19 first graders generally had more positive attitudes
towards recreational reading. The seven first graders at
LaPine, however, were slightly more favorable towards aca-
demic reading.
The total composite scores of the 17 second graders were the
highest. These students appear to have more balanced
Students
attitudes towards recreational and academic reading.
Kindergarten scores could not be compared to norm scores.
However, two of the three school sites tended to favor recre-
ational over academic reading.
The Elementary Reading Attitude Survey will be administered
again at the end of the 1992-1993 school year to monitor
attitudinal changes of the group O tutoring participants in all
20 schools.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
20
YEAR-END
SURVEY FOR
VOLUNTEERS,
SPONSORS,
PARENTS,
AND
ATTACHMENTS:
STUDENTS
MAY 1992
References
Page 21
Appendix One
Page 22
Appendix Two
Page 23
Table One
Page 28
Table Two
Page 29
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
21
YEAR-END
SURVEY FOR
VOLUNTEERS,
REFERENCES
SPONSORS,
PARENTS,
AND
Ron Brandt, "On Parents and Schools: A Conversation with
Joyce Epstein," Educational Leadership 47, October
STUDENTS
1989: 24-27.
MAY 1992
J.P. Comer, "Home-School Relationships As They Affect the
Academic Success of Children," Education and Urban
Society, 16(3) May, 1984: 323-37.
Reed Martin, J.D., Resource Guide to Accompany Videotape
Lecture Series: Overview of Public Law 94-142, 1989.
Diane Ravitch, The Schools We Deserve: Reflections of the
Education Crisis of Our Times. New York: Basic Books,
1985.
V.C. Shipman, Disadvantaged Children and Their First School
Experiences. Princeton, N.J.: Educational Testing Ser-
vice, 1976.
34 Code of Federal Regulations 300, Appendix C, 1981.
McKenna, M.C. & Kear, D.D., "Measuring Attitudes Toward
Reading, A New Tool for Teachers," The Reading
Teacher, May 1990: 626-639.
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
22
Appendix One
SMART Parent Interview Format
1.
Does your child talk about the SMART Program?
YEAR-END
Yes No
SURVEY FOR
2.
Does your child talk about his/her volunteer?
VOLUNTEERS,
Yes No
SPONSORS,
3.
Does your child bring books home?
PARENTS,
Yes No
AND
4.
Does your child read the books at home?
STUDENTS
Yes No
MAY 1992
If yes:
Alone? With you? With another person?
5.
On a scale of 1 to 5, how would you describe your
child's feelings about the SMART Program?
6.
Would you describe your child's feelings about
reading as:
Becoming more interested?
Staying about the same?
Becoming less interested?
7.
Have you seen any benefits for your child? What?
8.
Have you seen any problems for your child? What
9.
Would you like your child to continue in the pro-
gram next year?
10.
Is there anything else you want to tell us?
Oregon Children's Foundation
222 S.W. Columbia Suite 1850 Portland Oregon 97201 (503)221-2012
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Appendix Two
ELEMENTARY READING ATTITUDE SURVEY
School
Grade
Name
1. How do you feel when you read a book on a rainy
I I I I
Saturday?
2. How do you feel when you read a book in school
during free time?
3. How do you feel about reading for fun at home?
4. How do you feel about getting a book for a
present?
630 The Reading Teacher May 1990
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ERI
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24
The GARFIELD character is incorporated in this - with the permission of United Feature Symeticare. Inc. 200 Park
Ave.. New York NY 10166: the character may - reproduced any IR connection was repreduction of the - in the
for deservem - - - December 31, 1996. and any other reproductions or - without the supress prov
within consert UFS are prohibited Nate what this date is - - estension. To determine # an extensing - in
- compet Michael C. McKenne. Georgia Southam Liniversity. or , Koar - - - internally
2
5. How do you feel about spending free time reading?
I 8 I !
6. How do you feel about starting a new book?
7. How do you feel about reading during summer
vacation?
8. How do you feel about reading instead of playing?
Measuring attitude toward reading
631
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25
3
9. How do you feel about going to a bookstore?
I I .
10. How do you feel about reading different kinds of
books?
11. How do you feel when the teacher asks you questions
about what you read?
12. How do you feel about doing reading workbook
pages and worksheets?
632 The Reading Teacher May 1990
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ERI
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26
4
13. How do you feel about reading in school?
I I I 0 I
14. How do you feel about reading your school books?
15. How do you feel about learning from a book?
16. How do you feel when it's time for reading class?
Measuring attitude toward reading 633
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27
5
17. How do you feel about the stories you read in
I Forter I $
reading class?
18. How do you feel when you read out loud in class?
19. How do you feel about using a dictionary?
20. How do you feel about taking a reading lest?
are
The Reading Teacher May 1990
Table One
28
SMART VOLUNTEER SURVEY
End of Year One - 8/92
Total
Responses
%
Astor
Ball
Kelly
Whitman
Bear Cr.
LaPine
Evergreen
Sisters
1. How do you feel about your SMART participation?
Poor use of time
0
0%
0%
0%
0%
0%
0%
0%
0%
0%
Some value
6
2%
0%
0%
9%
4%
2%
0%
0%
0%
Worthwhile
131
42%
49%
37%
37%
45%
29%
52%
45%
36%
Excellent & worthwhile
176
56%
51%
63%
54%
52%
69%
48%
55%
64%
Total
313
100%
2. Did your SMART training adequately prepare you for tutoring?
Poorly prepared
2
1%
3%
0%
0%
2%
0%
0%
0%
0%
Did a fair job preparing
40
13%
20%
19%
23%
15%
9%
13%
4%
0%
Good Job preparing
151
50%
51%
52%
51%
53%
34%
58%
50%
48%
cellent job of preparation
111
37%
26%
30%
26%
31%
57%
29%
46%
52%
Total
304
100%
4. Have you found the SMART books to be appropriate for the program?
Books not appropriate
3
1%
0%
0%
0%
4%
2%
0%
0%
0%
12%
Fairly appropriate
55
18%
29%
11%
29%
28%
13%
13%
3%
Generally appropriate
160
52%
57%
44%
57%
35%
47%
60%
48%
76%
Excellent & appropriate
91
29%
14%
44%
14%
33%
38%
26%
48%
12%
Total
309
100%
5. Have any situations come up that were not covered in training?
Yes
101
33%
47%
29%
26%
44%
20%
40%
25%
28%
No
202
67%
53%
71%
74%
56%
80%
60%
75%
72%
Total
303
100%
6. Have you had an occasion when you could not come to school as scheduled?
Yes
227
74%
71%
76%
59%
73%
73%
85%
79%
72%
No
80
26%
29%
24%
41%
27%
27%
15%
21%
28%
Total
307
100%
10. Do ypu plan on volunteering next year?
Yes
225
78%
77%
74%
80%
73%
79%
85%
79%
92%
No
28
10%
3%
7%
6%
20%
4%
11%
12%
8%
Unsure
34
12%
20%
19%
14%
7%
17%
4%
9%
0%
Total
287
100%
29
Table Two
ATTITUDES TOWARD READING
Recreational (Part 1)
Academic (Part 2)
TOTAL
KINDERGARTEN
N
Mean
SD
Percentile
Mean
SD
Percentile
Mean
SD
Percentile
Whitman
7
33.6
4.1
--
37.6
2.4
--
70.7
6.0
--
La Pine
4
35.3
3.8
--
23.0
4.0
---
58.3
6.0
--
Evergreen
2
30.5
3.5
--
22.5
8.5
--
53.0
12.0
--
GRADE 1
N
Mean
SD
Percentile
Mean
SD
Percentile
Mean
SD
Percentile
Whitman
7
33.3
4.6
65.0
30.4
5.1
49.0
63.7
10.0
59.0
La Pine
7
31.7
5.1
58.0
32.7
4.6
63.0
64.4
9.6
59.0
Evergreen
5
32.6
5.2
65.0
30.4
3.6
47.0
63.0
8.4
55.0
GRADE 2
N
Mean
SD
Percentile
Mean
SD
Percentile
Mean
SD
Percentile
La Pine
8
35.0
4.5
79.0
33.9
7.1
78.0
68.9
11.6
79.0
Evergreen
9
35.4
3.3
79.0
33.1
4.6
73.0
68.6
6.0
79.0
SD = Standard Deviation
N = Number of students responding to survey
TM
SMART
TM
OREGON CHILDREN'S FOUNDATION
SMART.
IS
T
he Oregon Children's Foundation is a non-
Start Making A Reader Today
A
book and reading program designed to help
profit organization started by former Gov.
create enthusiastic readers who can read at or
Neil Goldschmidt and the law firm of Ater Wynne
above their grade level by the time they leave
Hewitt Dodson & Skerritt. The Foundation is
elementary school.
dedicated to finding comprehensive solutions for
the long-term needs of Oregon's children.
A partnership among local businesses, organizations,
parents and schools to provide help for students in
The Oregon Children's Foundation supports
kindergarten through second grade.
programs that prevent serious future problems,
reduce public cost, and allow children to grow
A program that provides free age-appropriate books
into healthy, productive adults.
for students to take home to share with their families.
Early literacy is the Foundation's primary focus.
TM
WHY
SMART.
TM
SMART
P
oor reading performance, as early as
TM
SMART.
the third grade, is a reliable predictor
WILL
Start Making A Reader Today
of delinquency, early childbearing, and school
dropout. In Oregon, approximately 25 to 30
Create enthusiastic readers who understand
percent of elementary school students are unready
OREGON CHILDREN'S FOUNDATION
what they read
TM
222 S.W. Columbia
Suite 1850
SMART.
is a very basic,
to read or are reading significantly below their
grade levels.
Improve performance on student reading
Portland, Oregon 97201
straight forward program. The
assessments
503 221 2012
key ingredient is volunteerism -
According to Kids Count Data Book, Oregon's
Provide well-trained adult tutors to work
one person stepping forward to
school dropout rate is 27 percent. Oregon is ranked
one-on-one with students
LITERACY LINE
31st out of the 50 states and the District of
1 - 800 322 8715
help one child succeed. Making a
Columbia.
Give each SMART child two 30-minute
personal commitment to children
volunteer sessions weekly
Photos by Jenny Duchene
is the most important contribution
School dropouts are more likely to:
Establish meaningful adult/child relationships
Produced & Designed by Metropolitan Events
you can make to the future of
Commit crimes
Printing Donated by Smith's Home Furnishings
Be dependent on welfare
Increase partnerships between businesses,
Books Made Possible by Powell's Books
Oregon."
schools and communities
Become teen parents
SMART is a registered trademark of the Oregon Children's Foundation
- Neil Goldschmidt
Live in poverty
Encourage family involvement
TM
TM
SMART
"
SMART.
is an elementary school book and
"I
t is always more rewarding to see
that not just funds are raised for a
reading program that combines adult one-on-one
program, but that also volunteers are
in-school volunteers with free age-appropriate books
PARTNERS
participating in making the program a
children can take home to share with their families.
success
One can never question the
importance of investing in the next
By targeting children in kindergarten through second
"
B
randon didn't like going to
generation; the children of today."
grade, SMART brings vital resources to bear at a
school in the beginning and
- Arnie Vered, Vice President of Olympia &
critical period in reading development.
now he loves it. You have got his
York, sponsor of Ball and Astor Schools
This approach is based on three sound principles:
attention and that is really important
to me."
BUSINESSES CAN:
1. Building meaningful relationships between
- Kelly School Parent
children and adults
Adopt a school
Provide opportunities for employees to
2. Encouraging family participation
PARENTS CAN:
volunteer one hour a week during the
Participate in the design and success
school year
3. Providing books for children to read at home
of SMART
Provide the necessary funds to purchase
Read with their children
books and support SMART in the school
Attend Family Reading Nights and
Encourage other businesses to get involved
"
"I
have been in education for 27
other school functions
years, and I can honestly say that I
Contribute ideas and communicate
have never been affiliated with an
GET INVOLVED
concerns
"
T
he single most important
enterprise that has given me more hope
activity for building the
than SMART has."
Call the Literacy Line for a SMART Volunteer
knowledge required for eventual
- Mary Beth Van Cleave, principal Kelly School
Application and training dates:
success in reading is reading aloud
1 - 800 - 322 8715
to children."
SCHOOLS CAN:
- Becoming a Nation of Readers
Volunteer to be part of the SMART
Contribute to the SMART Program by sending
Program
a check to the Oregon Children's Foundation,
VOLUNTEERS CAN:
222 S.W. Columbia, Suite 1850,
Identify SMART students
Make a commitment to children
Provide an in-school liaison
Portland, Oregon 97201
Volunteer to tutor at least one hour a week
Help distribute SMART books
at a SMART school
Assist in program evaluation
Encourage your employer to get your company involved
Participate in the SMART training sessions
LISTEN TO YOUR CHILDREN, AND
Look for family strengths and encourage
READ TO AND WITH THEM.
parental involvement
.
SMART SMART
KULF
TSMART
?
M
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
(18pp.)
SMART- - Start making A Reader Today
TM
SMART
Start Making A Reader Today
VOLUNTEER HANDBOOK
"SMART.™ is a very basic, straight forward
program. The key ingredient is volunteerism -
one person stepping forward to help one child
succeed. Making a personal commitment to
children is the most important contribution you can
make to the future of Oregon."
- Neil Goldschmidt
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
ThisWeek
M
A
G
A
Z
I
N
E
SERVING 507,675 homes by guaranteed direct mail Postal Customer
November 11, 1992 Portland, Oregon Copyright 1992, RFD Publications, Inc.
SM A RT
Neil Goldschmidt's volunteers
are teaching kids to read
By Randall S. Barton
VSAN The
Erma Bombeck:
How to stretch
Grung
a meager meal
Smart Money:
SCHOOL
Debit cards vs.
credit cards
THER
Gracious Loser:
Greg Kozawa photo
Orange theme colors
potluck dinner party
All advertising effective Wednesday unless otherwise noted
C
This Week magazine is printed using recycled newsprint
SMART
Start Making A Reader Today
SMART volunteers help children become confident and enthusiastic readers who can read at or above grade
level by the time they leave elementary school. SMART volunteers give one hour a week to help two
children 30 minutes each. SMART students receive two new books each month to take home to keep.
Name
Date
Address
City
Zip
Home Phone
Office Phone
Business
Why do you want to help young children learn to read?
How did you hear about SMART?
Tuck
Please check preferred school (s):
Redmond
Astor
Ball
Seaside Heights
Lynch
N. Portland
N. Portland
Seaside
Redmond
Kenton
Faubion
Astor
Evergreen
N.E. Portland
N.E. Portland
Astoria
Redmond
Kelly
Whitman
Bear Creek
Madras
S.E. Portland
S.E. Portland
Bend
Madras
Beaver Acres
Kinnaman
LaPine
Sisters
Beaverton
Beaverton
LaPine
Sisters
Cornelius
David Hill
Sunrise
Waverly
Forest Grove
Hillsboro
Albany
Albany
Preferred time of day:
Please turn this page over
Preferred day of the
and complete important
Early morning (8:30-10:30)
week: (circle)
information.
Mid-morning (10:30-12:00)
M T W Th F
Send this application to
Afternoon (12:00-3:00)
the Oregon Children's
Foundation.
Oregon Children's Foundation
222 S.W. Columbia. Suite 1850 Portland. Oregon 97201 (503) 221-2012
VOLUNTEER RECORD CHECK
The Oregon Children's Foundation and the public schools participating in the SMART program
want SMART to be a positive experience for volunteers and children. Our first priority is the well-
being and safety of our SMART students, and our SMART volunteers.
Please complete the following questions and sign the Criminal Check Authorization box. Applica-
tions will not be processed unless this portion of the form is completed. Thank you for your help.
Name
Date of Birth
Social Security No.
Sex:
M
F
Have you ever been convicted of a sex-related crime?
Yes
No
If yes, did the crime involve force or minors?
Yes
No
Have you ever been convicted of a crime involving
violence or threat of violence?
Yes
No
Are you currently charged with or under indictment for
any of the above?
Yes
No
ADVISORY: A check of the volunteer's criminal history may be made by the Oregon Children's
Foundation and the Oregon Department of Education to verify the responses to the questions on this
form. All volunteers need to sign the criminal check authorization below before they can volunteer.
Your cooperation is greatly appreciated.
CRIMINAL CHECK AUTHORIZATION
I hereby grant the Oregon Children's Foundation and the Oregon Department of
Education permission to check civil or criminal records to verify any statement made
on this form.
Date
Applicant
Thank you for volunteering to help Oregon's children
SMART
Start Making A Reader Today
PHOTOCOPY
PRESERVATION
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