Washougal, WA — The Association of Washington School Principals has named David Cooke, Principal of Jemtegaard Middle School, as the Washington State Secondary School Principal of the Year for 2020!  The Secondary School Principal of the Year award is given to individuals who set high standards for instruction, student achievement, and community involvement, as well as advocating for education. 

“I am honored to be the Principal of Jemtegaard Middle School,” said Cooke. “It is an incredible place to work. This award represents the culture and efforts of the staff and students who come here every day.”

AWSP leadership joined WSD leadership at a middle school staff meeting to make the announcement to Cooke and his staff.  Superintendent Mary Templeton announced the guests from AWSP, who proceeded to share accolades with Cooke. 

“Under David’s leadership, Jemtegaard Middle School has gone from a school that was failing to make progress under No Child Left Behind to one that has been State Recognized multiple times for academic performance increases and closing the achievement gap,” Templeton said. “Through this work, Washougal students are rising, and our district with them!  I could not be happier for David receiving this great recognition!  It is so well deserved.”

Cooke has fostered a culture of support for students and their families, focusing on equity, positive behavior expectations, high engagement, and the whole child.

“At every opportunity, David credits the teachers and staff at Jemtegaard for the school’s accomplishments,” said Kurt Hatch, AWSP Associate Director of Middle Level Leadership, adding “His staff has a willingness to challenge practices, remove barriers to success, and do what is right for students.”

“I could not be prouder of my staff,” said Cooke. “About six years ago, we knew that we needed to make changes to ensure that all students could be successful. It was not easy, but we persevered as a team to make difficult decisions, learn together, and build the best opportunities for all students. As a result, our students have experienced significant growth. We have been supported along the way by so many including our fellow Washougal teachers, staff, District Office and an amazing Washougal community.”

Cooke has overseen implementation of Positive Behavior Intervention Support system at Jemtegaard, featuring common classroom expectations, quick support responses, and a focus on ensuring that students who need help are guided through restorative practices and back in the classroom as quickly as possible.  This has led to a dramatic reduction in missed instructional time, and fewer discipline referrals for students. 

“David exemplifies the best of the best in school leaders in his relentless pursuit of bringing adults together in a common purpose and mission. Their focus on equity, student achievement, and intentional impact on each and every child is what brought his nomination to the top,” said Scott Seaman, AWSP Executive Director. “Leading educational change that is student-centered takes an entire school community and David’s leadership has fostered that ongoing culture.”

“Our students are caring, hardworking and resilient,” Cooke said. “They support each other in their academic, social, and emotional growth.”

The Spanish Speaking Family Night initiative was started by Cooke in response to feedback from second language speaking families, who wanted to connect with the school and learn how they could be part of their students’ learning.  Cooke worked with community leaders and Spanish speaking staff and translators to build relationships with students and their families, identifying resource gaps, communication barriers, and providing support and resources that ensure families and students have what they need to succeed. 

Washougal WA — A student’s classroom can be almost anywhere during this time of remote learning.  For second grade students Marina Guevara, Julie Taie and Lisa Haskin at Gause Elementary, their field science assignment took them out into the world to look for and study signs of erosion.

“We began the year by thinking about what it looks like to be a scientist,” said Guevara.  “We felt that this unit provided good opportunities to ‘unplug’ and have students apply what they are learning.” 

Once they received permission to go outdoors, students were challenged to collect and examine rocks and take a photo or draw a picture of a nearby body of water to identify possible signs of erosion. 

The lesson included looking closely at phenomena happening at a beach in Northcove, WA, nicknamed “Washaway Beach” due to erosion.

“We are continuing to read to learn more about rivers, rocks, beaches, and oceans to help us understand what is happening and possible solutions once we do understand,” said Taie.

According to Guevara, taking this time away from the computer screen gives students a needed change of pace.

“We could see students, and even families, excited and engaged in this project,” she said.  “I think it’s powerful that they found these examples on their own. It is also exciting that this current distance learning situation allows us to collect a variety of responses and data to study.”

“If examples were provided in the classroom or in a group, all the students would see the same thing,” said Haskin. “This way we have different sets of eyes and ears finding evidence of erosion in a variety of places and making observations to share with the class.”

One of the biggest challenges with distance learning for all teachers is fostering connections.

“Creating relationships comes first for me,” said Guevara. “I want my students to know I am there for them and that I care about them.  Being behind a screen is a whole different ball game. Connections can be difficult to foster via technology.” 

But projects like this provide for moments of connection as they show their learning and share what they have seen. Students were connecting with the shared photos saying things like, “I know that place! I’ve been there!” 

“The pictures submitted by students not only provide different data points but also included some special moments shared by families exploring together,” said Guevara. “We were lucky that we had some nice sunny days to work with too!”   

Guevara says she sees evidence of resilience in her class of seven and eight-year-olds every day. 

“The end of last school year and the beginning of this one has been filled with challenges and growing pains,” she admits. “But I feel like we are really getting the hang of it. We have found a rhythm. Part of our learning mantra this year is ‘I’m here to grow every day,’ and I see our students embody that in how they approach their learning, how they communicate with me and with peers, and even how they advocate for themselves through technology.”

“Learning and communicating through screens can be daunting but we are still interacting with our students and they are showing a keen desire to learn despite the challenges,” Guevara said.  “We are so proud of them.”

Having a fun day.

Washougal, WA — Washougal High School Associated Student Body leaders are putting 21st Century Skills to use as they work to reimagine their role to unite and inspire classmates. Gone are the tried and true pep assemblies, spirit activities, work parties and school events.  

Ethan Mills, WHS ASB President, said it is a challenge for ASB to do their job to help students feel spirit and unite a school community when everyone is learning remotely.  “We have been isolated for a long time,” he said. “For me, I’m definitely more of an in-person leader and it’s hard to feed off the energy of others when you are just on camera. I’ve learned that you just have to put yourself out there and do your best no matter what the situation is.”

According to WHS ASB Advisor, Kyla Ritchey, there were many discussions on how to shift the group’s thinking for this school year.  “Before the school year started the class met to discuss what we should do and how they are going to best serve their students’ needs as well as the Washougal Community,” she said. “What impressed me about the students was their honesty.  They had no idea where to start but felt the need to help. It was from this conversation that the idea of multiple surveys throughout the year would be the best way to gauge the needs of the WHS students.”

The first survey was given out before school started and ASB is using this data to drive the work that is being done.  “The surveys collected different points of views from the student body,” said ASB Senior Senator, Briahna Ruth.  “It was important to us to try and hear from as many students as possible since we are all learning remotely.”  

“A possible benefit to this situation is that, I believe, we are understanding more of our student body’s needs and their expectation,” added Mills. “Through our survey there are more voices being heard.”

WHS ASB students recently split into three project groups that were determined from the collected data. Each group is assigned a specific area of concern that came up frequently in the survey.  They are social opportunities, communication, and resources.  With the help from partner organization, Unite! Washougal Coalition, a “mantra” was created for students to consider as they work on creating their projects.  It is to “connect, grow, and be well.”

“Students will need to be able to explain how each project will help WHS students and staff feel connected, grow as an individual, and continue to be well whether that is mentally or physically,” Ritchey said. “While projects have not been determined yet, there are a lot of great ideas being thrown around right now.” 


A major challenge for the group is getting to know one another and working together in this time of social distancing and remote learning. “Typically, they would see each other every day during class and multiple times over the weekend when working on events,” Ritchey said. “If they had a question, they could find each other at lunch or before school to get the answers. Currently, they only see each other twice a week during Zoom meetings. We are still working on community building and feeling comfortable working together.” 

Students are also being challenged to think outside of the box.  “These kids have great ideas,” said Ritchey.  “Some of the ideas though we just aren’t able to do for a multitude of reasons. Instead of giving up on the idea, I have encouraged them to think outside of the box to make some changes to the idea that would make it work. It may not be the exact picture they had in their heads but at the end of the day, it will accomplish their overall goal.”

“Our role as ASB, especially for the younger grades, is to help them keep in mind that they will be getting back to class,” explained Ruth.  “There are still good things to look forward to.”  For instance, the group is working on ways to celebrate virtual spirit weeks, development of a kindness week, exploring socially distanced events when it is safe to do so and plans to reimagine the annual Stuff the Bus food drive.  

The biggest challenge for Ritchey as their advisor is to keep the students motivated. “A lot of them feel overwhelmed and hopeless, this was not the year they had pictured,” she admits.  “I try to keep it positive during class, encourage them, and let them know that even though it may not look the same, we can still create some new experiences and traditions.” 

Overall, the WHS ASB students have shown resilience time and time again.  “Whether it be the laughs we share instead of showing frustration in the situation, or finding common ground when disagreeing on a topic,” said Ritchey. “These kids are really great and impress me more and more every time we meet. Being a student leader during this time is more of a challenge than ever before, but I couldn’t pick a better group of students to work with.”

“This is definitely a challenging year, and everything is harder to get done since we are not all together in person,” said Mills.  “I am learning a lot about leadership and resilience that should help us all prepare for our futures.”

As part of its on-going work on equity, diversity, and inclusion, Washougal School District is seeking up to a dozen community members to serve on its Equity, Diversity & Inclusion Advisory Team. This team will advise district leaders in identifying and eliminating systems, policies, procedures and practices that create inequities among students and staff. 

Once the team is formed, it will begin an Equity Audit, supported by Assistant Superintendent Aaron Hansen, who will guide the group. The results of the audit are expected in early 2021, and will shape the plan for the team’s work moving forward.

To apply, interested community members are asked to complete a short application, including an interest statement, agree to the participation requirements, and return the materials by November 13. Applications are available at:

Washougal WA — Flashing red lights on a brand new brushfire rig and a cluster of red balloons welcomed Cape Horn-Skye Elementary first grade students of Nichol Yung and Darcy Hickey as they arrived at the school parking lot to meet some local heroes on October 9.  Through their family car windows, and wearing masks, students handed their handmade thank you cards to representatives from Camas-Washougal Firefighters, Chris Kassel and Matthew Miller, also masked and wearing gloves. In return, each student was given a shiny red fire hat. Although no one could actually see the smiles behind masks, you could feel the joy felt by firefighters and students in the exchange. 

“These written notes are so important because they provide an opportunity for the students to show gratitude and connect with people in our community who work and volunteer to keep them safe,” said Yung of her students appreciation for the firefighters. “In a world where there is so much ‘virtual’ and for a 6 year old, it’s oftentimes difficult for them to distinguish between what is real and what is make-believe, these cards provide that bridge from what they may see on the news or hear friends and family talk about to something concrete.”

The class learned about wildfires and discussed how local fires had impacted the area. Some students shared how their families had to be ready to evacuate here in Washougal. 

“We had some students keenly aware of how some of their extended family members in Oregon were affected by the recent fires,” Hickey said.

The project gave these kids an opportunity to open up and process their feelings from what they had encountered during that difficult time.

“Since all of the students were directly affected by the fires, especially with the smoke, they were able to offer support by providing a listening ear and observe the courage they all had in getting through this scary time,” said Yung. “This was a real-life experience for all of them and with the chance to meet some firefighters, they can make the connection with what they experienced to those who helped put the fires out.”

“It was great to just be out in the community and see all of these happy kids,” said Miller.  “The cards were very sweet and mean so much to us.”

“We really enjoy being a part of these type of events,” said Kassel.  “It is important for children to see us in normal situations so they know we are not scary, so in a time of emergency, they will not shy away from us.”

Student Ada Berg hoped her card made the firefighters happy.  “I wanted to thank them for fighting fires and helping to keep people safe,” she said.  For Berg and her family, the fires were very real with her grandparents evacuated from their home in Estacada, Oregon.

“I want to be a firefighter,” admitted student Grason Powell.  “I want to help save the world.”

“We want the students to be able to understand that just as firefighters have a huge impact on communities in keeping them safe, children also have something to contribute by way of showing gratitude and support,” said Yung. “We hope that this show of gratitude and support will not only be evidenced in this activity but in every aspect of their lives and that it is a life-long attribute that can only help them have positive emotions, which can be easily shared. We want them to have an ‘attitude of gratitude’.”

“We are so excited to see the kids hand the firefighters their cards because we know that firefighters don’t always get recognized unless there is an emergency,” said Hickey. “We want them to know that, emergency or not, they are appreciated and we hope that we see the light in their faces as they receive a heartfelt card and well-wish from a 6-year old who admires them for their bravery.”

Greeting students.

Washougal, WA — Response to the COVID-19 pandemic has brought sweeping changes to education. Teachers at Canyon Creek and Jemtegaard Middle Schools are experiencing a small benefit of that change as they come together weekly for their Professional Learning Community (PLC) meeting via ZOOM. PLCs require whole-staff involvement in a process to reflect on instructional practices and student data, as well as monitoring outcomes to ensure success.

“The combined CCMS/JMS PLCs has been one of the few positives to come out of the COVID-19 pandemic,” said Tim Davis, JMS Math and Robotics teacher.  “We have always enjoyed working with the CCMS math team a few times a year for curriculum training.  We did a lot of sharing of lesson ideas, tech tricks, student motivation techniques and engagement ideas but ended each time saying we should do this more often.  It never materialized because we would lose at least 30 minutes of our valuable time driving from one building to the other.  Along comes the pandemic, the move to ZOOM, and two forward-thinking administrators and here we are!”

The major focus of the PLC groups is to analyze student data to help determine if students are benefiting from lessons, and to adjust instruction for students who need additional time to master standards, as well as to plan instruction for those who have achieved mastery.  Davis, who teaches the only Algebra class at JMS, had never had anybody to examine his Algebra data and outcomes until the schools combined their PLC groups. 

“Now with more minds focused on the data, we are able to see multiple ways to address students’ needs,” he said.  “We commonly work past our allotted time because it’s refreshing to have new ideas to explore.  I look forward every week to our Wednesday PLC time!”

According to Davis, the credit for the combined middle school PLCs goes to JMS principal David Cooke and CCMS principal Brian Amundson. 

“I witnessed how well they worked together in the past when they were both at JMS,” he explained. “This is an indication of how well they will work together in the future.  I think we will see the two middle schools working together on additional exciting ways to help our students in the future.”

“Having an opportunity to hear what others are bringing to the classroom, and borrow a few lesson plans, has been a thrill,” said Jason Barnes, CCMS English Language Arts and History teacher. “This has also given us the chance to affirm each other’s practices, which is especially life-giving in the current isolation of COVID-19.”


And, Washougal’s Superintendent agrees.

“Washougal School District invests heavily in PLCs and believes in their power to help enhance teaching skills and the academic performance of students,” said WSD Superintendent Mary Templeton. “The combined PLCs allow more minds to get together and share and refine lessons to keep our students engaged and achieve higher levels of success.”

Barnes, who has been a part of the social studies PLC this year, explained that the group has a shared Google Classroom set up for an exchange of information and resources, and are able to ask for advice on lessons that would otherwise be challenging to navigate solo. “We have also been able to align our units more closely with each other, getting our middle schools in a better alignment as we prepare them for high school,” he said.

“I have personally found it exciting to hear about the various ways that some of our more senior-tenured teachers approach their history classes, left mesmerized at their thrilling unit plans,” said Barnes. “It really helps to know that we are all doing great things in our classrooms.”

Washougal WA — It is 7:45 am and 60 first grade students at Columbia River Gorge Elementary are beginning their school day.  At their home workspace, they log in to a Zoom classroom to welcoming music and each is greeted by name.  On the screen is a list of materials they will need for the day’s instruction flacked by smiling and waving bitmojis illustrations of their teachers.  A five-minute countdown begins at 8:00 am, and at 8:05 am, each student, now prepared for their day, breaks into individual virtual classrooms with teachers Allison McGranahan, Sydney Termini and Taryn Tedford.

“We feel it is important to start our day by having everyone together and greet each student by their name,” explained Tedford.  “The bitmojis are just a fun way to represent us and our excitement for what’s to come.  For instance, we had them wearing scrubs on the day we were studying the human body. Our morning routine is a small way to build a sense of community and connectivity that is missing in distance learning.”   

Once broken out into classrooms, teachers lead an hour lesson.  The larger group comes back together again at 9am to meet with a specialist for instruction and activities in art, music, PE and even Library.  “It is important that students are able to stay connected with other teachers and continue to learn in these other important curriculum areas,” McGanahan said. 

Students then go back to their classroom group for the last half hour of instruction.  The remainder of the school day is spent viewing selected pre-recorded lessons and completing assignments.

The CRGE first grade team’s approach to teaching changed some since last spring, when teachers everywhere were asked to turn on a dime to online classes.  They began this year by reviewing curriculum and deciding which lessons to begin with for remote learning. “We know that certain topics were okay being recorded and others are more conducive to being live lessons,” explained McGanahan. “We’ve tried to make it so that even if kids aren’t able to be at the Zoom lessons, they are able to engage in the learning lessons.”


Like the K-2 teachers of the Washougal School District, they are using the educational software app, SeeSaw to capture learning during the distance learning. They are able to send video lessons and activities for students to interact with during the afternoon asynchronous learning time.

Teachers set up activity buttons for students to connect to three lessons.  One day may include math, a listen and learn activity and a skills practice, such as handwriting or answering questions about a story.  There are also activities for the areas of science and even community building.  Students can log in at any time in the day to complete the work.  “I had a student who had a dentist appointment during class time but was still able to participate easily in the activities,” said McGanahan.  “This offers a lot of flexibility for families.”

A good example of Seesaw’s use was a recent first grade unit on folk tales. “The assignment was for students to retell a folk tale or fable in their own words,” explained McGanahan. “They recorded themselves telling the story and even downloaded artwork they created to illustrate it.  Then we were able to watch and listen to their work.” 

“I am so amazed at how committed many of our families and students are to this whole distance learning process,” McGanahan added.  “It is a lot and it is a challenge, but we have had kids show up when the power is off, the wind is blowing, and the smoke is in the air. Kids show up and participate when they are tired and are not feeling well. I have had a kid show up to Zoom because he did not want to miss it, even though his tummy hurt, and he had to leave because he was getting sick. Our students are not giving up just because we are doing distance learning! They are actively engaged and will be able to pick up right where we left off when we get the chance to be back in the building.”

Youngest learners thrive with structure and routine and the CRGE team understands that it is a struggle for students to not be in the classroom. “Even with all the tools we have in place, this is not the same as it would be in person,” McGanahan said. “Sometimes students just need to be near the teacher and talk through a problem without the whole group watching. They need to get up and move and learn in different ways, and that is difficult over Zoom.”

Termini agrees.  “It is a challenge for me to not see each students’ process,” she explained.  “I don’t see them individually as they work through an assignment to recognize where they may have struggled. I just see the outcome, not how they problem solve and approach the work.”  

Another challenge to distance learning is lesson preparation that must take weeks of lead time to gather and distribute materials to families who drive to the school at specific times for pick up.  “It was such a treat to see students as they came to pick up bags,” said Termini. “It was good to touch base face to face with our students and their parents to check in on how it is going.”   

A benefit that has risen from remote learning is the stronger connections being made with many of the students’ families.  “We are working hard to address parent needs as much as we can and support them,” said Tedford.  “The partnership we have with parents is so important and is being fine-tuned.” 

“We are not able to do our job without family support and I absolutely love the depth of connection with parents I am able to make because of distance learning,” said McGanahan.  

 “I appreciate how supportive our student’s families have been,” added Termini. “We couldn’t do it without them!”

Greeting students.

Field trips are often one of the most memorable learning experiences for young students.  The opportunity to go outside the classroom can be an exciting and impactful way to bring lessons to life. This is why Cape Horn-Skye Elementary first grade teachers, Darcy Hickey and Nicol Yung, decided to deliver the experience online.  

“The idea of having Virtual Field Trip Fridays came about from us as a team discussing how we could do something fun as a grade level and make it meaningful to the kids,” said Hickey.  “We chose Fridays because after a week of distance learning, we wanted the kids to have something fun and different to look forward to.  We set up a Zoom link for the entire first grade so all the students get to experience the field trip together.”

Students have participated in four virtual field trips so far this year.  “We have visited a dairy farm, an egg farm, an ice cream factory and a symphony,” explained Yung. “An upcoming field trip will be to attend a shadow puppet show.”

Each field trip is planned with a thought to science, literacy, and the arts. “For example, our trip to the symphony fell in line with our study of sound in science,” said Hickey. “We also love that it supported music standards.”  

A lesson unit in language arts involved fables, and since many centered around a farm setting, a virtual trip to an egg farm was arranged.  “Our trip was also a segue into doing a science experiment with eggs,” said Yung.  “Our art teacher, Alice Yang, was a special guest who joined us on our field trip to the dairy farm.  She led the students in a directed drawing of a cow.  The upcoming field trip to the shadow puppet show aligns with our study of light and shadows in science.”

“We want the kids to know and understand that despite the fact that we are in a remote learning situation, there are still many opportunities for them to experience and learn things about their world around them,” explained Hickey.  “We want them to know that they are still connected to the world and that they can participate in meaningful activities, experiments, literature and discussions about everyday things that are a part of their lives like eggs, milk, ice cream, light, and sound to name a few.”


Hickey and Yung strive to help students think about topics that they are familiar with more critically and on a larger scale. They provide hands-on science experiments and activities throughout the week that support the field trips.  For example, students were provided materials to do an experiment on how sound waves travel before the symphony.  For the upcoming puppetry field trip, they were given materials to create shadow shapes on the wall.

The most recent field trip to an ice cream factory on October 2nd also featured CH-S’s new principal, Brian Amundson, reading the book Should I Share My Ice Cream, by Mo Willems.  “This was a great way for our students to get to know Mr. Amundson since we aren’t in person right now,” said Hickey. “He also led the students through a STEM challenge.”

“The entire staff at Cape Horn-Skye is awesome,” said Amundson. “The creativity of the teachers and the ways they are finding to connect with students and families is amazing.”

The virtual time together this week ended with a surprise Dairy Queen gift card for a free ice cream. “We reached out to former School Board member, Teresa Lees, who contacted the manager of Cams DQ to ask about donating the 50 gift cards to our students,” said Hickey. “Donna from DQ was thrilled to be a part of this and didn’t hesitate to say yes.”

Washougal, WA — 2 Rivers Bar and Grill is launching a fantastic, delicious and well thought Sunday Brunch menu featuring many new dishes beginning October 4. 

Tim Fuhrman, a classically French trained chef joined 2 Rivers just two months ago, and he’s making a bold statement with these new offerings, which are only available — for now —  on Sundays from 10 am- 2 pm.

Here’s a summary of nine dishes:

Chorizo Jalepeno Scramble

Pepper jack cheeese, green onions, avocado, eggs, House potatoes and choice of bread.

“The scramble has some Southwest influence,” Fuhrman said. “We use brioche bread for the French toast and the raspberry purée is cooked raspberry. Made from scratch. You always want a wow factor with the French toast. It’s very visual.”

Croque Madame

Brioche bread, honey baked ham, bechamel sauce, cheese and topped up with fried egg and a chef’s choice seasoned vegetable.

“As a classically French trained chef most of my dishes are French,” said Fuhrman. “Classically country style French food. My French influence is why I introduced a couple dishes like that.”

Biscuits and Gravy

Housemade buttermilk biscuits with country white sausage gravy and house potatoes.

Brisket Ranchero

Slow cooked smoked beef brisket, black beans, avocado, enchilada sauce, screambled eggs, pico de gallo, creme fresh and cilantro.

Brisket Ranchero

Smoked Canadian Bacon Benedict

Includes English muffin, poached eggs, Chef’s lemon hollandaise and House potatoes.

“The Benedict is inspired by mother who passed away from cancer,” said Fuhrman. “That was the last meal I prepared for her. The Hollandaise is thicker.” 


Braised baby spinach, grilled tomatoes, fresh basil, avocados, toasted English muffin, poached eggs, Chef’s Lemon hollandaise and house potatoes

Corned Beef Hash

Peppers, mushrooms, green onions, house potatoes, poached eggs topped with Hollandaise sauce.

Smoked Wild Salmon Omlette

Wild salmon, green onions, capers, Brie cheese, creme fresh, eggs, house potatoes and choice of bread.

Strawberry and Chantilly Cream French Toast

Dipped in vanilla custard with raspberry compote, toasted almonds, pure maple syrup, candied lemon zest, topped with fresh raspberry and chantilly cream.

“I’ve been here at 2 Rivers two months,” Fuhrman said. “I opened a restaurant on Hawthorne. Before that I had been consulting nationally, and now I just want a nice spot to showcase my 30 years of experience. I’m more old school, I don’t need 13 things to make it beautiful. It’s not super fancy, but you will have great flavor and you can have a really good meal.”

2 Rivers Bar and Grill is located at 1700 Main Street, Suite 110, Washougal, WA 98671

Phone: 360.210.7987

To learn more, visit

Croque Madame
Smoked Wild Salmon Omlette

The Camas-Washougal Community Chest launches its annual fundraising drive October 1, 2020 with a goal of raising $100,000 for the 2021 campaign. The money raised is used to fund grants to local non-profit organizations that serve Camas and Washougal residents in need, at-risk youth programs and address natural resource conservation and education. Beginning this year, the Community Chest will also support non-profit organizations whose programs strive to enhance diversity, equity and inclusivity in Camas and Washougal. Since 1946 the CWCC has been all about helping local charities thrive. In this year of the COVID-19 pandemic, local needs are greater than ever – please help if you can.

The CWCC just wrapped up a successful 2020 campaign which saw it fund 20 grants for a total of $113,850. Programs and projects funded in 2020 included support of the local food bank run by Inter-Faith Treasure House, funding for family support programs run by Children’s Home Society of Washington, funding to help homeless families find permanent housing run by Family Promise of Clark County, funding habitat improvements in the Gibbons Creek watershed conducted by the Lower Columbia Estuary Partnership and funding for food and food service supplies for the local Meals on Wheels People program.

Other grants provided funding for meals for veterans, funding for several local reading programs, funding computer upgrades for the local pregnancy clinic and for temporarily housing at-risk youth in a secure facility. A full list of the grants awarded is listed below.

Major support for the 2020 fundraising campaign came from Georgia Pacific employees and the Georgia Pacific Foundation. Other major donors in 2020 included HP employees and the HP Corporation, Camas School District employees, City of Camas employees, Port of Camas-Washougal employees, Waste Connections and Your Party Center. The following foundations provided major support: Windermere Foundation, The Jean Vollum Fund. The Fontenette Family Charitable Fund, the Tidland Christian Development Fund and the Hinds Charitable Fund.

To reach its $100,000 goal for the 2021 campaign, the CWCC needs donations from individuals and businesses in Camas and Washougal. More information and donation forms can be found on the CWCC’s website at: Individuals and businesses can also donate by participating in Fred Meyer’s Community Rewards program and Amazon’s Smile program. Details and electronic links to the two community support programs can be found at the Website listed above.

The CWCC is a registered 501 (c) (3) non-profit organization for federal charitable tax deduction purposes. Says CWCC Co – President Joelle Scheldorf, “giving to the Community Chest is an easy and efficient way to help people in need in our hometown.”

CWCC provided funds to the local arts.

Local non-profit organizations planning to apply for a grant can download the 2021 application form from CWCC’s website after October 15, 2020. Applications for 2021 grants are due by no later than December 15, 2020. Applicants will be informed during March 2021 as to whether their project or program is funded and at what level. Grant payments are made quarterly beginning with initial payments in March 2021.

To be eligible for a grant, applicants must provide services in Camas and/or Washougal, be a 501 (c) (3) non-profit organization and provide service in one or more of the following areas: education, youth activities, aid to people with special needs, natural resource conservation, health and welfare programs, crisis and emergency services. Beginning this year, programs to enhance diversity, equity and inclusivity in Camas and Washougal will also be eligible to apply for a grant.

2020 Grant Program Summary

Total number of grants awarded – 20
Total value of grants awarded – $113,850
Estimated number of individual services funded by grants – more than 18,000

Community Programs/Projects Funded in 2020

Family Promise of Clark County
Helps cover a portion of the cost for a part-time Resource Manager to be located at a Day Center hosted by St. Thomas Aquinas parish in Camas. The Resource Manager will offer life skills classes to the clients. Helps cover the cost of temporary housing, food and hygiene supplies.

Children’s Home Society of Washington – East County Family Resource Center
Helps fund staff at Resource Center. Helps fund parent education groups, youth support groups, emergency basic assistance, behavioral health services and health care services.

Inter-Faith Treasure House
Helps fund emergency and daily food needs, school backpack food program, emergency utility assistance and person-in-crisis outreach activities.

Lower Columbia Estuary Partnership
Provides classroom lessons and outdoor applied learning programs for youth, including habitat enhancement projects adjacent to Gibbons Creek in the Steigerwald Lake National Wildlife Refuge.

REACH Community Development
Funds supplies and materials for Kids Club programs and community building events at REACH’s Gateway Gardens and Town Square Apartment neighborhoods in Washougal. Also funds rent and utility assistance, food, school supply and gift giveaways programs.

Clark County Veterans Assistance Center
Helps buy food for daily breakfast or lunch meals at Center and for monthly food box program to assist veterans and their families.


Janus Youth Programs
Provides funding for outreach efforts and overnight facility stays for Camas and Washougal runaway youth at risk for abuse and neglect. Re-introduces kids to safe housing.

Meals on Wheels
Purchases food and food service supplies for Camas and Washougal Meals on Wheels People program.

ReFuel Washougal
Buys 25 waterproof sleeping bags, a refrigerator/freezer, C-Tran bus passes and a Food Service License to serve Friday and severe weather meals at the Washougal Senior center.

Camas Farmers Market
Helps cover the general operating costs of the Camas Farmers Market so quality local food can made available to local residents, as well as, supporting local farmers.

Impact CW – St. Matthews Lutheran Church
Helps purchase $50 local grocery (Safeway, Grocery Outlet and Costco) gift cards that will be distributed to families in need in Camas and Washougal.

Camas School District – Principal’s Checkbook Helps Camas school principals provide for basic student needs to give low income or homeless students equal opportunities at school.

Washougal School District – Principal’s Checkbook
Helps Washougal school principals provide for basic student needs to give low income or homeless students equal opportunities at school.

Kiwanis Camp Wa-Ri-Ki
Helps fund a climbing wall at the gymnasium and make repairs to an existing walking bridge.

Friends and Foundation of the Camas Library
Supports the Camas Library’s summer reading program for kids and teens.

Dance Evolution
Helps pay for free dance lessons for toddlers 0 to 5 and young girls ages 9 to 15. Future plans call for adding free programs for boys and students with developmental disabilities.

TreeSong Nature Awareness and Retreat Center
Helps pay for an outdoor sink and covered structure for outdoor programs so they can continue to offer children’s nature education groups and family nature adventures in the rainy season.

Pathways Clinic
Purchases tablet computers to streamline client intake process. Buys software upgrades for the existing “Earn While You Learn” curriculum.

Police Activities League of Southwest Washington Buys books and pays for police staff time to present five literacy events for 2 Camas and Washougal School Districts.

General Federation of Women’s Clubs
Helps buy age appropriate books, backpacks and other learning tools for a Reach for the Stars with Books program at Hathaway Elementary School. Program aimed at youth from birth through age 5 to grow their school readiness skills and strengthen their social interaction skills.