When school does not open in the morning or opens late due to inclement weather, we notify the media before 6:45 a.m. We update the school website as soon as possible. We also send an email with closure information to the parent and faculty-staff email listservs.
We do not notify the media when school runs on a normal schedule.
We will post a newsflash on the website alerting families that we are open when conditions are uncertain.
The school avoids mid-day weather closures whenever possible.
Catlin Gabel does not necessarily follow the decisions made by Portland Public or Beaverton schools because our students come from a wide geographic area.
Plant manager Eric Shawn and assistant head of school Vicki Roscoe make the decision to close school or delay opening based on conditions on campus and throughout the metro area.
Sometimes school is in session, but we suspend one or more of the bus routes because of hazardous road conditions (typically at higher elevations). We post a message on the website as soon as decisions are made. We will send an email with bus cancellation information to all families and faculty-staff. If buses are canceled in the morning on a given date, they are also canceled in the afternoon, regardless of weather conditions.
The safety of students is our primary concern. Parents should make personal weather-related safety decisions for their families. If it does not seem safe where you are, keep your children at home. If conditions deteriorate in your neighborhood during the day, you may pick up your children early (making sure to notify the division administrative assistant).
A large group of Catlin's eighth grade class spent a weekend among the forts, batteries, and bunkers protecting the Columbia River from enemy attack over the past 120 years. We spent the night in yurts, warmed by electric heaters, at Fort Stevens State Park. Over the two day the group visited Fort Clatsop, Battery Russell, Battery Mishler, Battery 245, Fort Stevens and the wreck of the Peter Iredale. Lots of games were played among the various installations. We spent part of an afternoon playing Ultimate Frisbee in the sun on a wide and empty beach. A beautiful weekend.
Revels is just around the corner!
Excitement is in the air!
Revels – Wednesday, December 18, 7:00 - 8:30 pm, Cabell Center Theater
Helpful Tips You Need to Know for Revels
Second, Third and Fourth grade:
• Boys – Dress pants, collar shirt – tucked in – if the pants require a belt please wear one
• Girls – dresses, skirts or very dressy pants
Fifth grade – Black dress pants and a white turtle neck
*Third Graders in balcony: We ask that third graders and their parents sit upstairs in the balcony. The students will be cued as to when to come downstairs to perform.
*Fourth Graders to be seated in the aisles: We invite the parents of the 4th graders to sit in the seats nearest their 4th graders at the beginning of the show. Fourth graders need to meet in the Beginning School at 6:30 pm.
*Parking: Please carpool if at all possible, as parking is limited.
*Pre-performance wait time: You may be bringing your student early to get ready for the show. The doors open at 6:00 pm.
*Honoring the performers: To honor the performers, please turn off cell phones and remain seated during the performance. Bathrooms are located behind the theater for emergencies. Please encourage children to visit them before the show begins!
*What happens if it snows? No worries – an alternate performance date will be announced. Please check the web site to see if Revels is cancelled.
*The day after: Coming to school Friday morning after Revels may be delayed a bit if you like, a tradition at the Lower School! Of course teachers will be here at the usual time.
DVD of Revels
We will have a professional videographer to tape Revels again this year. If you would like to purchase a copy of the Revels DVD please email Julie Higgins in the LS office and let her know how many you would like. Your account will be charge $30.00 for each DVD.
Practice the Revels Spanish Song
Si me ven si me ven voy camino a mi hogar.
Si me ven si me ven voy camino a mi hogar.
El lucerito mañanero, ilumina mi sendero.
Si me ven si me ven, voy camino a mi hogar.
Si me ven si me ven, voy camino a mi hogar.
Tuqui tuqui Tuqui Ta
Apúrate mi burrito
que ya vamos a llegar.
Tuqui tuqui Tuqui Ta.
Apúrate mi burrito
Vamos a una fiesta .
Con mi burrito sabanero voy camino a mi hogar
Si me ven si me ven voy camino a mi hogar.
Si me ven si me ven voy camino a mi hogar.
Tuqui tuqui Tuqui Ta
Apúrate mi burrito
que ya vamos a llegar.
Tuqui tuqui Tuqui Ta.
Apúrate mi burrito
Vamos a una fiesta.
Catlin Gabel's inaugural History Bowl team, at its first competition, qualified for the National History Bowl by placing 2nd in the junior varsity division at regionals. Team members Adolfo Apolloni, Daniel Chiu, Ian Hoyt, Julian Kida, and Andrew Park (all 9th graders) will travel with club advisor Peter Shulman to the national competition in Washington, D.C., in April.
The team members also participated as individuals in the closely related History Bee, and all five qualified for the national History Bee. Daniel Chiu placed 3rd and Ian Hoyt placed 5th.
Carefully review this article, download the emergency medical and behavior agreement form posted at the bottom of the page, register online with
The Catlin Gabel ski bus runs on six Saturdays: February 8, 15, 22, and March 1, 8, and 15.
The Catlin Gabel ski program is supervised by faculty members from all divisions. Mt. Hood Meadows ski and snowboard instructors teach the lessons. The program is open only to Catlin Gabel students in 5th through 12th grades. The transportation and chaperone fee for the six-week program is $150, payable by check to Catlin Gabel. Lift, lesson, and rental fees are payable to Mt. Hood Meadows through their online registration.
Transportation and supervision
Catlin Gabel buses transport participating students to and from Mt. Hood Meadows. The bus drivers are Catlin Gabel employees. Chaperones ride each bus and are available in the lodge at most but not all times.
Buses leave Catlin Gabel at 6:30 a.m. sharp. At the end of the ski day, the buses leave Mt. Hood Meadows at 3:30 p.m., returning to Catlin Gabel by 5:30 p.m.
All students must return via the Catlin Gabel bus unless parents or guardians prearrange alternative transportation. Chaperones must receive a note signed by a parent or guardian detailing the alternative transportation arrangements.
There are two separate components to registration: Mt. Hood Meadows registration and Catlin Gabel registration.
Mt. Hood Meadows Registration
♦ Enter the GO code for Catlin Gabel in the GO code Box. Our GO Code is: 1024713
♦ Select the package you wish to purchase.
• Grades 5-8 are “Trailblazers,” grades 9-12 are “High School.”
• Trailblazers MUST sign up for lessons. This is a Catlin Gabel requirement.
• Note: there is a Beginner Special for first-time skiers and snowboarders that is significantly less expensive.
♦ After registering, you will receive a confirmation email from Mt. Hood Meadows and required forms.
Catlin Gabel Registration
Four forms in hard copy and payment are due to Kathy Sloan in the Upper School by Wednesday, January 22
♦ Catlin Gabel medical release and behavior agreement form posted below
♦ Mt. Hood Meadows release form
♦ Mt. Hood Meadows medical form
♦ Mt. Hood Meadows rental form (if renting equipment)
♦ Check for $150 made payable to Catlin Gabel.
Financial aid is available directly through the ski bus program for students who need it and are committed to attending all six weeks. It is available for Catlin Gabel’s transportation and chaperone fee, as well as a portion of the Mt. Hood Meadows packages. Please contact Kathy Sloan directly to inquire about financial aid.
Drop-in skier information
Transportation and supervision are available to skiers who can only attend one or two Saturdays. However, we recommend signing up for the full program if you plan to ski more than twice because the unused days on the tickets are good until the end of the ski season.
The drop-in fee is $30 payable in cash or check on the day of attendance. Drop-in skiers must purchase their own lift and/or lesson tickets. Please rent equipment in advance in the Portland area. Beginning and first-season skiers are not permitted to use the drop-in system.
The Catlin Gabel emergency medical and behavior form is required for all drop-in skiers. Extra forms are available in each of the division offices and posted at the bottom of this page. The form may be filled out ahead of time or brought with the skier on the day of attendance. We cannot accept phoned in permission.
Program guidelines – read these carefully!
Both students and parents are responsible for reading this information.
Be on time. Please arrive at 6:15 a.m. to load skis and get seated on the bus. The bus leaves campus promptly at 6:30 a.m. and returns to Catlin Gabel by 5:30 p.m. Parents/guardians, please be on time to pick up your skier(s) at the end of the day.
Lessons are required for all participants in 5th through 8th grades. They are optional for high school participants. Lessons are approximately two hours and happen on each of the first four Saturdays, but not the last two. Prior to and after lessons, participants are “free skiing.” Although program rules require skiing with a partner, participants are not supervised by chaperones while on the slopes.
Skiers are required to travel both directions on the same bus. There will be chaperones on each bus and in the lodge at most but not all times. In the morning, buses drop students at the lodge, and at the end of the ski day students walk to the buses parked in the parking lot by 3:15 p.m. Failure to return to the bus on time causes worry and delay for everyone. Late skiers could be dropped from the ski program the following week.
All skiers are expected to honor the rules and regulations governing the use of lifts, slopes, and lodges as posted by Mt. Hood Meadows. Failure to comply will result in dismissal from the program. All skiers are expected to honor Catlin drug and alcohol policy. Failure to comply will result in dismissal from the program and disciplinary action taken at school.
We strongly encourage all skiers and snowboarders to wear helmets although this is not mandatory. Helmets come with the Trailblazer rental package.
Loading and unloading equipment and cleaning the bus at the end of the day is everyone’s responsibility. No one should leave the campus until the buses are empty and cleaned.
Concern for others is an essential part of the ski program while on our way to and from Mt Hood Meadows and while at the ski area. We have been justifiably proud of the Catlin Gabel students in the past and have had numerous great seasons. We hope you can be a part of the best season yet!
We ask all students and parents to join in our commitment for the safest and most enjoyable ski program possible.
Ski program leaders: Kathy Sloan, Len Carr, Chris Bell, Peggy McDonnell, Bob Sauer, Larry Hurst, Paul Monheimer, Aline Garcia-Rubio, and Spencer White
Click on any photo to enlarge it, download it, or start the slide show.
Upper School teacher and PLACE urban studies director George Zaninovich collaborated with alumna Erin Goodling '99 to produce a curriculum guide for educators, activists, community leaders, and, above all, students. The 121-page guidebook is an outgrowth of Catlin Gabel's PLACE urban studies and leadership program. We are grateful to George and Erin for walking our talk of being a model for progressive education.
The free curriculum guide is posted on our website. We are eager to share this work with others.
Help spread the word.
Sunday afternoon we arrived at a quiet campus and loaded up for the scenic drive to Ekone Ranch. Through the Gorge waterfalls, past the Stone Henge Memorial, and past the windmills, at last we descended into the valley where we would spend the next three days riding horses, creating art, hiking, and making new friends. We were greeted by happy ranch dogs Lola and Banjo and got the lay of the land before settling into our cabin. We walked down tot he cook house and enjoyed dinner together in the warm kitchen. After dinner we built a fire in the open air lodge under the watchful eyes of Monarch the buffalo head and our evening entertainment group lead a wonderful program of games, bonding, and sing along. Sleeping was warm and cozy. Maybe too cozy as students cooked in the wood stove heated sauna like cabin. Monday morning came bright and early with a frosty dawn light peeked into the valley and the breakfast crew bundled up and headed to the kitchen soon to be joined by the rest of the group to fuel up for a long day of riding, drawing, and exploring. Groups switched off getting the horses ready, riding out along the canyon, drawing still lifes of skulls and portraits of one another, sketching in the crisp sunshine, and exploring. We took a break and warmed up at lunch before heading out into the sunny cold day for more riding and creating. The evening was dinner, fire building, and campfire games and a more temperature regulated night in the cabin.
Tuesday was suddenly upon us and while some students spent our last morning at Ekone riding, others hiked down into the canyon before a tasty lunch a fond farewell and the bus ride back in to Portland.
The skies were grey but the attitudes were bright as we gathered in the Theater Parking Lot for weekend Girls Beach Trip. In our pre trip huddle we loaded our baggage and talked about the “baggage” we were leaving behind. We figuratively dumped things like stress, homework, worry, and drama in the lot and drove away from it all towards a weekend of fun, learning, bonding, trying new things, and making new friends at the Oregon Coast.
The bus ride was a radio sing along party full of laughter and dancing in our seats. Two hours later we pulled in to Nehalem Bay State Park, parked the bus and the girls navigated us to the beach. We stashed our lunches, ran to greet the sea and played sardines and camouflage in the dunes where the sand and tall grass was ideal for hiding. We ate our lunches in the perfect little wind protected nest before we were chased back to camp by the wind and the rains.
We had a blast seeing who could fake the coldest wettest face and the winners easily persuaded the kind camp hosts to let us check in an hour early. After settling into our yurts, the clouds parted again and Ann, Pongi, and the girls set out to see the sunset over the Ocean. Renee stayed back to set up the dinner prep and fend off raccoons and soon saw the headlamps of the team bobbing around on the dunes. Soon the girls, Ann, and Pongi popped out and came back to the Yurt. Promising tales of their adventure around the fire.
Half the group built a fire with Pongi and the other half prepared our fiesta with Renee and soon we were all enjoying warm burritos by our warm fire.
After we cleaned up dinner we re grouped by the fire and were regaled with the tale of the dunes in the darkness. One by one the girls added onto the tale of their trip back from the beach where they got turned around, had to strategize, and finally found their way back. The group was proud of their victory and bonded by the experience!
We enjoyed s’mores and played a game before heading back to our Yurts for visiting hours. Girls went between the Yurts playing games, painting nails, and talking before we all settled into our little nests and chatted until lights out.
After a cozy night of rest under the sound of rain on our roofs, we woke to no rain, breakfasted and packed up. We bussed over to the Brighton Marina on Nehalem bay where we rented some crab traps and joined the crabbers on the dock to try our luck at crabbing. Before too long the girls pulled up two enormous keepers. The other crabbers were impressed that these 13 11 year olds were having such luck! We cooked our crabs and enjoyed a lunch of wraps, crab, fruit, and veggies and dip by the fire at the Marina. Too soon it was time to load up again and we began our journey home with a quick stop at the Tillamook Cheese factory where we got ice cream, sampled cheese, and played games. We were back at Catlin at 3:30pm, salty, sandy, and sleepy, with new friends and tales of adventure.
When we invited Will Richardson to speak at Catlin Gabel, we knew his theories about the future of education would trigger a range of responses from skepticism to agreement to “we already do that.” And Will did not disappoint! At both his evening talk for parents on October 17 and his talk for teachers the next day, Will raised more questions than he answered—and that was his intent.
Changes in technology during the past 20 years have had more impact on culture and education than anything in the previous 200 years (including brain research). Will did not provide quick answers to the question of how technology affects our thinking, the acquisition and delivery of information, and the value of content. Rather, he challenged educators to think and talk together about complex questions and work toward a shared vision.
Among his provocative ideas is the notion that to best serve students for the digitally connected, globally networked, and information-saturated future, the role of teachers needs to evolve from providers of information to master learners who model inquiry and connect students with specialists who can engage in dialogue related to subject matter. Will asked us to think of classrooms as part of a world network connected to other classrooms and experts.
He raised some eyebrows with another concept: institutions aren’t needed for content anymore. They are needed for nurturing students, getting the most out of them, and preparing them for modern learning with a mindset and disposition for self-organizing.
In asking how much people need to know given our world of ample access to information, Will asserts that the job of educators is to help students build skills to assess information, to persist, to create, and to work with people from different cultures. He further recommends that students do something with their learning – produce authentic work for real audiences for real reasons – to create work that lives in the world.
Regardless of what any one of us thinks about the specifics of what Will had to say, we are delighted that his visit to Catlin Gabel sparked conversations about the future of education among parents, teachers, and staff members.
Following Will’s presentation on the in-service day, faculty and staff broke into morning and afternoon discussion groups. Each cross-divisional group focused on one essential question. The discussion titles, suggested by teachers, reveal a great deal about what educators at Catlin Gabel want to explore. Will's book and presentation prompted some of the topics, but his is just one voice among many. We consider the vast body of research related to teaching and learning in our ongoing conversations about how our program should evolve to best serve students.
Some of the many complex questions teachers and staffers considered on our in-service day
• What are we afraid of that's stopping us from creating our ultimate school?
• How does assessment and feedback to students need to change to align with progressive values?
• How can students become self-determined challenged learners and maintain the balance in life so needed for health?
• What should the graduation requirements of 2027 (current preschool class) look like?
• How can we wed individually centered learning with communitarian goals and collaborative skills?
• What does progressive learning look like and how is it demonstrated in the language classroom?
• What is our vision for tech use in the classroom at CG?
• How might we bring making and tinkering into the classroom?
We asked division heads to share some of their takeaways from Will Richardson’s visit and our in-service day.
Beginning School Head Hannah Whitehead
The question that most interested me, coming from Will’s talk and the reading I’ve done, is: what is the school’s role in preparing our children for a world of ubiquitous learning, when experts and information are available to anyone with connection to the Internet? When just-in-time learning is available, whatever our passions and curiosities might be? When we are moving as a society from institutionally organized learning to self-organized educations? This is a lot to chew on!
With a tsunami of information coming our way and the need to, in Will’s words, curate it, there is much for teachers to do. Helping students become digitally literate springs immediately to mind, as does guidance in critical assessment of information, creative use of it, and supporting persistence in problem-solving. Helping students create “authentic work for real audiences for real reasons – work that lives in the world – not just the classroom,” is exciting to think about at this expanded scale!
I found myself wondering, however, about students who struggle with organization, and with determining what is important, even in a structured text. Think about facing an avalanche of un-curated material with these challenges in mind! We need to think hard about how to support these students so they can be successful, perhaps in part by using technology to help out.
I also have been thinking a lot about Howard Gardner’s work Five Minds of the Future as I consider what our Beginning School students will need as they grow up. Gardner and the folks at Harvard’s Project Zero have delineated the “minds” we all need to cultivate in the world of globalization and digital revolution. Lifelong learning is certainly required! Here is the CliffsNotes™ version:
• The disciplined mind (digging deep and subject mastery)
• The synthesizing mind (critical for the digital flood of information so that it is possible to do something with it)
• The creating mind (poses important questions, doesn’t expect everything to work out, keeps trying, creates the new)
• The respectful mind (diversity is a fact of life, so being able to understand and respect others’ perspectives is essential when we are working with people of all cultures)
• The ethical mind (we need good global/earth citizens if humanity is to continue)
It was rewarding indeed to have the time with colleagues to mull, debate, explore, but not conclude our thinking about these important topics. I can’t think of a better use of time.
Lower School Head Vicki Swartz Roscoe
Will Richardson’s ideas provoke a great deal of spirited conversation among teachers and parents. Technology is playing an increasingly important role in our lives. How does this play out with our young children? How much screen time is healthy? How much is too much? What about the balance with playing outdoors and interacting socially?
We are working on developing digital citizenship with our students and, since Will’s talk, have shared a variety of resources with parents. We have committed to having a parent meeting to talk about this topic head-on. Additionally, we are exploring our next steps with integration of the “maker movement” also mentioned by Will. How can our students be involved in making and building things that help solve problems? We have a team of teachers looking closely at what happens in woodshop and art class, and how we might integrate more projects with the homeroom. A number of Lower School teachers are keenly interested in this idea.
However, Will’s assertion that today’s technology means that students no longer need teachers in schools is not one I embrace. Teaching is all about relationship building, and Catlin Gabel’s greatest strength is the extraordinary teachers who connect deeply with our students. Online connections are not, and will never ever be, the same. I assert that once healthy bonds are made between the teacher, the student, and their parents, there is no limit to the learning that can take place. And I’m talking about healthy in-person bonds. Bonus points for a beautiful school environment.
Middle School Head Barbara Ostos
Among the many great things about our professional development day with Will Richardson were leaning in to discomfort, pushing pedagogy, questioning the industrial model of teaching and learning, discussing who we are and what we do, and asking who we want to be and what we want to do.
But the topics themselves are secondary to the wonderful synergy created when teachers from across the school engage in the same line of inquiry. The opportunity to gather our entire faculty to ask questions and spend extended time discussing answers was by far the best aspect of that day! Days like these allow us to remember that regardless of where we teach – be it the Beehive or Dant House – we are essentially facilitating the same type of learning lab, designed developmentally to meet students where they are. I heard this concept time and time again on October 18 from teachers from all four divisions. This synergy affirms our mission and vision as a school, and perhaps more importantly, allows for relationships to build between teachers across the campus so they see one another as resources and colleagues. This is what good schools do!
Upper School Head Dan Griffiths
The best thing about Will Richardson’s visit was the way his in-service day talk with faculty inspired our discussions for the rest of the day. It’s rare that we have the time and space for the entire faculty – preschool through high school – to really think about Catlin Gabel’s mission and consider together important ideas about educational philosophy. We were able to break from the day-to-day operations of running this great school, get out of our silos, and have substantive discussions from many different viewpoints. His talk and the pre-reading stimulated a wide variety of takes on several topics. Each group took a different topic that we were allowed to pick up and run with. The unmeeting format allowed self-selecting a topic of interest, which translated to full investment, deep engagement, and energized teachers. I particularly appreciated how many of my colleagues critically examined what a CG graduate should look like, asking ourselves what skills and knowledge students need when they leave us in today’s rapidly changing world.
Christmas Lake, Alkalai Flats, Crack in the Ground, Shiprock, Green Mountain and South Ice Cave were some of the features that Catlin students backpacked to over the extended break for conferences this year.
The group drove from Portland to the hamlet of Christmas Valley on Saturday and set off on foot northbound across the salt flats, which are the remnants of an ancient lake. Some of the students found arrowheads(!) as we made our way to a remote camping spot, far from any habitation. The moon was as bright as a reading light, and the stars shone more brightly than any the students had ever seen. The next morning, after a dinner of oatmeal, fresh fruit, and Spam, we all set off on a very challenging twelve mile hike across the salt flats and into the higher sage country. We spent a few hours at Crack in the Ground exploring its hidden recesses before climbing higher and higher into the juniper and then pine forest to a camp atop Green Mountain. The panorama from our campsite allowed us to see over 1000 square miles of the state. Dinner consisted of Philadelphia cheese steak sandwiches. Our third day was spent exploring South Ice Cave and trying to force new passages among the rocks. For most of the kids this was the most challenging outdoor experience of their lives. Strong bonds were forged among the thirteen students, who represented all four classes of the school.
Rock climbing in the desert sun is a perfect antidote for the autmun rains in Portland. As is so often the case, the dramatic television news forecasts for approaching weather turned out to be, well, wrong, and the students on the trip were treated to unbridled sunshine all day Saturday, a clear (and cold) night, and unalloyed sunshine all day on Sunday.
Once the group finished climbing on Saturday, we all boarded the bus and drove into Redmond and enjoyed an authentic Mexican meal at Mazatlan Resturant. That evening we set up camp in the Skull Hollow Campground, which was practically empty, and built a large bonfire which served as a forum for outdoor-related and moose jokes late into the evening.
The sun rose on our little campsite about 8am and we set about making our individual breakfasts. The balance of the day was occupied with climbing the warm rocks along the Crooked River.
Lower School students, faculty-staff, and parents gathered by a roaring fire for music and poetry celebrating the season and the traditional rolling of the weather-predicting oatcake. The giant oatcake is marked with an X on one side, and an O on the other side. If the oatcake lands on O we'll have a mild winter, if it lands on X, we'll have a harsh winter. Despite the children's fervent wishes and chanting for their preferred outcome that the oat cake land on X, it rolled to the O side. Guess we won't have any weather-related school closures this year.