- The tail end of the testing season.
- Capacity decisions related to Hamilton, Cascadia and Garfield.
- The West Seattle HCC Pathway
- SBAC Testing season.
A high level analysis of the outcomes for students where tracking is more prevalent.
"The second section investigates whether tracking in eighth grade is related to Advanced Placement (AP) outcomes in high school. Tracking, the practice of grouping students into different classes based on ability or prior achievement, is a controversial topic. Critics argue that tracking creates or reinforces social inequities. Middle school is when students first experience tracking, typically in mathematics. In eighth grade, the tracking question currently boils down to whether high achieving students who are ready for a formal algebra course will get one—or whether all students will take the same general math course.Is middle school tracking related to either AP participation or test scores? State-level tracking data from 2009 and AP data from 2013 are used to tackle the question. States that had a larger percentage of eighth grade students in tracked math classes produced a larger percentage of high-scoring AP students four years later. The heightened AP performance held across racial subgroups—white, black, and Hispanic. There was no relationship between tracking and AP participation. Taken together, these findings suggest the heightened performance was not a result of increased selectivity into AP. "
Update on Robert Eagle Staff Middle School:
As work continues on the new Robert Eagle Staff Middle School, we are excited to announce that Marni Campbell has been appointed as the new principal who will lead the final year of planning and the opening of the school in September 2017. Since this new school will draw students from multiple programs throughout the Seattle Public Schools northwest region, as well as a few schools in the northeast region, we are sending this announcement to families in both regions.
Throughout the coming year, Ms. Campbell will work with students, families, community and staff to build a vision for the new middle school, hire the core administrative and instructional team, meet with students and families of the schools feeding into the new middle school to ensure a smooth transition, and closely monitor all aspects of the construction and opening of the new building.
Ms. Campbell is returning to Seattle Public Schools, having served as the executive director of instruction and innovation for Highline Public Schools since 2013. During her time with Seattle Public Schools, she served as an assistant principal for Mercer Middle School, principal for Eckstein Middle School and Nathan Hale High School, and as an executive director and assistant superintendent supporting the Teaching and Learning and Special Education Departments.
A current doctoral candidate at the University of Washington, Ms. Campbell holds a master’s in teaching and learning from Harvard University’s Graduate School of Education, a master’s in English literature and a bachelor’s in English from Brigham Young University.
Ms. Campbell brings a constant emphasis on equity to her work. She has a clear understanding and dedicated focus on Special Education, English Language Learners (ELL) and Advanced Learning programs. Ms. Campbell’s attention is on all students, not just some students. She has a strong desire to connect the students, school and community to the legacy of Robert Eagle Staff and the lands the school will occupy.
We will set up opportunities for building staff, students and families to meet your new principal. Thank you for the high expectations you set for every student, and for all you do.
Please join me in welcoming Ms. Campbell to Seattle Public Schools and the McDonald International Elementary community.
Stephen Nielsen, Deputy Superintendent
Seattle Public Schools
Teaching and Learning Oversight meeting
The slides for the upcoming teaching and learning board meeting have quite a few Advanced Learning pieces
- Increase efficiency in eligibility identification process
- Increase program and process accessibility
- Meaningful services that meet the academic needs of Highly Capable students available at all attendance area schools
- Opportunity to identify and serve students who are Highly Capable in a single domain
- Streamline and condense the eligibility testing window
- Facilitate secured parent/guardian access to student information and progression through identification process
- Increase equity and diversity through the approval of the proposed modifications in 2190 SP
I will comment that after this years events in my opinion the departments inability to understand and follow regular procedures for updating policy are the real block to making any changes to 2190SP. Likewise, poor communication on their part is the primary reason for most discrepancies or misinformation.
- Continuing dependence on outdated, antiquated and unsustainable data systems
- Inconsistent achievement data collection
- Turn-around and accuracy of score reports from testing provider
- Equity and diversity initiatives hampered by inability to update 2190SP
- Existence of Spectrum identification diverts energy from Highly Capable identification and services
- Time and resources used to address, often repeatedly, misinformation disseminated throughout the community
- Potential Family Educational Rights and Privacy Act violations
What's on your minds?