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As teacher educators, the authors visit numerous learning environments. Each school has its own unique characteristics and personality. Some schools seem to have a magnetic draw, filling the senses with energy, wonder and intrigue. This energy, writes the authors, stems from a symbiotic relationship, a flow of spaces that work together harmoniously, changing how groups and how individuals work together, causing a powerful connection between individuals and the spaces that they occupy. Aesthetic qualities alone, those features in the environment that are perceived through the senses are insufficient in themselves. Reinisch and Parnell believe the recipe for creating a symbiotic relationship that flows throughout the learning environment consists of three key ingredients: (1) the physical space, particularly those that are often taken for granted, such as entry ways, pathways, and transitional spaces; (2) the interior design, including the aesthetic qualities of color, texture, lighting, and items from nature; and (3) documentation, including photos, representations, narratives, and quotes that capture the learning of those who live in or pass through the space. In this document, the authors explore the significance of these three ingredients and offer concrete examples of aesthetic qualities and relationships evidenced throughout the Helen Gordon Child Development Center. The authors describe the Helen Gordon Center as a unique and magical space filled with the creative work of its participants. The children, families, teachers, and surrounding community of this pre-primary school are all central protagonists in the life-story of this school and this is obvious through the essence of their spaces. Spaces such as the piazza, the studios, the reuse center, the large motor rainbow room, and the theater are an integral part of the building design and function, and the stories, documents, and happenings in these spaces entertain the senses and demonstrate the influence of inspired teaching and learning.

This report outlines recent efforts and offers specific policy recommendations to improve transfer and articulation policies within the Oregon State university system. After taking note of the growing scope and complexity of transfer and articulation throughout the nation, and in Oregon in particular, it discusses the effects of distance education, outcomes-based education, performance indicators, individualized and accelerated academic programs, public accountability, and "customer" expectations on transfer and articulation policies. The report continues by outlining the guiding principles and strategic actions recommended by the Oregon State Board of Higher Education in regard to the following: co-admission and co-enrollment programs; articulation agreements; an additional block transfer degree; baccalaureate degree outcomes; course-equivalency information systems; discipline-based problem solving; professional/technical courses, the research agenda; institutional responsibilities; course sharing; early options programs; intrasystem transfer issues; and an intersector transfer plan. Recent efforts by Oregon's higher education institutions to improve transfer and articulation are summarized, along with other intersector and articulation activities. (MDM)

This report of the Oregon Special Education Technology Task Force presents recommendations reflecting both the demands expected early in the coming century for students with disabilities and corresponding advances in technology. It encompasses four broad areas: administration; professional development; children, youth, and their families; and resources. Recommendations include: (1) interface with school reform to assure the inclusion of students with disabilities at all levels; (2) provide districts with clear information about their legal responsibilities concerning technology for children and youth with disabilities; (3) provide special education professionals and paraprofessionals with ongoing opportunities for growth in the areas of technology and use of technology with students with disabilities; (4) facilitate training for professionals and paraprofessionals in the pedagogy of teaching students and colleagues to use technology; (5) work to develop teacher standards for earning a technology endorsement; (6) work to infuse technology and curricula regarding assistive technology into existing courses for special education professionals; (7) ensure that accessible and local information and training opportunities are available to students and families; (8) encourage the involvement of students and families in the decision-making process when assistive technology options are being considered; and (9) identify and facilitate additional funding sources that may be available for school districts and programs. (Contains 11 resources.) (CR)

Ways to apply the concepts and processes of Total Quality Management (TQM) to education are discussed in this document. Following the introduction and the preface, chapter 1 provides a historical overview and describes the four cornerstones of TQM--an understanding of systems, psychology, knowledge, and statistics. Chapter 2 describes some of the common meanings of terms used in TQM (benchmarking, continuous improvement, costs, customers, output, paradigm, quality, and quality circles). The third chapter examines how to translate TQM from business to education, drawing on Deming's 14 points (1986). Chapter 4 offers guidelines for implementing TQM with regard to changing leadership roles; recognizing policy considerations; identifying barriers to quality; developing the core mission; setting goals; training staff; planning, doing, checking, and acting; measuring quality; and evaluating students. The conclusion points out that the open-ended nature of TQM means that there is no single, correct point of departure for using its tools and tenets. The greatest benefit of pursuing TQM is that giving workers a stake in their workplace constitutes emancipation from the control of outmoded practices. (Contains 25 references.) (LMI)

This technical assistance document provides guidelines for child assessment and eligibility determination for early intervention and early childhood special education programs in Oregon. An overview of the assessment process explains screening, eligibility evaluation, and assessment for the Individual Family Service Plan (IFSP). Legal requirements for determining eligibility under state law are then presented. Recommendations for assessment practices cover: examiner characteristics, gathering multiple sources of information, parent involvement, testing efficiency and sequence, adapting standardized assessments, and informed clinical opinion. Recommendations for planning an assessment address selection of an assessment battery, location of the assessment, observations in natural settings, and cultural competence in assessment. Child factors (such as visual or hearing impairment) that influence assessment are identified. Guidelines for test administration address examiner qualifications and procedures for learning to administer a new test. Finally, components of the multidisciplinary team report are considered. Appendices include tables comparing screening instruments, lists of instruments for determining eligibility, and lists of instruments for IFSP assessment and progress documentation. Also appended are definitions, the Code of Fair Testing Practices in Education, samples of multidisciplinary team reports, and eight references. (DB)

School-based early childhood centers are high-quality programs using approaches to instruction based on recognized principles of child development and learning for children 3 to 8 years old. The centers are characterized by the active involvement of parents and the community and by a commitment to smooth transitions from home to school and through the primary grades. In June, 1992, a forum was held to review the experiences of early innovators of the early childhood center concept and to identify policy issues that need to be addressed if the concept is to achieve its promise. Of broad concern across five Northwest states were the following: (1) the implementation of developmentally appropriate curricula; (2) the improvement of assessment practices; (3) responsiveness to increasing cultural, linguistic, and developmental diversity; (4) provision of appropriate time structures; (5) use of school space; (6) administrator and teacher training; (7) family support structures; (8) full parent participation; (9) the involvement of parents in decision making; (10) the integration of child services; (11) the promotion and maintenance of community commitment; (12) support for school-wide change; (13) provision of preschool services; (14) the development of systems for the sharing of timely information; and (15) the provision of transition services. For each of these issues, the report discusses the policy options open to local schools to facilitate the operation of strong early childhood centers. (AC)

Organized labor in Oregon supports a high-skill, high-wage economic development strategy. The Oregon AFL-CIO Committee on Worker Education and Training has made policy recommendations that support this strategy. The Oregon AFL-CIO believes that fundamental reform of education is needed and recommends the following: emphasis on a high level of academic training to all students, a broad curriculum, student exposure to a variety of jobs, carefully structured youth apprenticeship programs, and labor involvement in educational reform. It encourages adoption of the apprenticeship model and recommends support and strengthening of current apprenticeship programs and expansion of the concept to new industries and jobs. The Oregon AFL-CIO believes the state should increase its investment in the current work force and improve training opportunities for dislocated workers, with labor playing a key role. It urges state and local governments to adopt a high-skill approach as they reorganize the delivery of public services. The Oregon AFL-CIO believes it has a role in changes in worker training and education at the firm level in the private sector. (Appendixes include the following: a 17-item bibliography, resolution to establish the committee, "The Eight Key Elements of High Performance Work Systems" by Ray Marshall; "Union Perspectives on New Work-Based Youth Apprenticeship Initiatives" and "Essential Elements of Model Youth Apprenticeship Programs" by Carol Shenon; "The Meaning of Apprenticeship"--a policy recommendation; and information on state-funded worker training programs.) (YLB)

The educational goals and principles of the Oregon public school system are presented in this booklet. Described are five belief statements, three goals and component objectives in accordance with national education goals, five superintendent's priorities in conjunction with State Board of Education goals, and indicators or "benchmarks" of goal achievement. The three state goals are: (1) to assure that Oregon's public schooling processes produce citizens who have the essential skills, knowledge, and character to be successful in a global multiculutral society and workforce; (2) to provide strong leadership to secure adequate and dependable funding for the schools; and (3) to encourage local school districts to coordinate and broker the delivery of basic social services so that every child will have an equal opportunity to develop his/her educational abilities. (LMI)

This address by the Oregon State Superintendent of Public Instruction presents proposals for achieving educational excellence. The introduction to the plan briefly discusses the state of school finance, the upcoming property tax relief vote, and the interest indicated in national reports for accelerating school improvement. The eight proposals specifically presented provide for (1) a state-required curriculum, (2) testing of basic skills for all students in the third, sixth, and tenth grades, (3) a state-level eighth-grade examination for all students, (4) increased math and science requirements, (5) development of school profiles, (6) a state honors diploma, (7) state board of education authority over the teacher and administrator evaluation process, and (8) effective use of school time. Other areas mentioned as having priority during the school year are technology, development of public/private partnerships, vocational education, and community colleges. The address concludes with a call to raise expectations for students and educators and to promote educational excellence. (BJD)

This study, undertaken for the Oregon Commission on Computers in Education, first addresses the reasons for undertaking a computer literacy program in Oregon's secondary schools and then provides a brief synopsis of the status of computer education in the state. The rationale for the study of computer technology and the impact of computers upon society is discussed. Recommendations for defining and assessing computer literacy as a discipline, for placing computer literacy within the context of existing course goals, and for the training of teachers in computer literacy are presented. Computer resources available to Oregon schools are then identified. A 31-item bibliography accompanies the text. (Author/JL)

This is the second in a series of three reports addressing issues, problems, and potential solutions critical to the development of accessible, affordable, and quality day care in Oregon. At present, the majority of Oregon households have two or more wage earners, and the majority of Oregon children need child care on a daily basis. Priority issues discussed include: (1) quality in child care programs; (2) state regulation of child care services; (3) making child care affordable; (4) establishment of an Office of Child Care; (5) encouraging employer and corporate involvement; (6) parental leave; (7) infant and toddler care; (8) school age day care; (9) day care for special needs children; (10) child care information and referral services; and (11) liability insurance. Emerging issues discussed include teen-parent child care, ill child care, community planning, and national child care issues that affect Oregon. The concluding section of the report reviews 1987's accomplishments: legislation acted upon, seven community meetings sponsored by the Oregon Commission on Child Care, and a statewide conference sponsored by the commission. References cite literature concerning child care in other states, Oregon studies and reports, major books and reports, and periodicals and articles. (RH)

Discussed are early childhood policy issues and options for Alaska, Hawaii, Idaho, Montana, Oregon, and Washington. Section I explores federal and state directions in terms of levels of policy making, federal and state issues, and interested parties. Section II focuses on policy issues in its discussions of the political climate, long-term investment, scope of services, fundamental purposes, targets, shared responsibilities, certification, and credentialing. Section III suggests ways of making the most of resources. Discussion focuses on the "fiscal triage" strategy of allocation of funding to those most able to benefit from intervention, and the necessity of comprehensive planning. (RH)

The Northwest Regional Educational Laboratory's depiction study of early childhood education and care programs in the Northwest and Hawaii documents the extent of program development in the region. In four sections, this report of the study: (1) describes the emerging structure of early childhood services, reviewing key findings and projecting trends in program development; (2) lays out a framework for assessing the potential costs of expanding early childhood services to meet children's actual needs; (3) evaluates the effects of recent and potential federal initiatives in early childhood education and care; and (4) considers the implications of the early childhood analysis framework for policy development. Appendices provide Oregon's costs of services statements for children in five age groups spanning birth through 12 years of age. (RH)

A Japanese-American teacher's personal experience with diversity helped her second graders value their differences and appreciate their similarities. Teachers of all ethnic backgrounds bring their views, values, dreams, and cultural baggage to the classroom. Teachers should consider what they represent and how they themselves view ethnic differences and similarities. (MLH)