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Northeast Portland Home Schools is a 501(c)(3) compliant charitable organization. |
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| NORTHEAST PORTLAND HOMESCHOOLS 6316 NE Cleveland Ave Portland, OR 97211 |
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| THE NEPHS POLICY BOOK | Please send comments to Suggestions on Vision Statement |
The Policy Book contains the following sections:
- A Brief History
- The NEPHS Charter
- Our Policies
(Adapted from Timeline of Oregon Homeschool Freedoms, July 2002, by Dick & Dorothy Karman)
Home schooling is legal in Oregon and has been for many years. At one time however, permission was required from the local school district. This often resulted in a great deal of confusion, as some districts granted permission readily, others grudgingly, and still others refused. Following is a history of how the home school movement began, struggled and flourished, by the Grace of God.
The Arbitrary Power of Local School Districts: In 1985, Pastor Dennis Tuuri of the Parents Education Association PAC (PEAPAC) and other home educators, worked for the passage of a home school bill that removed the arbitrary power of local school districts.
Shortcomings in the New Statute: In 1986, Pastor Tuuri, OCEANetwork's Dick Karman and others worked to ensure that administrative rules to implement the new bill did not violate the intent of the statute. While the new statute was an improvement over local jurisdiction, home schoolers were still required to test annually, there were no provisions for children with special needs and the district superintendents retained the right to remand students to school if they were not showing satisfactory educational progress.
Threat to new home school freedoms: In 1987, lobbyists from the Confederation of Oregon School Administrators introduced House Bill 3342, which would have abolished the new-found home school freedoms. Home school families, acting with information from OCEANetwork and PEAPAC, contacted their legislators. HB 3342 died in committee.
ESDs Add Their Own Administrative Rules: In 1988, Educational Service Districts (ESDs) around the state decided to come up with their own interpretation of the rules. The Joint Interim Education Committee agreed to listen to complaints from the Department of Education and the ESDs.
Outcome Based Education: In 1989, the Department of Education introduced House Bill 2551, designed to replace standardized achievement tests with tests of "essential learning skills and common knowledge," a move toward outcome-based education. PEAPAC and the OCEANetwork reminded the Department that home education laws required a nationally-normed standardized test. The bill was defeated.
Education Vouchers: In 1990, a non-legislative year, an initiative petition to legalize education vouchers would have resulted in new, more restrictive administrative rules, requiring many home educated students to return to the classroom. In the face of stiff resistance, more than 1,000 home educators came to Salem to a rally sponsored by OCEANetwork. The line to give testimony was more than five blocks long and at least three abreast. By God's grace, the home education community made huge public relations strides with the hearing officers, the Legislature, the public and the media.
Inter-scholastic activities: In 1991, PEAPAC and OCEANetwork reminded the Legislature of the irresponsible action of the Department of Education in 1990 and introduced House Bill 2820, placing into statute the definitions which were vulnerable in the administrative rules. HB 2820 eventually passed both the House and the Senate. The governor, at the request of Department of Education, vetoed the bill. House Bill 2574 passed allowing home schoolers to participate in public school inter-scholastic activities.
Home Education Steering Committee Formed: In 1992, The Home Education Steering Committee began meeting in Salem. A representative from OCEANetwork attended each meeting to ensure that home school freedoms would not suffer at the hands of this body, top-heavy with government educators.
Home school notification rules: In 1993, the ESDs introduced Senate Bill 496 to change the way notification was done. With cooperation from home education families around the state this bill stalled. House Bill 3083 would enhance the home school inter-scholastic participation law passed in 1991. It did not pass, but beneficial elements from HB 3083 were enacted any way.
Administrative Rules Under Attack: In 1994, interpretations of the administrative rules came under attack at the local level. Home education advocacy groups reminded legislators of the persecution in 1990. The memories were fading and a positive, pro-active approach was being conceived by Pastor Tuuri and the Parents Education Association.
Bill to Abolish Testing Dies in Committee: In 1995, the Parents Education Association authored HB 2998 which placed specific, beneficial definitions from administrative rules into statute where they could not easily be changed by the Department of Education. Most importantly, it abolished testing requirements. It was a step closer to less government control. The bill died in committee, but valuable groundwork was laid for future efforts.
Education Progress Definition Under Attack: In 1996, the Home Education Steering Committee began to reinterpretate the rules by changing the definition of standardized tests to those with an interpreted outcome, rather than scored and compared to a national norm. The Board of Education also informed the Steering Committee that it would be changing the definition of satisfactory educational progress after the 1997 legislative session. They no longer tried to hide their intent to destroy home school freedoms.
Governor Vetoes Another Bill: In 1997, home educators worked on a bill to provide alternatives to the testing requirement before the definition of "satisfactory educational progress" could be changed. Home school parents and students lobbied extensively, and OCEANetwork joined forces with other home school organizations in Oregon. The bill passed through the Legislature with a great deal of support, but the governor vetoed the bill at the request of the education lobby.
Daytime Curfew: In 1998, communities around the state proposed daytime curfew ordinances. Home educators were successful in stopping some of the proposed ordinances, but many passed. Even lawmakers in favor of home education did not see the constitutional danger in these curfews. Also, home school families were frequently impacted by ESD's misinterpretations of administrative rules.
Home school Freedom Bill Signed Into Law: In 1999, OCEANetwork submitted a "total freedom" home school bill based on parental right to educate. The new law greatly reduced the burden of testing and provided additional freedom for special needs families. After passing the House by a large majority, the governor indicated he would veto the bill. Some compromises were made and through a united effort of hundreds of home educators from both OCEANetwork and OHEN, the governor signed HB 3013 into law.
Government Tries to Redefine "Home School": In 2000, once the administrative rules were written, the work of educating ESDs and home educators across the state began. Another threat to home school freedoms began to appear. Government schools began using the word "home school" to describe alternate education programs funded and controlled by the local schools districts.
Anti-Truancy Bill: In 2001, during the legislative session, several school districts, out of concern for truancy, submitted legislation to take away the freedoms gained in 1999 and to lower the compulsory school attendance age. OCEANetwork and OHEN pointed out the inequity of these bills. The bills died in committee. At the same time, the governor introduced The Oregon Children's Bill requiring government assessment of all families when a child is born, and government intervention if warranted. Successful lobbying by OCEANetwork and the diligence of Senator Starr resulted in making participation voluntary.
ESDs Continue to Mininterpret the Aministrative Rules: In 2002, the ESDs continued to find creative ways to interpret the home school laws. OCEANetwork worked on lobbying strategies for the 2003 legislative session.
Improved Home School Freedom Bill Vetoed: In 2003, OCEANetwork and OHEN asked Senator Bruce Starr to submit a total freedom bill. By God's amazing grace, the bill passed the Senate with strong bi-partisan support and passed the House by a strong majority. However. the governor vetoed the bill.
THE NEPHS CHARTER
The Policy Book includes "The NEPHS Charter" which serves as our roadmap to the future. It is a statement of our values, purpose, mission, and strategy. Our values guide our purpose (why we exist) which reflects our mission (what we seek to achieve) which is how we realize our strategy (what we must do).
OUR VALUES (Our enduring beliefs)
We believe that education according to biblical principles is the core of all we do.
We believe that mutual support and involvement is central to the success of NEPHS.
We believe that people do their best when they feel pride in their contributions, when they are treated with dignity, and when their talents are encouraged to flourish in an environment that honors the Lord Jesus Christ.
We believe that prayer and encouragement fortifies our organization.
OUR PURPOSE (Why we exist)
We support and encourage home school moms and dads and promote and defend the sacred right to educate our children according to biblical principles.
OUR MISSION (What we seek to achieve)
We seek to raise our children in the nurture and admonition of the Lord, to be faithful witnesses to Christ.
We seek to raise our children to have a Christian impact on American culture.
We seek to educate our children to their fullest potential.
We seek to foster an environment that supports home school moms.
We seek to build a home school community that volunteers to serve others.
OUR STRATEGIES (The NEPHS plan of action)
We encourage our members to be fully committed to home schooling their children.
We facilitate sharing of home school related information among members.
We provide opportunities for members to meet and build community.
We listen to our members.
We study the home schooling community, anticipate needs, and provide an organization that satisfies those needs.
OUR POLICIES
Our policies are broad-based in meaning -- less descriptive of the things we do and more focused on how we conduct business. They reflect the legacy and the culture of NEPHS.
It is important for all members to understand our policies and the reasoning behind them, especially when answering questions or providing information to other NEPHS members, legislators, other home schoolers, and the public. To ensure complete understanding, we encourage discussion of our policies at meetings and other suitable occasions.
Though individuals may have their own thoughts about particular policies, we all should understand the reasoning behind each and support the "spirit" of its intent. When the words "we," "us," and "our" are used in this document, they are intended to refer to all NEPHS members.
NEPHS is guided by certain principles that are presented in the form of policies. Our reasons for having policies can be summarized as follows:
- To define our mission, what we are striving to accomplish.
- To set forth our philosophy, the moral and ethical principles that guide our actions.
- To preserve the unique NEPHS environment by communicating our mission and philosophy to our members who by word and action can reflect and pass them on to others in a consistent manner.
- To provide a guide for NEPHS leaders so their decisions and actions will reflect the best interests of our organization.
We provide an environment where home schooling moms and dads can find refreshment, comfort, and advice.
Moms are typically the primary teacher in the home school. The pressures of raising a family, maintaining a household, and home schooling can become overwhelming at times. Moms need the support and understanding that only other moms can provide. NEPHS supports an environment that promotes frequent contact between moms.
We encourage fathers to assume the role of principal in the family school, taking responsibility for oversight, encouragement, approval of curriculum, and instruction where possible. We provide opportunities for fathers to sharpen their skills in managing a homeschool, and providing a secure, supportive environment conducive to learning.
POLICY #2: Valued Members
We build our organization around members. The strength of NEPHS is its members, working together with a common purpose. Although methods and procedures are important, and we constantly strive to improve them, our most valuable assets are loyal and capable members. NEPHS requires all members to participate in the organization as a condition of membership.
Our members deserve recognition for their accomplishments and contributions. Activity leaders are responsible for recognizing the accomplishments of those who provide assistance.
POLICY #3: Spirit of Teamwork
We maintain a spirit of teamwork. Throughout NEPHS, we capitalize on the advantages of working together in an informal manner. We act as a cooperative team. Combined efforts, which help any part of our organization, serve to strengthen our entire organization.
Cooperation and teamwork among all our members is necessary for the continued success of our organization. To foster this spirit, we seek to develop meaningful relationships and better communications by having regular and frequent planned individual and group discussions.
POLICY #4: Continuous Improvement
We give each complaint prompt, sincere attention. If overlooked or neglected, even minor misunderstandings can escalate into major dissatisfactions. We try to anticipate and eliminate causes of complaints. In the process of making a decision, we do our best to take action that is fair to both the member and the organization.
NEPHS leaders should invite help and encourage suggestions for improvement. In working together this way, we create an environment of teamwork that benefits our organization and our members. We consider carefully any suggestion that might be of value. If we adopt a suggestion, we give full credit; if we reject it, we explain the reasons. We also encourage feedback on plans that have been implemented, knowing that the people involved can contribute to further improvements.
POLICY #5: Use of Talent
We secure the full benefit of a member's talents and abilities by providing each member with an opportunity to develop further. We recognize that our members make important contributions to our organization. We maintain an environment that enables them to obtain personal satisfaction from their contributions.
We know that our future leaders will come from within our organization. For that reason, we evaluate members for their potential to assume more responsibility and we offer them opportunities to develop their talents.
We expect our leaders to train others. We encourage members to develop their potential by attending training sessions and workshops. We review our own training programs regularly to ensure they are relevant to our current needs.
POLICY #6: Communication
Keeping members informed helps them to understand our objectives and to participate more effectively. To accomplish this, we hold periodic meetings and we employ a variety of media. Besides disseminating information to our members, these communications give recognition to member achievements and encourage teamwork and cooperation.