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Крайний срок подачи федеральных налоговых деклараций и налоговых деклараций штата - 17 мая 2021 г. Пандемия COVID-19 осложняет получение непосредственной  помощи. Мы предлагаем вам информацию о том, где и как вы можете получить помощь и поддержку в налоговой отчетности. Пожалуйста, обратите внимание на то, что некоторые ссылки доступны только на английском языке.

Бумажные копии налоговых форм или инструкций

  • Загрузите и распечатайте формы и инструкции для федеральных налогов с страницы Internal Revenue Service (IRS) Forms & Instructions page, а для штата Орегон с страницы Oregon Department of Revenue Forms and Publications page. Если у вас нет возможности распечатать формы и инструкции дома, то вы можете их отправить на принтеры библиотеки практически с любого устройства или из любого места, где есть подключение к Интернету.
  • Получите формы по почте. Чтобы получить федеральные налоговые формы по почте, следуйте инструкциям на веб-сайте IRS  или позвоните по телефону 800.829.3676. Чтобы получить налоговые формы штата Орегон по почте, заполните форму онлайн-заказа или позвоните по телефону 503.378.4988 или 800.356.4222 (бесплатно).
  • Обратитесь в библиотеку. Ограниченное количество федеральных налоговых форм доступно в библиотеках. Чтобы узнать, что конкретно имеется в ближайшей к вам библиотеке, позвоните по телефону 503.988.5123 или свяжитесь с нами, отправив электронное сообщение.
  • Налоговое управление штата Орегон больше не отправляет налоговые формы и инструкции в библиотеки, поэтому у нас не будет в наличии никаких бумажных форм штата Орегон. Однако мы можем распечатать многие из необходимых вам форм. Свяжитесь с нами или спросите сотрудников в любом отделении библиотеки.

Помощь в оформлении налоговой декларации

  • Волонтеры, прошедшие сертификацию IRS, могут помочь вам подготовить ваши налоги в Lloyd Center или Beaverton Community Center. Необходима предварительная запись. Позвоните по телефону 503.966.7942, чтобы узнать, соответствуете ли вы требованиям, и записаться на прием. Доступны услуги переводчика. Вы можете найти дополнительную информацию и получить приемные пакеты документов онлайн с веб-сайта организации Metropolitan Family Service и CASH Oregon в рамках программы IRS Volunteer Income Tax Assistance (VITA).
  • CASH Oregon также может помочь с заявкой и продлением индивидуального идентификационного номера налогоплательщика (ITIN). Звоните 503.874.6075 для получения дополнительной информации.
  • Служба налоговой помощи фонда AARP предлагает налоговую помощь онлайн. Есть обширный раздел самопомощи. Вы также можете отправить им по электронной почте свои вопросы о федеральном подоходном налоге.
  • Если вы являетесь самозанятым водителем, то Roadmap to Rideshare Taxes может помочь вам сориентироваться в том, как работают налоги на самозанятость, как подсчитывать свой доход от вождения, как отслеживать налоговые вычеты и как платить ориентировочно-предполагаемые налоги.
  • Получите помощь от IRS онлайн или по телефону 800.829.1040.
  • Получите помощь в Налоговом управлении штата Орегон онлайн или по     телефону 800.356.4222.
  • Дополнительную информацию о подоходном налоге на Portland Arts Education и Access Income Tax можно получить на веб-сайте Portland Revenue Online или по телефону 503.823.5157.

Другая налоговая помощь

Подайте налоговую декларацию онлайн бесплатно

  • CASH Oregon имеет список бесплатных вариантов онлайн-подачи налоговых деклараций, если вы соответствуете определенным требованиям.
  • IRS Free File позволяет вам подготовить и подать федеральный подоходный налог онлайн бесплатно.
  • У Департамента доходов штата Орегон (The Oregon Department of Revenue) есть одобренные программные обеспечения для бесплатной подготовки налоговых деклараций, если вы соответствуете требованиям.
  • Бесплатные формы деклараций имеются как в IRS, так и в The Oregon Department of Revenue 

Drawing of two figures and a large head with puzzle pieces

A November 2020 New York Times article* spoke about how “remote learning, lockdowns and pandemic uncertainty have increased anxiety and depression among adolescents, and heightened concerns about their mental health.” And there are plenty more recent studies and articles on this subject. As caregivers, we must listen to our teenagers and reach out if we see concerning signs. Here are some resources to help:

Mental Health America (MHA): Talking To Adolescents And Teens

MHA is a community-based nonprofit “dedicated to addressing the needs of those living with mental illness and promoting the overall mental health of all.” They have a series for caregivers of teens that starts with noticing symptoms, starting a conversation, and figuring out what to do and where to go. And they have a “Parent Test” you can take to help determine if your child is having emotional, attentional, or behavioral difficulties.

Youth Mental Health First Aid Training

This training is designed to teach parents, family members, caregivers and more how to help a teen who is experiencing a mental health crisis. Many staff at the library have taken this course and we highly recommend it and you can take it for free through Get Trained To Help. Beyond the course, the Mental Health First Aid folx have lots of good information on their website including 5 Tips for Talking to Your Teenager About Mental Health and 5 Signs Your Teen May Be Asking for Help

Signs of Depression During the Pandemic

From the Child Mind Institute, an article listing signs of depression to look out for in your child and ways to help them feel comfortable sharing their feelings. Their articles are available in Spanish as well. 

YouthLine

A teen-to-teen youth crisis and support service provided by Lines for Life. YouthLine operates a national helpline that provides support and referrals via call, text, and chat. It is answered by teen volunteers daily from 4pm-10pm PST (and by adults at all other times, 24-hours a day!). 

Cascadia Behavioral Health Care 

Cascadia is the largest “community-based behavioral health and substance use treatment services organization in the state of Oregon” and they operate a Crisis Line in Multnomah County 24/7 (503-988-4888). Check out their Crisis Intervention page for more information. 

Multnomah County EASA (Early Assessment and Support Alliance) program   

EASA is a program that was created to help young people who are experiencing symptoms of psychosis. Research shows that getting help as early as possible makes treatment easier and recovery quicker.

Multnomah County Library: Teens

We have written a few other blog posts that might be helpful:

And of course we have books! Please see our book lists below. 

This article is part of our "Talking with kids" series, and was featured in our monthly Family Newsletter, brought to you by Home Learning Support and available in English and Spanish. Please sign up here and you can email us at learning@multcolib.org with any questions.

*If you do not subscribe to the New York Times you can get full access to their articles through the library’s databases. Contact us for more information.

Drawing of child on laptop

We know that distance learning from home has been hard on kids and their families. Finding the joy in school and keeping engaged can be really hard for students. So we asked some experts - teachers and students - how they motivate, and stay motivated, to learn!
 
Ms Horn, a Middle School teacher and parent to a 1st and 4th grader learning from home, suggests giving students multiple ways to do their work (video, writing, drawing, etc.). Hopefully their teachers are already allowing this, but if not, she stresses communicating with  your child’s teacher and working with them to create workarounds that play to your student’s strengths. 
 
This makes sense to me... a kid may not be motivated to write a paper, but if they could do a podcast instead, that might be the push they need! 
 
One thing that has worked well for Ms. Horn with her own kids is using speech-to-text for writing assignments, since writing is the most challenging for her children. Her 4th grader uses it to get her thoughts out. Her first grader needs to physically write since he is still learning that skill, but using speech-to-text to get the letters removes the worry of spelling and lets him "do it himself!" Which is also very important to many students.
 
With how little choice and control is available right now, Ms. Horn’s best advice is to “try to find ways for [students] to have as much choice as possible while completing [their] school work.” 

Third graders from James Johns Elementary shared their expert advice on staying motivated. They mentioned that they like having fun breaks between assignments, and a consistent "reward" like 10 minutes of games/videos, drawing, stuffie time, or a virtual friend meet-up. Interestingly, every other suggestion they gave had to do with help scheduling or understanding when to do what. They suggest having a schedule posted, something that they can easily see while in school. They also enjoy having a schedule they can check off when something is done and/or having a schedule with must do (blue), should do (orange), or choice (green). I think we can all agree that whatever help with structure and organization we get right now, relieves stress and helps us be more productive and engaged. Thank you to Library Teacher Ms. Rolf for interviewing these local experts for us!

And here are some additional resources to help:

This article was written for our Family Newsletter, brought to you by Home Learning Support and available in English and Spanish. Please sign up here and you can email us at learning@multcolib.org with any questions.

When people in Portland talk about a story that was “in the paper,” they often mean it was in the Oregonian. Until recently, the Oregonian was the city’s daily paper -- and it sort of still is: a daily edition is available online, at newsstands and at the library; while home subscribers get their papers only on Wednesdays, Fridays, Saturdays, and Sundays.

Front page of the July 24, 1904 Oregon Journal (image from Historic Oregon Newspapers, http://oregonnews.uoregon.edu/lccn/sn850).

Portland-area newspapers

For most of of the last 170-odd years, the Portland area has been home to multiple, competing newspapers.  Let's take a brief tour of a few of the local newspapers, published from about 1900-present, that are part of the library's collection, plus a few that have been digitized and are available online.  And, I'll show you a bit about how you can use these historical newspapers for your research.  

Daily newspapers

For most of the 20th century, Portland residents had two or three local daily newspapers to choose from. The Oregon Journal was published daily from 1902 to 1982, and the Portland Telegram (also called the Evening Telegram and the News-Telegram) was published daily from 1877-1939. And, the daily Oregonian was available too, of course!

During this heyday of daily news, each paper had a different editorial policy and political niche. People generally say that the Journal supported the Democratic Party, the Oregonian supported the Republican Party, and the Telegram’s editorial stance was independent.

Weekly, semiweekly and neighborhood newspapers

There have always been many non-daily newspapers in the Portland area, too! These days, we have a long list of weeklies and semiweeklies, such as the Portland Observer, Street Roots, the Willamette Week; and of course many neighborhood and suburban papers like the St. Johns Review and the Gresham Outlook.  Some of these still-running non-daily newspapers have been in print a long time, and can be useful for historical research as well as for current news.

Other Portland-area weekly or semiweekly newspapers have sadly left us, but are still available at the library! Here are a few gems that you will not see on today’s newsstands, but which are in the library’s collection:

But wait, there's more!

The lists above are just highlights!  If you'd like to find archives of even more current and historical daily, weekly, semiweekly, and monthly local newspapers, try browsing the subjects Portland (Or.) -- Newspapers and Gresham (Or.) -- Newspapers in the library catalog.


Finding newspaper articles at the library

Sometimes, the best way to research is to browse. If you want to know what was in the news on a particular date, you can go right to the library’s archive of the newspaper you’re interested in and start reading through the issues one by one. Nothing could be simpler -- except that this method is sometimes a little slow!

What if your research requires you to find newspaper articles by topic? To do this, you’ll need two things:

  • an index or a way to search for articles by keywords or topics, so you can find what you need
  • an archive of the newspaper, so you can read it (this archive could include the print edition, a microfilm copy, and/or an online version)
photograph of the Local Newspapers Index at Central Library

Indexes

While you’re in the Periodicals room at Central Library, take a look at the library’s local newspaper index. This card file index is like a big giant catalog of news topics -- you can look for any subject, from A to Z, and the newspaper index will point you to Portland-area newspaper articles on that subject.

When you find your subject in the newspaper index, you'll see one or more cards, like the one in the photograph on the right.

This particular card gives us information about a couple of articles reporting on Portland freeways. This card is in the “F” section of the index, under Freeways. Portland. The article cited at the top is from the Oregonian (noted as “Oreg”), and was published November 28th, 1974, on page A56, column 1. The headline is “Let people speak on freeway issue.” The little red note on the left, “ed.,” tells us it was an editorial. The red note below tells us that there’s another reference to this article in the “M” part of the index, under the heading Mt Hood Freeway.

The second article cited on this newspaper index card has the headline “McCall asks end of Mt. Hood freeway,” and it was published in the Oregon Journal (noted as “Jour”) on November 28th, 1974, on page A11, column 3. This one also has a note in red underneath it -- but this time it’s just an explanation about the contents of the article.

[An aside: the Mt. Hood Freeway was never built; if you want to learn more, try reading the great article about it in the online Oregon Encyclopedia.]

The newspaper index card file mostly focuses on helping you find articles published 1930 to 1987, and like I said above, it only includes information about local newspaper articles. If you are looking for a news story from before 1930, consult the card file newspaper index first just in case (it does include cards for a few pre-1930 articles!).

photograph of bound newspaper index volumes, at Central Library
If the newspaper index doesn’t help you find that pre-1930 story, try one of the bound index volumes that are on top of the card file case. Each of these bound newspaper index books works differently, and they cover different newspapers and different dates as you can see.

Talk to the librarian on duty in the Periodicals Room to get started with the bound newspaper indexes -- or if you have any questions about finding the articles or newspapers you need.

Archives of old newspapers

The library maintains an extensive archive of Portland newspapers of all stripes and stretching back more than a hundred years (some of which are mentioned above, in the section "Portland-area newspapers"). Most are kept at Central Library -- visit the Periodicals room on the second floor to take a look at this wide-ranging collection.

Gresham Library has an archive of the semiweekly Gresham Outlook, and the librarians at Gresham are experts at finding old articles! Consult them any time you'd like help getting started with your Gresham newspaper research.

Digital archives of the Oregon Journal and the Oregonian

Maybe you’ve consulted the card file local newspaper index, and the article you want was in the Oregon Journal or the Oregonian. Or maybe you’ve tried using the newspaper index and it didn’t have everything you need.

The library has some great resources for finding articles that were originally published in the Oregon Journal and the Oregonian.  All three of them allow you to search and read online:

Historic Oregon Newspapers

If your research requires reading newspapers from other parts of our state, be sure to consult Historic Oregon Newspapers -- an ever-growing archive of early Oregon newspapers that you can search and read online. You can choose newspaper titles from a list or a map, or search the entire archive.

And, in addition to its wealth of historical newspapers originally published in other parts of Oregon, Historic Oregon Newspapers includes a wide range of 19th and early 20th century local Portland-area papers.  Here are a few highlights: 

  • The Advocate, an African American weekly published in the 1920s and 1930s
  • the weekly Beaver State Herald, published in Gresham and Montavilla in the early 20th century
  • Mt. Scott Herald, a weekly published in the Lents neighborhood of Portland, in the 1910s and 1920s
  • The New AgePortland New Age, an African American weekly published published around the turn of the 20th century
  • Portland Inquirer, an African American weekly from the 1940s
  • St. Johns Review, a weekly published in the neighborhood (and one-time city) of St. Johns

And Historic Oregon Newspapers contains several newspapers published in recent decades as well, such as:

Have fun with your newspaper research!


Do you have more questions about searching for historical newspaper articles? Are you working on a local history project? If you'd like specific advice or help with your research challenges, do please Ask the Librarian!


 

El juego es muy importante para el desarrollo y aprendizaje de los niños y el clima cálido nos da la oportunidad de pasar más tiempo jugando afuera y recorriendo parques y áreas naturales a nuestro alrededor. La importancia del juego no solo es fundamental en los primeros años de los niños pero también es parte del aprendizaje y desarrollo continuo durante toda la infancia y aún más allá; el juego Soy yo

Soy yo - La Observacion del Articulo 31- en Espanol

Jugar afuera tiene muchos beneficios para la salud, el aprendizaje y el desarrollo de los niños. A través del juego los niños aprenden. Jugar ayuda con las habilidades del conocimiento, habilidades físicas, nuevo vocabulario, habilidades sociales y habilidades para la lectura y la escritura. Jugar y aprender van de la mano; además, jugar es muy saludable y ayuda a reducir el estrés. Aquí compartimos una lista de parques y áreas naturales que pueden ser utilizados para explorar al aire libre y jugar juntos. Portland cuenta con 144 parques desarrollados y más de 7,900 acres de áreas naturales que pueden visitar como familia y jugar al aire libre. En Fairview, Gresham, Troutdale, Wood Village también pueden encontrar parques, jardines, canchas de fútbol y áreas naturales a la disposición de la comunidad. El área escénica nacional de Columbia River Gorge es una gran opción para explorar el bosque, cascadas y arroyos. Jugar es fundamental para los niños, pero si salir de la casa no es una opción, pueden salir al jardín o patio de su hogar y jugar con un juego simple de pelota, soplar burbujas o saltar la cuerda. 


Escrito por Minerva L.

Una niña escribe con un lapiz y escucha a alguien fuera de la foto

Nuestros niños responden a diferentes estrategias; sin embargo, los especialistas en educación recomiendan actividades y medidas específicas para todos los estudiantes. Recuerden que la disciplina constante  es importante para que los estudiantes formen buenos hábitos de estudio.

He aquí una lista de recursos que pueden poner en práctica.

Common Sense:

Ofrece consejos para ayudar a los padres y cuidadores a mantener a los niños enfocados, interesados y sanos ​​mientras aprenden a distancia.

Prepara a tus niños para el éxito  

Invita a mantener motivados a los niños durante el aprendizaje en línea haciendo lo siguiente:

Mantén motivados a tus niños

Nos da 5 consejos para ayudar a los niños a ponerse al día en la escuela.

Understood:

Sugiere 8 actividades para preparar a los estudiantes para el aprendizaje desde casa.

Aprendizaje en línea

El Departamento de Educación de Nebraska:

Nos da ideas de cómo organizar el tiempo durante el día.

Ejemplos de cómo crear horarios para aprender desde casa


Escrito por Delia P.

Are you trying to create a resume but don’t know where to start? Then check out the LearningExpress Library’s Job & Career Accelerator. Use this resource to build your resumes and cover letter, find a career match, search for jobs and more! 

Do you already have a resume and cover letter built but need a second pair of eyes to review it? Live Homework Help from Tutor.com can do that! At Tutor.com you can submit your resume and cover letter for review and they’ll get it back to you in as little as 12 hours. 

Now that you have a resume and a cover letter, do you need the right job to submit it to? Then go to Glassdoor and search millions of jobs and get the inside scoop on companies with employee reviews, personalized salary tools, and more! 

Need help getting started with any of these resources? We are here to help

English | Español | Tiếng Việt | Русский | 简体中文


La fecha límite para presentar declaraciones de impuestos federales y estatales es el 17 de mayo de 2021. Aunque la pandemia de COVID-19 ha dificultado la obtención de ayuda en persona, aún puede obtener asistencia y apoyo para la preparación de impuestos de las siguientes maneras.

Copias en papel de formularios o instrucciones de impuestos

Asistencia para la preparación de declaraciones de impuestos

Otra asistencia fiscal

Puede obtener información sobre la desgravación fiscal por coronavirus y verificar el estado de su pago de impacto económico en el sitio web del IRS.

Si necesita ayuda con un problema de impuestos más allá de la preparación regular de impuestos, la Clínica para Contribuyentes de Bajos Ingresos de la Facultad de Derecho de Lewis & Clark podría ayudarlo. Póngase en contacto con ellos llamando al 503.768.6500, enviando un correo electrónico a litc@lclark.edu o llenando un formulario en línea.

Declare sus impuestos en línea gratis

three preschool age kids - two girls and one boy - sit on the carpet.  The boy has the facial characteristics of Downs Syndrome.  One girl has her hand raised.

Kids are naturally curious about the world around them. They notice differences in people, because there are differences.  

Visible differences, like how we look, skin color, how we dress, and how we get around.  

And less visible differences, like how we learn, how we interact with one another, and how we experience the world.

Responding to kids’ observations about people with disabilities and visible illnesses can be hard for parents and caregivers who are not sure how, or are afraid they will say something wrong.   

Let’s remember that some of us are different, and experience the world differently, than others. And that’s not a bad thing! In fact, it’s a beautiful thing. Talking about it can be hard, but it’s important!  

My kids' cousin has autism. I tell my kids about how his brain works differently and experiences the world differently than our brains do.  We read books with characters who have autism and talk about them together. Their cousin's mother, my sister-in-law, shared a post on Facebook written by staff at the EDAM Center for Special Education in the Philippines.  This part really stuck with me, and I hope it sticks with you, too.

For all the children who struggle every day to succeed in a world that does not recognize their gifts and talents, and for those who are walking beside them, please let this be a gentle reminder to be kind and accepting of all people.

Recognize that the "playing field" is not always a level surface.

Children who learn differently are not weird. They are merely gifted in ways that our society does not value enough. Yet they want what everyone else wants: To be accepted!!

At the library, we strive to celebrate differences and find common ground in kindness and acceptance.  We want to support you in being comfortable talking to your kids about differences from an early age, and to keep up the conversations as they get older. Below are some resources that may help.  

This post is part of our “Talking with kids” series, as featured in our monthly Family Newsletter.  Reach out to us at learning@multcolib.org if you need more support or have questions. We’re here for you!


 

Young child with paint on hands, smiling up at camera.

When your child is diagnosed with a disability, you’ll enter an alternate and parallel dimension: the special education system.  

Look out: acronyms ahead! You may need a special education glossary like this one from understood.org. Understood.org is a fantastic resource for parents looking to understand the special education system, what you can expect, and how to advocate for your child.

Birth to Kindergarten
If you have a concern about how your child sees, hears, walks, talks, plays, or learns between birth and kindergarten, you can ask for a developmental evaluation. Screen your child’s development using this online tool from the Oregon Screening Project out of the Center for Human Development at the University of Oregon. Call 503-261-5535 to get in touch with the Multnomah Early Childhood Program (MECP).  They will do several observations and interviews to assess your child.

The results of the MECP evaluation may diagnose your child with a disability and qualify them for early intervention special education services. Early intervention could include services such as speech therapy, occupational therapy, parent education, or special education preschool. You’ll meet with a team to develop an Individual and Family Support Plan (IFSP) that outlines which services your child and family will receive, how much, when, and where. MECP services are free. They are part of public school.

School Age
Children with disabilities in K-12 school have Individualized Education Plans (IEP) or 504 Plans. Both outline what services and accommodations your child needs to be successful at school. Your child will qualify for an IEP if they have one of 13 disabilities defined by the Individuals with Disabilities Education Act (IDEA). IEPs have a more formal, standardized format and process for describing a child’s present levels, their annual goals, accommodations and modifications, service levels, and classroom placement. A child qualifies for a 504 Plan if they have any disability that interferes with their ability to learn or navigate their school day. Learn more about the differences between an IEP and 504 Plan here and what you can expect from each.  

If a child has an IFSP, you and your team will write an IEP when they go to kindergarten. Some disabilities don’t become apparent until a child enters school: ADHD or dyslexia for example. Parents or educators who notice a child struggling in school can request an educational evaluation. That evaluation may lead to a diagnosis and an IEP or 504 plan. Getting an evaluation and effective IEP after starting school has been known to take more parent advocacy.  

When an IEP is in place, the child’s entire educational team meets annually to write the IEP for the coming year. As a parent, you are an important part of that team. The IEP includes a section for parent input where you can write about your child’s strengths, interests, and challenges to help the school know your child. Your child is assessed every three years to determine that they still qualify for special education services.

Graduation and beyond
During the IEP meeting of your child’s sophomore year of high school, you’ll begin talking about diploma options and plans for after high school. 

Getting help
You don’t have to navigate this system alone! Families and Communities Together (FACT Oregon) is a statewide group offering broad support for families experiencing disability. They offer help through parent education, connection to community, and a support line connecting you with other parents to help answer questions. The IEP Toolkit and The IEP: What You Need to Know online training are two of their most popular resources.

Special education can be complicated and confusing, and you might feel you need a second education about special education. The many resources and support options help you understand and advocate for your child throughout their school life.

This article was written for our Family Newsletter, available in English and Spanish. Please sign up here and you can email us at learning@multcolib.org with any questions.

 

Two children at playground, holding hands, one child is in a mobility device.

Movement, especially during the winter months when we are all stuck inside, can be vital for our physical and mental health. But not all of us move in the same ways. We’ve pulled together some resources for kids of all abilities, to help get our sillies out:
 
Cosmic Kids Yoga
While not specifically intended to be for youth with disabilities, this YouTube channel is great for kids with ADHD and older youth with learning disabilities. The instructor includes a story with animations that help grab and keep kids attention. She also describes moves in easy to understand ways like, puff up like a ball and roll around singing *jigglypuff* for the Pokemon video
 
Gympanzees:
Gympanzees has an excellent online resource hub for exercises and activities that are disability specific, such as sensory processing, Down Syndrome, wheelchair users and more. 

The National Center on Health, Physical Activity, and Disability
NCHPAD has a ton of content on their YouTube channel. There is a playlist on Adapted Kids Yoga for a number of conditions, and another on Improving the Lives of Individuals with Autism through Exercise. The latter specifically addresses the sensory overload of going into a gym or during PE at school. Beyond those two kid-focused playlists they have lots of others that could be of interest to the whole family, such as Home Workouts.

Northwest Association for Blind Athletes:
NWABA has a YouTube playlist with adapted Physical Education lessons for different age groups, and for kids with Multiple Disabilities.

And here's a great article from Chicago Parent with ideas on how to incorporate physical activities for children with developmental disabilities into daily life. 

This article was written for our Family Newsletter, available in English and Spanish. Please sign up here and you can email us at learning@multcolib.org with any questions.

Students in a classroom taking a standardized test.

The point of the SAT and ACT is to determine a student’s readiness for college and many colleges and universities have required them. So the library is here to help get you ready!

Please note that many colleges and universities are going test-optional for 2021 Admissions. This means ACT/SAT scores are not mandatory for admission. The list includes Eastern Oregon University, Oregon State University, Portland State University, Southern Oregon University, University of Oregon, and Western Oregon University. 

But if you still need (or want) to take these tests, your first question might be, which one should I take? According to a recent article by US News & World Report, the tests “vary in structure and timing as well as the content matter and scoring.” One statement in the article suggested that students with a “strong English background” might do better with the ACT, which puts a stronger emphasis on verbal skills. And for those who are strong in math, well “the SAT may reflect that much better.” They suggest taking the practice tests for each and seeing which suits you best. And that makes sense to us.

But where do you get free practice tests? The library offers free exams for the SAT and ACT through a resource called LearningExpress Library. You just need your library card number and PIN to login. You will need to set up a free account, so you can track everything

LearningExpress Library also gives you access to the most up-to-date prep books, it can help you figure out colleges to apply to, it can locate scholarship information, and help you write your college essay! Just log in and take a look under “College Admissions Test Preparation.” We librarians always wish more people knew about this amazing free resource, so please use the LearningExpress Library and tell a friend!

And if you like to hold books in your hand, rather than read ebooks, you can find test prep books for the SATs and the ACT in our catalog and place them on hold for curbside pickup. If you want more information in general, try our post on College Help for Teens

This article was written for our Family Newsletter, available in English and Spanish. Please sign up here and you can email us at learning@multcolib.org with any questions.

El SAT y el ACT son los dos exámenes estandarizados que la mayoría de las  universidades piden como requisito en la solicitud de admisión. La mayoría de las universidades piden uno u otro y el estudiante puede escoger el  examen que más le guste o tomar los dos para ver en cuál obtiene mejores resultados. La diferencia principal entre los exámenes es el contenido y tipo de preguntas.  

El SAT

El SAT (Scholastic Aptitude Test) evalúa más el razonamiento y la aptitud. Está diseñado para determinar qué tanto han aprendido los estudiantes en la preparatoria. El SAT examina lectura de comprensión, escritura y matemáticas. 

El estudiante puede preferir tomar el SAT si: 

  • Trabaja despacio y se toma el tiempo para analizar las preguntas 
  • Lee mucho y tiene un vocabulario amplio  
  • Piensa “fuera de lo convencional”, usa pensamiento analítico 
  • Escribe bien. Aunque la sección del ensayo es opcional, la prueba incluye secciones de lectura y escritura. 

 

El ACT

El ACT (American College Testing) evalúa más el conocimiento de información en lugar de evaluar sus habilidades. El ACT examina las matemáticas y las ciencias además de lectura de  comprensión y escritura.  

El estudiante puede preferir el ACT si: 

  • Trabaja con rapidez 
  • Se destaca en matemáticas y en ciencias  
  • Prefiere ver las preguntas como las ve en los exámenes de la escuela 
  • Tiene dificultad para escribir ensayos. 

 

Recursos

Es importante que el estudiante pregunte a las universidades a las que desea asistir, si los exámenes del SAT y ACT son parte de los requisitos de admisión.

Información y recursos sobre el SAT

Información y recursos sobre el ACT 

 

Escrito por Delia P.

  1. Ross Gay has written both poems and essays. What are the different approaches an author might take in considering how to capture their thoughts?  Why might one idea make a better essay than a poem?
  2. View or listen to Ross Gay reading a poem or essay. Consider how the author’s experience as a poet informs his writing of essays; how does hearing the pieces read aloud by the author change your experience of the reading? If you listened to the audiobook, what did you like about Ross Gay’s narration?
  3. Consider how slam poetry, music and hip hop influences might show up in both the written language and Gay’s reading aloud from The Book of Delights. 
  4. In chapter 71,  Gay returns to the subject of sta
    tues armed with guns that he first mentions in chapter 9. Over the summer of 2020, statues in public spaces were the focus of controversy. What do you think of Gay’s assertion that all new statues should have in their hands “flowers, or shovels, or babies, or seedlings…”?
  5. Gay often uses a direct, conversational writing style. Why do you think he employs this style? How does it make you feel when the writer addresses you directly? 
  6. “I’m trying to remember the last day I haven’t been reminded of the inconceivable violence black people have endured in this country.” (p. 16) Discuss Gay’s ability to overlap themes of systemic racism, delight and kindness, loss and sorrow, often in the space of one essay.
  7. Ross Gay often finds delight in the smallest of objects: a flower thriving in a sidewalk crack, or two people sharing the work of carrying a bag. How does attention to these small details add to Gay’s overall themes? 
  8. What role does humor and tragedy play in Ross Gay’s observations. How does he juxtapose the two for greater effect?
  9. One interviewer pointed out that the essays in The Book of Delights often feel like journal entries. As a reader, how did you feel about the personal tone of the writing? Would you have enjoyed the book more or less if the writing adhered to a more traditional essay format?
  10. Gay seems to take pleasure in ritual or routine (one example being the journaling exercise about "delight" which led to the book). What are some rituals that bring joy to your life? 
  11. Even though The Book of Delights isn't poetry, Gay is a poet and the writing is very poetic. Who is another poet (or writer, or speaker, or singer, or rapper) whose words bring you delight?In Chapter 38 Ross mentions an interaction with a flight attendant calling him “Baby.” Have you had delightful interactions with strangers? What made it special?

Assignment: Find something that delights you and share it with a friend or loved one. Bonus points: take a photo of the delight and post it to social media, using the tags #DailyDelight #EverybodyReads #RossGay @MultCoLib (Twitter and Facebook) @multnomahcountylibrary (Instagram) @PDXLibraryLove @LiteraryArts 

English | Español 


Books for beginners are scattered on a table in the foreground. Yellow, blue, red and green bags hang in the background under a shelf. More books are stored on that shelf.

The library has reorganized its entire collection of Spanish leveled readers for students learning to read. There are now four distinct reading levels: Comenzando (Beginning), Desarrollando habilidades (Developing Skills), Leyendo más (Reading More) y Por mi cuenta (On My Own).

The goal of this reorganization was to help families find books that better matched their children’s reading levels. This goal is meant to improve the library experience for children and their parents, and to help children become successful readers.

The levels purposefully do not have corresponding numbers, to discourage correlation between reading level and grade level. 
Each level is categorized in its own color. Click on the links to see books for each level:

Look for the corresponding color label on the spine of each book. 

Bienvenidos a la Lectura and CTIAM (STEAM) bags

Four youth holding book bags in the library. Their shirts and the bags have a logo that says "Bienvenidos a la Lectura". Each bag is a different color: purple, green, yellow, red and blue.
​​​​​​

Similarly, we have organized Bienvenidos a la Lectura (Welcome to Reading) bags by reading levels and themes. Each bag contains 5 books and an information sheet for children and their families to enjoy reading.

The bags can be borrowed like any other library material.

Yellow bags - Comenzando
Blue bags - Desarrollando habilidades
Red bags - Leyendo más
Green bags - Por mi cuenta

We also invite you to explore the CTIAM (STEAM) bags that include books related to science, technology, engineering, art and mathematics as indicated by the acronym CTIAM (ciencia, tecnología, ingeniería, arte y matemáticas).

Made possible by gifts to The Library Foundation.

Introducing videos about the Spanish Beginning Readers Collection

Presentando videos acerca de los libros para lectores principiantes

Watch this and the other videos in Spanish in the playlist to learn more about how you can use the Spanish Beginning Readers Collection with your family.

 

English | Español 


Libros para principiantes están esparcidos sobre una mesa en el primer plano. Unas bolsas de los colores amarillos, azules, rojos y verdes cuelgan en el fondo debajo de un estante. Más libros están almacenados en ese estante.

La biblioteca ha reorganizado la colección de libros para lectores principiantes en cuatro niveles de complejidad. Los niveles son: Comenzando, Desarrollando habilidades, Leyendo más y Por mi cuenta.

Esta reorganización de libros se hizo con la finalidad de facilitar la búsqueda de libros por nivel, así como para mejorar la experiencia de los niños y sus padres en la biblioteca y para que los niños lleguen a ser lectores exitosos.

Los niveles de lectura están representados por color en lugar de ser por número para evitar la comparación entre el grado y el nivel de lectura. Haga clic en los enlaces para ver los libros de cada nivel:

Encontrará la etiqueta correspondiente en el lomo de cada libro.

Bolsitas de Bienvenidos a la Lectura y CTIAM

Cuatro jóvenes con bolsas de libros en mano en la biblioteca. Sus camisas y las bolsas tienen un logo que dice "Bienvenidos a la Lectura." Cada bolsa es de un color diferente: lila, verde, amarillo, rojo y azul.

Igualmente hemos creado bolsitas de libros por niveles de lectura y por temas. Cada bolsita contiene 5 libros y una hoja informativa para que los niños y sus familias disfruten de la lectura.

Las bolsitas se prestan como cualquier material de la biblioteca.

Los invitamos a explorar las Bolsitas de CTIAM que incluyen libros relacionados con la ciencia, tecnología, ingeniería, arte y matemáticas como lo indica la sigla CTIAM.

Este programa es posible por los regalos dados a La Fundación de la Biblioteca.

Presentando videos acerca de los libros para lectores principiantes

Presentando videos acerca de los libros para lectores principiantes

Vea este y los otros videos en la lista de reproducción para aprender más sobre cómo puede usar la colección de libros para lectores principiantes con su familia.

An online inquiry. Followed by an email. Then an in-person connection.

Author Liz Crain and her cookbooks Dumplings Equal Love

Liz Crain was starting work on her second cookbook collaboration. She put in a digital query to Multnomah County Library for research assistance. Pauline Theriault got an email. So began their librarian-patron alliance.

Pauline is a material selector librarian who has been at Multnomah County Library for 23 years. Until last summer, she was an information services librarian helping patrons in person and assisting patrons who call or email the library with inquiries about myriad subjects and topics.

“If the first tier of people can’t answer the question ... they pass it on to what we now call the Information Services staff work group,’’ she says. “There are two classifications in that work group, and it’s the librarians and the library assistants.’’

“We work on those questions that are passed on to us. We either call the person back or we email them. Or, we might set up an appointment to meet with them in person and go over materials to answer the questions that they’ve asked.’’

Library patrons have immediate access to library staff for research and questions, ranging from general to topical subject matter via phone, email, and chat, all available on the library website. These resources are especially vital now, with only staff allowed in libraries due to COVID-19 safety precautions.

Liz found, in Pauline, a complementary resource for her cookbook writing pursuits. Liz moved to Portland in 2002, saying she brought with her a love for libraries from her childhood growing up in Cincinnati.

So, when she launched into her second cookbook collaboration, initially about brunch and brunch recipes, she says she instinctively turned to the library. That was 2014. The cookbook, Hello! My Name is Tasty, was co-authored with John Gorham and published in fall 2017.

Her research assistance experience in 2014 worked out so well that Liz sought Pauline for another cookbook project. Dumplings = Love: Delicious Recipes From Around The World (see book and e-book in My MCL) was published in fall 2020.

“It was just really exciting for me,’’ Liz says. “I’ve always loved research. But there are so many experts at the library.’’

Pauline says after Liz made the research assistance request in 2014, Pauline saw the question topic and began searching for information based on her knowledge of the library’s collection and Liz’s needs.

“One of the areas I was responsible for was the cookbook collection,” Pauline says, referring to her 22 years as a librarian at Central Library.

“I had a pretty good in-depth knowledge of the resources we have available through the library. So when her question came through, I got back to her with some information. And then it turned out that what was really best for her was that she came in and made an appointment to meet one-on-one.”

Along the way, Liz says, the cookbook idea evolved from centering on brunch to highlighting around-the-clock recipes from Tasty n Sons and Tasty n Alder restaurants. “That was just one research query,’’ Liz says, “and I got enough content from that initial response from Pauline to set me on my way.”

In 2018, Liz says, the idea for her third cookbook was inspired while dining with Sasquatch Books representatives during Portland Book Festival. She says she developed a loose table of contents for a dumpling cookbook and started research with two particular dumplings: Korean Mandu, and Japanese Gyoza. Again, she reached out to Pauline.

“Any kind of query that I have, she’ll immediately have this web of ideas that I wouldn’t have even considered,’’ Liz says.

“The thing I remember is, she looked up some Oxford English Dictionary terms related to what I was researching. That was great, because, who has that at home?”

Luckily, all library cardholders do. The Oxford English Dictionary is available via a subscription database with a library card through the library's website

Just as Liz had an early fondness for libraries, Pauline settled on her professional calling as a young adult. “I knew I wanted to be a librarian. I liked to read.”

Pauline earned her master’s degree in library science from University of Arizona after graduating from Oregon State University with a bachelor's degree in English and minors in fine art and German.

“I knew there was something else that I was striving for,’’ Pauline says of majoring in English. “Because I knew I was going to get a master’s degree, I just took courses I was kind of interested in.’’

She was hired as a librarian for the science and business section of Central Library after starting her career at Salem Public Library. In Salem, she says, she developed a cookbook research-interest connection with a patron, noting that forming bonds with patrons is fairly common.

“I think what happens is, when you establish a good working relationship with somebody, they think of you as their personal librarian. This has been the case with friends over the years, as well as with patrons.”

However, more often than not, Pauline says, such connections generally are with patrons who are regular library visitors. “Like the fellow I knew from Salem.’’

“Liz, I just sort of met blindly,” Pauline says. “I was just answering the email question, and then she made an appointment to come in. So, that just started out strictly digital, and then it turned into meeting somebody in person. Usually, I think, it’s the opposite; we meet somebody in person first, and then establish a relationship.’’

Liz says she was equally grateful for Pauline’s expertise the second time around - “she helped me out immensely, getting all sorts of books, databases, online materials” - while researching for Dumplings = Love: Delicious Recipes From Around The World

“She has such a wealth of knowledge, working at Central for 22 years,’’ Liz says. “I didn’t really know the breadth of research assistance that you can get for free at the public library.” 

Read a full Q&A with Liz and Pauline.

Liz Crain and Pauline Theriault have a question and answer conversation about Pauline’s work as a librarian for Multnomah County Library. The interview has been edited for brevity.

Pauline Theriault and Liz Crain
Liz Crain: Will you please talk about the research assistance part of your work?
 
Pauline Theriault: Years ago we had lines of people at the reference desk requesting help. Now, we have the internet and Google and people email us their questions. I think people don’t realize that there's a level of in-depth research that people can access through the library. They think they have to research everything on their own now. The library staff can help people find a lot of unique, in-depth, and elusive information. 
 
Liz: What are the bulk of requests that people are coming to the Central Library for?
 
PT: It runs the spectrum, from finding information to help start a business to writing a book proposal and needing to know how many books sold on a particular topic. We get a lot of history questions; genealogy is really popular. People ask for information about marriages and divorces. Whatever you can imagine. You know, somebody is making costumes for their kid's play and they need some information on how to make something that looks sort of historical out of towels. 

Liz: In your perfect world, what would you like to see this aspect of library research assistance look like?
 
Pauline: I always think it's great when more people are using this aspect of the library.  I've always been interested in the thrill of finding information. It's nice when people come in and ask us questions because we can talk to them face to face and get immediate feedback. Reference services is a big part of what we do, but it's probably less than it used to be because of the changing nature of the information world. Either way is great. It's nice to be able to talk to someone and ask questions and confirm if you're headed in the right direction. It's much harder to do that in email. But I'd rather have people email us than not ask at all. 

Liz: What's some advice for patrons when they are requesting research help?
 
Pauline: Sometimes people aren't sure what they're looking for until they start having a conversation with somebody. They're really not sure if something exists, so they ask for something else. People are often surprised that various forms of information even exist. Sometimes we might not be able to find something in the exact format that someone wants but we can provide an alternative that may suit their needs perfectly.

Liz: Any other advice you want to give people on navigating public library research avenues?
 
Pauline: Having that library card is such a valuable thing. It's probably the best card in someone's wallet in terms of access to information and books. You can check things out. There are all of these databases that you would never be able to access yourself for free, like full-text magazines. We have fiction, ebooks, streaming movies, streaming music. We have a database where you can learn a foreign language. Just plug in your library card. 
 
Liz: Is there anything you'd like to advise patrons not to do when querying research requests?
 
Pauline: Don’t be in a hurry. Also, if you don't get the right answer or if it isn't what you're looking for, ask for clarification or explain yourself. It's a conversation. 

Liz: What is your job title now?
 
Pauline: I'm a librarian in Materials Selection. I order adult non-fiction books, DVDs, sheet music, and music CDs.
 

Desde mi propia experiencia como inmigrante, mujer de color e hija de dos personas trabajadoras que creyeron en el Sueño Americano, me tomo muy en serio recomendar libros que reflejen las experiencias de vida de los inmigrantes en este país. Me preocupo por tener libros en nuestra colección que coincidan con personas cuyas historias históricamente han sido suprimidas. Libros que relaten las experiencias de nuestro diario vivir tales como: El libro de los americanos desconocidosPaco un niño latino en Estados Unidos, o  Al principio, viajábamos solas

Y aunque la narrativa del inmigrante no es una sola historia, como explica la novelista Chimamanda Ngozi Adichie en su TedTalk El peligro de una sola historia, creo que los inmigrantes compartIimos muchas cosas en común. Una de ellas es el abrazar los ideales de Estados Unidos. Al igual que cualquier otra persona que adopte estos principios, nosotros, los inmigrantes, nos esforzamos por fortalecer la comunidad en la que vivimos. Recordemos que los inmigrantes y los hijos de inmigrantes son nuestros vecinos, compañeros de clase, colegas y compañeros de trabajo; somos parte de tu comunidad.

From my own experience as an immigrant, a woman of color, and the daughter of two hard-working individuals who believed in the American Dream, I take very seriously recommending books that reflect immigrants' life experiences in this country. I care about having books in our collection that match people whose stories have historically been suppressed, books that are reflective of our everday lives, El libro de los americanos desconocidosPaco un niño latino en Estados Unidos, or Al principio, viajábamos solas

And while the immigrant narrative is not a single story, as novelist Chimamanda Ngozi Adichie explains in her TedTalk, The Danger of a Single Story, I believe immigrants share many things in common. The most important of these is to embrace the ideals of the United States. We, just like anybody else who embraces these principles work hard to make our community stronger. Immigrants and the children of immigrants are our neighbors, classmates, colleagues, and co-workers; we are part of your community.

 

 

WorkSource Oregon offers free virtual workshops for job seekers. See the workshop descriptions below and when you are ready, click here to register.

The workshops cover the following topics:

Interviews – Are you landing interviews, but not your dream job? Are situational questions keeping you up at night? Let us help answer all these and more. 

Virtual Interviews - Are you ready to take on a virtual interview? If not, let us help you build skill and confidence for your next virtual interview. 

Soft Skills - What is a soft skill and why it is important in finding, and keeping, a great job? In this workshop, we will introduce soft skills, as well as help you discover which soft skills are your strengths. 

Resumes - Learn techniques and strategies to create, or refurbish, your resume for industry specific, job tailored, and unique-to-you uses. 

Networking - Branding, an elevator speech and LinkedIn—how will they support your job search? Let us help you discover and navigate the new, virtual networking environment, while reinforcing your in-person networking skills. 

Successful State Applications - Are you interested in applying to jobs with the State of Oregon? Review how to research State of Oregon job announcements, agencies and job classifications. Discover how to tailor your resume to the job description, all while networking with live State Agents.

WorkSource Oregon ofrece los siguientes talleres virtuales para quienes buscan trabajo y para quienes están considerando cambiar de trabajo. Se llevan a cabo cada semana al mismo día y a la misma hora durante todo el mes.

Registrese

Entrevistas - ¿Está consiguiendo entrevistas, pero no el trabajo de sus sueños? ¿Las preguntas situacionales lo mantienen despierto por la noche? ¿Cómo responde a una pregunta sobre su último empleador si lo despidieron? Ayudemos a responder a todos estos y más. 

Entrevistas virtuales - ¿Está listo para realizar una entrevista virtual? ¿Su iluminación, vestimenta, fondo, voz y tono son ideales para el escenario virtual? ¿Sabes lo que es grabar previamente las preguntas de tu entrevista? ¿Eres experto en moverse en un espacio virtual? De lo contrario, permítanos ayudarlo a desarrollar habilidades y confianza para su próxima entrevista virtual. 

Habilidades blandas - Se ha dicho: "Lo contratan por sus habilidades básicas y lo despiden por sus habilidades blandas," pero ¿qué es una habilidad blanda y por qué es importante para encontrar y mantener un gran trabajo? En este taller, presentaremos las habilidades blandas y le ayudaremos a descubrir qué habilidades blandas son sus fortalezas. 

Currículums - Aprenda técnicas y estrategias para crear o renovar su currículum para usos específicos de la industria, personalizados para el trabajo y exclusivos para usted. Descubre trucos que atraen la atención de los equipos de contratación. ¡Comprenda cómo pasar el sistema de seguimiento de candidatos del robot a los ojos humanos y más! 

Redes - Marca, un discurso de ascensor y LinkedIn: ¿cómo respaldarán su búsqueda de trabajo? Permítanos ayudarlo a descubrir y navegar por el nuevo entorno de redes virtuales, mientras refuerza sus habilidades de redes en persona. 

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