Beyond the Bake Sale
Q. Is it allowable to use ASB money to purchase coaches jackets, sweats, etc.?

A. You can use ASB (public) moneys to buy coaches apparel, but the items are public property and must be inventoried and maintained by the ASB. The items can be used as a course of their coaching duties, but they do not own them, nor can they keep them unless the district policy declares the items of de minimis value or surpluses them.

Beyond the Bake Sale: Canned Food Drives

1. There must be a school board policy. Prior to solicitation of funds, school board must adopt policies outlining the scope and nature of fundraising to be allowed.  Policy to include provisions to ensure appropriate accountability, including prompt deposit, holding moneys in trust, and disbursement only for the intended purpose.
2. It should be a bona fide charity. Funds may be used for scholarship, student exchange, and/or charitable purposes. Does NOT include any activity related to political activities, such as campaigns or initiatives.
3. Prior to the fundraising, notice must be given. The purpose of the fundraiser must be clearly identified and must state that the proceeds are nonassociated student body funds, to be held in trust by the district exclusively for intended purposes.
4. Direct services provided by the district must be paid for. The school district should withhold from moneys raised an amount adequate to reimburse the district for its DIRECT costs in handling these private moneys and WAC 392-138-205 applies to moneys received, deposited, invested and accounted for under this section. Disbursements must follow WAC 392-138-210.
5. It is NOT public money. Non-associated student body private moneys shall not be deemed public moneys under section 7, Article VIII of the state Constitution.

Outside Is In: "Be a Tree"

Have students identify characteristics of trees. Visit trees in the school yard. Have the students do tree dramatizations, using their arms as the branches and their legs as the trunk.

Ask:

• How does the tree look during a storm?
• How does a fruit tree look in the spring?
• How does a young tree look in comparison with an old tree?
• How does the tree look during each of the seasons?

AWSP's 2015 Legislative Platform

• Paramount Priority. AWSP’s priority is to fully, sustainably, and equitably fund basic education, including unfunded/underfunded mandates, by 2018.
• Professional Learning. Restore professional learning days and allow flexibility to support ongoing, continuous professional development and collaboration for principals and teachers to implement TPEP, Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and Science, Technology, Engineering and Math (STEM).
• Evaluate Role of Principal. Commission a study to evaluate the role and expectations of principals in light of current and changing responsibilities.
• Increase Student Support. Fully fund intervention and supports needed, including, but not limited to, mental health counseling, drug and alcohol counseling, and academic counseling.

The Impact of Classroom Design

If you’re designing a classroom from scratch, what would you prioritize? According to an article from the inaugural issue of the Policy Insights from the Behavioral and Brain Sciences journal, you’d want to design with these three features in mind:

1. Lots of natural light

2. Controlled temperature ( the optimal temperature for learning is between 68 and 74 degrees)

3. Quiet room

While most buildings are what they are and districts lack the funds to make capital improvements, the good news is, you can still design the physical environment to positively affect student learning. Wall decor and posters can have an influence on classroom culture and learning. Read more about the “Designing Classrooms to Maximize Student Achievement” article in the Seattle Times Education Lab Blog. 

Got some examples of how you influence learning and culture with art, posters, or design? We'd love to hear them. Leave a comment below and/or tweet them out with the hashtag #AWSPLF1.

Principals, it’s your month nationally and here in Washington, Governor Inslee has proclaimed the last week of the month to be School Principals Week. Read the proclamation below or view a signed copy of the proclamation (PDF).

WHEREAS, principals are educational visionaries, instructional and assessment leaders, disciplinarians, community builders, budget analysts, facilities managers, and administrators of legal and contractual obligations; and

WHEREAS, principals set the academic tone for their schools and work collaboratively with teachers to develop and maintain a clear mission, high curriculum standards, and set performance goals and objectives for schools to achieve educational excellence; and

WHEREAS, principals create school environments that facilitate great teaching and learning and continuous school improvement; and WHEREAS, the vision, dedication, and determination of a principal provides the mobilizing force behind any school reform effort; and

WHEREAS, the celebration of School Principals Week honors the contribution of school principals and assistant principals at all grade levels to the success of students in Washington elementary and secondary schools, and recognizes the importance of principals in ensuring that every child has access to a quality education;

NOW, THEREFORE, I, Jay Inslee, Governor of the state of Washington, do herby proclaim October 26th through November 1st, 2014 as School Principals Week in Washington, and I urge all people in our state to join me in this special observance.

Presidential Awards for Excellence in Mathematics and Science Teaching

Do you have an excellent secondary math or science teacher in your building? If so, make sure to nominate them through the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program. See the details from PAEMST below.

The 2014–2015 nomination period for 7–12 grade mathematics and science (including computer science) teachers for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program is currently open. PAEMST is the nation’s highest honors for teachers of mathematics and science (including computer science). Established by Congress in 1983, the PAEMST program authorizes the President to bestow up to 108 awards each year. NSF administers PAEMST on behalf of The White House Office of Science and Technology Policy. Presidential awardees receive a certificate signed by the President of the United States, a trip for two to Washington, D.C., to attend a series of recognition events and professional development opportunities, and a $10,000 award from the National Science Foundation (NSF). PAEMST’s most recent cohort of awardees even had the opportunity to meet with President Barack Obama.

Please consider nominating a talented teacher using the PAEMST website today. The 2014–2015 nomination deadline is April 1, 2015, and the application deadline is May 1, 2015. Applications will be available on the PAEMST website on November 1, 2014.

In addition, we hope that you will help expand the pool of outstanding teachers that apply for this award. Please find sample social media messaging below to help you easily share this opportunity with your personal network.

Should you have any questions about the program or the nomination process, please contact info@paemst.org or 855–723–6780.

Ask Dr. WAC:Principal Focus Evaluation Requirements vs. Teacher Requirements

1. For the most part, they are the same.
    
2. Observation Requirements:
   
   •  Principals - There are no observation requirements for focused evaluations of principals.
   • Teachers - The same requirements for observation of teachers on a comprehensive evaluation also apply to a focused evaluation. The only exception to that is if the criterion chosen is not "observable" (whatever that means).
3. Student Growth: For both, if a criterion is chosen that does not have a student growth element, a student growth element must be added.

• Principals - Principals may pick from any student growth element in the framework.
• Teachers - Teachers are limited to picking from only Criteria 3 & 6

Thanks for the question. Keep them coming in.

Initiative 1351

If you’re reading this blog, you’re probably already familiar with Initiative 1351, which is designed to reduce class size. AWSP has long advocated for new revenue and supported legislation to lower class size, but this ballot measure has too many implementation issues and is not the best way to increase student achievement for all kids, which is why the AWSP board voted to opposed it.

We believe that new revenue and lower class sizes are needed, but this initiative would tie districts’ hands and eliminate any discretion in how best to increase student achievement. Members of the AWSP board cited these specific concerns with I–1351:

Funding: There is no funding source for I–1351. The Governor’s Office projects a $4.7B cost at full implementation. Implications include:

• Lack of Facilities: The initiative provides no capital budget assistance to increase capacity for more classrooms, yet most school districts lack the physical space needed for the additional classrooms required under I–1351. Many districts don’t have the space to add more portables.

• Pressure on Local Funds: On average, districts are paying $12,000 of a teacher’s salary out of local funds while the state pays the rest. The Supreme Court ordered the Legislature to fix this under McCleary, but there is no plan in place yet. An additional $1B in local money would be needed to pay for the staff salaries necessary for implementation, according to the Washington Association of School Administrators.

• Limited Flexibility on Spending: Our ultimate goal is to increase student achievement. Reducing class size is only one piece of that puzzle. Restricting revenue to the addition of teachers and staff leaves little to supply the other pieces. Current law already calls for reduced class sizes by 2018.

Shortage of High-Quality Teachers: According to the Governor’s Office, the initiative would require adding 7,000 teachers and 17,000 non-teaching positions to our schools at full implementation. While Washington has a very strong and accomplished teaching force, districts are already having trouble hiring great teachers. The Professional Educators Standards Board estimates the total new teachers in the pipeline at about 4,000, far short of the number needed to reach the initiative’s class size targets.

Inconclusive Research for Grades 4–12: The Washington State Institute for Public Policy aggregated the results of 53 studies, finding class size reductions in K–3 offer roughly twice the value in kindergarten and first grade than at upper grade levels. The research for lowering class size is inconclusive for grades 4–12; however, there are many research-supported strategies to raise student achievement districts could implement if the initiative allowed money to be used in other ways.

Principals want lower class sizes, but they know that quality trumps quantity when it comes to their teaching staff. Given all of the pressures on teachers today to learn how to translate new standards into their teaching, utilize technology effectively and ensure that all students are achieving at high levels, simply finding more teachers to add to the school is less important than providing the existing teachers the additional time, training, and classroom resources necessary to be successful.

Do we need additional, new revenue in our schools? Yes.

Do we want all students to have smaller class sizes? Yes.

Is Initiative 1351 the best way to increase student achievement? No.

Read our statement to our members:

AWSP Statement on Initiative 1351

The Association of Washington School Principals has a long and well-established history of supporting increased funding for public schools and smaller class sizes. The association has actively advocated for new revenue with the landmark McCleary school funding lawsuit and supported various pieces of legislation (including SHB 2776) to lower Washington’s K–12 class sizes. Both McCleary and the bills approved by the Legislature grant schools and districts flexibility in using new revenue when it comes to enhancing student achievement.

On Sept. 25, the AWSP Board of Directors voted to oppose Initiative 1351, a class-size reduction measure on the November ballot. In their discussion about I–1351, the board outlined a number of concerns, including the fundamental concern that the measure lacks a dedicated funding source. Should funding be provided, the board felt I–1351’s prescriptive funding formula does not give school districts the flexibility to apply resources where they are needed most.

AWSP board members — representing elementary, middle and high school principals from around the state — also cited serious concerns about schools and districts that would not qualify for all available funding simply because they lack the facilities or physical space to add classrooms.

While AWSP believes class size is an important factor in K–12 student learning and that new revenue is needed for K–12 education, this initiative lacks a funding source and limits the paths districts can take to increase student achievement. For these primary reasons, AWSP is opposed to Initiative 1351. For additional information about AWSP’s position on I–1351, contact Jerry Bender, AWSP Director of Governmental Relations, at 360.357.7951 or jerry@awsp.org.

Learn more about I–1351 and read what others are saying about this initiative:

• Yes on 1351 – Class Size Counts
• Oppose I–1351 – Vote No on 1351
• Governor’s Office – Fiscal Impact Statement
• Official Bill Request – 1351 drafted language
• OSPI – Statement from State Superintendent Randy Dorn on Initiative 1351
• Seattle Times – Editorial: Initiative 1351 aims to corner Legislature on K–12
• Seattle Times – Editorial: Initiative 1351 is the wrong tool to reduce class sizes
• Spokesman Review – Editorial: I–1351’s goals don’t justify its high cost
• Seattle Times – Initiative 1351: For a multi-billion-dollar budget-buster, not much opposition
• Tacoma News Tribune – Backers say class-size ballot measure is long overdue; foes say it distracts from Supreme Court mandate
• Washington State Budget & Policy Center – New Revenue Would Be Needed to Fund Class Size Initiative
• Washington Research Council – Initiative 1351 Class Size Reduction: A $4.7 Billion Unfunded Mandate with Dubious Educational Merit
• League of Education Voters – LEV Board votes to oppose I–1351: There is no silver bullet
• The Stand – I–1351: Smaller class sizes make big difference for our children
• Washington Policy Center – Citizens’ Guide to Initiative 1351: To Reduce Class Sizes
• Inlander – CLASS WARFARE: A budget-busting initiative aims to reduce class sizes — but is it worth it?

Here’s a lab oriented lesson from the Cispus Learning Center that can be done in the classroom or at any outdoor school…“Owl Games”

OWL GAMES

Focus: To show the sensory adaptations of the owl that aid it in finding food.

Group Size: 8–12 students

Time Required: 10–20 minutes

Materials: 1 blindfold

Physical Setting: Any small clearing or opening along the trail, avoid roots and stumps

Process

Activity 1:

1. One child is selected to be the owl. He or she is blindfolded and placed in the middle of the clearing. The rest of the children (adults can play too!) make a circle around the owl.

2. One at a time, the people in the circle make random noises that an owl’s prey would make (squeaking, chirping, rustling leaves, etc.). The owl then tries to point out who is making the noise. Rotate children so that everyone has a chance to be the owl.

Activity 2:

1. The group joins hands and forms a circle. One child is chosen to be the owl and is blindfolded, and another child is chosen to be the mouse. Both children then go to the center of the circle.

2. The owl will try to tag the mouse by listening to the sounds it makes while moving within the circle. During this time the circle remains silent and provides a boundary for the game. The mouse may try different techniques to keep from being caught, such as walking softly and crouching down. Rotate so that everyone gets a chance to be the owl or mouse at least once.

Download the PDF of this exercise.

“Outside is In”

Here’s a lab oriented lesson from the Cispus Learning Center about water quality that can be done at in the classroom or at any outdoor school…“Clearing the Muddy Waters”

CLEARING THE MUDDY WATERS

Focus: To develop the concept of sedimentation as a flip side to erosion

Group Size: Entire class

Time Required: Initial 5 minutes

Follow up: 5-15 minutes later during the same day, or next day

Materials: Pebbles, Clay, Fine, Sand, Silt, Coarse sand, Clear glass jar with a screw top

Setting: Physical Classroom

Process:

1. Fill the jar half full of water. Finish filling the jar with about equal parts pebbles, coarse sand, fine sand, clay, and silt (or any combination that is available). Shake the jar and then allow to sit undisturbed.

2. Discuss how water erodes a mixture of dirt, sand, and rocks. Discus what students think will settle out first and why.

3. Wait an hour or more and compare student predictions with actual results. Students could draw the layers, with measured thickness and appearance (color, texture). This serves best as a lead in for field observations.

Beyond the Bake Sale

Q. Our choir teacher just asked if they could use their ASB account to purchase their choir uniforms (dresses, suits, etc.). Because they are altered/fitted, etc., the kids would buy them and own them. I know this is okay if it becomes school property, is it ok if the students buy to own?

A. If you allow cheerleaders to fundraise for their uniforms and keep them at year’s end, then you can do the same for choir uniforms. The memo is summarized here:

June 10, 1996 – Advice Memo to SAO

School districts may reward student participation in extracurricular activities that are part of the overall educational program of the district with uniforms or reasonable school store items. Such award should be authorized and approved by the school board and subject to established guidelines. In general, clothing that is custom fit would meet the de minimis rule if worn for the year or more.