Monday, May 22, 2017

If you could interview the school board candidates...

What questions would you like answered? I'd like to come up with a set of questions that I could email to the various candidates and see if we can get responses. Anything school board related is fair game but I'd especially like questions relevant to Advanced Learning.




Thursday, May 18, 2017

Full Disclosure

I'm trying something new next year and joining the BLT (Building Leadership Team) at Jane Addams Middle School.   This is my first official PTSA position and I'm fairly excited to see what can be done in the role.   On consideration, I do not think this will interfere in anyway with this blog.  I always try my best to maintain an official editorial tone and I will note any specific posts about JAMS with a disclaimer about my involvement there. Likewise, I don't intend to comment on any non-public information that I might happen to hear while involved with the school.

In the meantime, this seems like a good opportunity to ask if anyone is interested in becoming another co-moderator. Its always good to have more people involved.













Music NorthWest Youth Camp 8/15-19

This was a late notice from a reader


18th Annual Youth Chamber Music Camp Five days of inspired chamber music rehearsals and classes for music students—with outstanding Northwest coaches August 15-19, 2017

Although it says "auditions "are over, it's absolutely possible for a child to sign up, simply a matter of sending along a quickie tape or video clip to ask the student to comparable players.

This is an outstanding Summer Camp for instrumental orchestra, the really neat thing is that it's chamber, so individual efforts really shine brightly.

Plus, the legendary Marcus Tsutakawa  is faculty, he of Garfield fame! "




Friday, May 5, 2017

Middle School Math Adoption Materials




Seattle Public Schools invites all families, staff, and community members to review the instructional materials under consideration for use in grades 6-8. This will be the first of two rounds of public review. The input you provide will help the middle school math textbook adoption committee narrow the choice of materials for the second round of review and a classroom pilot.
Give Us Your Feedback Between May 3 and May 23
Materials are available for review in two ways:
  1. To view the materials in person, visit the professional library of the John Stanford Center for Educational Excellence at 2445 3rd Ave. S, Seattle, WA 98134 and fill out the feedback form.
  2. To view and evaluate the materials online, visit this page for instructions. After you review the materials, use this feedback form to provide your review. The feedback form is also available in SpanishSomaliVietnameseChinese and Amharic.
What Kind of Feedback Can I Give?
Even if math was not your strongest subject in school, you can still provide valuable feedback. The feedback form will ask six general questions like “will the resources provided help me support my student” or “does this book contain racist or sexist content?” It’s not necessary to be an expert in math to help review the materials. There is also an open comment section where you can provide additional thoughts for the adoption committee to consider.
Materials Review Open House with Translators
On Thursday, May 11, Seattle Public Schools will hold an open house from 5-7 p.m. at the John Stanford Center for Educational Excellence for families, staff, and community members to learn more about the instructional materials that are being considered for adoption.
The open house will display materials that have been submitted as potential middle school math curriculum. Families, staff, and the community will have the opportunity to examine the teacher and student materials and provide feedback. This feedback is essential to the process of selecting the best materials to recommend for the second round of the review and field test process.
By policy, publishers will not be in attendance; however, there will be SPS staff along with translators available to support participants in the process.
For more information about the middle school math adoption, please visit the adoption webpage.


Tuesday, May 2, 2017

New Initiatives out of the AL Office

There was some interesting news out of the HCS AC meeting tonight.

  • The referral window for the program will open on May 15th this year. Current teachers will be invited to submit students.
  • The teacher rating scale has been simplified.
  • Parents can schedule their own date, time and location for testing in the fall. Sites will include Thurgood Marshall, Whitman, Decatur, Pathfind and Muir.

  • Universal Testing of 2nd grader students in Title 1 schools (29% or higher) is going on this week.
  • No summer testing will be needed and the students will be tested on site in their schools

  • Data (presumably SBAC or MAP) will be analyzed and letters sent out to families in under represented groups inviting them to test to enter the program.


[Update: I now have copies of the handouts]

Monday, May 1, 2017

May '17 Open Thread

Article

https://eduissues.com/2017/04/29/its-ap-exscam-time-again/    What is the underlying value of AP tests?
"If we look at the 2008 scores for Calculus AB and BC, we see that the minimum passing score for AB is 39/108 or 36%. 48% correct awarded students a 4, and 63% was the minimum for the top grade of 5! In most normal classes, 63% would be considered a D!"

Two Tier Scheduling


Although its hard to find an official link yet on the SPS web site, the city of Seattle has come up with the missing funds to move to a two tier bus system.


"Pending the review board’s approval, the start times for the 2017-18 school year will instead be 9 a.m. for all middle and high schools. Most K-8 schools would join that later schedule, with the exception of Broadview-Thomson, Madrona and South Shore PK-8 starting at 8 a.m. All but four elementary schools would start at 8 a.m. Concord International, Decatur, Lowell and Loyal Heights would start at 9 a.m."

Parent Question about Ballard H.S.


"Can you please start a thread to learn how HCC kids have found Ballard high school? My child is interested in robotics and they have a pre-engineering pathway. However, have no clue how well these courses align coming from HCC. I am aware the Biotech program does not align as they would have completed Bio already in 8th."

I hope another reader has some feedback to share.

Workshop

“Putting Together the Puzzle of the Gifted Family: 
Assessing Gifted Intensities,
Addressing Ongoing Conflicts, Applying Creative Strategies”


Come join us for an interactive and inspiring workshop where you will learn key tools to help your gifted family thrive. This one-day workshop will apply SENG concepts at a deeper level focusing on the whole family. Specific tools include: 1) measuring certain gifted traits in family members, 2) examining how different patterns can cause ongoing conflicts and misunderstandings and 3) identifying some strategies to help address those challenges. Participants will leave with uniquely crafted strategies to help their family live together in a more cohesive and harmonious manner.


Date: Saturday, October 8, 2016
Time: 9:00 am – 5:00 pm
Location: The Good Shepherd Center, 4649 Sunnyside Avenue North, Room 202, Seattle, WA 98103
Cost: $175 for 1 parent, $245 for both parents
                                                
Presenters: Anne van Roden and Gloria Sandford – both experienced parents of gifted children and licensed mental health professionals who specialize in  working with gifted families in the Seattle area.

Space is Limited to 40 Adults!




How are things going at your school?


Friday, April 21, 2017

Honors For All at Garfield

There was a request from a reader for information on how Honors for all is going at Garfield H.S. I don't have any updates myself to report. I'm hoping someone else with boots on ground has something to share with the community.

Tuesday, April 18, 2017

School Assignments for 2017-2018

The acceptance letters have now been sent out for next year. If you haven't heard the online assignment tool  http://www.seattleschools.org/admissions/registration/assignment_lookup_tool/ has been updated with the open enrollment data as well.

Waitlist: http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Admissions/School%20Choice/2017-18%20Waitlist%20Report/201718WaitlistSummary_0417.pdf


This year the standout numbers are large wait lists at
  • Ingraham (41)
  • HIMS (42 across grades)
No optional placements appear to have been processed yet at Decatur/Cascadia. When done there should geenrally be a wait-list at most at only one school for the same grade.  I'm waiting for confirmation but it appears this won't occur until 5/31.


Friday, April 7, 2017

Anna Birinyi will head Cascadia

Dear Cascadia community,
I am pleased to announce that Anna Birinyi has been selected as the new principal of Cascadia Elementary School. 

Anna Birinyi was one of multiple candidates interviewed by a hiring team that included Cascadia staff, parents and community members, school leaders, and central office staff, before being recommended for the consideration of the Superintendent and Chief of Schools. During her interview, the hiring committee recognized Ms. Birinyi for her extensive experience with the school, staff, and students; her critical understanding of students who are identified as “twice exceptional”; her student-centered voice; and her collaborative leadership.

Ms. Birinyi has most recently served as the Assistant Principal at Gatewood and Lafayette Elementary schools, where she engaged with teaching staff as a member of the Equity team working to eliminate opportunity gaps for students; worked closely with the school communities to address truancy; and participated in data-driven learning decisions to inform instructional plans.  Her prior experience also includes time as the House Administrator at Cascadia and as a first and fifth grade teacher at the APP (now HCC) at Lincoln program.  Throughout her teaching and administrator career, Ms. Birinyi has had a passion for teaching writing and science and incorporating the arts into the classroom, while striving to create an inclusive environment where all students feel welcomed.
Ms. Birinyi holds her Principal Certification from Seattle Pacific University, her Master of Arts in Teaching from the Teachers College, Columbia University, and her bachelor’s degree from Wesleyan University. She is also a Seattle Public Schools alum, having attended Coe and John Muir Elementary schools, Washington Middle School, and graduated as a proud Bulldog from Garfield High School.

Ms. Birinyi’s position will become effective on July 1, 2017; however, she will begin working with interim Cascadia principal Kathy Jolly and Decatur principal Rina Geoghagan this spring to ensure a smooth transition to the new school building. She is excited to work together with the community to build an emotionally supportive environment where each Cascadia student continues to grow and become independent thinkers.

Thank you to Kathy Jolly for her leadership as interim principal. Please join me in welcoming Principal Anna Birinyi to Cascadia Elementary.

Sincerely,
Larry
Dr. Larry Nyland, Principal

Monday, April 3, 2017

April '17 Open Thread

Since last month, the levy cliff has been rolled back and we're on the cusp on having a two tier busing/school start. So overall this has been a great period for the district.


  • SBAC testing is coming up. Are you planning to opt out or not?  Feel free to share your reasons.
  • The April meeting HCSAC meeting will take place tomorrow evening 5/4 in the Garfield Library at 6:30 pm. Kari Hansen, Director of Student Support Services, will be at our meeting. She was unable to attend last month, so she will be there to discuss advisory and advocacy opportunities.
Future meetings to be held include:

May 2, Hamilton International Middle School Library
June 6, Madison Middle School Library
  • There was another poorly written article about advanced learning in the Seattle Times which they keep tweeting about every few hours: https://t.co/GRNSWHufei There are real issues here with equity but this was not fairly or intelligently argued. I've talked about the imperfect system we have here in Seattle before but I also don't believe any district has really found the right answer to this problem.  Several of the logical fallacies were troubling enough that at the risk of being overly defensive I'll enumerate them below:

Quick Stream of Issues with the Seattle Times

  1.   Are Asians a minority or not? The first  sentence includes them so it can say minorities are almost half of the student population in the state. By the third sentence they're gone and the ratio of minorities that are underrepresented in the state is 1/3 of the population.  
  2. The piece then continues to blue the line between AP class participation and HCC programs paragraph by paragraph despite them not being the same.  So its hard to say what's being referred to in quotes like this "Whites occupy 66 percent of the seats in Washington’s accelerated classrooms, and Asians much of the remainder."  In our district for certain but I believe this is generally the case AP classes are open to everyone and don't require being in a gifted program.
  3.  The focus on Federal Way AP, IB participation is interesting but as the article admits "And even now, after years of funneling more kids into Advanced Placement courses, only to watch two-thirds fail their end-of-year A.P. exams, the district’s new superintendent Tammy Campbell is doubling down on basics like third-grade reading"    The followup quote: "Campbell still believes that participating in demanding classes benefits students in the long-run, and over 90 percent of those in Federal Way’s accelerated high-school courses pass their classes — if not the final test."  begs the question how rigorous are the classes now?   Unfortunately, the article didn't dig into what's going on any further in its model district.
  4.  Then there are several quotes from Nancy Herzog at the UW Robinson Center and Pedro Noguera an academic at NYU. The one from Dr. Herzog claims high IQ doesn't necessarily mean giftedness. First of all we don't have a gifted program in the state, we have a highly capable program. Secondly, under what conditions does a high IQ not indicate a need for advanced material?  The one from Dr. Noguera casts doubts that testing results indicate anything other than economic advantage.  The inconvenient fact here is that IQ type testing is fairly stable over time per individual and has a long  documented correlation with achievement.  Worse, there is no good replacement beyond the various national tests the various districts use that doesn't come with its own series of trade offs.There are real issues here with equity but this was not fairly or intelligently argued
  5. There's a quick hit piece on private testing that follows. Its a privilege of wealth despite the district offering it for free to anyone qualifying for FRL.   Note: test prepping exists for group tests like the cogat also. There are several test centers in Bellevue that offer sessions for this.
  6.  There's a criticism of the fact the district identifies in Kindergarten without realizing that its a state requirement that every district must follow.
  7.  The section on Rainier scholars talks about how they only select students outside the HCC program which is patently false.
  8. The section on TAF again is interesting but there is no data to back up its approach vs what occurs in an entire school district.  I really like what TAF is doing and an article on it going into depth would actually be interesting. I assume they are a lot more promising than Federal Way but again in a selective much smaller pool.

Workshop

Be A Change Agent for Your Gifted Child
Using the Latest Neuroscience and Physiological Research
Saturday, May 20, 2017
9:30am - 5:00pm
Effective advocacy for gifted students requires both knowledge and skill. This ground-breaking workshop delivers both in one sitting!
Presented by nationally recognized experts in the field of giftedness, you will start the morning by learning the latest neuroscience and physiological research on giftedness. In the afternoon, you will learn to put that new knowledge to work with proven techniques that will make your advocacy efforts a success.
You'll walk away understanding: 
  • What giftedness is and how it impacts your child's experience in the world
  • The neuroscience behind gifted traits and behaviors
  • How to overcome perceptions of elitism when advocating for gifted students
  • How to drive change using industry-proven project management and change management methodologies
$99 adult registration ($75 for a second family member). 

MORE INFO & REGISTER HERE: 
Lunch and workbook included.



Two Tiers

"It looks like the city is giving the $2.3 mil needed for SPS to move to the 2 Tier bell schedule. They are also giving $300,000 or so to fund crossing guards at 100+ locations around the city! It still needs to be officially adopted by the Levy Oversight Committee and council, but that's a formality"

Wednesday, March 1, 2017

March '17 Open Thread

Some darker thoughts:

At the local level, I've been thinking about the district budget situation now that the levy cliff is happening and nationally what if the Dept. of Education was basically eliminated.

So let's try a hopefully cheerier experiment: What things are going on in your building that are interesting and folks not at your site wouldn't have heard about?

Wednesday, February 22, 2017

Middle School Math Curriculum Adoption Committee

Dear Families,
Seattle Public Schools is beginning the process for evaluating instructional materials for grades 6 - 8 mathematics. An adoption committee will be formed, and its work will begin in March 2017 with the goal of having new instructional materials in use during the 2018-19 school year.
Apply to Join the Grades 6 - 8 Mathematics Instructional Materials Adoption Committee
The committee will carry out the board-approved adoption process and come to a consensus in order to make a recommendation for instructional materials based upon objective evidence gathered during the process in accordance with Seattle Public Schools Board Policy. The goal is to select an adoption committee that represents the diverse perspectives and experiences of Seattle Public schools, students and families. The committee will be comprised of teachers and principals representing a range of buildings and programs, parents/guardians, community members, and the Seattle Public Schools Adoption Committee coordinators.
Responsibilities of Family/Community Representative(s)
• Attend ALL scheduled meetings
• Assist in reviewing prospective materials
• Communicate to school community
• Serve as a representative of your school community
Tentative Committee Meeting Dates
  • Round 1: March 21April 18May 2May 16May 30 (8:30-3:30 p.m.),June 13 (8:30 a.m. to noon)
  • Round 2: November-December meeting dates (TBD) ​​​​​​​​​​​​​​
For more information
To learn more about the Grade 6 – 8 Mathematics Instructional Materials Adoption Committee or apply for adoption committee membership, please visit the adoption web page at: https://www.seattleschools.org/cms/One.aspx?portalId=627&pageId=17753733
All applications must be received by 9:00 a.m. on March 14, 2017.
To submit your application:
Applications may be:
  • Saved and emailed to ambox@seattleschools.org
  • Mailed to: Seattle Public Schools Attn: Anna Box MS-32-156 PO Box 34156 Seattle, WA 98124-1165
  • Or faxed to: 206-252-0179 Attn: Anna Box
Thank you for your interest!
Anna Box
Mathematics Program Manager
Seattle Public Schools
​​​​​​​


[One Caveat: the committee is going forward but at this time there is no budget for purchasing the recommendation. The hope is that the financial situation will improve.]

Saturday, February 18, 2017

Mid Winter Break

Next week school is off for all of SPS and its the last week of the open enrollment process. https://www.seattleschools.org/admissions/school_choice For those who are still considering their options here's a quick summary of what's new this year.

  • Robert Eagle Staff  Middle School is opening. If you're in the Whitman or  Eaglestaff M.S. reference zones, this will be your assigned middle school. This is being done as a geosplit so even current 6th and 7th graders at HIMS will move. 
  • Cascadia Elementary is opening. If you're in the North end except for the North East quadrant this will be your new site.
  • Decatur Elementary is opening. If you're in the Eckstein reference zone this will be your new site next year. 
  • Ingraham H.S. is still an option site and this year enrollment caps will likely kick in.
  • Madison Middle School is the pathway for West Seattle. Grandfathering exists for those already at WMS.

In all cases you can check your current assigned school here: http://www.seattleschools.org/admissions/registration/assignment_lookup_tool/

Note: you can always request admissions to a non pathway school during this process. Your chances are dependent on open space at that site. So for instance, if you're assigned to Madison MS but really want to go to Washington MS you would fill out the open enrollment form and request it.

Also as usual, you can still transfer in up until May 31st. Pathway schools are required to still accept any students that do so, all others are on a space available basis. However, if you've made your mind up, do not delay. Budgets and planning occur based on the initial numbers.


Friday, February 17, 2017

How does HCC Program Evaluation Work

A reader submitted this information on the Program Evaluation Process:

"Every year, we submit a report to the state re compliance with the WAC (state laws).  We were found to be in 100% compliance (zero findings) in our State review (CPR) and were given a commendation as well.  If you are interested, here is the language that was submitted. 
11.5.A.2 Evaluation of Ability to Meet Academic Needs
Data is available from climate surveys compiled at each school site.  We believe that this data helps to inform our office of how well we are meeting the academic needs of these HCP students. The data included is from Cascadia Elementary, which currently has an enrollment of over 750 students, the largest Elementary-level HC Cohort in the District.  This data will be analyzed to determine to what extent the students at Cascadia feel that they are content with the decision that they made to join the HCC.
Several questions (on the survey) in particular point to information pertinent to the question of meeting students’ academic needs; first from the students’ then parents’ perspectives:
I am comfortable asking my teacher(s) for help” =7% negative (responses of disagree or strongly disagree) ; 
Students in my classes help each other learn” =11% negative;
“Students in my classes are focused on learning”=18% negative;
“ I can learn the things taught in school”=8% negative;
“I work hard at school “=1% negative;
“ I complete my schoolwork regularly”= 4% negative.
I am good staying focused on my goals” = 9% negative;
“It is important to me that I improve my skills this year” =3% negative.
“Adults at school care about me” =4% negative.
“My child is treated with as much respect as other students” =1% negative.
“There is at least one adult in this school I can talk to if I have a concern” =2% negative
“Adults at school care a lot about my child's academic success and personal well being” =4% negative.
“I feel my child is safe at school”=2% negative.
“Teachers at my school know how to meet the specific learning needs of my child” =8% negative.
“My school partners with families to improve the learning environment at school”= 8% negative.
“The school is responsive to the input and concerns of families”= 9% negative.
Other evidence that the HCP is meeting the academic needs of the HCC students also includes:
A)      The retention rate of  HCC students at Cascadia Elementary School continues to be well over 99%.  It is very very rare to have students, parents or teachers initiate the exit procedure at Cascadia.
B)      Our office has several instructional specialists who have worked closely with staff from several schools that house HCC students.  We have facilitated vertical and horizontal planning and professional development opportunities, especially concerning differentiation of instruction.  Due to this close relationship with the teachers, we have first-hand knowledge of the kinds and extent of acceleration that is occurring in HCC classrooms.  Generally, ELA teachers are accelerating (thus evaluating students) at standards one to two years ahead of their grade, and math teachers are accelerating (thus evaluating students) at standards up to two years ahead of their grade.
The following comes from the CPR (Consolidated Program Review) report that was submitted earlier this year.
C)      HC students, like all students in the District, are expected to make one year’s growth in each academic year.  The difference is, that they are making this growth based on an acceleration of between one and two years above their grade level.  The evidence of this is submitted to OSPI each year using individual students’ redacted progress reports. The progress report for  3rd grade students at Cascadia  show that they are being evaluated at 4thgrade standards in ELA, and at 5th grade standards in math.  As 4thgraders, they will be evaluated at 5th grade standards in ELA, and at 6th grade standards in math.  Throughout this school year, the AL team has discussed the appropriateness of this as an academic goal.  Based on the fact that our District has little to no consistency in the use of achievement tools, the progress report has become the most useful tool in the short term.  
D)      In December, in advance of the CPR submission, we revisited that topic, and came to consensus on how to set and evaluate academic goals.  We were in complete agreement that the progress report was the only tool readily available for this purpose. 
E)       At that time, we also discussed the use of SBAC data as a measure of academic growth.  The CPR submission did contain data from the Cascadia Elementary School Report:
F)       99% of their 3rd, 4th and 5th graders were proficient on the state reading and math tests; 93% of 4th graders were proficient on the state writing test;
G)     100% of 5th graders were proficient on the state science test. 
H)      All of these are much higher than the District averages.
I)        Students at Cascadia ES, (the only magnet school in the District that is comprised solely of HC students), achieved extremely high percentages of proficiency on the ELA and math SBAC. 
J)        About 90% of the students received scores of 4, and of the tested students, the other 10% received scores of 3. 
K)      That far exceeds District averages on SBAC that were generally in the range of about 60% of students that achieved proficiency, meaning that they may have only received a score of 3. 
L)       100% of students at Cascadia met that standard. 
Due to the fact that similar climate data exists at every other SPS site, the HCP has not created a separate survey (especially due to the fact that it would have to be completed by some students but not all students at any given school site). "

In following up I also received this update:

"OSPI changed the guidance on what used to be called the Annual Plan last spring. The plan on file becomes a Comprehensive Plan and is not required to be resubmitted unless substantive changes have been made. So there is no new version of that document. The Consolidated Program Review for 2015-16 is cited. This year OSPI is performing reviews only on departments which had findings last year. Since Advanced Learning was fully compliant, we will not undergo the process this year."


March 1st School Board meeting reapproving the 2015-16 plan.

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/03_01_2017/I03_20170301_Action_Report_HCC_Comprehensive_Plan_packet.pdf

"This Board Action approves the District’s Highly Capable Students Program Comprehensive Plan, which has not changed from the 2015-16 plan but must be approved every year per WAC 392-170-25. Plan approval is necessary for accessing funds allocated by the Office of the Superintendent of Public Instruction (OSPI) for highly capable services."



Tuesday, February 14, 2017

Garfield may be capping the number of AP Classes one can take.

Details are fairly sketchy at the moment so I'll update as this becomes more clear. I'm assuming this is 3 classes per year.

"My child reported that three AP classes would be the limit, and students would need to request a waiver if they wanted to take more than 3. No details about if waivers would be granted, what are the reasons that would be accepted, etc. The teacher stated that other schools, like Lakeside, limit the amount of AP's a student can take. That said, my child has been planning on taking 4 AP classes next year and didn't seem concerned about this being a problem from what was said by the teacher. Not sure if that's going to be the reality or if space in AP classes will be limited. I find it a curious and worrisome development, especially when other SPS high school aren't doing this. It's really a shame that yet again Garfield can't just come out with a proper announcement to families about this change. We're left going off of what our kids say and what we read on blogs"
From today's Garfield weekly newsletter:
"10th Grade AP Info. Night — Wednesday, Feb. 15 Attention 10th graders who are interested in taking multiple AP classes next year! Garfield is hosting a 10th Grade AP Info. Night on Wednesday, Feb. 15 @ 6 PM in the Quincy Jones Performing Arts Center. Parents, families and students are invited to learn about the stress and workload of junior year from AP teachers, counselors, and other students." 

From the Garfield PTA meeting notes:  http://www.garfieldptsa.org/ptsa/ptsa-general-meeting-1-24/

AP Classes: There has been a big increase in anxiety and stress in students taking multiple AP classes. A student intervention team meeting discussed adding to course descriptions and request sheets the number of hours of homework required for each AP course so students can balance that with their other activities. An AP Advising Night will be held 6 - 7:30 PM on Wednesday, Feb. 15 for students, parents/guardians (especially of 10th graders), teachers, and counselors. A too-competitive environment "can be toxic;" often HCC students feel peer pressure from cohort to take AP classes.

If you're considering Garfield there's a lot more detail on course offerings embedded in the note. I'd recommend reading through them.


NOTE: As I recently was reminded, our kids especially the older one sometimes read this blog as well, comment appropriately.

Monday, February 13, 2017

Lincoln High School Planning Meeting this Friday

Fri Feb 17th, Hamilton Commons 6:30-8:30 PM

From email from SPS Board Member, Rick Burke:
"I’m contacting you because you have attended meetings about, or expressed interest in Lincoln High School, which is planned to reopen in Fall of 2019. I’m pleased to be hosting another community engagement meeting to talk in greater depth about our timelines and the work currently underway to make Lincoln an amazing destination for Seattle students.
My last meeting, held on October 27th at the Lincoln library was quite well-attended. With the large number of people and range of questions, we didn’t have the opportunity to have in-depth conversations about the school. This meeting will be held in the Commons at Hamilton International Middle School, which has the potential for more seating and better participation.
The agenda will include general information updates about the current and near-term work on assignment boundaries and principal selection, 24 credit graduation requirement, and some Q&A to get started, and then folks will have a chance to circulate through multiple stations and share concerns, ideas, questions that can help us move the school planning process forward.
Get your ideas brewing about the following topics:
- Enrollment & Boundaries
- Academic Programming
- Music and Fine Arts
- Athletics
- Building/Facilities
- Community-Building and Family Engagement
- Community and Higher-Ed Partnerships
- Anything that doesn’t fit in the above…
Please feel free to share this information with other interested families, and I hope to see you at Hamilton, Friday Feb 17th 6:30-8:30 PM"


Note: if you can't attend this one, Dir. Burke is also having a community open house on Sat. Feb 18th 3:30-5:30 at the Fremont Public Library. I'm sure there were be an opportunity to bring issues related to Lincoln up there as well.


Official Renovation Plans:
https://bex.seattleschools.org/bex-iv/lincoln-building/

Current design plans: https://bex.seattleschools.org/bex-iv/lincoln-building/current-design/
(includes blueprints and visualizations)

Note: there have been updated plans and info in the last week including proposed building layouts.

Advocacy Request

This information comes from Northwest Accelerated Learners group. I haven't personally had time to think through the consequences of these requests yet:

February 15 is the last day to submit public comments on the Washington State Plan to comply with the Every Student Succeeds Act (ESSA). I urge you to submit comments on the failure of the plan to include using Title I and Title II funds to serve the highly capable population. Below I’ve provided information you can use in your comments. Feel free to reply if you have questions.

Here is the link to the ESSA comment form - http://www.surveygizmo.com/s3/3105643/ESSA-Feedback-Draft.
Help shape Washington's education policy by providing public comment on the ESSA Consolidated Plan draft.


Add to the plan allowing use of Title I to fund universal identification

ESSA permits states to use Title I funding to identify highly capable students. The Washington State ESSA plan needs to allow schools to use Title I funds to implement measures such as universal screening to identify students in need of highly capable services.

Universal screening, such as giving a whole grade level a 30-40 minutes screening test, has been shown to improve access for disadvantaged groups. In the absence of universal screening, selection processes miss highly capable students who are low income, disabled, ESL, or who come from certain ethnic groups. According nationally recognized experts, up to 35% of the highly capable population has a learning disability or other disability in addition to being highly capable. Early universal identification, such as in 1st grade, engages highly capable students in critical early grades. Late elementary universal identification, around 5th grade, provides access for students who did not test well at a young age, for reasons that can range from language acquisition to unaddressed disabilities.

Add to the plan use of Title II to fund teacher professional development to keep kids in school and out of prison
ESSA requires states to use Title II funding to provide professional development to teachers to identify and understand the unique educational needs and challenges of the highly capable population.

Most teacher education programs do not educate teachers in how to identify or serve highly capable students. Educators, like the general population, tend to expect highly capable students to “look like” the inaccurate and exaggerated stereotypes portrayed in movies and on TV. Providing teachers with research-based information on needs and characteristics of highly capable students helps them identify and serve them.

The Washington State ESSA plan needs to be amended to include a plan for providing this required professional development. Doing so is an essential step in stopping the school to prison pipeline and redirecting up to 20% of our prison population to productive workforce (and ultimately reducing our prison population by 20%).

Background on Highly Capable Funding
In our state, highly capable program funding pays for (1) the costs of identifying students who are in need of highly capable services and (2) professional development to aid teachers in serving this challenging population. Currently the state provides only 15% of the funds necessary.

Highly capable programming was added to basic education because two things are known about this population: (1) low income, minority, and disabled highly capable students are underidentified and (2) unidentified highly capable students typically perform poorly in school and "check out" unless and until they are adequately challenged. The conundrum of this population is that it shines when the work is hard, and falters when the work is easy.

How poorly does this population fare when underserved? Underchallenged highly capable students underachieve, and even drop out of high school or college. The presence of highly capable individuals in the prison population is 4x that of highly capable individuals in the general population. The highly capable face unique social and emotional challenges during the school years because their interests are out of sync with those of age mates. In the worst cases, they can become antisocial. Estimates are that 4 out of 5 school shooters were unidentified or unserved highly capable.

Additional Resources if you want to know more
Here are a couple of good resources on Highly Capable and ESSA:

The Every Student Succeeds Act (ESSA) is the name of the 2015 legislation that revised and reauthorized the federal K-12 education law known as the Elementary and ...

3 Q: Now that the new law has been passed, what should advocates be doing? There is much education and advocacy to be done to ensure that state and local education