1.1. The 2,800 square-foot four bedroom house will be built on a concrete foundation.
2. Carlton, the owner of Palouse Synergy Systems, said eastern Washington could be transformed into a renewable energy leader if people understood the benefits.
3. “I got a double with a full bath,” said John Gardner, WSU Vice President of Economic Development and Global Engagement. “I lived in Gannon-Golds for two years, and then I switched over here—[this is a] huge difference.”
4. PCEI is hoping to offer workshops similar to the artists’ studio roof, so that locals can value and know how to implement sustainable techniques, she said.
5. “The new dorm is likely to receive the silver rating,” Gardner said.
Everything we do has a consequence,” Englund said about sustainability methods, consumption, and ecological footprints. “We just have to be aware [of] the butterfly effect.”
6. He also raises money for student scholarships.
7. She said she has been ostracized in her dorm, and if things keep going like they are she might move to another hall.
8. Though helping to improve Pullman’s atmosphere, SEL doesn’t make Pullman immune from the recession, Sherman said.
Tuesday, October 27, 2009
profile edits
Katie Berger
Everyone recognizes Sue Schell as she walks through the halls of Franklin Elementary School. She greets students in their small reading groups and watches students sound out words and listen to stories. If it weren’t for Schell, these groups may not be in place.
Schell helps coordinate the school-wide Title 1 program that helps students who are struggling in academics, especially reading. Schell said it was a joint effort to get the ball rolling on Title 1, but it has been very beneficial.
“When you see students, even the ones who aren’t struggling too much, excel within these groups, you realize how important it is,” Schell said.
*Good background below. Here, though, gives us a quick sense of the news. Has spending on this program increased? Has it decreased? Is it at-risk? What’s new with this program?
Title 1 is part of the Elementary and Secondary Education Act, which provides financial assistance to states and school districts to meet the needs of at-risk students. Each year, Washington schools receive $xxx,xxx to provide extra instructional services to students in mathematics, reading and writing.
Schell became involved with the program 15 years ago, and has watched its progression from a target to school-wide program. Title 1 is federally funded with each state receiving funds. The State Educational Agency then awards certain schools funds based on the number of low-income students each school has.
Franklin Elementary School qualified this year to become a school-wide Title 1 school. This means that more than 40 percent of students are on either free or reduced lunch, which qualifies the school for more funding. This also allows for much more flexibility within the program, Schell said. Now, instead of teachers assessing students and only involving at-risk students in the Title 1 program, any students may qualify.
The program at Franklin includes four paraprofessionals. These are teachers specially trained in reading modules, comprehension, phonetics, and other reading tools. Throughout the day, these paraprofessionals, including Schell, meet with groups of four to six students in different grade levels to work extensively on areas where the students are struggling. The program works as a preventative tool to ensure that all students are meeting state standards in education. The earlier learning problems are addressed, the better the outcome, Schell said.
(transition) In Spokane, the program isn’t limited to Franklin. On a recent Tuesday at Sunnyside Elementary School, Lorna Bruya worked with …
“Can you sound out ‘H’?” Lorna Bruya said to a first grader during a reading session. Bruya is another Title 1 teacher at Sunnyside Elementary School. Lorna also has been involved with Title 1 for 15 years, and has worked closely with Schell on educating themselves on better techniques to teach reading.
“In 1995, Sue and I both volunteered to go to a two-week summer Reading Leadership workshop at Western Washington University,” Bruya said “Margaret Moody, from New Zealand, spoke at this workshop, and New Zealand has the most extensive knowledge about literacy and reading. It was very exciting.”
Bruya said it can be difficult to watch some students backslide over the summer. Remaining patient, staying optimistic, and giving plenty of praise for a student’s success helps stay in focus for the greater cause. (what are we trying to say here? Can we clarify?)
“sometimes, it takes a while for some things to click for students,” Bruya said, “but when it does, and when you see them get excited and talk to their friends about books they’ve read or want to read, it’s very rewarding then.”
Good. See notes in text. Need a stronger new angle. I only see 2 sources in the story. With a third, this is an ‘A’ paper. 88/100
Everyone recognizes Sue Schell as she walks through the halls of Franklin Elementary School. She greets students in their small reading groups and watches students sound out words and listen to stories. If it weren’t for Schell, these groups may not be in place.
Schell helps coordinate the school-wide Title 1 program that helps students who are struggling in academics, especially reading. Schell said it was a joint effort to get the ball rolling on Title 1, but it has been very beneficial.
“When you see students, even the ones who aren’t struggling too much, excel within these groups, you realize how important it is,” Schell said.
*Good background below. Here, though, gives us a quick sense of the news. Has spending on this program increased? Has it decreased? Is it at-risk? What’s new with this program?
Title 1 is part of the Elementary and Secondary Education Act, which provides financial assistance to states and school districts to meet the needs of at-risk students. Each year, Washington schools receive $xxx,xxx to provide extra instructional services to students in mathematics, reading and writing.
Schell became involved with the program 15 years ago, and has watched its progression from a target to school-wide program. Title 1 is federally funded with each state receiving funds. The State Educational Agency then awards certain schools funds based on the number of low-income students each school has.
Franklin Elementary School qualified this year to become a school-wide Title 1 school. This means that more than 40 percent of students are on either free or reduced lunch, which qualifies the school for more funding. This also allows for much more flexibility within the program, Schell said. Now, instead of teachers assessing students and only involving at-risk students in the Title 1 program, any students may qualify.
The program at Franklin includes four paraprofessionals. These are teachers specially trained in reading modules, comprehension, phonetics, and other reading tools. Throughout the day, these paraprofessionals, including Schell, meet with groups of four to six students in different grade levels to work extensively on areas where the students are struggling. The program works as a preventative tool to ensure that all students are meeting state standards in education. The earlier learning problems are addressed, the better the outcome, Schell said.
(transition) In Spokane, the program isn’t limited to Franklin. On a recent Tuesday at Sunnyside Elementary School, Lorna Bruya worked with …
“Can you sound out ‘H’?” Lorna Bruya said to a first grader during a reading session. Bruya is another Title 1 teacher at Sunnyside Elementary School. Lorna also has been involved with Title 1 for 15 years, and has worked closely with Schell on educating themselves on better techniques to teach reading.
“In 1995, Sue and I both volunteered to go to a two-week summer Reading Leadership workshop at Western Washington University,” Bruya said “Margaret Moody, from New Zealand, spoke at this workshop, and New Zealand has the most extensive knowledge about literacy and reading. It was very exciting.”
Bruya said it can be difficult to watch some students backslide over the summer. Remaining patient, staying optimistic, and giving plenty of praise for a student’s success helps stay in focus for the greater cause. (what are we trying to say here? Can we clarify?)
“sometimes, it takes a while for some things to click for students,” Bruya said, “but when it does, and when you see them get excited and talk to their friends about books they’ve read or want to read, it’s very rewarding then.”
Good. See notes in text. Need a stronger new angle. I only see 2 sources in the story. With a third, this is an ‘A’ paper. 88/100
Sunday, October 25, 2009
Document story ideas
Based on several records found within the U.S. Department of Education for Washington state, WASL averages, and trends. The records show that about 49% of tenth graders in Washington have completed and passed the WASL in 2008. One story idea could then be new techniques teachers are using to prepare students to pass the WASL in all categories.
I also found a record for SBE Accountability 2009, stating that by December 1, 2009, school districts in Washington will need to give information about a proposal for Accountability Index, Voluntary assistance to districts, and Required Action in no improvement for schools struggling to meet standards. I thought I could possibly go to both the Pullman School District as well as each individual school to see what they are working on for these proposals.
I also found a record for SBE Accountability 2009, stating that by December 1, 2009, school districts in Washington will need to give information about a proposal for Accountability Index, Voluntary assistance to districts, and Required Action in no improvement for schools struggling to meet standards. I thought I could possibly go to both the Pullman School District as well as each individual school to see what they are working on for these proposals.
Thursday, October 22, 2009
blog non-fun
1. UFO, UFO, Guatemala
b. London
2 Drastic swings in test scores lead to questions of cheating (state), Ruling's by California's worker safety appeal board questioned (OSHA, Federal)
3.http://www.rcfp.org/foi_lett.html
4.-
5.-
b. London
2 Drastic swings in test scores lead to questions of cheating (state), Ruling's by California's worker safety appeal board questioned (OSHA, Federal)
3.http://www.rcfp.org/foi_lett.html
4.-
5.-
Wednesday, October 21, 2009
Profile
Everyone recognizes Sue Schell as she walks through the halls of Franklin Elementary School, she greets students and paraprofessionals in their small reading groups and smiles as she watches students sound out words and comprehend stories. If it weren’t for Schell, these groups may not be in place.
Schell helps coordinate the school-wide Title 1 program that helps students who are struggling in academics, mostly focusing on reading. Schell said it was a joint effort to get the ball rolling on Title 1, but it has been very beneficial.
“When you see students, even the ones who aren’t struggling too much, excel within these groups, you realize how important it is.” Schell said.
Title 1 is Part A of the Elementary and Secondary Education Act, which provides financial assistance to states and school districts to meet the needs of educationally at-risk students. The goal is to provide extra instructional services to support students with performance standards in mathematics, reading and writing.
Schell began being involved with Title 1 15 years ago, and has since watched its progression from a target to school-wide program. Title 1 is federally funded with each state receiving funds. The State Educational Agency then awards certain schools funds based on the number of low-income students each school has.
Franklin Elementary School qualified this year to become a school-wide Title 1 school. This means that over 40% of students are on either free or reduced lunch, and therefore qualifies the school for more funding. This also allows for much more flexibility within the program, Schell said. Now, instead of teachers assessing students and only involving at-risk students in the Title 1 program, any students may qualify.
The program at Franklin includes 4 paraprofessionals. These are teachers specially trained in reading modules, comprehension, phonetics, and other reading tools. Throughout the day, these paraprofessionals, including Schell, meet with groups of 4-6 students in different grade levels to work extensively on areas where the students are struggling. The program works as a preventative tool to ensure that all students are meeting state standards in education, the earlier learning problems are addressed, the better the outcome, Schell said.
“Can you sound out ‘H’?” Lorna Bruya said to a first grader during a reading session. Bruya is another Title 1 teacher at Sunnyside Elementary School. Lorna also has been involved with Title 1 for 15 years, and has worked closely with Schell on educating themselves on better techniques to teach reading.
“In 1995, Sue and I both volunteered to go to a two-week summer Reading Leadership workshop at Western Washington University,” Bruya said “Margaret Moody, from New Zealand, spoke at this workshop, and New Zealand has the most extensive knowledge about literacy and reading, it was very exciting”.
Bruya said it can be difficult to watch students backslide sometimes over the summer, but remaining patient, staying optimistic, and giving plenty of praise for a student’s success helps stay in focus for the greater cause.
“I feel Title 1 is justified all the time,” Bruya said, “sometimes, it takes a while for some things to click for students, but when it does, and when you see them get excited and talk to their friends about books they’ve read or want to read, it’s very rewarding then.”
Sources:
Mark Rodgers: 332-2617
Sue Schell: 334-5641
Lorna Bruya: 334-1800
Schell helps coordinate the school-wide Title 1 program that helps students who are struggling in academics, mostly focusing on reading. Schell said it was a joint effort to get the ball rolling on Title 1, but it has been very beneficial.
“When you see students, even the ones who aren’t struggling too much, excel within these groups, you realize how important it is.” Schell said.
Title 1 is Part A of the Elementary and Secondary Education Act, which provides financial assistance to states and school districts to meet the needs of educationally at-risk students. The goal is to provide extra instructional services to support students with performance standards in mathematics, reading and writing.
Schell began being involved with Title 1 15 years ago, and has since watched its progression from a target to school-wide program. Title 1 is federally funded with each state receiving funds. The State Educational Agency then awards certain schools funds based on the number of low-income students each school has.
Franklin Elementary School qualified this year to become a school-wide Title 1 school. This means that over 40% of students are on either free or reduced lunch, and therefore qualifies the school for more funding. This also allows for much more flexibility within the program, Schell said. Now, instead of teachers assessing students and only involving at-risk students in the Title 1 program, any students may qualify.
The program at Franklin includes 4 paraprofessionals. These are teachers specially trained in reading modules, comprehension, phonetics, and other reading tools. Throughout the day, these paraprofessionals, including Schell, meet with groups of 4-6 students in different grade levels to work extensively on areas where the students are struggling. The program works as a preventative tool to ensure that all students are meeting state standards in education, the earlier learning problems are addressed, the better the outcome, Schell said.
“Can you sound out ‘H’?” Lorna Bruya said to a first grader during a reading session. Bruya is another Title 1 teacher at Sunnyside Elementary School. Lorna also has been involved with Title 1 for 15 years, and has worked closely with Schell on educating themselves on better techniques to teach reading.
“In 1995, Sue and I both volunteered to go to a two-week summer Reading Leadership workshop at Western Washington University,” Bruya said “Margaret Moody, from New Zealand, spoke at this workshop, and New Zealand has the most extensive knowledge about literacy and reading, it was very exciting”.
Bruya said it can be difficult to watch students backslide sometimes over the summer, but remaining patient, staying optimistic, and giving plenty of praise for a student’s success helps stay in focus for the greater cause.
“I feel Title 1 is justified all the time,” Bruya said, “sometimes, it takes a while for some things to click for students, but when it does, and when you see them get excited and talk to their friends about books they’ve read or want to read, it’s very rewarding then.”
Sources:
Mark Rodgers: 332-2617
Sue Schell: 334-5641
Lorna Bruya: 334-1800
Thursday, October 15, 2009
Records
1. Enrique is a convicted sex offender who was also a foster parent. Journalists found DSHS public records
2n February of 2005, The Spokesman-Review requested access to something called BART, which was overseen by something called the “Mitigating Circumstances Review Board.” Find the news story that resulted from this request.
The request for the access to BART resulted in a story about state employees that were working with vulnerable populations despite having criminal records that should have disqualified them.
Page 3. This is an internal records release form. How is this different from a public records request?
Internal records release forms means that it is not a public record, therefore a request from the agency is required.
Page 4. This is the agency’s response to a records request. What does RCW 13.50.100 say about public records?
because it is a juvenile justice case, meaning if there is information that is alleged, or protected by the RCW, than the agency has the right to redact the information.
a. one of the copies could be a draft that is overlooked and then re-written accordingly, but both remain public documents.
b.Father Joe claimed that he had grabbed the boy's hair when he was sitting down and when the boy abruptly got up it ripped out his hair.
c.The alleged forms of corporal punishment included open-hand smacking and pushing, whereas the admitted forms are hacking 5 times with a witness, these forms of punishment were later thrown out.
d. could be from the attorneys
e. drafts that are filed are exempt from public records in order for review in private.
f
2n February of 2005, The Spokesman-Review requested access to something called BART, which was overseen by something called the “Mitigating Circumstances Review Board.” Find the news story that resulted from this request.
The request for the access to BART resulted in a story about state employees that were working with vulnerable populations despite having criminal records that should have disqualified them.
Page 3. This is an internal records release form. How is this different from a public records request?
Internal records release forms means that it is not a public record, therefore a request from the agency is required.
Page 4. This is the agency’s response to a records request. What does RCW 13.50.100 say about public records?
because it is a juvenile justice case, meaning if there is information that is alleged, or protected by the RCW, than the agency has the right to redact the information.
a. one of the copies could be a draft that is overlooked and then re-written accordingly, but both remain public documents.
b.Father Joe claimed that he had grabbed the boy's hair when he was sitting down and when the boy abruptly got up it ripped out his hair.
c.The alleged forms of corporal punishment included open-hand smacking and pushing, whereas the admitted forms are hacking 5 times with a witness, these forms of punishment were later thrown out.
d. could be from the attorneys
e. drafts that are filed are exempt from public records in order for review in private.
f
Tuesday, October 13, 2009
1. Population- 41.664
2. white- 35151
3. 48.2%
4.32083
5.26.7%
Building Costs\
2004- $21.8 million
2005- $40.06 million
2006- $34.5 million
2007- $31.9 million
2008- $14 million
Federal Grants and Insurance
1. $5.1 million
2. $122.9 million
3. block, formula, project
Population-
a. 46,786
Agenda-
Health Care
1. Whitman County and San Juan County
2. 29.2%
2. white- 35151
3. 48.2%
4.32083
5.26.7%
Building Costs\
2004- $21.8 million
2005- $40.06 million
2006- $34.5 million
2007- $31.9 million
2008- $14 million
Federal Grants and Insurance
1. $5.1 million
2. $122.9 million
3. block, formula, project
Population-
a. 46,786
Agenda-
Health Care
1. Whitman County and San Juan County
2. 29.2%
Monday, October 12, 2009
Profile Ideas
I was hoping to focus on one of two things, but within the same scope. I had an idea to do a profile on a woman I recognize from when I worked at a daycare. She is a single mother of 5 children and works a minimum wage job. All of her children are in day-care, which is very expensive. I would like to find out more about her, she always seemed very stressed but interesting. This woman represents the realities of many women today. Especially those living near or below the poverty line. This is important because our new president has spoken about changing government policies for needy families as well as the social working process.
If that doesn't work out, I would like to shadow a day care owner or Manager. Daycares are extremely expensive to run, and have little or no government support. Also, if a daycare can get enough money to run properly, than most parents cannot afford the price for adequate care. This means cutting corners, even if its not kosher. This could be child-teacher ratio's, supplies, food, etc. This is also important because Gov. Gregoire has also spoken about changing regulations in daycares and more funding for early education. The money to fund both of these ideas comes from tax-payers. Both of these story ideas are fairly underrepresented, and focus on early education is seldom. But it is important because people should care about their childrens' education, whether or not they are parents, because these children grow into adults that will run the country, and we should keep in check that they are actually learning.
If that doesn't work out, I would like to shadow a day care owner or Manager. Daycares are extremely expensive to run, and have little or no government support. Also, if a daycare can get enough money to run properly, than most parents cannot afford the price for adequate care. This means cutting corners, even if its not kosher. This could be child-teacher ratio's, supplies, food, etc. This is also important because Gov. Gregoire has also spoken about changing regulations in daycares and more funding for early education. The money to fund both of these ideas comes from tax-payers. Both of these story ideas are fairly underrepresented, and focus on early education is seldom. But it is important because people should care about their childrens' education, whether or not they are parents, because these children grow into adults that will run the country, and we should keep in check that they are actually learning.
Thursday, October 8, 2009
Is it libelous?
1. “Up until the day he died, he was a brilliant writer. But the drugs made him a thief, a pimp and a liar,” said friend Karen Smith, who was with Johnson at the time of his death.
2. “Megan Fox is a man!” Headline on Weekly World News Web site
3. “In my opinion, Kevin is a murdering rapist.”
1. Because this is a direct quote, we can't change the nature of what Karen said. However, the second part of this quote could be considered libel, even if he is deceased, depending on whether or not he has an estate.
2. This is considered libel if it is not true. Megan Fox clearly identifies herself with the gender of a female, and therefore such claims need to be examined and clarified to not be libelous.
3. Who said this? someone's opinion is not fact, and should not be printed in this context, because even if it is just someone's opinion, it can be read as fact and considered libelous.
2. “Megan Fox is a man!” Headline on Weekly World News Web site
3. “In my opinion, Kevin is a murdering rapist.”
1. Because this is a direct quote, we can't change the nature of what Karen said. However, the second part of this quote could be considered libel, even if he is deceased, depending on whether or not he has an estate.
2. This is considered libel if it is not true. Megan Fox clearly identifies herself with the gender of a female, and therefore such claims need to be examined and clarified to not be libelous.
3. Who said this? someone's opinion is not fact, and should not be printed in this context, because even if it is just someone's opinion, it can be read as fact and considered libelous.
Monday, October 5, 2009
Enterprise Story
Outline:
I. Introduction
A. Who is Del Teade?
B. What is the Colfax Schools Foundations?
II. Where did CSF come from?
A. Where does the money come from?
B. How many high school students benefit?
III. What are the issues?
A. Funding?
B. Advertising?
C. How are awardees selected?
IV. The Plan
A. what are the ideal circumstances?
B. How can the community help?
C. Why is it important to keep?
Since its start in 2002, the Colfax Schools Foundation has delved out 12-15 scholarships per year for Colfax High School’s students seeking higher education, but the funding is still struggling, according to Del Teade, 75, who is president of the foundation.
“It’s been frustrating,” Teade said, “You try to set up something good for the community and think it’s this great idea, and then it becomes a slow progression.”
Teade, who was born and raised in Colfax, attended Central Washington University and graduated in 1958, he now continues farming wheat, canola, and mustard with his son nearly full-time. But Teade also remains active by giving back to his community.
Teade became affiliated with the Colfax Schools Foundation in order to fulfill a long-standing tradition in Colfax. That tradition is to give something back to the community upon reaching the 50 year mark since graduating Colfax High School. Along with friend and post-peer Juanita Morasch, Teade decided giving something back to the schools was only appropriate.
“There was a small scholarship fund back in the 1940s, and that way we had some seed money of about $1,500, so we decided to bring that back.” Teade said.
But it hasn’t been easy to raise the funds anticipated by the people involved in the foundation. Depending on donations mostly from alumni, it has been difficult to bring in enough money for adequate scholarships, Teade said. The Colfax School Foundation competes with other foundations including those for the library and hospital. Even the Whitman County Golf Club has a foundation, and everyone is fighting for the buck, Teade said.
The foundation is also affiliated with Parent Teacher Organization for Colfax High School as well as the Rotary Club to combine other scholarships to be handled by the foundation. The local Les Schwab Tire Center also contributes to funding for the foundation. However, Teade said he would still like to see more contributions made by alumni.
“We send out about 500 letters each year to alumni requesting donations, but the turnout has been very disappointing” Teade said.
The foundation recently added a link on the Colfax School District website in order to both promote the foundation as well as simplify the donating process. The website link includes paperwork for both applicants who want to receive scholarships as well as donation paperwork. Anyone can donate whatever amount they wish to the foundation, and a paw print with the donator’s name will appear on a special wall within the high school in appreciation, differentiating depending on the amount donated.
The scholarships range from $500 to $1,000 for recipients, and the foundation makes every effort to assure equal evaluation for selecting awardees. We try to understand “late bloomers” in school, Teade said. We take into consideration students who may have problems at home or maybe haven’t had the best grades but make an honest effort to do well, Teade said. But we also take into consideration students who have accelerated in school as well as being involved in their community, Teade said.
The scholarships are made out to both the student and the secondary school they have selected to attend. The scholarships can be used for any secondary education including trade schools, community college, and four-year universities. We understand that not all students are interested in attending a four-year university, Teade said. But if we can students motivated to attend any secondary-education, that’s great, because those skills will go far, Teade said. And with the economy struggling and cost of tuition rising, there’s more need for financial aid, Teade said. But it is difficult to fund when everyone is watching their spending, Teade said.
Although the Colfax Schools Foundation is still struggling to reach the status members of the board hoped for, Teade remains optimistic.
“It’s taken a few years to get the steam rolling for this, but any extra attention we can get for it is great.” Teade said.
Source:
Del Teade: 509-307-3132 (wife’s name is Merna, sweet lady)
I. Introduction
A. Who is Del Teade?
B. What is the Colfax Schools Foundations?
II. Where did CSF come from?
A. Where does the money come from?
B. How many high school students benefit?
III. What are the issues?
A. Funding?
B. Advertising?
C. How are awardees selected?
IV. The Plan
A. what are the ideal circumstances?
B. How can the community help?
C. Why is it important to keep?
Since its start in 2002, the Colfax Schools Foundation has delved out 12-15 scholarships per year for Colfax High School’s students seeking higher education, but the funding is still struggling, according to Del Teade, 75, who is president of the foundation.
“It’s been frustrating,” Teade said, “You try to set up something good for the community and think it’s this great idea, and then it becomes a slow progression.”
Teade, who was born and raised in Colfax, attended Central Washington University and graduated in 1958, he now continues farming wheat, canola, and mustard with his son nearly full-time. But Teade also remains active by giving back to his community.
Teade became affiliated with the Colfax Schools Foundation in order to fulfill a long-standing tradition in Colfax. That tradition is to give something back to the community upon reaching the 50 year mark since graduating Colfax High School. Along with friend and post-peer Juanita Morasch, Teade decided giving something back to the schools was only appropriate.
“There was a small scholarship fund back in the 1940s, and that way we had some seed money of about $1,500, so we decided to bring that back.” Teade said.
But it hasn’t been easy to raise the funds anticipated by the people involved in the foundation. Depending on donations mostly from alumni, it has been difficult to bring in enough money for adequate scholarships, Teade said. The Colfax School Foundation competes with other foundations including those for the library and hospital. Even the Whitman County Golf Club has a foundation, and everyone is fighting for the buck, Teade said.
The foundation is also affiliated with Parent Teacher Organization for Colfax High School as well as the Rotary Club to combine other scholarships to be handled by the foundation. The local Les Schwab Tire Center also contributes to funding for the foundation. However, Teade said he would still like to see more contributions made by alumni.
“We send out about 500 letters each year to alumni requesting donations, but the turnout has been very disappointing” Teade said.
The foundation recently added a link on the Colfax School District website in order to both promote the foundation as well as simplify the donating process. The website link includes paperwork for both applicants who want to receive scholarships as well as donation paperwork. Anyone can donate whatever amount they wish to the foundation, and a paw print with the donator’s name will appear on a special wall within the high school in appreciation, differentiating depending on the amount donated.
The scholarships range from $500 to $1,000 for recipients, and the foundation makes every effort to assure equal evaluation for selecting awardees. We try to understand “late bloomers” in school, Teade said. We take into consideration students who may have problems at home or maybe haven’t had the best grades but make an honest effort to do well, Teade said. But we also take into consideration students who have accelerated in school as well as being involved in their community, Teade said.
The scholarships are made out to both the student and the secondary school they have selected to attend. The scholarships can be used for any secondary education including trade schools, community college, and four-year universities. We understand that not all students are interested in attending a four-year university, Teade said. But if we can students motivated to attend any secondary-education, that’s great, because those skills will go far, Teade said. And with the economy struggling and cost of tuition rising, there’s more need for financial aid, Teade said. But it is difficult to fund when everyone is watching their spending, Teade said.
Although the Colfax Schools Foundation is still struggling to reach the status members of the board hoped for, Teade remains optimistic.
“It’s taken a few years to get the steam rolling for this, but any extra attention we can get for it is great.” Teade said.
Source:
Del Teade: 509-307-3132 (wife’s name is Merna, sweet lady)
Thursday, October 1, 2009
Larry Craig Arrest
U.S. Senator Larry Craig allegedly seeks same-stall bathroom action in the Minneapolis- St. Paul International Airport on August 28. Sen.
Craig denies any lewd conduct despite pleading guilty to a misdemeanor disorderly conduct. Craig claims arresting officer Sgt. Dave Karsnia misconstrued his actions.
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