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  • Profile of a Graduate Feedback for the State Board of Education

    by David Morrill | Jul 22, 2021

    SBE header image


    The State Board of Education wants to hear from you about graduation and how students show they are prepared with the skills needed to thrive in life after high school. Learn more about this work and get an opportunity to provide feedback during a listening session.

    Registration links: 

    These listening sessions are part of the Washington State Mastery-based Learning Work Group's charge. If you have questions, please contact Alissa Muller, Director of the Mastery-based Learning Collaborative at the SBE.

    Related resources: 

  • What's Kraken? AWSP Interviews a Trailblazer

    by David Morrill | Jul 21, 2021

    Everett Fitzhugh and Kraken jersey


    As part of our celebrity Summer Conference news interview series, Dr. Scott Seaman and Communications & Technology Director David Morrill joined Kraken broadcaster Everett Fitzhugh to talk about his path to the NHL as the first black play-by-play hockey announcer. He has a unique story about culture and belonging and shares how the Kraken is breaking down barriers and creating a diverse, inclusive staff in a sport where that's the exception and not the norm. Everett has great stories, insight, lessons, and plenty of humor. You'll want to watch all the way to the end for this one. 

     

  • Pencils Down: The Year Pre-College Tests Went Away

    by David Morrill | Jul 20, 2021




    Not too long ago, our Executive Director Dr. Scott Seaman wrote his "I Am More Than a Test Score" blog. Along those same lines, AWSL Director James Layman has a couple of quotes in this piece from Knowable Magazine. 

    When poor, Black or brown students score lower, it’s not exactly the tests’ fault, says Eric Grodsky, a sociologist at the University of Wisconsin–Madison who analyzed the links between standardized testing and socioeconomic status in the Annual Review of Sociology. That’s because scores reflect disparities in students’ lives before testing. Wealthy students, for example, might have benefited from parents who had more time to read to them as toddlers, all the way through to being able to afford to take both tests, multiple times, to obtain the best score.

    Other kids might not even be aware they’re supposed to take a test or that it’s something they can prepare for, says James Layman, director of the Association of Washington Student Leaders, headquartered in Randle, Washington. Students from poorer schools tell him they often don’t hear about test prep or other opportunities, or they lack the time to take advantage of them because they’re busy with jobs or caring for younger siblings. To try to level the field, in 2016 the College Board teamed up with the nonprofit Khan Academy to offer free online SAT prep materials, but even that requires an Internet connection at home and the time and space to take advantage of the program.

     

    Read the full article.

  • As We Go Back, We Need to Go Out(side)

    by Caroline Brumfield | Jul 13, 2021
    Back Outside Blog Post

     

    There’s nothing like more than a year of pandemic learning to make us examine past practices and consider better and healthier ways! One change your school might consider is making a purposeful effort to take learning outside. In the report “Back to School: Back Outside” (Kevin J. Coyle, National Wildlife Federation, 2010), research shows how a “green hour” built into classroom routines has a positive impact on students’ focus, attitude toward work, behavior, connections with others, and even standardized test scores. Take a look around your campus. Are there natural settings on the grounds? Is there space for a garden? Are there parks within walking distance? What happens to student learning and retention when teachers say, “I have this great math lesson on finding slope…now how can I take it outside?” Even small steps have a great impact on the quality of students’ lives, including their academic success. Consider how can you help students become their best selves by letting nature be their classroom. 

    Find more ideas and resources for supporting students in the outdoors at Outdoor Schools Washington, an affiliate of AWSP and the Washington School Principals’ Education Foundation.

  • And the President's Award Goes to...

    by David Morrill | Jul 12, 2021


    President's Award trophy

    Some dream about winning an Emmy, Grammy, or Golden Globe Award. Others fantasize about walking to the stage to accept an Academy Award. Some dream of ticker tape, fireworks, and packed stadiums while being crowned a Super Bowl, Stanley Cup, WNBA, or World Series Champ. Others dream about stepping up on the Olympic podium as a new world record holder gold medalist. While others place their life’s work into winning a Nobel Peace Prize. And, finally, of course, above all recognition, the world waits with bated breath for the annual AWSP President’s Award.

    That’s right. An award greater than all awards and recognition across the globe. More noble, more prestigious, more meaningful, impactful, and life-changing. An award that reaches deep into humanity focusing on improving society, shaping futures, molding communities, and saving lives. An award that recognizes self-sacrifice, dedication, unwavering support of those who need it the most, and the modeling of unconditional love for all. An award that highlights the true definition of determination, perseverance, and grit. 

    For decades, the AWSP Board President selects one person in our state every year who tirelessly fights for the work principals and assistant principals do across the state. In the past, this award has been bestowed upon elected officials, state leaders, and other partners who wholeheartedly believe in the mission of AWSP. The list of names is impressive and their accomplishments inspiring. So, who did this year’s AWSP Board President, Cameron Grow, choose?

    You. All of you.

    That’s right. You. President Cameron Grow of Lincoln Middle School in Pullman, WA, decided that each and every principal and assistant principal in the state deserved this prestigious recognition. The past 16 months have been unimaginable. The role our school leaders played during these crazy times is simply astounding and inspiring. No one in the entire system deserves more recognition than you. No one.

    So if you haven’t heard the news yet, let me be the first one to congratulate you on your well-deserved and incredible recognition. You are the 2020-21 AWSP President’s Award winner. More than an Academy Award or Olympic Gold Medal, you take home the prize of all prizes.

    Who stood in the gap of uncertainty? You. Who created 29 different master schedules? You. Who worked tirelessly to support students and staff? You. Who delivered technology to homes? You. Who packed meals for families? You. Who responded to ever-changing guidelines? You. Who worked tirelessly to lead healing and restoration? You. Who took temperatures at the front door? You. Who put your own health and safety behind everyone else? You. Who never gave up? You.

    Our society has no idea of what you all just endured as school leaders. Everyone suffered during the last year, but not everyone served as a school leader. Your work is truly unique. There is no job like yours. The stress, anxiety, and pressure you face has always been relentless. Then throw a pandemic and social unrest into the mix and you’ve got a recipe for, as your Board President said, “the hardest year of my entire career.”

    That’s why you are all being recognized. True heroes in our society. None of you stepped into school leadership for fame or fortune. You took on the role to make a difference, change lives, dismantle bad-for-kids systems, and to lead hope. Yes, it is the toughest job in the system, but it is also the most rewarding. Because of you…your students, staff, and community not only weathered this storm, but came out the other side better prepared to meet the future needs of each and every student in the system. And yes, I understand that everything takes a team effort, but that team requires leadership, which again is you.

    At AWSP, we won’t rest in sharing with the world the continued plight of school leaders. School leadership always mattered, it mattered especially during the last year, and matters even more as we move forward in reimagining how we redefine the system. We need great leaders like you to stay committed to your roles, your schools, and your communities. Your kids deserve consistent leadership and we will fight to make sure you are supported, encouraged, and compensated accordingly to consistently get the job done.

    So go find a mirror and look straight into it as you hear these words, “And this year’s AWSP President’s incredibly prestigious life-changing award goes to…YOU.”

    Congratulations and thank you for your incredible service.

    2020-21 President Cameron Grow Presents the Award

  • Join Us For Our End of the Year Celebration & Annual Luncheon

    by David Morrill | Jun 28, 2021

    Summer Conference header image


    Monday, June 28, 11:45 am

    Come join us free, end-of-year celebration and annual luncheon. Well, not totally free...you do have to supply your own lunch. Connect with us and principals and assistant principals across the state, find out who we interviewed for our "who's your favorite principal" celebrity surprise, and see if you win any prizes. We can’t wait to see you there!

    Sign in to our LMS with your AWSP account and register for the Zoom luncheon with one click. If you run into trouble in the LMS, you can use the Zoom registration link as a backup. Hope to see you there!

  • Special Education and 504 Tips & Resources | September 3 Edition

    by Xenia Doualle | Jun 25, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week’s email includes links to information on:

    Section 504
    NEW     Long COVID under Section 504 and the IDEA
    OSPI     Section 504 and Students with Disabilities
    OCR     Protecting Students with Disabilities

    9th Circuit Case Law
    September Special Education Legal Alert

    Family Engagement
    School-wide family engagement rubric

    Discipline
    4 Myths About Suspension That Could Hurt Students in the Long Term
    Understood.org
    How to respond when kids say “I can’t do it”
    ADHD in girls
    ADHD in boys

    Upcoming Classes and Events

    Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

  • AWSP News for June 17, 2021

    by Xenia Doualle | Jun 17, 2021

    In this final episode of AWSP News for this year, we discuss:

    • sharing any updates to guide how we might be opening our schools in the fall,
    • this year’s virtual Summer Conference and the annual AWSP Summer Conference lunch program,
    • the incredible programs and networks that your AWSP ProLearning Team has put together for you,
    • making outdoor education accessible to all kids and an Outdoor School survey,
    • programs and opportunities for developing your student leaders,
    • how an AWSL “School” Membership supports your school, and
    • our annual reminder to reach out to us as you head into your final evaluation with your supervisor.

    Prefer to read the news? Check out the script.

  • Office Closure (6/18) for Juneteenth

    by Xenia Doualle | Jun 15, 2021

    Juneteenth

    AWSP will close this Friday, June 18th, in recognition of Juneteenth (June 19th). Starting in 2022, Washington state will recognize June 19th as an official state holiday. Although this recognition as a state holiday is over 150 years overdue, AWSP will start recognizing it this year.

    Still not sure what Juneteenth is? You can most likely thank your public school experience for not recognizing the plight of Black Americans in many history lessons, and especially that of June 19th. Many of us (myself included) thought with the wave of President Lincoln's pen on the Emancipation Proclamation in 1863, slavery was ended throughout the land. It wasn't. Almost two years later on June 19th, 1865, the last group of enslaved Black Americans was freed by Union troops in Galvaston Bay, Texas. The army announced that by executive decree, more than 250,000 Black Americans were now free. That's why many people see June 19th as a more significant independence day in our country.

    We all know that June 19th, 1865, did not bring an end to racial discrimination and inequality, and the events of this past year further highlight the need for unity and urgency in ending continued racial injustice. It can't take just some of us; it will take all of us.

    While I was a high school principal, I used to tell my students on MLK Day that it wasn't a "day off," but rather a "day on" with the purpose of remembering the past, recognizing the present, and dreaming about the future. I encourage us to do the same regarding June 19th and treat this day the equal intentionality. What have we continued to learn about the past? What have we learned about our present? And what can we do as an organization and you as educators to shape the future? 

    I hope a day of individual reflection helps all our collective efficacy moving forward.

  • Ideas for Summer Reading

    by Xenia Doualle | Jun 15, 2021

     

    Summer_reading

    We hope you find time to read (or listen!) for fun this summer, whether that be gushy romances or murder mysteries, historical fiction, tabloid magazines, podcasts, or maybe a really cool new non-fiction book. 

    When you’re ready to jump into some professional reading, check out this list of books that Jack Arend and I created based on some of the books that we are reading or that we hear others mention. We also provide some tips for engaging your staff in a book study, if that is something that you are considering. 

    If you have any great book study ideas that we can share with others, let us know! We also have a few extra copies of the book Principaled: Navigating the Leadership Learning Curve and if you would like a copy, email me!

    Tips for Engaging Staff in a Book Study


    • Include teacher leaders in making decisions and leading this work

    • Define your goals for the book study

    • Think about Universal Design for Learning (UDL) when working with your staff

    • Provide options for your staff members

    • Start with a small excerpt from the book or a short video or podcast about the topic or author

    • Include a variety of ways to engage with the content and discussions including online platforms

    • Make it fun and engaging

    • Set a schedule and develop agendas

    • Follow up throughout the year with discussions and reflection about the impact of this new learning

    ALL LEARNING SEL All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond by Nancy Frey, Douglas Fisher, and Dominique Smith

    “Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives.”

    coaching-equity  

    Coaching for Equity: Conversations that Change Practice by Elena Aguilar


    “If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective. With characteristic honesty and wisdom, Elena Aguilar inspires us to commit to transforming our classrooms, lays bare the hidden obstacles to equity, and helps us see how to overcome these obstacles, one conversation at a time. Coaching for Equity is packed with the resources necessary to implement Transformational Coaching in any organization. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world.”
    Cultivating_genius Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy 

    by Gholdy Muhammad

    “In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework—one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices.”

    cultural_competence 

    Cultural Competence NOW: 56 Exercises to Help Educators Understand and Challenge Bias, Racism, and Privilege by Vernita Mayfield

    “What will it take to create equitable educational opportunities for all students? According to veteran educator Vernita Mayfield, teachers and school leaders need to learn how to recognize culturally embedded narratives about racial hierarchy and dismantle the systems of privilege and the institutions that perpetuate them with knowledge, action, and advocacy. Cultural Competence Now provides a structure to begin meaningful conversations about race, culture, bias, privilege, and power within the time constraints of an ordinary school. The 56 exercises include activities, discussions, and readings in which to engage during each of the four quarters of the school year. School leaders will discover how to facilitate learning through the four steps—awaken and assess; apply and act; analyze and align; and advocate and lead.”

     culturally_responsive

    Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy by Adeyemi Stembridge

    “This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this powerful book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.” 
     cultural_brain

    Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond

    “To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation. In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction. The book includes: information on how one’s culture programs the brain to process data and affects learning relationships, ten "key moves" to build students’ learner operating systems and prepare them to become independent learners, and prompts for action and valuable self reflection.”

    fostering Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom 

    by Kristin Souers and Pete Hall

    “Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom; build strong relationships and create a safe space to enable students to learn at high levels; adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles; and head off frustration and burnout with essential self-care techniques that will help you and your students flourish.”
     principaled

    Principaled: Navigating the Leadership Learning Curve by Kate Barker, Kourtney Ferrua, and Rachael George

    “With humor, humility, and candor, the authors detail the key ingredients to finding balance as a school leader: taking time to reflect and learn, seeking out mentors, crafting simple and clear goals, and not neglecting self-care. The authors present a step-by-step approach to facing the challenges of school change and demonstrate that achievement and improving culture are not mutually exclusive goals. Strengthened by their hard-earned wisdom, the dynamic trio behind Principaled will elevate school leaders and help them find their footing along the route to career contentment.”


  • Special Education and 504 Tips & Resources | June 11 Edition

    by Xenia Doualle | Jun 11, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Eligibility Checklist

    Attendance
    Attendance and Truancy Legal Requirements for Elementary Students
    Attendance and Truancy Legal Requirements for Middle and High School Students

    Disproportionality
    Key Elements of Policies to Address Discipline Disproportionality: A Guide for District and School Teams

    ADHD
    Understanding Executive Functioning
    Don’t Mistake Results for Effort

    OSPI
    Special Education Updates

    Upcoming Classes and Events


    Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

     

  • A Survey to Help 5th and 6th Graders with Funding for Outdoor School

    by Caroline Brumfield | Jun 07, 2021
    Outdoor Schools Blog Header

    Ready for some good news? There’s state money to help send your fifth- and sixth-graders to Outdoor School next year. We are working with a team of learning centers and camps to get money allocated in this year’s state budget. 

    To help us plan and budget, we need to find out who is planning to host an outdoor school for their students. You can help with this process now by completing this Outdoor Schools survey. This information will helps us to plan for the 2021-22 school year as well as give us information to seek further funding for the 2022-23 school year and beyond.

    Watch for more information from us about sending your students to an overnight outdoor learning experience for next school year. You should get a reminder email this week from Greg Barker.

    We appreciate your time, and we know fifth- and sixth-graders do, too!

  • Special Education and 504 Tips & Resources | June 4 Edition

    by Xenia Doualle | Jun 04, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Legally Defensible Section 504 Practices Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    Special Education Legal Alert
    Tuition Reimbursement

    Social Skills
    Why some kids can’t wait their turn

    Special Olympics
    2021 Virtual Transition Event

    OSPI
    New | Special Education Recovery Services Updates for June 2021 MTSS District Implementation Grant Application
    Academic and Student Well-Being Recovery Plan


    Upcoming Classes and Events Have a nice weekend, for more information, contact Abby Bowers.

  • School Celebration Newsletter | June Edition

    by David Morrill | Jun 01, 2021

    Celebrations

    It's June

    I know many schools have closed up the 2020-2021 school year, but we are still going strong in Kelso, Washington (my district). This month is a magical milestone month for our students, staff, and families it is important to celebrate, celebrate, and celebrate. I have no doubt you will find some simple and fun ideas to utilize this final month. Finish strong friends; you got this. I BELIEVE in you.

    June Days of Celebration

    June 1 – National Olive Day | “Olive this staff…..” you could attach a sticker with this on a can of olives or play off the words and provide any treat you like.

    June 1 is also National Say Something Nice Day | Put up post-its in staff bathrooms and in the staff lounge with positive quotes and messages.

    June 2 – National Rocky Road Day | Purchase some rocky road candy bars with a sticker that says “End of the year might be a bit of ‘rocky road’ but we got this!”

    June 2 is also National Leave the Office Early Day | Keep this one simple and encourage everyone to go home and enjoy some family time.

    June 4 – National Doughnut Day | Pick up some doughnuts on the way to school today and make a sign that says “Dough-nut ever doubt you make a difference.” Just for some trivia who makes the best doughnuts? The Cromwell Family LOVES Dunkin Donuts.

    June 7 – National Chocolate Ice Cream Day | Load the freezer with individual size ice cream containers with a variety of ice cream. (eg Ben & Jerry’s) This will be an unforgettable surprise.

    June 10 – National Ballpoint Pen Day | We all love a fresh new pen and it is June so your staff might be running a bit low on the high-quality ones.

    June 10 is also National Iced Tea Day | Provide chilled cans of iced tea for your staff (so many varieties) with a note “It might be June but your teaching is still on FIRE. Here is some iced tea to keep you cool” or “Iced Tea For You & Me”.

    June 11 – National Making Life Beautiful Day | Include a special treat today with a note that might say “Thank you for making life beautiful for our students. Enjoy a special treat today.”

    June 14 – National Strawberry Shortcake Day | One of our favorite snacks is from Little Debbie. To celebrate today purchase their Strawberry Shortcake Rolls for a sweet treat to celebrate. Red, White, and YUM.

    June 15 – National Smile Power Day | Do not ever doubt the power of a smile!! Include smiles in every email and communication you send to make everyone’s day.

    June 17 – National Apple Strudel Day | Pick up a few strudels at your local bakery to share with staff today.

    June 18 – National Flip Flop Day | Send your staff off to summer vacation with a pair of flip flops (Old Navy has super sales on these) and a small bottle of sunscreen.

    June 21 – National Daylight Appreciation Day | There are some great sales on headlamps and mini flashlights. Purchase these for staff with a little note that reads “You are the light to learning.”

    June 22 – National Onion Rings Day | Make it a trivia question for staff and students about where to get the best onion rings in town? Not that it's my home town but if you ever get a chance you must try Wahlburgers onion rings or ANYTHING off the menu. You will thank me for the recommendation.

    June 23 – National Hydration Day | Load the staff refrigerator with school-appropriate beverages.

    June 24 – National Bomb Pop Day | It’s the end of June and these summertime favorite treats are a great warm day treat for everyone.

    Cindy has over 20 years of administrative experience. She is currently the Alternative Learning Education Administrator for the Kelso School District where she serves as the principal of Loowit High School and the Kelso Virtual Academy. Cindy has two teenagers and has been married for 21 years to her husband Leszek. She was named one of three National Digital Principals of the Year by the National Association of Secondary School Principals. Follow her on Twitter at @sholtys.

  • AWSP News for May 28, 2021

    by Xenia Doualle | May 28, 2021

    In this edition of AWSP News, we discuss:

    • wrapping up the craziest year in your professional career,
    • what your school will look, sound, and feel like in the fall,
    • the departure of Kurt Hatch, one of our Associate Directors,
    • two new faces joining the AWSP/AWSL and Cispus family,
    • AWSL’s Summer Leadership Series,
    • choosing your own learning adventure in our Summer Conference,
    • using TPEP iGrant 664 funds to register anyone who evaluates teachers,
    • an opportunity to share your story of how you have coped during the pandemic, and
    • sharing your outdoor school plans for next year.

    Prefer to read the news? Check out the script.

  • Special Education and 504 Tips & Resources | May 28 Edition

    by Xenia Doualle | May 28, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504
    Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    Recovery Services

    WASA SpEd Directors’ Academy PPT
    WASA SPEDA Session 8 May 13, 2021
    Washington’s Roadmap for Special Education Recovery Services: 2021 & Beyond

    Students with Significant Cognitive Disabilities

    Planning for Instruction Both at School and Distance Learning: the 5C Process

    Instruction

    Understanding why kids struggle with reading

    PBIS

    Improving Attendance in a Remote Learning Environment
    Creating Effective Classroom Learning Environments Planning Template

    Special Olympics

    2021 Virtual Transition Event

    OSPI

    Academic and Student Well-Being Recovery Plan

    Upcoming Classes and Events

    Have a nice weekend, for more information, contact Abby Bowers.

  • Changes at AWSP

    by David Morrill | May 27, 2021
    changing trees in the forest


    If you haven’t heard the news, Dr. Kurt Hatch, one of our Associate Directors, is moving on to another incredible professional opportunity. Starting June 1st, Kurt will be the Educational Administration Program Director and professor of practice at the University of Washington Tacoma. Although a direct loss for AWSP, it is an indirect win as Kurt will be shaping and preparing the next generation of school leaders at UW-T.

    Kurt joined AWSP about five years ago after a successful career as a building administrator and teacher. While at AWSP, Kurt served in a variety of capacities ranging from professional learning to becoming an important principal voice on statewide committees and task forces, to leading courageous conversations about race and equity. Kurt carried the AWSP torch proudly as he represented the mission of AWSP, which is supporting principals and the principalship in the education of all students. Kurt’s leadership and influence across the state have been invaluable and will be deeply missed.

    When Kurt first came to AWSP, he was hired as the Director of Diversity and Equity. That move was in line with what many organizations in both the public and private sectors were doing as they were hiring similar positions. A few years ago, we changed Kurt’s title to Associate Director to (1) capture the wide array of work in which Kurt was deeply engaged, and (2) to shift our internal thinking away from placing the sole burden of leading race and equity on the one (at the time) Black male. Leading equity is not up to Kurt; it’s up to the entire organization and all those within. It’s up to all of us. And quite frankly, there’s greater urgency and burden for the white leaders in the system to lead the charge, and be the change.

    As AWSP moves forward, we face a challenge immediately finding a replacement for Kurt. You might not see a job posting for his position for a while. For one, we don’t want to rush finding the right person. And secondly, we all know finding a high-caliber school leader willing to leave their building in late June is not prudent. In fact, when we hired Kurt, we had a similar situation requiring internal shifts so when the time was right, we could get the right person. 

    But if we were filling Kurt’s position today, who would we be looking for? Someone who loves kids. Someone who loves the principalship. Someone with successful and effective school-level leadership experience. Someone who knows and understands how to lead adult learning. Someone with incredible interpersonal skills who can advocate and represent principal voice across the state. Someone with passion, a vision, and conviction for leading change. Someone who believes in the value of a team. Someone who is reflective in their practice. And yes, someone who will fight head-on for systems-level changes through the lens of race and equity. Is that you?

    As the Executive Director at AWSP, it is my duty to lead our organization now and well into the future. You might be wondering how we can maintain our current level of high-quality support to our members by not immediately replacing Kurt’s position. Well, my answer is simple. I’d rather have us make internal adjustments right now to cover the scope of Kurt’s work until the right time and the right person comes along.

    AWSP is a rapidly changing organization. Together with your student programs organization, the Association of Washington Student Leaders (AWSL), we are elevating the important roles both principals and student leaders play in shaping school culture, creating equitable systems, and improving learning for everyone. 

    Kurt made AWSP better. He made us stronger as leaders. He left a long-lasting impact and legacy with us and across the state and country. We are better leaders thanks to Kurt’s time at AWSP. Future leaders enrolling in UW-T’s principal prep program will be in good hands. 

    Onward. 

  • OSPI School Safety Tips for June

    by David Morrill | May 25, 2021
    Safety blog


    Why? Because...

    It is wonderful to know that schools will be fully open in the fall! It has taken a lot of hard work and dedication on everyone’s part to make it through the pandemic. None of us has come through unscathed, but hopefully, we have come through stronger.

    Nearly 20 years ago, in 2002, our state legislature first called for districts and schools to develop comprehensive safety plans as a response to the 9/11 tragedy. Although I doubt that anyone foresaw anything like COVID, at that time, with SSB 5543, the Legislature did recognize that such safety plans for each public school were of paramount importance to help to assure that our schools would be able to provide the safest possible learning environment for all students. That bill became RCW 28A.320.125. Over the years, the RCW has been modified and adapted to changing times, recognizing and planning around a wide range, variety, and intensity of risks, threats, and hazards.

    Keep in mind that comprehensive school safety planning is not a stand-alone activity. In developing plans, the process is more important than the product. That process needs to consider SEL, to take an MTSS approach, and to be built with an inclusive, equity lens. There is not a cookie-cutter template to be filled in.

    As we grow stronger, it is an excellent time to revisit comprehensive school safety. It is time to revisit our district and individual school safety plans. And aside from the law, it is also a good time to consider the answers to the bottom-line questions, “Why we do them? School safety? So what? Why is this so important?”

    This is so important because of our kids. It is because of our students. Our future. It is because a safe and secure learning environment impacts attendance, achievement, and overall success in school. It is because we need to provide the safest possible learning environment for each and every student.

    Comprehensive safety planning is important because Sean has a hard time maneuvering his wheelchair around the halls. Because Mrs. Jones says that her daughter is being bullied so she keeps her home. Because Casey is the only openly gay student at school and has had some threats. It is important because after a small earthquake, people are too afraid to go back into their old building. Because Suzie’s ‘boyfriend’ makes her work at night; she’s often just too tired to go to school. Because there was a bomb scare posted on ask.fm; a lot of kids at school saw it and stayed home. Because it snowed, and the bus can’t make it up Mark’s slippery hill. Because someone’s mom was out too late last night, and she just couldn’t get the kids up today. And because Tariq wears a turban, and other kids try to pull it off.

    Safety planning is important because after the heavy rains, a landslide blocked the road on Mel’s street. Because there was an online threat to blow up “CHS” last week, and about half the students at a dozen or more schools stayed home. Because the principal said that there would be a drill today, so Ginny stayed home. Because there were reports of an active shooter in the area this morning. Because Robbie wanted to go to school, but he was hurt so badly during hazing he couldn’t do so for a couple days. Because Tina’s boyfriend threatened to beat her after he saw her talking to another boy. Because suicides are up. Because Pablo’s parents often keep their kids home; they’re undocumented and afraid of being arrested, and the kids will come home to an empty house. Because nobody knows where Malia is. And because Yuki has nasty bruises almost every Monday; she’s out again.

    School safety planning is important because Roy is a radicalized youth on a mission. Because Les skips 3rd and 4th period daily, doing ‘things’ with other kids for spending money. Because some old chemicals spilled, the school still stank, and some kids got sick. Because gang activity in her neighborhood means Sandra can’t leave home for fear of violence. Because Jimmy is coming back to his school after several months in juvenile detention. Because a student was embarrassed and scared because sexted pictures were shared. Because Ronnie’s parents do not have proof of his immunization status. And because Missy lives in a car, and she can’t shower every day.

    School safety planning is important because well over one million young people in our state are just now emerging from a traumatic pandemic year.

    You may know many of these young people. And others. I do, too.

    They are why we do comprehensive safety planning.

    Thank you for all you do every day for every one of your students.

  • Eatonville Students Dig Gardening

    by David Morrill | May 24, 2021
    elementary student tends to garden bed

    The students at Columbia Crest A-STEM Academy in Ashford (part of Eatonville School District) really dig gardening...both literally and figuratively. The construction of the garden at Columbia Crest was completed by students, staff, and volunteers 4 years ago. The garden initially was viewed as a way to teach students self-reliance skills, and to provide snacks for students during the school day. Over the last several years, the Columbia Crest Garden Program has blossomed into a classroom integrated, standards-based educational tool; as well as a community outreach vehicle. The Columbia Crest Garden Program has two main goals: to promote education, and to provide a source of fresh produce for the local community. Last year alone, the Columbia Crest Garden Program donated over 400 pounds of fresh produce to the community! Given Ashford’s distance from stores that sell produce, this is a much-needed service.

    Ashford is far removed from easy access to fresh fruit and vegetables. The drive from Ashford to the closest grocery store (Morton or Eatonville) takes 45 minutes. As a result, the greater Ashford community has to drive farther and spend more money to get healthy food than the average American. Some families just can’t make that drive. By providing a source of fresh, free produce in Ashford, The Columbia Crest Garden Program helps save local families considerable time and money. Instead of having to drive the 45 minutes to the closest grocery store in Eatonville, families can stop by the school, grab some produce, and start dinner in under 15 minutes. At over $3.50/gallon, this is a significant savings in gas alone, not to mention the cost of the produce!

    Last year, even with the COVID19 pandemic, students grew, harvested, and donated over 400 pounds of produce to their community. Peas, green beans, lettuce, beets, strawberries, spinach, and squash were among the selections of produce available from the garden. This year, students predict that they will at least double their donations to the public. Each grade level has planted and tended its own garden bed. Middle school students oversee their beds, and the entire garden, making sure that weeding, watering, and general maintenance are performed correctly. By the end of the school year, most garden beds will be ready to start harvesting. The harvest will last all the way through the summer, into the next school year. This will provide a constant stream of fresh fruit and veggies to the community, and continued educational opportunities in the Fall. 
     
    Students almost universally appreciate the garden as a motivating tool in their education. They are excited to get out of the classroom and into the garden, especially this year. Charlie Smith explains that “Working in the garden cuts the stress. It’s fun and it’s good to get fresh air; especially with the masks this year!” Students particularly appreciate how garden assignments provide a real-world use of classroom skills, like Teagan Ellington, “Researching garden methods pushes us to learn how to research, which we need to do in English. But then we actually get to use our research. When we find out how to plant and grow something, then actually get to do it, it’s so much more fun!” Jennavieve Smith, expands on that,” Sitting in a classroom staring at a computer is boring. It is hard to be excited about writing essays for the sake of learning how to write. Doing assignments for the garden is motivating because we know we will get to use our research. Our work will actually help people, instead of just getting us a good grade.” 

    Even teachers appreciate the garden as a tool they can use to get the most out of their classes. I have been using the garden to teach ELA (English) for 3 years, “With the garden, students can see how valuable and applicable research is to their everyday lives. Students don’t come to me knowing how to amend soil, or what depth to plant a particular seed. They have to find this on their own. They have to research different crops and persuade their classmates that a certain crop or method of growing is superior to another. Students who don’t typically excel in the classroom find success in the garden classroom. Absences have declined and grades have improved since I have begun regularly incorporating garden lessons into my curriculum.” The Columbia Crest Garden Program supports nearly every aspect of student education. 

    To students and staff at Columbia Crest, their garden is not a way to get out of the classroom, it is a way to bring the classroom outside; or, perhaps, to bring the outside into the classroom. Between helping a community save money and gain access to fresh produce, to helping students engage and apply their more traditional lessons, the Columbia Crest gardening program is helping to grow a healthier and happier community…and the kids really dig it. 

  • Special Education and 504 Tips & Resources | May 21 Edition

    by Xenia Doualle | May 21, 2021

    image of inclusion cutout people

    This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

    This week's newsletter includes links to information on:

    Section 504 New:
    Q&A on Civil Rights and School Reopening in the COVID–19 Environment

    IEPs
    Determining Measurable Annual Goals

    Physical Education
    What to Know About Adapted PE in Washington State

    Special Olympics
    2021 Virtual Transition Event

    OSPI
    Best Practices for Planning Paraeducator Support Academic and Student Well-Being Recovery Plan

    Upcoming Classes and Events 

    Have a nice weekend, for more information, contact Abby Bowers.

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